FIN2037 : Contemporary Art and Globalisation
- Offered for Year: 2024/25
- Module Leader(s): Dr Harry Weeks
- Owning School: Arts & Cultures
- Teaching Location: Newcastle City Campus
- Capacity limit: 30 student places
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
In the 1980s, the idea of national schools of art gave way to the notion of a “global” contemporary art. Biennials, international events and the internet have all drawn artists into globalised networks of art-world attention and opened up possibilities for collaboration. At the same time, global inequalities, neoliberal policies and neo-colonial politics continue to shape the art world. This course will explore the manner in which globalisation has both shaped and itself become a theme in artistic production that intentionally reviews its own conditions and parameters. It will introduce students to theoretical concepts surrounding globalisation and their implications for artistic practice. Particular areas of focus will include the rise of the biennial and international exhibitions, the possibilities for the exercise of the political in contemporary art, articulations of migration and displacement through the visual, the impact of digitisation on art production and reception, as well as the emergence of the “archival turn”.
Outline Of Syllabus
The course will examine the relationship between contemporary art and globalisation concentrating on the period from the 1980s to the present. It will begin with a consideration of biennales and international exhibitions such as Documenta, the Dakar Biennale and Bamako Encounters, and their role in the globalisation of contemporary art. It will also question whether only contemporary art can be considered “global” by introducing selected international exhibitions of modern art in the Global South. It will then explore the work of artists including Larissa Sansour, Khalil Rabah, Doris Salcedo, Sonia Boyce and others in relation to questions of politics, memory, migration and the digital. Our consideration of these issues will be informed by writings of theorists, artists and curators including Okwui Enwezor, Salah Hassan, Edouard Glissant, Hito Steyerl, and Terry Smith. The course will be structured around a series of lectures and seminars, which will provide an opportunity for further exploration of art works and theory.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 50:00 | 50:00 | 10 hours for formative, 40 hours for essay. |
| Scheduled Learning And Teaching Activities | Lecture | 11 | 1:00 | 11:00 | PIP lectures. |
| Structured Guided Learning | Lecture materials | 11 | 1:00 | 11:00 | pre-recorded supplementary lecture materials delivered online to support PIP teaching. |
| Guided Independent Study | Directed research and reading | 11 | 3:00 | 33:00 | Lecture and seminar preparation. |
| Scheduled Learning And Teaching Activities | Small group teaching | 11 | 1:00 | 11:00 | PIP seminars. |
| Structured Guided Learning | Structured non-synchronous discussion | 4 | 1:00 | 4:00 | Student discussion groups on Canvas. |
| Guided Independent Study | Independent study | 1 | 80:00 | 80:00 | N/A |
| Total | 200:00 |
Jointly Taught With
| Code | Title |
|---|---|
| FIN3037 | Contemporary Art and Globalisation |
Teaching Rationale And Relationship
1. Lectures: to allow definition of the scope of the syllabus, an introduction to a body of knowledge, and modelling of the level and nature of the analysis required. PIP lectures will be supplemented with online material (in the form of pre-recorded lecture materials, relevant videos, etc.) to make the module content more accessible, manageable and digestible.
2. Seminars: to encourage interaction and the development of cognitive and key skills; to allow preparation and presentation of directed research on specific issues and case studies. Seminars help to foster collegiality among the cohort and are an important supplement to the teaching delivered by group discussions.
3. Canvas discussion groups: to allow for more innovative, interactive and cross-curricular teaching.
Nb. In person lectures and seminars can move to synchronous and asynchronous online delivery as required in response to pandemic-related restrictions.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 2 | M | 100 | 2000 words |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Case study | 2 | M | Visual Analysis. |
Assessment Rationale And Relationship
The Essay affords the student the opportunity to conduct academic research into a topic of their choice relating to the module content, with the question(s) set by the module leader. The questions encourage students to engage closely with the key topics, critical ideas and practices studied on the module curriculum. The assessment will be supported by critical discussions undertaken during the seminars and/or discussion boards. The assignment is designed to develop critical thinking, the ability to develop an argument, writing skills, visual analysis and theoretical comprehension.
The Visual Analysis Case Study offers students the chance to hone writing and analytical skills in advance of the essay in a formative and less pressurised context. The formative nature of the assessment will permit faster feedback, allowing the case study analysis to feed fully into the summative essay.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- FIN2037's Timetable