LOUGHBOROUGH UNIVERSITY
Programme Specification
BA (Hons) History of Art and Design
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if full advantage is taken of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in Module Specifications and other programme documentation and online at http://www.lboro.ac.uk/
The accuracy of the information in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.
Awarding body/institution;
Teaching institution (if different);
Details of accreditation by a professional/statutory body;
Name of the final award;
Programme title;
UCAS code;
Date at which the programme specification was written or revised.
Loughborough University
BA (Hons) History of Art and Design
History of Art and Design
April 2003
1. Aims of the programme:
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To provide a solid critical structure in which the study of History of Art and
Design can be based, giving students the tools by which wider issues can be successfully and independently addressed.
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To focus student learning on Western art but also include reference and acknowledgement of other arenas of art and design production.
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To develop the idea that practice, and thinking about practice, are inextricably bound with the history and theory of art and design as a core philosophical stance.
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To provide students with a body of knowledge which will widen their cultural and intellectual horizons,
 To promote questioning discriminating attitudes together with such transferable skills as clear communication, methodical procedures of accessing and processing information and the tolerant consideration of differences in matters of approach and ways of thinking.
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2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:
Aims of programmes in History of Art Architecture and Design
1. In general, programmes in HAAD are concerned with the production, circulation and reception of meanings and values in history. They examine the ways that these have been mediated by artefacts, and the way that these artefacts have actually been used. Students may consider artefacts broadly from four points of view: as things which have been made, as things which have been designed, as things which carry meaning and value, and as things the understanding of which is enriched by contextual study; these points of view are mutually reinforcing.
2 Within this broad characterisation, HAAD has distinctive cognitive and investigative concerns, which require students both to attend to the specific material features of artefacts, and to engage with objects of study which are immaterial, abstract or generalised. These cognitive concerns include:
2.1 Time depth
HAAD is a historical study. Change and continuity may be studied over a range of durations and themes; patterns of change and continuity can be identified by the study of more than one culture area. These concerns ally HAAD closely with the methods and ambitions of history: it shares and endorses history's critical concerns with the evaluation of archival, literary and other forms of evidence. In addition, HAAD develops specific competence in the identification, evaluation and deployment of visual evidence in historical arguments and narratives.
2.2 Production and consumption
HAAD is often understood to concentrate on what artists and designers did, and on why they did it: on influence, inspiration and creativity. However, it is concerned both with the cultural and personal conditions which shape the production, use and valuing of artefacts in the societies for which they were made, and also with the ways in which such artefacts have been subsequently interpreted and treated. When HAAD considers the production of artefacts, it considers them both as things which are made (that is, as things which have a distinctive material form, dependent on materials and techniques that must be understood historically), and as things which have been designed (that is, that have been shaped through the working out of specific formal and functional agendas by men and women living at particular historical moments).
However, the artefacts studied in the subject area have been historically instrumental not because of their life in the mind of their designers, or their passage through a workshop, but because they have met needs as objects of consumption and of other forms of appropriation. This leads HAAD to the study, for example, of patronage, of collecting, of the everyday use of designed objects, of the evolution of the 'built environment' as well as to the study of critical, theoretical and art-historical writing on art, architecture and design.
2.3 Artefacts and signification
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HAAD considers artefacts to support meaning in a range of ways. Groups of artefacts may for example be meaningfully connected through their iconographic, stylistic or generic features. HAAD is also concerned with the way that artefacts form part of wider signifying systems, for example in their connections beyond the field of visual culture to literature or religion, to medical, scientific, economic, social or philosophical discourses, or to other shared beliefs or behaviours.
2.4 Artefacts and values
HAAD seeks not only to explain meaning, but also to engage critically with, and understand, value as it has been understood in cultures. This involves attention to the aesthetic qualities of artefacts. Such critical engagement promotes reasoned and accountable enjoyment of visual experience. Thus HAAD engages with the logics of cultural hierarchy and difference. Whether it concentrates on works of art, or looks at 'everyday' forms, it is concerned to explore the relationship between the sensible qualities of artefacts and their position in systems of cultural value.
2.5 Visible objects and visual literacy
Programmes in HAAD are characterised by the training which they offer in close, informed and rigorous looking at artefacts and in other forms of sensory attention to objects or performances. This training might take the form of descriptive work, formal or iconographic analysis, or systematic examination for the purposes of cataloguing or conservation. This training inculcates competencies which are often called 'visual literacy'.
