ARTH 5217EX - Portraiture and Power

External - Semester 2 - 2018

The early modern period (c. 1400-1830) was a golden age for the production of portraits in Europe, and this course draws on the significant collection of portraits held in the Art Gallery of South Australia as a laboratory for learning. While the primary focus is on the origins and evolution of the enduring genre of portraiture from the Renaissance to Romanticism, comparative references are made to portrait practices and traditions in different historical periods and cross-cultural contexts. It not only examines the complex interface between the artist, patron, sitter and viewer in the making and meaning of individual and collective likenesses, but also addresses challenging interpretative issues and ideas concerning the representation and reception of forms of personal and political power expressed by depictions of the face and body. Topics covered throughout the course include: realism and idealism in portraits; changing beauty canons and notions of the grotesque; images of rule or state portraiture; self-portraiture and the image and identity of the artist; representations of the body and the sexual self; attitudes towards gender, class and race; social functions from commemoration to propaganda; literary portraiture (biography and autobiography); and the formation of national portrait galleries.

  • General Course Information
    Course Details
    Course Code ARTH 5217EX
    Course Portraiture and Power
    Coordinating Unit Art History
    Term Semester 2
    Level Postgraduate Coursework
    Location/s External
    Units 6
    Available for Study Abroad and Exchange Y
    Prerequisites Bachelor's Degree or equivalent, entry to the Graduate Program in Art History
    Incompatible ARTH 2002
    Restrictions Available to ProCertArtHist, GradCertArtHist, GradDipArtHist, MA(StArtHist) & MA(Cur&MuseumSt) MA students only
    Course Description The early modern period (c. 1400-1830) was a golden age for the production of portraits in Europe, and this course draws on the significant collection of portraits held in the Art Gallery of South Australia as a laboratory for learning. While the primary focus is on the origins and evolution of the enduring genre of portraiture from the Renaissance to Romanticism, comparative references are made to portrait practices and traditions in different historical periods and cross-cultural contexts. It not only examines the complex interface between the artist, patron, sitter and viewer in the making and meaning of individual and collective likenesses, but also addresses challenging interpretative issues and ideas concerning the representation and reception of forms of personal and political power expressed by depictions of the face and body. Topics covered throughout the course include: realism and idealism in portraits; changing beauty canons and notions of the grotesque; images of rule or state portraiture; self-portraiture and the image and identity of the artist; representations of the body and the sexual self; attitudes towards gender, class and race; social functions from commemoration to propaganda; literary portraiture (biography and autobiography); and the formation of national portrait galleries.
    Course Staff


    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1 Demonstrate knowledge and understanding of the history of visual styles and techniques that contributed to the development of the genre of portraiture in early modern Europe.
    2 Apply principal methods and theories employed in art historical research on concepts of affective representation and reception, identity, gender, age, and race, including the use of accurate terminology for categorising and defining different types of portraits. 
    3 Analyse formal elements of portraits to interpret their diverse social, political, and economic functions. 
    4 Critically evaluate and synthesise primary and secondary sources.
    5 Communicate ideas intelligibly and substantiate arguments effectively in writing. 
    6 Work efficiently in a self-directed manner individually and collaboratively to manage assignment deadlines using appropriate learning technologies.  
    7 Demonstrate commitment to intellectual rigour, academic integrity, and the value of lifelong creative thinking. 
    8 Demonstrate awareness of ethical, social and cultural implications of early modern European art and visual culture globally in professional museums and galleries. 
    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)
    1-8
    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
    2, 3, 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, 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, 7, 8
    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
    2, 8
    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
    5, 6, 7, 8
  • Learning Resources
    Required Resources
    Prescribed readings

    There is no course reader or set text for the course. Prescribed readings are available electronically on MyUni Canvas as pdf chapters or by searching the Barr Smith Library (BSL) catalogue independently for the journal articles and e-book chapters listed under the weekly modules.
    Recommended Resources
    Recommended text

    West, Shearer. Portraiture. Oxford; New York: Oxford University Press, 2004. [BSL e-book].

    Barr Smith Library Resource Guide

    http://libguides.adelaide.edu.au/ArtHistory

    Chicago Style Manual (electronic 2017)

    Sign-in via the Barr Smith Library (BSL) catalogue.

    Online Learning
    MyUni Canvas (course website)

    Announcements

    Discussion board (Q&A) - for general course questions and summative discussion tasks

    Pre-recorded lectures and short video presentations

    Weekly reading lists and selected pdf chapters 

    Image powerpoints

    Structured (formative) learning activities designed to support (summative) assessment tasks

    Digitial Image Manipulation Guide

    Turnitin (plagiarism tool and assignment submission)

    External course resources (websites; podcasts; youtube clips)
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course is structured to equip you with advanced academic skills in the development of foundation knowledge of art historical methods and theories pertinent to the genre of portraiture in early modern Europe (1500-1800). Learning is approached as a self-directed and cumulative process with an emphasis on structured learning activities, peer review, and constructive feedback from the course coordinator.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Pre-recorded lectures 10 hours
    Online learning activities 24 hours
    Reading 84 hours
    Research 110 hours
    Assignment preparation 84 hours
    TOTAL WORKLOAD 312 hours per semester
    Learning Activities Summary
    Week 0 Course induction
    Week 1 Theories of portraiture and power
    Week 2 Italian Renaissance innovations
    Week 3 Northern Renaissance realism
    Week 4 Face-to-face with the artist
    Week 5 Mannerism
    Week 6 Images of rule
    Week 7 Seventeenth-century portraiture
    Week 8 Dutch Baroque 
    Week 9 Spanish Baroque
    Week 10 Eighteenth-century portraiture 
    Week 11 Rococo to Neoclassicism
    Week 12 Romanticism
    Specific Course Requirements
    External students located interstate or residing in rural South Australia must register with the Barr Smith Library Remote Student Library Service:

    https://www.adelaide.edu.au/library/using/membership/external/
    Small Group Discovery Experience
    Small Group Discovery Experiences are delivered informally and formally using the Discussion Board on MyUni Canvas.
  • 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
    Assessment Task Task Type Due Weighting Learning Outcome
    Discussion board  Formative and summative

    Weeks 4, 8, 12

    10% 1, 3, 5, 6 
    Academic source review Formative and summative Week 7 25% 4, 5, 6, 7 
    Visual analysis  Formative and summative Week 10 25% 1, 2, 3, 4 
    Research essay Formative and summative Week 13 40% 1-8
    Assessment Related Requirements
    This course will follow Faculty of Arts policy on extensions and submission of late assignments.
    Assessment Detail
    Instructions for the assessment tasks (assignments) will be available on MyUni Canvas.
    Submission
    The three major assessment tasks (assignments) must be submitted via Turnitin on MyUni Canvas (by midnight of the due date).
    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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