缅北轮奸

ARTS4001: Creative Attention

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Must have studied art practice at A level equivalent, and submit a portfolio of 20 images of their own practical artworks to be admitted.

Course Description

This module aims to…

• Develop curiosity as a core skill of visual art enquiry.
• Introduce observation and attention as a core skills of fine art practice.
• Teach methods of sustained attention enquiry in relation to a broad range of creative techniques and processes.
• Teach photographic and presentation skills for documentation of work.

Educational Aims

Upon successful completion of this module students will be able to…

1. Demonstrate increased visual awareness and intellectual curiosity using observational and attentional skills to look, listen, and respond to subjects of interest.
2. Develop growing technical skills in recording and responding to observations in a range of media.
3. Demonstrate growing awareness of how visual and material investigation takes place in a broad range of contemporary fine art practices.
4. Photographically document and present the outcomes and processes used in their work.

Outline Syllabus

The module is all about noticing, fostering skills of refocussing attention in a busy world where we are overwhelmed by the speed and volume of information. This module develops a range of skills that will help you to pay attention and respond to the world around you as a fundamental skill of Fine Art practice. The core questions the module asks is how can I use art practice to see and understand the world? Through weekly workshops, the module sets playful challenges that introduce new techniques that promote focused attention and demonstrate how they are useful in art practice. These practical studio-based classes will cover approaches of slow looking through observational drawing, drawing from touch, deep listening, painting and colour, colour mixing, photography, and video as forms of close attention and enquiry. The module will offer new experiences in art making and introduce core skills and techniques. It will also expand their understanding of how artists investigate the world using their experiences as the starting points for making poetic, relevant and meaningful artworks. From these examples, you will gain a broader understanding of what fine art practice is today and be inspired by techniques that you can apply and develop further in your own work in the co-taught module Contemporary Art Practices.

Assessment Proportions

Learning is delivered through a sequence of practical workshops, introduced with short talks and examples. The learning is designed to build incrementally with each successive workshop stretching abilities to the next stage, moving from familiar techniques (such as observation drawing with pencil or charcoal) to more challenging techniques that they are unlikely to have encountered before (e.g. drawing from touch rather than sight, drawing with sound).

Each workshop is led by a specialist tutor and the learning is supported by follow up resources, linking to relevant artist practices. The artist examples used in the classes will be drawn from a range of global contexts and backgrounds to highlight diverse voices and practices in this area of Fine Art Practice, in line with 缅北轮奸 commitments to decolonisation.

During each workshop there is opportunity for informal formative feedback and technical guidance. The period of workshop is followed by a period of consolidation where the student presents the outcomes of these workshops as a portfolio for assessment.

Summative assessment is by a portfolio of work.

ARTS4003: Art Histories and Contexts

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: None

Course Description

This module aims to ...

• Provide students a solid grounding in the histories of art.
• Introduce diverse art histories, from the emergence of Modernism in France and its development across Europe and the United States, to earlier periods and parallel or intersecting histories from Asia, Africa, the Middle East, South America, and Indigenous cultures.
• Introduce alternative, under-represented, and contested perspectives that complement the present ‘posthuman’ condition, such as those represented by Queer, LGBTQ, and disability communities, encouraging students to understand art history as a dynamic, plural, and globally entangled field.
• Explore these movements through the lens of a range of themes related to art practice, including Colour/Light, Time, Space, Movement, Relationality, Community, Politics, Environment, Queer and Machine.
• Demonstrate how contemporary artists learn from and build on art histories
• Enable students to identify their own art practice within a mapping of art histories and contemporary practice.

Educational Aims

Upon successful completion of this module students will be able to…

1. Articulate knowledge and awareness of histories and contexts of art in relation to the diversity of contemporary art practice in local and global contexts.
2. Effectively research and develop ideas for assignments by applying intellectual curiosity, observation, and critical reflection.
3. Demonstrate effective communication skills in an appropriate textual form.
4. Demonstrate self-awareness around and sensitivity to how their skills and experiences exist in the context of disciplinary, cultural, and professional diversity.

