Aims

The aims of the module are to provide students with:

•       An introduction to the cultures and histories of display in contemporary art through teaching methods that problematise the dominance of Europe and North America narratives in these display trajectories.

•       An introduction to a variety of differing sites of production - museum/gallery, artist-led, site-based, festival and community orientated.

•       A critical understanding of how these histories inform contemporary practice and the conventions of curating art now.

•       A critical framework for understanding key debates and challenges that are derived from these dominant display histories. Introduced by teaching methods associated with decolonisation, de-modernising and restitution.

Outline Of Syllabus

This module provides students with an introduction to cultures and display histories. It is divided into weekly topics that provide a pathway of how these cultures connect, build upon or disrupt the histories of display.

The weekly topics will be interspersed with fieldtrips to exhibition venues and exhibition archives located in the area.

The module has been organised this way to;

1)       enable students to develop an understanding of the cultures and histories of display,

2)       to introduce students to key techniques of display used in museums and galleries.

3)       to allow students to critically appraise dominant forms of display and question these histories in relation to contemporary practice.

Indicative topics to be covered in the module include; Introduction to display, display pre 1930s (salons and museums), the White Cube, Community and Artist-led approaches, the festival format and schisms in display. These topics will equip the student with a broad knowledge of exhibition display trajectories.

Teaching Rationale And Relationship

The module employs a combination of Scheduled Teaching and Learning and Guided Independent Study, with the methods used as follows:

Module talk: This teaching method will be used to introduce the module and brief students about the assessment.

Lecture: This is a core teaching method, used to achieve the knowledge learning outcomes.

Seminar: This is a core teaching method, used to allow students to consolidate knowledge (e.g. the learning outcomes) and to meet the skills outcomes via set opportunities and task that encourage students to critically apply knowledge outcomes.

Workshop: This is a core teaching method, used to allow students to put key knowledge and skills outcomes into practice in a broader context (e.g. in relation to their own experiences and practices and not set tasks).

Fieldwork: Off-site activity to engage with a case study/case studies that complements and extends other teaching methods and helps students to achieve the knowledge learning outcomes.

Directed research and reading: This teaching method allows students to independently complete set reading/other tasks to support the seminars, workshops and fieldwork, and to deepen knowledge outcomes.

Guided Independent study: This teaching method enables students to deepen knowledge and skill outcomes, as well as to apply self-management skills.

Assessment preparation and completion: This teaching method allows students to prepare for and complete their assignments

Assessment Rationale And Relationship

The case study essay question will take the form of a 2000-word critical reflection on one of the case studies covered in the module. The essay must discuss information about the exhibition/ method independently researched by the student and how it connects to the broader themes of art display discussed in the module. The student is encouraged to include contemporary display examples to support their argument.
The essay assignment is designed for the student to familiarise themselves with research techniques and gain a deeper insight into the practical application of the display cultures and histories covered in the module. In doing so, the student will utilise academic writing skills to convey their argument.
In preparation for the summative assignment, the students will design and present a poster about their chosen case study as a formative assessment. This is timed to allow feedback on the exercise to assist the student with the summative essay. Further, the oral aspect of the poster presentation introduces the students to a set of skills in presentation, synthesis and articulation to build confidence in their abilities to speak and discuss art and exhibitions.