3. The distinct origins and contexts of the disciplines within HAAD help to provide the subject area with its creative energy and dynamic character; this comes also from continued controversy over the role and status of 'art' in contemporary societies both now and in the past, and over the relationship of visual culture to other structures of power and meaning. Many programmes deliberately emphasise the diversity of methods which are put to use in HAAD as a result of its lineage and its current functions, and few will omit altogether some basic orientation in the 'methods and approaches' necessary to any useful engagement with the subjects in this area. Where such topics form a substantial part of a programme, they will enable students to understand better the limits and ambiguity, and the constructed nature, of the discipline with which they are engaged.
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3. Intended Learning Outcomes
Subject-specific knowledge and understanding:
On successful completion of this programme, students should be able to demonstrate knowledge and understanding of:
 A broad and comparative knowledge and understanding of the visual and material culture of more than one geographical region and/ or chronological period.
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A more concentrated and systematic knowledge of one or more of the above.
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A knowledge and understanding of the processes through theory and practice which artefacts are constructed in the cultures studied.
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Familiarity with some substantive areas of current research in the field addressed by the degree programme.
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An ability to engage with the concepts, values and debates that inform study and research in the subject area, including an awareness of the limited and partial nature of all historical knowledge.
 An understanding of the development of the subject, and of its key intellectual tools.
Skills and other attributes: a. Generic intellectual skills:
On successful completion of this programme, students should be able to demonstrate:
Cognitive skills a analysis: the ability to break down an argument, a task or a body of evidence, and deal effectively wit its component parts; b synthesis: the ability to bring evidence or ideas of different sorts or from different sources together in a productive way; c summarisation: the ability to identify and present the key elements of an argument or a demonstration; d critical judgement: the ability to discriminate between alternative arguments and approaches; e problem-solving: the ability to apply knowledge and experience so as to make appropriate decisions in complex and incompletely charted contexts.
Research skills a the capacity for critical, effective and testable information retrieval and organisation; b the ability to design and carry out a research project with limited tutorial guidance. b. Subject-specific skills and abilities:
On successful completion of this programme, students should be able to demonstrate:
Visual and critical skills a observation: close and systematic visual examination, informed by appropriate knowledge of materials, techniques and cultural contexts;
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b description: recording and describing such artefacts with clarity and precision, using ordinary and specialist language as appropriate to the topic and the intended audience, and with consideration for the differences between the visual and the verbal; c interpretation6 d production and critiques of artefacts:
Historical skills
The ability to: a use appropriate methodologies for locating, assessing and interpreting primary sources; b select relevant evidence from the wide range of types of evidence used in the subject area, and to apply it to the examination of historical issues and problems; c produce logical and structured narratives and arguments supported by relevant evidence; d marshal and appraise critically other people's arguments and to argue on the basis of familiarity both with relevant evidence and with specialist literature.
c. Key/transferable skills:
On successful completion of this programme, students should be able to demonstrate:
Communication skills
Open-mindedness
Diligence
.
Autonomy
Teamwork
Time management and personal initiative
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:
 lectures: which will often be supported by artefacts and still or moving images, to inform and also to motivate by capturing interest and exciting curiosity;
 seminars: that provide the context for group work, small-group discussions and team-based exercises;
 student presentations, which provide opportunity for oral communication and argument;
 tutorials and supervisions for structured regular contact with tutors and supervisors;
 directed reading within the specialist literature of the subject area, and in related subjects;
 student-directed reading of the exploratory and speculative kind, both within and outwith the immediate subject area;
 study visits to appropriate locations for direct experience and in situ discussion according to the focus of the programme;
 moving image presentations, to provide experience of the object of study or supply evidence for interpretation;
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 object-based work, including productions, demonstrations, artefact handling and identification work.
 some form of independent research work in the subject, often in the form of a personal research project assessed by a dissertation presented in the later stages of the programme.
Assessment will be undertaken through a variety of the following
 case studies;
 slide tests
 personal research projects;
 oral presentations;
 written assignments;
 portfolios and assessed work presented in other forms: eg photography, exhibitions etc..
 timed examinations seen and unseen
4. Programme structures and requirements, levels, modules, credits and awards:
Based on 6 semesters, 60 credits each (Full-time and part-time modes are available].
