FIN8017 - Art and Ecology
- Offered for Year: 2025/26
- Module Leader(s): Dr Olga Smith
- Owning School: School of Arts and Cultures
- Teaching Location: Newcastle City Campus
- Capacity limit: 100 student places
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 20.0 |
Aims
Art and Ecology explores articulations of nature, ecology and environment in contemporary global art to address the systemic causes of the ongoing climate crisis. We map recent developments in artistic practices onto major paradigm shifts within the arts and sciences, caused by the emergence of the terms such as the Anthropocene, and gain tools of ecocritical analysis.
The course is structured around the tropes of ‘the place’ and ‘the planet,’ and the different commitments they entail. If ‘the place’ is singular, local and often nationally defined, then ‘the planet’ urges us to reconsider ‘the place’ as a part of the interconnected global ecosystem.
Classroom discussions will be supplemented by place-based learning activities and site visits that are designed to relate global problems born out of the current ecological crises to the scale of local places.
The aims of the module are to provide students with:
- Knowledge of a wide range of contemporary artistic practices engaging with nature, ecology and environment, in the global context;
- An introduction to ecocritical tools of critical analysis;
- Knowledge and critical understanding of the key ideas, including nature, Anthropocene, extractivism, and climate justice.
Outline Of Syllabus
The syllabus is interdisciplinary and prioritises close engagement with practice. Topics covered on the module may include:
- Contemporary artistic practices engaging with nature, ecology, and environment.
- An introduction to ecocritical tools of critical analysis.
- Interdisciplinary perspectives on ecology and globalisation.
- Artistic and curatorial explorations of sustainable materials, exhibition strategies, and modes of display.
- Concepts key to the field of art and ecology, including the Anthropocene, extractivism, and climate justice.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 11 | 1:00 | 11:00 |
Weekly lectures |
| Scheduled Learning And Teaching Activities | Small group teaching | 11 | 2:00 | 22:00 | Weekly 2-hour seminars |
| Guided Independent Study | Directed research and reading | 11 | 3:00 | 33:00 | Seminar and Lecture preparation |
| Guided Independent Study | Independent study | 1 | 100:00 | 100:00 | N/A |
| Guided Independent Study | Assessment preparation and completion | 1 | 34:00 | 34:00 | |
| Total | 200:00 | ||||
Teaching Rationale And Relationship
The processes of teaching and learning, within this blended learning module, include but are not limited to the following: Face-to-face and online opportunities to acquire knowledge and understanding of theory in practice are provided through attending lectures, listening to and watching podcasts and/or videos, reading and research, and reflective learning. Learning through dialogue, discussion and collaboration, in face-to-face teaching and online, enables students to articulate, respond to and provide feedback on theory, knowledge and practice application, and to question and challenge their own knowledge and practices. Collaborative social learning, online and in the classroom, is a hallmark of the module and will involve peer learning, co-production of knowledge and ideas about practice, and feedback.
Students are expected to enhance their face-to-face and online learning by independent reading and enquiry, for which they are given guidance on relevant materials.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Reflective Writing | 2 | End | 100 | 3,500 words - A reflective piece of writing that critically explores a text(s), artwork(s), exhibition(s) or any specific case study of the students’ choice in consultation with the tutor. |
Assessment Rationale And Relationship
There are two forms of assessment.
- The formative assessment. This is a visual or textual analysis, in which students will offer a short analysis of a case study or piece of writing of their own choosing. This exercise develops key art-historical skills, whilst also encouraging students to consider their studies in relation to real-world examples. It is not assessed so as to offer students an opportunity for feedback and discussion prior to their summative assessment. (K1; S1; S2; S3)
- The final assessment. Building on skills gained through completing the formative assessment and feedback received, the students must complete a piece of reflective writing for the final assessment grade. A reflective piece of writing is a text that critically responds to a text(s), artwork(s), exhibition(s) or any specific case study of the students’ choice, in consultation with the tutor. This exercise further develops key art-historical skills, and teaches students to think critically as well as actively engage with real-life issues. Students may wish to draw on place-based learning activities that are designed to relate global problems born out of the current ecological crises to the scale of local places. The final assessment is graded (K1; S1; S2; S3).
The task specific assessment criteria are:
- Presentation of a clearly articulated, signposted and persuasive argument, supported by evidence and strong research. (K1; K4; S1; S2)
- Evidence of careful, independent and creative selection of case studies, and a demonstration of good knowledge of chosen examples, informed by strong research and independent analysis. (K2; K3; S3)
- Adherence to academic conventions, including referencing and presentation of work. (K1; S4)
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/