PSY3008 : Art, Mind and Brain
PSY3008 : Art, Mind and Brain
- Offered for Year: 2024/25
- Module Leader(s): Dr Gabriele Jordan
- Lecturer: Professor Anya Hurlbert, Dr Sarah Knight
- Owning School: Psychology
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
Semester 1 Credit Value: | 10 |
ECTS Credits: | 5.0 |
European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
Knowledge of the fundamentals of visual perception, obtained either through background reading or by attendance of the 2nd year Psychology module in Perception (PSY2002) or the 1st year Sensation and Perception module (PSY1005).
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
None
Aims
To familiarise students with the mechanisms and brain structures underpinning the creation, perception and appreciation of art, with an emphasis on visual art and artistic creativity.
To enhance knowledge of theoretical and practical research issues.
To provide opportunities to acquire in-depth knowledge about selected psychological processes relevant to the producing and appreciating works of art.
Outline Of Syllabus
We will explore a selection of the following topics during the course of the module:
• What is art? What is the function of art? Do artists have special minds/brains?
• Art and visual cognition. All art is in illusion: how do we interpret images on 2-D canvas? What are the
differences/similarities between everyday perception and perception of art? Do artistic conventions tap
into the workings of our visual system?
• Art and edges. Why do people draw? Why are line drawings so effective? What can drawings tell us about
‘thinking’.
• Art and the representation of space. How does pointillism work? How do artists induce the illusion of
depth on 2-D canvas?
• Art and colour. How has the use of colour changed through the eras and why? Why are certain colour
combinations more effective and aesthetically pleasing than others?
• Art and the brain. Is art predominantly processed in the right hemisphere? Are there dedicated neural
networks underlying the creation of art? What can we learn from patients with brain lesions? What can we
learn from autistic savants?
• Art and creativity. What is creativity? What are the underlying mechanisms of creativity? What is the
link between mental disorders and creativity?
• Art and music. What is music? What is it for? What are the biological origins of music?
The module consists of two interlinked and equally important components: lecture-based structured materials and student-led activities. Lecture-based materials set the parameters of the course. Their primary purpose is to direct the students to the relevant reading and to sensitise them to the key points of the topic in question. Additional structured guided learning sessions are interactive and student-led. Opportunities are given to students to express their own ideas and to get involved in discussions and debates that could lead to further considerations.
Learning Outcomes
Intended Knowledge Outcomes
By the end of the module students should be able to:
• explain and evaluate the theories of visual perception as applied to art.
• consider a broad knowledge base of perception within contemporary cognitive psychology.
• evaluate the strengths and weaknesses of the pervasive research paradigms in this field.
• Relate and discuss individual case studies to the theories acquired.
Intended Skill Outcomes
By the end of the module students should be able to:
• retrieve, organise and present information effectively.
• reason scientifically.
• make critical judgements and evaluations.
• be sensitive to contextual and interpersonal factors.
• communicate effectively both orally and in writing
Teaching Methods
Teaching Activities
Category | Activity | Number | Length | Student Hours | Comment |
---|---|---|---|---|---|
Scheduled Learning And Teaching Activities | Lecture | 8 | 1:00 | 8:00 | Present in person teaching activity |
Guided Independent Study | Assessment preparation and completion | 1 | 20:00 | 20:00 | Preparation for summative assessment |
Guided Independent Study | Skills practice | 1 | 10:00 | 10:00 | Preparation for formative practice oral presentation |
Scheduled Learning And Teaching Activities | Small group teaching | 10 | 1:00 | 10:00 | Present in person activities including debates, oral presentations, writing exercises |
Guided Independent Study | Skills practice | 8 | 3:00 | 24:00 | Reading assigned papers |
Structured Guided Learning | Structured research and reading activities | 2 | 5:00 | 10:00 | Reading core papers for discussion |
Scheduled Learning And Teaching Activities | Workshops | 1 | 1:00 | 1:00 | Present in person teaching activity |
Structured Guided Learning | Structured non-synchronous discussion | 6 | 1:00 | 6:00 | Guided discussion/debate via Canvas discussion board |
Guided Independent Study | Independent study | 1 | 9:00 | 9:00 | General reading, writing notes |
Scheduled Learning And Teaching Activities | Module talk | 2 | 1:00 | 2:00 | Present in person teaching activity at the beginning and end of the module |
Total | 100:00 |
Teaching Rationale And Relationship
The scheduled and structured learning materials set the parameters of the course. Their primary purpose is to direct the students to the relevant reading and to sensitise them to the key points of the topic in question. The additional activities give the students the opportunity to express their ideas in debates, as an oral presentation, and small-group discussions .
Students are guided to (a) gain independence and take more responsibility for their own learning and skill development, (b) take a critical and scientific approach to thinking. A certain amount of independent reading and thinking will be required beyond the essential reading stipulated for this module.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
Description | Semester | When Set | Percentage | Comment |
---|---|---|---|---|
Essay | 1 | M | 100 | 1500 word essay (90% of the mark) and an annotated bibliography (10% of the mark). |
Assessment Rationale And Relationship
Rationale and relationship of assessment to learning outcomes:
The course essay will be used to assess knowledge, independent learning and understanding of material relevant to the module, the ability to integrate this material, to communicate clearly in writing, and the ability for critical thought. In addition, the essay assesses the skills of analysis and reasoning. The annotated bibliography will assess the student's engagement with primary literature and help support the development of the students' evaluation skills.
Formative practice will be offered in the form of an oral presentation, giving students the opportunity to further their knowledge, independent learning and understanding of material relevant to the module; the ability to research this material and to organise it into a coherent argument; and the ability to communicate clearly in a formal presentation to a small group. Each student will be asked to prepare and deliver one oral presentation on a topic of their choosing from a set of topics that complement the lecture material. The presentations will be observed by the module leader and students will receive feedback on both content and style of delivery.
Other types of formative practice include debates and guided discussions on general theories that underpin individual topics and thread throughout the course.
FMS Schools offering Semester One modules available as ‘Study Abroad’ will, where required, provide an alternative assessment time for examinations that take place after the Christmas vacation. Coursework with submissions dates after the Christmas vacation will either be submitted at an earlier date or at the same time remotely. In the case or re-sits the re-sit assessment format will not differ from the original.
If the module is failed, Stage 3 students may only be offered a resit if an honours degree is not awarded on the first occasion. Failed assessments will be the same format during the August resit period.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- PSY3008's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- PSY3008's past Exam Papers
General Notes
N/A
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