Outline Syllabus

The first two weeks of the module will outline a chronological overview of art histories up to the present day. The following weeks will be organised according to major themes, Colour/Light, Time, Space, Movement, Relationality, Community, Politics, Environment, Queer and Machine, which will be explored through the work of artists and art movements in the Modernist period, from the Impressionists, through to Fluxus and beyond, outward and backward to global and deep-historical parallels, and also connected to contemporary arts practices and teaching taking place in ARTS4002.

The syllabus will include an introduction to diverse art histories, from the emergence of Modernism in France and its development across Europe and the United States, to earlier periods and parallel or intersecting histories from Asia, Africa, the Middle East, South America, and Indigenous cultures.

In a critical review of the art historical cannon the module will introduce alternative, under-represented, and contested perspectives that complement the present ‘posthuman’ condition, such as those represented by Queer, LGBTQ, and disability communities, encouraging students to understand art history as a dynamic, plural, and globally entangled field.

Assessment Proportions

Teaching will take the form of a weekly lecture and workshop, in which a major theme will be explored in relation to artists and art movements via the lecture in the first half, followed by group and collaborative activities and presentations in the workshop.

The students will respond to the material in the module in a workbook for which a question will be set each week, and formative feedback given. At the end of the course the students will write an essay or form of alternative submission, for example a short video, reflecting upon the issues raised in the course.

ARTS5001: Creative Transformations

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Must have studied art practice at level 4, and submit portfolio of 20 images of their own practical art works to be admitted

Course Description

This module aims to…

• Encourage students to experiment in an environment where creative risks are rewarded in assessment.
• Support students to develop imagination, experimentation, creative risk-taking, and transformation which are fundamental to development as a practicing artist.
• Provide structured workshops as a safe environment to respond creatively to ideas and processes that go beyond studio practice, such as collaborative, site-specific, socially engaged, and curatorial projects. These art forms align with graduate attributes, which will be fully introduced in this module.
• Engage with diverse themes, such as environment, sustainability, inclusivity, global connections, and local place, enabling students to explore the transformative role of art in the wider world.
• Develop relevant digital skills that will enable innovative approaches to contemporary art.?

Educational Aims

Upon successful completion of this module students will be able to…

1. Experiment with new art practices and concepts and be open to change.
2. Apply curiosity using a range of skills in observation, attention, experimentation, and critical reflection to produce imaginatively?transformations.
3. Articulate a deepening understanding of histories, theories and contemporary practices relevant to contemporary art practices that engage with people, places, and/or technologies.
4. Develop skills for producing and documenting spatial, temporal, ephemeral, and process-based art practices.
5. Development responsible working practices, including good time management, project planning, problem solving, and collaboration, and an understanding of how art practice is received by and has an impact on others.
6. Critically reflect on their own and others work in group feedback sessions to inform progress, solve problems, and respond to change in project development.

Outline Syllabus

Creative Transformations will guide students through supportive, structured and creative experimentation with new situations and new mediums for art making. Working in groups or individually students will make art works that respond to a variety of site-specific, process-based, participatory, socially engaged, or environmentally responsive briefs. Indicative situations include: natural environments on campus, the coastal town of Morecambe, a local museum collection or exhibition (e.g. Maritime Museum & transatlantic slave trade), a brief written by a curator (e.g. Lancaster Arts in relation to a current exhibitions or ceramics collection through which cultural appropriation is discussed and explored), dialogue as art method with people and/or AI, movement as art method (e.g. walking and art), responding live to a distant location or global culture (e.g. Rocky Climates project using live video), fieldwork as an art practice, social sculpture, sustainable materials.

Through a series of lectures, readings and watch lists students will be introduced to the histories of these practices and then explore them through practical projects. Regular group discussions will enable students to critically and supportively reflect on these new methods and approaches and explore how they could develop them further.

