ARTH 7004 - Art in the Age of Enlightenment
North Terrace Campus - Semester 2 - 2019
General Course Information
Course Code ARTH 7004 Course Art in the Age of Enlightenment Coordinating Unit History Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 6 Contact Up to 3 hours Available for Study Abroad and Exchange N Prerequisites ARTH 7001 or ARTH 7001OL Restrictions Available to GCertArtHist, GDipArtHist, MA(StArtHist) & MA(CuratMuseumSt) only Course Description This course investigates the dynamic complexity of the art and visual culture produced and consumed in eighteenth-century Europe during the age of the Enlightenment. Structured around modules on the Rococo, Neoclassical, and Romantic period styles, topics to be considered include courtly culture, women and power, art and emotions, decorative arts and mass production, the business of portraiture, printmaking and satire, art and revolutionary propaganda, art and empire, and intersections between art and philosophy. The course is enriched by access to the collection of European Art on display in the Art Gallery of South Australia and available for viewing online for students studying the online version.
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 and understanding of major art and artists in eighteenth-century Europe. 2 Derive meanings from images and objects using formal analysis. 3 Interpret primary sources as part of research. 4 Critically review scholarly arguments in secondary sources to frame meaningful questions about art. 5 Work independently and cooperatively in constructive scholarly discussions. 6 Communicate cogently using discipline specific terminology in speaking and writing about art. 7 Use appropriate research tools and digital technologies for art historical research.
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, 3, 4 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
1-7 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
1, 3, 4 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 seminar readings (weekly) will be available on MyUni as an electronic reading list.
Recommended ResourcesD'Alleva, Anne. How to Write Art History. London: Laurence King Publishing, 2006.
Outram, Dorinda. Panorama of the Enlightenment. London: Thames and Hudson, 2006.
Tarabra, Daniela. European Art of the Eighteenth Century. Los Angeles: Getty Publications, 2008.
Formative learning activities
Image powerpoints (lectures and seminars)
Assessment task instructions
Turnitin (assessment task submission and plagiarism tool)
External resources (museum and gallery websites, image databases)
BSL (Barr Smith Library) Art History Subject Guide: http://www.adelaide/edu/au/ArtHistory
Learning & Teaching Activities
Learning & Teaching ModesWeekly lectures (1 hour) and seminars (2 hours) are held on campus.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
STRUCTURED LEARNING TOTAL HOURS 1 x 1-hour lecture per week 12 hours per semester 1 x 2-hour seminar per week 24 hours per semester 36 hours per semester SELF-DIRECTED LEARNING TOTAL HOURS 8 hours reading per week 96 hours per semester 9 hours research per week 108 hours per semester 6 hours assignment preparation per week 72 hours per semester TOTAL HOURS = 312 hours per semester
Learning Activities Summary
Tentative lecture topics Week 1 Introduction to Art in the Age of Enlightenment Week 2 French Rococo Painting Week 3 Gendering eighteenth-century art Week 4 Intimacy and Idealism in art Week 5 Naturalism and new genres Week 6 Rediscovering Classical Antiquity Week 7 From private to public exhibitions and critique Week 8 Art and scientific discovery Week 9 Art and exploration Week 10 Research Essay Workshop Week 11 Propaganda in an era of revolutions Week 12 The Spirit of Romanticism
Specific Course RequirementsStudents who are unable to attend lectures and seminars on campus must enrol in the online course ARTH 7004OL.
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 Due Weighting Learning Outcome Seminar presentation Formative and summative During semester 10% 1, 5, 6 Seminar short essay Formative and summative During semester 20% 1, 4, 5, 6 Visual analysis Summative During semester 25% 1, 2, 6, 7 Research essay Summative End of semster 45% 1-7
Assessment Related RequirementsStudents must submit the Research Essay (40%) to pass the course.
Assessment task Description Word count Seminar presentation Students will be required to deliver one short oral presentation with images on a seminar topic (weeks 4-12). 10 minutes Seminar short essay Students will be required to write a short essay on a prescribed question or critically review a journal article on the seminar presentation topic. 1,000 words Visual analysis Students will be required to select and write a comparative visual analysis of two works of art (in negotiation with the course coordinator/tutor) relevant to the course. 1,000 words Research essay Students will be required to write a research essay (with synopsis and thesis statement) on a negotiated question that extends a topic covered in the course. 4,000 words
SubmissionStudents must submit the Research Essay (45%) to pass the course.
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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