UNIVERSITY OF KENT
SECTION 1: MODULE SPECIFICATIONS
1. Title of the Module
HA686 - Thinking about the Arts: Problems and Debates in the Philosophy of the Visual
and Performing Arts (I level)
HA687 - Thinking about the Arts: Problems and Debates in the Philosophy of the Visual
and Performing Arts (H level)
2. School or partner institution which will be responsible for management of the module
School of Arts
3. Start date of the module
2014/15 - Spring Term
4. The number of students expected to take the module
32
5. Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Schools and Faculties regarding the withdrawal
None
6. The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate
[M])
HA686 - I
HA687 - H
7. The number of credits and the ECTS value which the module represents
30 (15 ECTS)
8. Which term(s) the module is to be taught in (or other teaching pattern)
Autumn Term or Spring Term
9. Prerequisite and co-requisite modules
None (Introduction to Aesthetics and the Philosophy of Art recommended but not
essential).
10. The programmes of study to which the module contributes
BA HPA (single and joint honours)
BA Art History (single and joint honours)
BA Art and Film
BA Visual and Performed Arts
The module is also available as a wild option
11. The intended subject specific learning outcomes
Upon completion of the module, I level students will:
11.1. have acquired a broad understanding of key themes, concepts and methodology of
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the philosophy of art.
11.2. have acquired a broad understanding of key philosophical approaches to the study
and understanding of several visual media and performing arts, including painting,
photography, film, theatre, literature, popular art and conceptual art.
11.3. have gained insight on the different problems posed by different art media and a
critical view on how to approach them philosophically.
11.4. have acquired the conceptual and argumentative tools to develop a critical and
informed perspective on everyday and professional artistic and critical practices.
11.5. be able to demonstrate an understanding of the relevance of philosophical ideas to
everyday artistic practice and criticism.
11.6. have developed abilities to apply philosophical concepts to their encounters with art.
11.7. have acquired the ability to critically contrast aesthetically significant features across
different media.
Upon completion of the module, H students will:
11.8. have acquired a broad and systematic understanding of key themes, concepts and
methodology of the philosophy of art.
11.9. have acquired a broad and systematic understanding of key philosophical approaches
to the study and understanding of several visual media and performing arts, including
painting, photography, film, theatre, literature, popular art and conceptual art.
11.10. have gained insight on the different conceptual problems posed by different art media
and a critical view on how to approach them philosophically.
11.11. have acquired the conceptual and argumentative tools to develop a critical and
informed perspective on everyday and professional artistic and critical practices.
11.12. be able to demonstrate an understanding of the relevance of philosophical ideas and
methodology to everyday artistic practice and criticism.
11.13. be able to develop a critical view on the literature and the capacity to assess the
theories from an independent perspective.
12. The intended generic learning outcomes
Upon completion of the module, I students will:
12.1. have developed their written and oral communication skills, particularly regarding the
expression of complex thoughts about the visual and performing arts.
12.2. have expanded their capacity to listen attentively and critically to the views of others,
whether spoken or written.
12.3. have improved their capacity to construct and evaluate arguments.
12.4. have developed critical, analytical skills and more general intellectual skills such as
ability to synthesise and distinguish the main arguments and claims from the accessory
information.
12.5. developd critical judgement and problem-solving skills, that will allow them to develop
original and persuasive arguments.
12.6. be able to read critically, analyse and use a range of primary and secondary texts
Upon completion of the module, H students will:
12.7. have substantially developed their written and oral communication skills, particularly
regarding the expression of complex thoughts about the visual and performing arts.
12.8. have substantially expanded their capacity to listen attentively and critically to the
views of others, whether spoken or written.
12.9. Have substantially improved their capacity to construct and evaluate arguments by
making creative use of complex concepts and ideas.
12.10. have developed their critical, analytical skills to an advanced level.
12.11. have substantially developed their critical judgement and problem-solving skills, so as
to develop original and persuasive arguments.
12.12. be able to read critically, analyse and use a range of primary and secondary texts;
12.13. have achieved a capacity for independent learning, for example in the preparation and
presentation of course work, in carrying out independent research, in showing the
ability to reflect on their own learning and by mediating complex arguments in both oral
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and written form;
12.14. be able to approach problem-solving creatively, and form critical and evaluative
judgments about the appropriateness of these approaches to a level where a
substantial degree of autonomy and self-reflexive awareness is achieved in these
tasks.
13. A synopsis of the curriculum
This module provides a comprehensive overview of philosophical problems and debates
that arise when thinking about the different arts, their practices and appreciation. The
module explores topics such as the differences between popular and fine arts, the nature
and problems of conceptual art, reality and fiction in photography, the nature of pictorial
representation and form and function in architecture. Also, the module puts emphasis on
issues concerning the philosophy of film, theatre and performance: it explores the idea of
fiction and documentary (both in film and theatre), ethical problems with acting, cinema and
authorship and the nature of theatre. This module provides a broad philosophical
framework for understanding the contemporary art practices and art criticism.