We will address questions such as: How can art contribute positively to a local place? How can art have positive personal and social outcomes for participants? What does a sustainable art practice look like?

Assessment Proportions

Teaching on this module sets up a safe space for students to learn through experimentation with a wide range of approaches to art making, through which they become open to change, complexity and ambiguity. Students are encouraged to think of their own experiments as contributions to the groups learning, as well as personal explorations. Weekly discussion of these experiments provides formative feedback.

Lectures offer alternative histories and theories for art making, so that experimentation is informed by histories of contemporary art practice.

Practical workshops and field trips encourage students to take their creativity outside the studio into other environments, considering local and global relevance.

Students will develop new skills in documenting temporal, spatial, process-based art practice.

Students can produce final projects across a wide range of media and situations ranging from artists books, online work, to site-specific or participatory art works. To support inclusivity students can choose to work individually, or in groups of 2-5 students. The ambition, scale and duration of the work must be appropriate to the group size and type of work, which will be negotiated with the tutor. Proposing and producing this kind of work requires professional skills such as self-reflection, project planning, working with external sites and people, an ability to work with ambiguity and complexity, and an ability to respond to change. A short, written reflection enables each student to reflect on their contribution to the project and what they learned.

ARTS5002: Expanded Art Practices

• Terms Taught: Michaelmas or Full Year
• US Credits: Full Year: 15 Michaelmas: 8
• ECTS Credits: Full Year: 30 Michaelmas: 15
• Pre-requisites: Must submit portfolio of 20 images of their own practical art works to be admitted

Course Description

This module aims to…

• Develop the core skills for leading a self-directed practice by identifying a starting point and exploring this through focused experimentation.
• Deepen understanding of the range of ways that artists work today, from studio-based work to community based socially engaged practice.
• Advance technical and contextual understanding of a specific area of studio practice.
• Expand knowledge of contemporary art and artists to support the development of your own work and how it relates to wider cultural debates.
• Deepen understanding of how theories of art relate to practice.
• Foster increasing skills and competence in critical evaluation of your own work and the work of others within a global context.

Educational Aims

Upon successful completion of this module students will be able to…

1. Initiate a self-directed art practice and develop a conceptual and practical focus and competence in a specific area(s) of contemporary art, through researching, experimenting and developing practical work.
2. Investigate ideas through curiosity, critical reflection, and problem solving, leading to practical and poetic transformations and the development of a personal creative language that combines thinking and making.
3. Articulate a deepening understanding of theories used in art and how they relate to art histories and contemporary practices in local and global contexts.
4. Demonstrate appropriate technical expertise in their studio practice.
5. Effective resolve and present of work for exhibition, including growing awareness of how their work is received by and has an impact on other people and environments.
6. Demonstrate effective and sensitive communication skills for different contexts, such as written, verbal, documentation, and participation in peer review.

Outline Syllabus

In this module students develop their own personal studio practice, supported by talks, tutorials, group feedback sessions, and elective intensives that provide a deep dive into a particular medium or subject, such as painting, drawing, sculpture, video, sound, new media, art and writing. Students will have access to elective intensive workshops in media such as painting, drawing, sculpture, sound and video, digital, text, and installation. Each intensive workshop will expand their knowledge and skills in a specific area of contemporary art practice as you start to specialise in your chosen area(s). ?This learning strategy of intensives supports students to expand their work towards a more professional approach by moving from a project-based approach to a practice-based approach and to develop conceptually, technically, and creatively.

The module includes the presentation of work in a group exhibition to learn core professional practice skills of developing staging and presenting work to a public audience. This will introduce both technical skills of hanging work and understanding of the ethical and safety requirements of displaying work for a public audience.

Assessment Proportions

This module comprises of studio and practice-based learning.

This method involves diagnostic student-centred approach, based upon problem-based learning to help students learn to set goals, work towards these and review progress at regular intervals. This is delivered through Socratic dialogue of tutorials. These develop ability to critically reflect on their work, students will have regular tutorials where formative feedback is given, and work with other students to develop the skills and vocabulary to become a strong studio community where peer feedback is supportive and inspiring.?