Students are required to pursue study of the whole Programme and must complete modules totalling at least 120 credits at each Level (360 in all).
Level One
This level is concerned with the developing students' methodological and critical skills, using the combination of investigative research, discussion, analysis and practice which characterises the programme as a whole. It also begins a programme of studies that incorporates an historical survey of art and design beginning at c.1600 and ending c.1850. These dates roughly correspond with the rise of bourgeois, mercantile culture in Europe and the concomitant development of widespread colonial trade. The framing allows us to look back toward the Renaissance in the early part of the programme and end at the high-point of nineteenth-century industrialism and Empire.
The methodology modules are meant to help students acquire a knowledge of the way art and design have been engaged historically and assist them to use theory to inform practice. At this level, students complete a programme of practical work from drawing, printmaking, photography and casting, which enables them to learn abut rt and design through the making process.
Level Two
The lecture survey programme continues the History of Art and Design from 1850 to the present. Further development in the study of art and design history is developed through subject-specific modules and study visits where appropriate. Students also acquire an understanding of contemporary approaches to art and design history through an intensive introduction to critical theory. In this level the thinking involved in the practical art and design programme is increasingly linked to the research and contextualisation undertaken in theoretical and historical studies. It is therefore considered to be more testing than level one and the expectations are higher.
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Level Three
Level Three develops the theme of innovation and experience but is more selfdirected, although there are taught elements. Students demonstrate their ability to take an extended research project, from the concept stage to a meaningful conclusion, through research, writing and the presentation of a dissertation of c.15,000 words. In addition, students develop and complete studio-based research which is presented in an exhibition context. The final component of the third year is a module which focuses on museum and gallery studies to complement the practice and history.
By the end of the programme, students will have developed a full range of transferable skills, including the ability to work in a team, to initiate, plan, undertake and complete a range of projects of both intellectual and practical form
Schematic Layout of Programme
Level 1 Semesters 1 and 2
Module
Lecture Programme:
Art and Design 1600-1850
Credit Weight
60 (year-long)
20 (year-long)
20 (semester 1)
20 (semester 2)
Studio Practice A
Texts and Contexts 1
Texts and Contexts 2
Level 2 Semesters 1 and 2
Module
Lecture Programme:
Art and Design 1850-the present
Studio Practice B
Critical Theory
Options x 2
Level 3 Semesters 1 and 2
Credit Weight
60 (year-long)
20 (year-long)
20 (semester 1)
10 x 2 (semester 2)
Module
Dissertation
Museum/Galleries I
Studio Practice
Gallery Practice
Credit Weight
60 (year-long)
20 (semester 1)
10 (semester 1)
30 (semester 2)
Note: unless stated as options, modules are core to programme
5. Criteria for admission to the programme:
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Passes at A Level to the value of 230 points or more. Other qualifications accepted include vocational A level (230 points from a minimum of 18 units, any combination) or a pass in an Art and Design foundation programme.
Non-traditional entry routes are encouraged and we welcome enquiries from anyone interested in the subject.
6. Information about assessment regulations:
Students will progress from Part A to Part B, by accumulating at least 120 credits and by achieving at least grade E in all modules. In order to progress from Part B to Part
C, students must have accumulated at least 240 credits of which at least 220 must be at degree level. In order to qualify for the award of an Honours Degree, students must have accumulated 360 credits of which 340 shall be at degree level
Students’ final degree classification will be determined on the basis of their performance in degree level module assessments in Parts B and C, in accordance with the scheme set out in GRUA. The average weighted mark for each Part will be combined in the ratio Part B: 40%, Part C: 60% to determine the final percentage mark. Part A marks will be considered for progression only.
Provision will be made in accordance with GRUA for candidates who have the right of re-assessment in Part A or Part B of the programme to undergo re-assessment in the University’s special assessment period.
See Assessment Criteria in Programme Regualtions.
7. Indicators of quality:
TQA/ESR scores, promotions via the "T" route in the department, Accreditation by professional/learned bodies etc.
8. Particular support for learning:
Careers:
The Careers Service provides a continuous service for students seeking careers guidance and help with job-search techniques, together with a library of careers resources. Careers Service personnel visit Departments to talk to student groups and are involved with students and parents from recruitment and induction onwards. In the
UK Graduate Careers Survey, sponsored by the Times Newspaper, Loughborough
University Careers Services was rated top of the league. Over 11000 finalists from 25 leading Universities were interviewed and the Careers Service at Loughborough achieved the joint highest score with 79% of students rating the service as good or excellent.
