PHIL 2051 - Art, Perception and Creativity

North Terrace Campus - Semester 1 - 2018

Art is very difficult to define. If you say art is functional, I will find some art which aims to be useless. If you say art is about appearance, I will find some which is about the concept. If you say art is unique, I will find art which has multiple instances. In this course we will consider the various aims and purposes which have at one time or other occupied artists, to see whether within all these aims and purposes there is any common element which would justify bringing all things we presently call art under the one name. This study will draw upon theories of perception, meaning and culture; and will reference both historical and contemporary writers and philosophers of art.

  • General Course Information
    Course Details
    Course Code PHIL 2051
    Course Art, Perception and Creativity
    Coordinating Unit Philosophy
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites At least 12 units of Level I Arts courses, including 3 units in Philosophy
    Incompatible PHIL 2025 & PHIL 3025
    Course Description Art is very difficult to define. If you say art is functional, I will find some art which aims to be useless. If you say art is about appearance, I will find some which is about the concept. If you say art is unique, I will find art which has multiple instances. In this course we will consider the various aims and purposes which have at one time or other occupied artists, to see whether within all these aims and purposes there is any common element which would justify bringing all things we presently call art under the one name.
    This study will draw upon theories of perception, meaning and culture; and will reference both historical and contemporary writers and philosophers of art.
    Course Staff

    Course Coordinator: Professor Jennifer McMahon

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1. Introduce students to the debates and topics that occupy philosophers of art
    2. Develop an understanding of underlying philosophical themes and concepts
    3. Develop an awareness of the perspectival nature of perception and meaning.
    4. Develop the ability to write clearly and cogently using scholarly format, style and referencing.
    5. Facilitate and cultivate ability to structure an argument, and present and defend it within a public setting, for example, through group work in seminars.
    6. Use examples from a range of art forms to demonstrate, defend or refute philosophical arguments covered in the course.
    7. Conduct research using a wide variety of sources including scholarly philosophical literature, the Art Gallery of SA, popular media and the internet.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1,2
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1-4
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    5
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1-7
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    3
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    3, 5-7
  • Learning Resources
    Required Resources
    • Darren Hudson Hick. Introducing Aesthetics and the Philosophy of Art. London & New York: Continuum, 2012
    or Darren Hudson Hick. Introducting Aesthetics and the Philosophy of Art. London: Bloomsbury, 2nd edition, 2017.
    Recommended Resources
    • Clive Cazeaux (editor) The Continental Aesthetics Reader. London & New York: Routledge, 2011, 2nd edition.
    • Cynthia Freeland, Art Theory: A very short introduction. Oxford University Press, 2003 (paperback edition)
    Online Learning
    Online learning components will be provided.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    No information currently available.

    Learning Activities Summary

    No information currently available.

    Specific Course Requirements
    (i) There will be group work around the development of a glossary. (ii) There will also be a requirement to present a seminar paper to your group and answer objections. (iii) There is also a debate between groups, for which each person needs to develop an argument and answer two objections raised to their argument. Each student records their responses to objections on their iphone for each of these second two tasks, and uploads their recordings into Canvas for assesment.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Two seminar papers with related seminar based activity; and a final essay with group based glossary attached.
    Assessment Detail

    No information currently available.

    Submission
    The semianr papers are handed in at the relevant seminars; the recordings of response to objections are uploaed into Canvas; the draft glossary is emailed by one group representative; and the final essay is submitted online.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
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