Studio working structured around a weekly programme of contextual talks introducing diverse examples of contemporary art practice and technical workshops including intensive workshops that focus on developing a specific skillset over several taught sessions. Students choose two five-week intensives that best match their interests and practice. These technical skills are scheduled in the early part of the module so the learning can be built upon independent studio practice to develop confidence and competence in these skills by the end of the module. This independent studio practice involves experimentation in applying skills in relation to your ideas in a personally directed way.

Throughout the module, students contribute work to a group exhibition. Normally this will be one piece of work or installation but may include a small series of appropriate scale. Teaching at the beginning of the module introduces professional skills related to installing different kinds of work, e.g. works on paper, paintings, video, sound, sculpture, installation. Assessment takes place in at the exhibition and includes a tutorial with the student.

Assessment is of a body of work, differentiated to the students approach to the module tasks. The assessments are weighted to encourage experimentation earlier in the module, placing more weighting on later assessments once higher levels of attainment of the Level 5 objectives is reached.

ARTS5003: Art Theories and Contexts

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Must have prior study in art or art history

Course Description

This module aims to…

• Teach a range of theories that are relevant and useful to contemporary art practice.
• Enable students to build a theoretical understanding of their own art practice or interests.
• Develop a combination of intellectual rigor and curiosity that enables students to explore their own creativity with confidence, and from an increasingly informed position.
• Demonstrate how contemporary and historic artists learn from and build on theoretical understanding.

Educational Aims

Upon successful completion of this module students will be able to…

1. Articulate a deepening understanding of theories used in art and how they relate to historic and contemporary practices and local and global contexts.
2. Critically reflect on their own and others work to inform progress, solve problems, and respond to change. Develop an ability to combine different approaches and ideas creatively.
3. Use appropriate writing skills to effectively and sensitively communicate, collaborate, and present their work to other people.
4. Critically reflect upon the relevance of their own, and other people’s, diverse skills to professional environments or challenges.

Outline Syllabus

The module will introduce the student to a broad range of theories and ideas relevant to contemporary art practice and thinking, such as:

• The evolution of aesthetic thought, the nature of beauty and the sublime (Kant), Clement Greenberg's formalist approach and modernist painting, Rosalind Krauss' critique of formalism and her role in developing postmodernist approaches to art criticism.
• Affect theory, specifically Sianne Ngai's Our Aesthetic Categories, which introduces new categories like the cute, the zany, and aesthetic forms of feeling/vibe in contemporary culture.?
• The philosophy of experience, including Husserl, Heidegger, Speculative Realism and Object-Oriented Ontology which argue that objects exist independently of human perception and have their own agencies.??
• Key poststructuralist texts that challenge traditional understandings of representation and meaning, such as Judith Butler’s Gender Trouble, Julia Kristeva's Powers of Horror, Roland Barthes’ Camera Lucida.
• Pasts and futures through the concept of hauntology as introduced by Jacques Derrida, Afrofuturism and other neo-futurisms, which reimagine futures through the lens of marginalized identities, blending speculative fiction with cultural critique to challenge dominant historical narratives.?
• The evolution of feminist thought across different waves and how they challenge traditional boundaries, offering new ways of thinking about identity, technology, queerness, and the body in the context of art and culture.??
• Contemporary thought that engages with the Earth and the material world, including New Materialism and the Anthropocene, through which students will examine how these concepts prompt new ways of understanding and representing the relationship between humans and the Earth in art.??

Assessment Proportions

Teaching will take the form of a weekly lecture and workshop in which a major theme will be explored in relation to artists and art movements via the lecture in the first half, followed by group and collaborative activities and discussions in the workshop element. The module will explore a number of key interdisciplinary philosophical and cultural concepts which will enable students to analyse, engage with, and reflect upon artworks. In the final week of the course students review and consolidate the key concepts covered in the course. Students will engage in discussions, recapitulations, and preparations for their final assessments.?

