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2017/18 Taught Postgraduate Module Catalogue

ARTF5051M Intersecting Practices: Questioning the Intersection of Contemporary Art and Heritage

30 creditsClass Size: 15

Module manager: Dr Nick Cass
Email: n.cass@leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2017/18

This module is not approved as an Elective

Module summary

Artist's 'interventions' in museums and heritage spaces are a significant form of interpretive practice in the contemporary visitor 'offer' at many museums and heritage sites. However, the role of artists within heritage interpretation needs critical attention to understand the benefits and challenges implicit within this practice. This module challenges the notion of the 'stable' heritage site, and 'temporary' intervention to enable students to understand the complexity which exists at the intersection of contemporary art and heritage, particularly in relation to interpretive methodologies and visitor experience.In this module, students will be introduced to a number of case studies and 'cause celebre' interventions which have challenged the 'stable' interpretive framework of the heritage site, and provoked a range of reactions from visitors.Through an engagement with significant national UK organizations such as the National Trust and international case studies such as Versailles, and the work of a range of contemporary artists, students will critically engage with artworks and sites in order to develop a commissioning 'artist's brief' applicable to a selected heritage site.

Objectives

This module will:
- Enable students to critically examine the recent development and current practice of contemporary art interventions in heritage spaces.
- Introduce students a range of case studies, both UK and internationally.
- Encourage students to examine ways in which this practice both supports and challenges the conceptual underpinning of heritage sites.
- To provide opportunities for students to explore the creative practice of artists who are engaged with heritage interpretation.

Learning outcomes
Students should be able to:
- Demonstrate an understanding of the current policy and practice of employing artists within heritage sites.
- Demonstrate an understanding of the historical context of the relationship between artists, museums and heritage.
- Demonstrate an understanding of how artistic practice can inform heritage interpretation.
- Demonstrate an understanding of the complexity of, sometimes contentious, issues which emerge from this practice.
- Demonstrate an understanding of the brief writing process for a contemporary art commission at a heritage site.


Syllabus

Throughout this module students will be working towards developing a creative 'brief' for an artist to engage with a heritage site. A key aspect will be an organised visit to a case study example at a nearby heritage site, such as a National Trust property, The Bronte Parsonage Museum, or Harewood House.
Students will be introduced to a range of case studies of artists' interventions in the context of a longer history of 'institutional critique.' Visiting speakers will be brought in where possible, to introduce students to the professional requirements of writing an artist's brief. Speakers may include, Judith King, Director from Arts & Heritage, Jenna Holmes, Bronte Parsonage Museum or Hannah Pierce, Contemporary Art Programme Manager from the National Trust.
The latter part of the module will be dedicated to classroom sessions, in which students will analyse the potential of their selected heritage site and artist, in order to develop a final brief, and consider the ways in which the interpretation of contemporary art in heritage contexts is itself a complex task.

Teaching methods

Delivery typeNumberLength hoursStudent hours
Lectures21.002.00
Fieldwork16.006.00
Seminar22.004.00
Seminar83.0024.00
Private study hours264.00
Total Contact hours36.00
Total hours (100hr per 10 credits)300.00

Private study

Independent learning will take place in a number of ways:
Students will be expected to spend time travelling to and exploring a range of heritage sites and artists’ work in order to develop a contextual understanding of intervention practice. This will support the requirement for them to develop their own brief.
Students will read range of key texts.

Opportunities for Formative Feedback

Formative feedback will be given:
- Verbally during participatory seminars.
- In writing on interim exhibition analysis
- Verbally after presentation of artists brief.

Methods of assessment


Coursework
Assessment typeNotes% of formal assessment
Essay2000 words Exhibition Analysis20.00
Essay3000 word contextual essay50.00
Presentation10 minute presentation0.00
Written Work1000 word artist's brief30.00
Total percentage (Assessment Coursework)100.00

Verbal presentation is PFP

Reading list

The reading list is available from the Library website

Last updated: 20/09/2017

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