UNIVERSITY OF KENT CODE OF PRACTICE FOR QUALITY ASSURANCE

MODULE SPECIFICATION TEMPLATE 1 The title of the module Pictorial Representation 2 The Department which will be responsible for management of the module SDFVA{History and Philosophy of Art} 3 The Start Date of the Module

4 The number of students expected to take the module 5-10 5 None 6 M The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M]) Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Departments and Faculties regarding the withdrawal

7 The number of credits which the module represents 30 Credits 8 Which term(s) the module is to be taught in (or other teaching pattern) Term 1 9 Prerequisite and co-requisite modules None 10 The programmes of study to which the module contributes MA in Philosophy of Art and Aesthetics 11 The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes Upon completion of this module students will: 1) Have developed their understanding of major theories of pictorial representation and pictorial realism, and the debates surrounding them. (Related to programme learning outcomes A2-6; B1-6; C1-6; D1-6) Have deepened their understanding of the place and value of pictorial representation and pictorial naturalism in art, considered from both philosophical and art historical perspectives. (Related to all programme learning outcomes) Have expanded their ability to develop argument, engage critically with relevant literature, and contextualise issues and materials within the framework of contemporary philosophical and art historical thought. (Related to programme learning outcomes A1, 2, 5; B1-6; C1, 2, 6; D1, 2, 6)

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UNIVERSITY OF KENT CODE OF PRACTICE FOR QUALITY ASSURANCE

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The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes Upon completion of this module students will: 1) Have developed their written and oral communication and presentation skills, particularly apropos of the expressing complex thoughts about the fine arts. (Related to programme learning outcomes B1-6; C1-6; D1-6) 2) Have developed their capacity to listen attentively and critically to the views of others, whether spoken or written, and to make a relevant response that furthers the investigation. (Related to programme learning outcomes B1, 6; C1, 3-6; D1, 4, 6) Have developed their capacity to conduct research and independent study into theoretical and historical materials. ((Related to programme learning outcomes B1 11; C6, 7; D1) Have developed to construct and evaluate arguments. (Related to programme learning outcomes B1-6; C1-6; D1-6)

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A synopsis of the curriculum The module gives a critical overview of theories of pictorial representation, focusing particularly on resemblance theories; conventionalist theories (especially Goodmans); experienced-based theories, especially those that characterize pictorial experience as illusion (often attributed to Gombrich), seeing-in (Wollheim) and experienced resemblance (Hopkins); and recognition-based theories (such as Lopess). At the same time, the module attends to two other issues. First is the separate but related topic of a pictures pictorial realism, its apparent lifelikeness. The following theories of pictorial realism will be critically discussed alongside the corresponding theories of depiction: Goodmans habituation theory, Gombrichs and Lopess information theories, and Sartwells recognition theory. Second are the problems surrounding the historical development of pictorial realism, especially as it occurs during the Renaissance. These issues will form the focus of the final part of the module. This will first address Gombrichs problem of style and his account of the development of pictorial realism, before focusing on the question of the realism of linear perspective (especially as addressed by Panofsky, Gombrich and Goodman), which has traditionally been seen as an acme of pictorial realism. Particular attention will be paid to ways in which art-historical and philosophical insights can inform one another on this issue. Indicative Reading List
E. H. Gombrich, Art and Illusion Nelson Goodman, Languages of Art Richard Wollheim, Painting as an Art Flint Schier, Deeper Into Pictures Kendall Walton, Mimesis as Make-Believe Robert Hopkins, Picture, Image and Experience Dominic Lopes, Explaining Depiction Crispin Sartwell, What Pictorial Realism Is Erwin Panofsky, Perspective as Symbolic Form James Elkins, The Poetics of Perspective

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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 one hour lectures, and ten two hour class meetings that focus upon structured discussion of assigned texts. These teaching methods are linked to the achievement of all of the programme learning outcomes, but most directly to learning outcomes A2-6; B1-6; C1-6; D1, 4 and 6

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Assessment methods and how these relate to testing achievement of the intended learning outcomes Assessment will be 100% by coursework, broken down into two elements as follows: 80% for one 5000 word essay, and 20% for a reading and research diary. The diary should include notes taken on the assigned readings in preparation for seminars, as well as reflective and summative notes taken after the seminar in which the student draws conclusions about the topic. As the module progresses, the student should when and where appropriate, add to these reflective notes on the topic. An final part of the journal should contain notes on the research done in preparing the module essay, providing a clear sense of what methods were used to identify relevant materials, what the key points taken from those materials were, and how the structure of the essay was determined. The journal should therefore include an outline of the essay. Each element of assessment above is linked to the achievement of all of the programme learning outcomes, but most directly to learning outcomes A2-6; B1-6; C1-4, 6; D1-4, 6

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Implications for learning resources, including staff, library, IT and space None 18 A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities No such disadvantages are foreseen.

Statement by the Director of Learning and Teaching: "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 .............................................. Date

Statement by the Head of Department: "I confirm that the Department has approved the introduction of the module and, where the module is proposed by Departmental staff, will be responsible for its resourcing" ................................................................. Head of Department .............................................. Date

(Where the module is proposed by an Associate College) Statement by the Nominated Officer of the College: "I confirm that the College has approved the introduction of the module and will be responsible for its resourcing" ................................................................. Associate College .............................................. Date