The students will respond to the material in the module in workbooks, for which a question will be set each week, and formative feedback given. At the end of the module the students will undertake an independent research project, for example a catalogue for an imagined exhibition including text and images, or a short video, discussing upon the issues raised in the course and demonstrating understanding and application of the material to a real-world context such as an exhibition.

FASS4001: The Arts and Identity (Discovery module)

• Terms Taught: Michaelmas  
• US Credits: 5
• ECTS Credits: 10  
• Pre-requisites: None

Course Description

This module aims to…

• Build a sense of community for Level 4 students within the School of Arts.
• Create safe spaces to learn how to be a student, while experimenting with discipline-appropriate skill-development.
• Foster a variety of learning styles, including independent study and collaborative endeavour.
• Enable students to make links between distinctive art forms and disciplines (Creative Writing; English Literature; Design; Fine Art; Media and Film; Theatre Studies) and to address the ways in which the arts contribute to shared and individual practices of identity.
• Encourage students to develop their own voice and critical perspectives whilst learning and listening to others.

Educational Aims

Upon successful completion of this module students will be able to…

1. Demonstrate self-awareness around and sensitivity to how their skills and experiences exist in the context of disciplinary, cultural, and professional diversity
2. Describe and identify a variety of art forms and address how these forms relate to different communities and ideologies.
3. Articulate their own perspective on the relationship between identity-formation and the arts and how your own perspective differs from that of others.
4. Collate their own informed perspectives on the relationship between art, individual expression and community.
5. Use academic scholarship appropriately, including accurate citations and bibliographies.

Outline Syllabus

What are the arts and how do they connect with identity? This module will bring together the discrete disciplines that constitute the School of Arts to address this and other related questions. Is the concept of ‘the arts’ elitist and does it perpetuate colonial ideas? By contrast, why are artists so often associated with forms of dissent and challenges to convention? Students will encounter different examples of individual art forms (including, for example, painting, theatre, fiction, design and film) to explore the ways in which art can be used to both include and exclude, to liberate and to limit. The textual focus will emphasise twentieth and twenty-first century works of art in relation to key concepts associated with identity and belonging, giving focus to the development of an understanding of voice as integral to the arts Concepts might include memory, decolonisation, intersectional identities and voice. Two examples might be as follows: a week focusing on Christopher Nolan’s Memento (2000) would consider the relationship between memory, narration and identity; on another week students might be asked to consider questions of decolonisation via extracts from Akala’s hybrid memoir-political critique, Natives: Race and Class in the Ruins of Empire (2019). The module will encourage students both to develop their own voices and to collaborate with their peers (via assessed projects).

Assessment Proportions

The module will be taught via weekly lectures which will introduce key concepts. These lectures will be followed by two-hour workshops in which students will discuss these concepts and texts through group exercises. These teaching sessions will guide students through a range of perspectives, enabling them to develop their own ideas and voice.

The module will include two assessments. The first is a critical reflection on one of the core concepts or core texts. This assessment involves reflection on different art forms and ideologies and helps students to articulate the difference between their own perspective and that of others. It will encourage students to reflect on their own voice. This piece of critical writing must use academic sources, citations and bibliography. Formative feedback on this assessment can be applied to the second assessment.

The second assessment is a collaborative piece that discusses one of the other core texts. This assessment aims to develop students’ skills including teamwork, presentation, project development and creativity. Students will work in teams to produce one of the following pieces:

• Podcast
• Video essay
• Photo essay
• Lookbook
• Zines
• Recorded presentation
• Flyer
• Poster

Students will work in teams of 3-4 which will be determined early in the module. These autonomous learning groups will work together throughout the module (for example, in preparing non-assessed tasks or exercises for each workshop). The exact format must be agreed with the workshop leader.

Formative feedback is provided through peer review, workshop tasks, and tutor input. Rubrics are introduced early to promote clarity and facilitate achievement. The module lays the foundation for academic progression and helps students develop their own voice within wider discussions.

