|Date Specification Approved
||College Arts and Law
||Lan, Cult, Art Hist & Music
||Art Hist, Cur and Vis Studies
|Partner College and School
|Collaborative Organisation and Form of Collaboration
|Qualification and Programme Title
||B.A. History and History of Art Full-time
|Language of Study
|Length of Programme
||This programme has no outside accreditations
|Aims of the Programme
||This programme provides students with the opportunity to combine study of the human past with that of another discipline in equal proportions. This specification refers to the credits that a Joint Honours History student will pursue under the jurisdiction of the Department of History during each year of his/her programme (60 in the first year and between 40 and 80 in years 2 and 3). The credits acquired at each level from the other Joint Honours discipline is detailed in the relevant department’s own documentation.
The History programme aims to enhance students’ knowledge and understanding of historical events and processes, as well as to develop analytical and critical capacities of a high order. Though the programme concentrates on medieval and modern Europe including Britain and Ireland (c.400-c.2000), considerable attention is also paid to global history, particularly that of Asia, Africa and North America. Students studying History as a joint degree will have the opportunity to study the full range of periods and areas offered by the Department of History. Students will be able to study history of varying types and approaches, including at least some of the following: political, social, economic, cultural, religious, military and diplomatic.
Joint Honours graduates will display a broad knowledge over two disciplines and be able to demonstrate intellectual versatility and organisational flexibility. The History half of the Joint Honours programme aims to produce graduates with an enthusiastic appreciation of the past, the skills with which to research and analyse the past, an ability to engage critically with historical debates, and an informed appreciation of the historical context for issues of current interest and concern. The wide range of reasoning, communication and organisational skills acquired from this programme, and practised in the context of two disciplines (including History), equips graduates to pursue historical study at a higher level or to secure employment as historians, but is also readily transferable to a large number of professions and other careers.
To provide a programme that allows the history of art to be studied from a range of different perspectives
To maintain an intellectually challenging, coherent and stimulating curriculum
To enhance students' learning experiences by offering modules which are informed and invigorated by the research and publications undertaken by members of staff
To provide a programme of increasing sophistication that enables students to tackle problems of growing complexity.
To instill in students an understanding of works of art seen in the original.
To develop a range of transferable skills in oral and written expression and communication, and in powers of self discipline and organisation.
To maintain a system of pastoral care and monitoring so as to encourage the best performances of our students.
To develop student expertise in the study, analysis and interpretation of visual and moving images in their historical and cultural contexts.
To give students the opportunity to become involved in the theoretical and practical concerns of a working art gallery through a variety of activities, and to engage with both the collection and its staff in a variety of ways.
|Students are expected to have Knowledge and Understanding of:
||Which will be gained through the following Teaching and Learning methods:
||and assessed using the following methods:
Aspects of the art (and/or artifacts) of more than one geographical region and/or chronological period
A more concentrated knowledge of one or more of the above
A foundation in the cultural significance of artefacts
The material processes through which works of art are made
The concepts, values and debates which inform study and practice in the subject area
A theoretical and practical understanding of galleries and their functions
The primary trends in the political, social, economic, cultural and religious development of western Europe during the medieval and/or modern periods;
A body of historical information characterised by geographical range and chronological depth with special attention to western Europe;
A range of sources available to historians (including textual primary evidence) and an awareness of their limitations;
The historiographical development of core debates in history, and an appreciation of the reasons for continued controversies;
Some of the core analytical skills deployed by historians, including skills of interpretation, corroboration and evaluation;
Some of the conceptual, theoretical and ideological influences on historical events and on their interpretation, with particular emphasis on political, cultural and socio-economic development.
