UNIVERSITY OF KENT
MODULE SPECIFICATION
1.
Title of the module
Beauty in Theory, Culture, and Contemporary Art (HA575/ 671)
2.
School which will be responsible for management of the module
School of Arts
3.
Start date of the module
Term 2, 07/08 revised for September 2013
4.
The number of students expected to take the module
40
5.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
N/A
6.
Level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
I+H
7.
The number of credits which the module represents
30
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Term 1 or Term 2
9.
Prerequisite and co-requisite modules
None
10. The programme(s) of study to which the module contributes
SH HPA, JH HPA, VPA. Available as a wild module.
11. The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
1.
2.
3.
4.
1.
2.
As a consequence of taking this module, I and H level students will:
have gained an introduction to classical and contemporary theories of beauty;
understand some models for the informed critical analysis of the manifestations
and uses of beauty in art and society;
be able to demonstrate an understanding of the interdisciplinary scope of art
history and the philosophy of art, and of the wide range of concepts and methods that
are pursued by art historians and philosophers of art;
have developed their abilities to apply these concepts and methods, so broadening
their ability to investigate and understand artworks
In addition, H level students also will:
have gained a detailed and in-depth understanding of the philosophical, theoretical
and critical issues around beauty;
have actively and critically engaged with questions concerning beauty in philosophy and
society.
12. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Module approved September 2011 revised April 2013
UNIVERSITY OF KENT
As a consequence of taking this module, I and H level students will:
1.
2.
3.
4.
5.
6.
develop skills of visual, critical and historical analysis, together with generic
intellectual skills of synthesis, summarisation, critical judgement and problem-solving,
that will allow for the construction of original and persuasive arguments;
develop the skills of communication, improving performance, problem-solving, and
working with others;
communicate effectively, using appropriate vocabulary and illustrations, ideas and
arguments in both a written and oral form;
read critically, analyse and use a range of primary and secondary texts;
locate and use appropriately a range of learning and reference resources (including
visual resources) within the Templeman Library and elsewhere, including museums,
galleries and the internet;
employ information technologies to research and present their work.
In addition, H level students will be able to:
1. demonstrate the acquisition of an independent learning style; 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 and written
form;
2. 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
After decades of neglect, beauty has made a controversial ‘return’ both in contemporary
art and as a concept in contemporary aesthetics, art theory and criticism.
The module examines the issues raised by this recent resurgence of beauty. Looking at
the concept of beauty, the role of beauty in culture and society, and its presence in
contemporary art and theory, the module explores the issues that make the return of
beauty such a controversial topic.
The module will draw on a variety of sources and disciplines to examine the place of
beauty: classic philosophical texts (Plato, Kant, Lessing), contemporary philosophy
(Levinson, Gaut, Nehamas, Walton, Zangwill, Hepburn), cognitive and evolutionary
science (McMahon, Etcoff), art criticism (Danto, Hickey, Beckley), art history (Gombrich,
Clark), sociology and cultural theory (Wolff). In addition, a range of traditional, modern
and contemporary artists will be discussed, including Goya, Warhol, Orlan, Duchamp,
Picasso, Goldsworthy, Rubens, Ofili, Poussin, Serrano, Metsys, Velazquez, Motherwell,
Rembrandt, Mangold.
14. Indicative Reading List
Plato, Phaedo, Symposium.
Immanuel Kant, The Critique of Judgement, tr. J. C. Meredith, Oxford: Oxford University
Press 1952 (1790).
Arthur C. Danto, The Abuse of Beauty: Aesthetics and the Concept of Art, Chicago:
Open Court, 2003.
Alexander Nehamas, Only a Promise of Happiness: The Place of Beauty in a World of
Art, Princeton, Princeton University Press, 2007.
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 learning outcomes
The module will be delivered over 12 weeks and consist of ten two-hour lectures and ten
two-hour seminar classes that focus upon structured discussion of assigned texts.
Module approved September 2011 revised April 2013
UNIVERSITY OF KENT
Lectures will focus on developing the learning outcomes described above, at 11.1–5, and
seminars will focus on developing the learning outcomes described at 11.1–5 and 12.1–
6. 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 number of contact hours - 40
Total number of private study hours - 260
Total study hours - 300.
16. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Students undertaking the module will be assessed 100% by coursework. The
coursework will be divided into two assessment tasks intended to develop particular
study and key skills. The learning tasks will comprise an essay of 2500 words (50% of
the final mark) and a seminar diary (50% of the final mark).
1.
Essay (50% of the final grade)
Students will examine, evaluate and apply the concepts introduced by the module and
will develop subject specific skills essential to writing and research in art history and
theory, as well as within the humanities more broadly. They will be required to undertake
independent and self-motivated learning, involving research, visual and conceptual
analysis, independent critical thinking and problem-solving. This assessment method
aims to promote the learning outcomes described above at 11.1–4/5 and 12.1–5.
I and H students will be given different lists of essay questions, appropriate to testing I
and H level learning outcomes.
2.
[I Level] Seminar diary (50%)
Marks for seminar diary will be awarded on the basis of students’ notes for each seminar
session. Students will be expected to submit extensive critical responses to the readings
on Moodle. 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 11.1–4,
12.1-6.
[H Level] Seminar diary and critical portfolio (50%)
Marks for seminar diary will be awarded on the basis of students’ notes for each seminar
session. Students will be expected to submit extensive critical responses to the readings
on Moodle. 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.
Stage III students will also be expected, as part of their seminar diary, to submit a
portfolio of 4 images, each accompanied by a critical discussion (approx. 250 words) in
which they apply the concepts and theories introduced by the module. This will account
for the necessary differentiation between stage II and stage III.
This assessment method aims to promote the learning outcomes described above at
11.1–5, 12.1-6.
17. Implications for learning resources, including staff, library, IT and space
None
18.
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
Module approved September 2011 revised April 2013
UNIVERSITY OF KENT
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.
19.
Campus(es) where module will be delivered:
Canterbury
20. Partner College/Validated Institution:
21. University School (for cognate programmes) or Faculty (for non-cognate
programmes) responsible for the programme:
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"
................................................................
Director of Learning and Teaching/Director of Graduate
Studies (delete as applicable)
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Date
…………………………………………………
Print Name
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"
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Head of School
..............................................
Date
…………………………………………………….
Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR
VALIDATED INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as applicable):
"I confirm that the College/Validated Institution (delete as applicable) has approved the
introduction of the module and will be responsible for its resourcing"
.................................................................
Nominated Responsible Officer of Partner
College/Validated Institution
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Module approved September 2011 revised April 2013
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Date
UNIVERSITY OF KENT
Partner College/Validated Institution
Module Specification Template
Last updated February 2011
Module approved September 2011 revised April 2013