14. Indicative Reading List
 Carroll, Noël, The Philosophy of Motion Pictures (Malden, MA; Oxford: Blackwell
Pub., 2008)
 Gaut, Berys, and Dominic McIver Lopes, eds., The Routledge Companion to
Aesthetics, 2nd edn (Routledge, 2005)
 Goldie, Peter, and Elisabeth Schellekens, Philosophy and Conceptual Art (Oxford:
Oxford University Press, 2009)
 Graham, Gordon, Philosophy of the Arts: An Introduction to Aesthetics (London;
New York: Routledge, 2005)
 Stern, Tom, Philosophy and Theatre: An Introduction, 2013
 Walden, Scott, Photography and Philosophy: Essays on the Pencil of Nature
(Oxford; Malden, MA: Wiley-Blackwell, 2010)
 Wollheim, Richard, and Bollingen Foundation Collection (Library of Congress),
Painting as an Art (Princeton, N.J.: Princeton University Press, 1990)
15. Learning and Teaching Methods, including the nature and number of contact hours and the
total study hours which will be expected of students, and how these relate to achievement
of the intended module learning outcomes
The module will be delivered over 12 weeks and consist of:
11 x 2h lectures that will introduce contemporary debates in the philosophical literature
about the arts, providing a logical structure that help students to make sense of the
arguments put forward in the readings and the dialectic of the debates. Lectures will also
include a variety of practical examples from the art practice and criticism.
11 x 2h seminars focused upon structured discussion of assigned texts and examples of
artistic practices.
Lectures will focus on developing the learning outcomes described above, at 11.1–13 and
seminars will focus on developing the learning outcomes described at 11.1–13 and 12.1–
15.
Private study will take the form of directed reading and the undertaking of carefully
constructed assessment tasks, with the aim of further promoting all learning outcomes
mentioned.
Total contact hours = 44
Total private study hours = 256
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Total study hours = 300
16. Assessment methods and how these relate to testing achievement of the intended module
learning outcomes
I and H level students will be assessed 100% by coursework and the coursework of I level
students will be divided into two assessment tasks intended to develop particular study and
key skills. The learning tasks will comprise an essay (50% of the final mark) and a seminar
diary (50% of the final mark).
The essay is targeted to develop the following skills: 11.1-7 and 12.1-7
The seminar diary (250 words) is designed to meet the following learning outcomes: 11.4-7
and 12.1-4
Assessment methods specific for I level students:
 [I Level] Essay of 2500 words (50% of the final grade)
Students should answer one of the essay questions. The essay questions will normally
comprise a descriptive and an evaluative part. In the descriptive part the students
should be able to explain in their own words a given theory or debate discussed in
class and found in the philosophical literature. Then, they should evaluate the
advantages and disadvantages of each view illustrated with examples. In developing
the essay students should examine, evaluate and apply the concepts introduced by the
module and will develop subject specific skills essential to writing and research in
philosophy, as well as within the humanities more broadly. They will be required to
undertake independent and self-motivated learning, involving research, independent
critical thinking and problem-solving. This assessment method aims to promote the
learning outcomes described above at 11.1–7 and 12.1–6.
 [I Level] Seminar diary (50%)
Students are expected to write approx. 250 words of notes in preparation for each
seminar (2750 words in total). These notes consist in responses to a set of questions
posed in advance (and posted in Moodle) that are designed to (i) help the student
identify and understand the main ideas of the text; (ii) encourage her/him to reflect on
those ideas and find relevant examples. These responses are fully written out, and will
be the starting point of discussion in the seminars.
This assessment method is intended to encourage appropriate preparation for and
involvement in the seminars, thus promoting a deeper understanding of, and an active
engagement with, the course material. But it is also intended to help improve the
students’ writing skills and preparation of their essay. This assessment method aims to
promote the learning outcomes described above at 11.1–3, 12.1, 4-6
Assessment methods specific for H level students:
 [H Level] Essay of 2500 words (50% of the final grade)
Students should answer one of the essay questions posed in Moodle. The essay
questions will normally comprise a descriptive and an evaluative part. In the descriptive
part the students should be able to explain in their own words a given theory or debate
discussed in class and found in the philosophical literature. H students will be expected
not only to evaluate the advantages and disadvantages of each view and illustrate it
with examples but also provide a critical view informed by the secondary literature and
their own judgement. In developing the essay students should examine, evaluate and
apply the concepts introduced by the module and will develop subject specific skills
essential to writing and research in philosophy, as well as within the humanities more
broadly. They will be required to undertake independent and self-motivated learning,
involving research, independent critical thinking and problem-solving. This assessment
method aims to promote the learning outcomes described above at 11.8–10 and 12.7,
9-14.
 [H Level] Seminar diary and critical portfolio (50%)
Students are expected to write approx. 250 words of notes in preparation for each
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seminar (2750 words in total). These notes consist in responses to a set of questions
posed in advance (and posted in Moodle) that are designed to (i) help the student
identify and understand the main ideas of the text; (ii) encourage her/him to reflect on
those ideas and find relevant examples. These responses are fully written out, and will
be the starting point of discussion in the seminars.
H Level students will also be expected, as part of their seminar diary, to submit a
portfolio of 2 images or case studies, each accompanied by a critical discussion in
which they apply the concepts and theories introduced by the module.
This assessment method aims to promote the learning outcomes described above at
11.8–10, 12.7, 12.10-14.
16. Implications for learning resources, including staff, library, IT and space
None
17. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need in
its teaching. Within this module we will make reasonable adjustments wherever necessary,
including additional or substitute materials, teaching modes or assessment methods for
students who have declared and discussed their learning support needs. Arrangements for
students with declared disabilities will be made on an individual basis, in consultation with
the University’s disability/dyslexia support service, and specialist support will be provided
where needed.
18. Campus(es) where module will be delivered: Canterbury
19. University School responsible for the programme: School of Arts
UNIVERSITY OF KENT
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate
Studies (as appropriate): "I confirm I have been consulted on the above module proposal and
have given advice on the correct procedures and required content of module proposals"
Statement by the Head of School: "I confirm that the School has approved the introduction of
the module and, where the module is proposed by School staff, will be responsible for its
resourcing"