Lectures, seminars, oral presentations, study trips, gallery classes
Lectures, seminars, group research projects and virtual learning environments
First-year essays and examinations; second-year essays; final-year dissertation and examinations; oral presentations
Written formative and summative coursework of varying length and type, from short source exercises to essays of up to 3000 words each; unseen timed examinations; collaborative and/or individual research projects
|Students are expected to have attained the following Skills and other Attributes:
||Which will be gained through the following Teaching and Learning methods:
||and assessed using the following methods:
Visual skills of observation, description, analysis and interpretation
Historical skills, including an ability to use appropriate methods for locating, assessing and interpreting primary sources (both visual and textual)
Ability to produce logical and structured arguments supported by relevant evidence
Ability to appraise critally other peoples's arguments
Ability to synthesise, summarise and analyse arguments for others
Capacity for critical, effective and verifiable information handling and retrieval7
ability to design and carry out a research project with limited tutorial guidance
ability to communicate fluently and persuasively in written and oral form, using appropriate specialist terminology
to identify the characteristics of unfamiliar arguments or images
to work constructively and productively in groups of various sizes
to develop greater independence progressively through the course
display awareness of and empathy for historical context;
assimilate and synthesise historical evidence;
understand the process of historical validation and its limitations;
evaluate historical evidence and arguments;
draw reasoned conclusions from contested historical evidence;
formulate questions and hypotheses of interest and importance to historians, including those which entail comparative analysis over time and /or space;
evaluate and apply historical concepts and models;
understand relevant methods and concepts from other related disciplines, such as, for example, archaeology, economics and sociology, and apply them where appropriate to the study of history;
exercise intellectual autonomy.
record information accurately and efficiently;
work confidently with elementary IT packages aimed at supporting the retrieval and presentation of information;
interpret and analyse information of various formats and types, including printed and non-printed texts;
identify, collect, synthesise and evaluate information from a range of sources;
plan and execute a collaborative research project;
communicate ideas and arguments effectively both orally and in writing;
exercise disciplined imagination in response to problems;
display intellectual flexibility in the face of reasoned argument;
work effectively under time-constraints;
work constructively as part of a team;
show a capacity for independent working;
engage in self-evaluation in order to construct and pursue individual learning goals and personal development objectives.
Seminars, gallery classes, study trips, dissertation supervision, information retrieval skills training in second year, group work, first-year library and slide room induction, second-year IT training, lectures, group project work
Cognitive/intellectual skills: Lectures and seminars provide opportunities to demonstrate and practise the intellectual skills specified. Documentary work, introduced at level C and practised at level I via Group Research and the Optional module, and, particularly, in Special Subjects at level H, develops cognitive and analytical capacities to engage critically with primary source evidence in order to evaluate historical arguments. Historical Reflections requires students to reflect on the intellectual and conceptual aspects of historical inquiry. Essays allow for a specific focus on problem-solving as well as an opportunity to develop skills of assimilation, synthesis and analysis. For specific details of the delivery of learning outcomes in individual modules see the appended curriculum map.
Practical/transferable skills: Appropriate bibliographic guidance and support are supplied at all levels and for all modules by module convenors and/or module tutors. The Research Seminar at level C develops recording skills and information retrieval skills. In addition students are encouraged to take advantage of training offered by the library and information services in the use of bibliographical search tools and applications for IT. Practical research and presentation skills (both oral and written) are developed in most modules (in the context largely of the relevant secondary literature) via preparation for and participation in seminars for knowledge-based modules. The skills required to analyse and interpret documents effectively are introduced in the level C Research Seminar, developed in Group Research and/or level I Optional modules and practised at an advanced level in Special Subjects at level H. Group Research offers opportunities for collaborative and independent study. Regular submission of written work, as well as seminar preparation and discussion, improves reasoning, communication and organisational skills. Repeated exposure to deadlines for formative and summative assessment, as well as seminar deadlines, also encourages acquisition of time-management skills. Progress Review Tutorials provide a regular context for self-evaluation. For specific details of the delivery of learning outcomes in individual modules see the curriculum map.
Oral presentations, photo questions in first- and final-year examiantions, essays, dissertation, essays in all years, Gallery course project presentation, Object and Medium course assignments; first-year essays are set and examinations are broad; second-year essays are negotiated; final-year dissertation is research project
Cognitive/intellectual skills: Verification strategies employed include written coursework of varying length and type (including essays and contextualisation of documents), oral and written presentation of the group research project, open paper examination, and unseen timed examinations. For specific details of the learning outcomes targeted (and assessed) in individual modules see the curriculum map.
Practical/transferable skills: Verification strategies employed include written coursework of varying length and type (including essays and contextualisation of documents), oral and written reports on the group research project, unseen timed examinations and an open paper examination. For specific details of the learning outcomes targeted (and assessed) in individual modules see the curriculum map.