ARTH 2000 - Renaissance Art in Northern Europe
North Terrace Campus - Semester 1 - 2020
General Course Information
Course Code ARTH 2000 Course Renaissance Art in Northern Europe Coordinating Unit Art History 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 undergraduate study Course Description This course examines the production of art in northern Europe between the fifteenth and sixteenth centuries during the Renaissance, with a particular focus on Flanders and the Netherlands (the `Low Countries?), Germany, Switzerland, and France. The invention of the printing press, impact of the Protestant Reformation, and cultural encounters with Italian Renaissance artists, patrons, and humanists provide a dynamic framework for interpreting works of art that contextualises innovations in materials and techniques and the development of new themes and genres in sacred and secular northern European art.
Course Coordinator: Dr Lisa Mansfield
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course students will be able to:
1 Demonstrate knowledge of innovations in the visual arts during the Northern Renaissance. 2 Formally analyse works of art using discipline-specific terminology. 3 Use appropriate digital technologies and tools for research. 4 Interpret and evaluate a variety of primary and secondary sources, including images and objects. 5 Work independently and cooperatively in small group discussion and problem solving. 6 Articulate insightful research questions in both verbal and written modes of expression persuasively.
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, 4, 6 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
4, 5, 6 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
1, 5, 6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1-6 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
1, 4, 6 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
Required ResourcesPrescribed tutorial readings (PDFs) will be available on MyUni as an electronic reading list.
Recommended ResourcesThere is no prescribed text. The following scholarly survey books on Northern Renaissance art and visual culture will be useful background reading for the course:
Chipps Smith, Jeffery. The Northern Renaissance. London: Phaidon Press, 2004.
Harbison, Craig. The Mirror of the Artist: Northern Renaissance Art in its Historical Context. New Jersey: Prentice Hall, 1995.
Nash, Susie. Northern Renaissance Art. New York: Oxford University Press, 2008.
Snyder, James. Northern Renaissance Art: Painting, Sculpture, the Graphic Arts from 1350 to 1575. New Jersey: Prentice Hall; New York: Abrams, 1985.
Lecture and tutorial images (powerpoint presentations)
Instructions for assessment tasks
Assignment submission (Turnitin)
External resources (museum and gallery websites; databases for academic literature and images)
BSL subject guides
Learning & Teaching Activities
Learning & Teaching ModesWeekly lectures (1 hour) and tutorials (2 hours), including a small number of weeks conducted online witih replacement structured learning activities on MyUni.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Lectures (1 x 1-hour per week) 12 hours Tutorials (1 x 2 hours per week) 24 hours Reading 42 hours Research 42 hours Assignment preparation 18 hours Structured online learning activities 18 hours TOTAL WORKLOAD 156 hours per semester
Learning Activities Summary
Lecture and Tutorial Schedule Week 1 Introduction to Course Essential Toolkit Week 2 The Concept of the Northern Renaissance Readings Workshop Week 3 Flemish art in the fifteenth century Visual Analysis Workshop Week 4 From Altarpieces to Devotional Images Art and Empathy Week 5 Portraiture and Patronage Portraying Betrothal and Marriage Week 6 Pioneers of Printmaking Witches in Woodcuts and Engravings Week 7 Germany and the Netherlands in the Sixteenth Century Weird and Wonderful Bosch Week 8 Northern Humanism The Northern Artist as Genius Week 9 Reformation and Iconoclasm Research Workshop Week 10 Cultural Exchange North and South of the Alps Swiss Artist Mercenaries Week 11 Genre and Lowlife Painting Bruegel's Peasants Week 12 Still Life Painting Market Scenes by Aertsen and Beuckelaer
Specific Course RequirementsStudents are required to miss no more than three tutorials (unless due to documented medical illness or provision of an Access Plan to the Course Coordinator).
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Weighting Due Learning Outcome Short Essay
Formative and Summative
20% During semester 1, 4, 6 Visual Analysis Formative and Summative 35% During semester 1, 2, 3, 4 Research Essay Formative and Summative 45% After semester 1-6
Assessment Related RequirementsStudents must submit all assessment tasks to pass the course.
Assessment Task Description Short Essay Students will be required to write a short essay (1,000 words) on a prescribed question related to one of the weekly tutorial topcs. Visual Analysis Students will be required to write a comparative visual analysis (1,500 words) Research Essay Students will be required to write a research essay (2,000 words) on a prescribed question.
SubmissionAssessment tasks must be submitted using Turnitin on MyUni by midnight of the due date.
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.
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.
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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