Library:
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The University Library (The Pilkington Library) provides technologically advanced support for student learning in a purpose-built building. It holds a stock of more than half a million volumes, monographs and an extensive serials collection; numerous PC workstations (100+); networked printing facilities and self-service photocopiers. The
Library is also a designated EDC (European Documentation Centre). The computerised library catalogue (OPAC) is available on-line, as are electronic versions of reading lists. Opening hours are lengthy and there is on-line access to subjectspecific data bases and networked CD-ROMs from networked labs and study bedrooms on campus. The Library organises self-guided tours for First Year students, and presentations from librarians are an integral part of the postgraduate research methods and design module. User support is also available from staff at the Library help-desk, via printed and online guides and through a series of 'Lunchtime in the
Library' training sessions. There are a variety of study environments in the Library, including individual and group study desks, private carrels and group study rooms.
Computing Services:
Computing Services provides the University IT infrastructure, and works in close collaboration with Faculty IT Co-ordinators and Departments' IT Support Specialists in maintaining staff PCs and departmental networked laboratories. There is a dedicated server for web based teaching support, the LEARN server, accessible both on and off campus; each member of staff is able to edit web pages on this server relating to their own modules.
Learning and Teaching Development:
Learning and Teaching Development (LTD) is the University's centre for teaching and learning innovation providing support for teaching, learning and assessment by acting as a reference service for students for learning and study skills. It works with tutors seeking to help particular students as well as providing general guides on studying, learning and assessment.
Staff Development:
Staff Development (SD) provides continuing professional development in teaching and other skills. Probationary staff attend a full programme of SD courses and, in their third year, the Quality Assessment Unit assesses their teaching through direct observation and a portfolio. Accreditation for this process has been awarded by the
Institute for Teaching and Learning (ILT). Permanent staff take refresher courses and investigate new developments in teaching through SD courses.
Counselling Service and English Language Study Unit:
The Counselling Service and English Language Study Unit are able to support individual students in resolving problems and in improving communication skills for international students.
Disabilities & Additional Needs Service:
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The Disabilities & Additional Needs Service (DANS) offers support for students including adaptation of course materials into Braille/large print/tape/disk/other formats; organising mobility training; BSL interpretation; provision of communication support workers; notetakers in lectures/tutorials; assessment of specific support, equipment and software needs; individual/small group tuition for students who have dyslexia; representing students’ needs to academic and other
University departments; organising adapted accommodation to meet individual needs; helping to organise carers to meet any personal care needs; organising appropriate support for students who have a mental health problem.
DANS has links with the RNIB Vocational College, Derby College for Deaf People and the National Autism Society to offer effective support to students at the
University. It regularly takes advice from other national and local organisations of and for disabled people.
Where a student has complex support or accommodation needs, contact with DANS is strongly advised prior to application.
9. Methods for evaluating and improving the quality and standards of learning:
The University has a formal quality procedure and reporting structure laid out in its
Academic Quality Procedures handbook, available online at: http://www.lboro.ac.uk/admin/central_admin/policy/academic_quality/contents.html and directed by the Pro-Vice-Chancellor (Teaching). Each Faculty has an Associate
Dean for Teaching responsible for all learning and teaching matters. For each Faculty there is a Directorate (responsible for the allocation of resources) and a Board
(responsible for monitoring quality issues within each department). Support is provided by the Staff Development Unit and the Quality Assessment Unit. Student feedback on modules and programmes is sought at regular intervals, individual programmes are reviewed annually and Departments review their full portfolio of programmes as part of a Periodic Programme Review (every five years).
Minor changes to module specifications are approved by the Associate Dean
(Teaching) on behalf of the Faculty Board, and ratified by the University Curriculum
Sub-Committee in accordance with the University's quality procedures. Major changes are formally considered by the University Curriculum Sub-Committee.
All staff participate in the University's staff appraisal scheme, which helps to identify any needs for staff skills development. Both probationary staff and those seeking promotion to Senior Lecturer are subject to a formal teaching evaluation scheme, administered by the Quality Assessment Unit and accredited by the Institute for
Learning and Teaching.
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