FASS4904: Accessibility and Inclusion in Creative Industries

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: None

FASS5904: Sustainable Practice

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: None

FASS6002: Queer Futures (Discovery module)

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: None

Course Description

This module aims to…

• Introduce students to a wide range of approaches to non-normative genders, sexualities, bodies and identities from around the world.
• Provide students with a platform for exploring intermedial expressions of queerness across global cultures, including philosophy, spirituality, theory, literature, film, visual art, performance, and other forms.
• Allow students to present their ideas and research in a variety of different forms and to a variety of different audiences.

Educational Aims

Upon successful completion of this module students will be able to…

1. Critically appraise how diverse individual and collaborative learning experiences have shaped your personal development and could be relevant for diverse audiences.
2. Identify and assess understandings of queerness and of non-normative genders, sexualities, bodies and identities from diverse global texts and artefacts.
3. Critically engage with theories, cultural understandings, and methodologies relating to queerness and of non-normative genders, sexualities, bodies and identities.
4. Reflect upon futures and opportunities for challenging and transforming current social structures and realities.
5. Articulate ideas in a number of ways to a range of audiences, working both individually and in collaboration with others.

Outline Syllabus

This module introduces students to wide-ranging, global approaches to understandings of queerness and to non-normative bodies, sexualities, genders, and identities around the world. The module explores and critically engages with contemporary queer theories and cultural texts (including literature, film and television, visual art, performance, and many other genres), exploring how cultures, movements, and communities across the world have challenged bodily ‘norms’, countered violences and inequalities, given expression to their experiences and lives, and imagined alternative futures.

Indicative topics explored on the module might include:

• Global theories of queerness and of non-normative genders, sexualities, bodies and identities
• Cultural and artistic expressions of queerness from around the world, including in literature, film and television, visual art, performance, and many other genres.
• Decolonisation and queerness: decolonial approaches to queerness and queer approaches to decolonialisation
• Queerness and futurity: how have cultural imaginings of the future, such as Science Fiction, connected queerness with alternative worlds and futures?
• Queerness and wellbeing: LGBTQIA+ health, queer care futures, and the Queer Medical Humanities Network at Lancaster
• Queerness, science and technology
• Queerness, beliefs, and religions around the world
• Queer approaches to ecology environmental crisis
• Histories, presents and futures of queer activism and LGBTQIA+ rights

The module does not present ‘queer futures’ as a conclusion or fixed site of knowledge but as an open space that students will explore and co-create throughout the module. The module thus asks: how do diverse cultures from around the world resist, challenge, or re-imagine hegemonic conceptions of gender, sexuality, embodiment and identity? How do understandings of queerness or of non-normative lives from across the world allow for the imagining of alternative modes of being in the future?

Assessment Proportions

This module invites students to work both individually and in teams. In this way, the module encourages students to develop their own individual research directions whilst also sharing their discoveries with others and fostering collaborative and interdisciplinary skills and working. Students will experiment and work with a variety of literatures, media, and practices.

The module first asks students to develop a ‘pitch’ in which they articulate their own research interests and ambitions. This ‘pitch’ will be the vehicle through which students collect themselves into interdisciplinary groups based on shared aims and ambitions for the group project.

The module will taught via weekly 2-hour workshops. In addition to this, there will be a fortnightly 1-hour online session. This session will be used students to share ideas across seminar groups and will also be used for group formations for the final project.

This module will comprise of a reflective portfolio that includes two modes of interlinked assessments

1. Pitch Package (individual)

• Students will be able to do this assessment in a range of modes (written/podcast/artworks/performance/video essay/animation/vlog/ etc.)
• Each of their contributions and responses will be uploaded to a shared platform and begin to form a “map of queer perspectives”

2. Final Project (interdisciplinary group)

• Students will work in interdisciplinary teams of 4-5 to present a vision of how contemporary understandings of queerness or non-normative sexualities, genders, and bodies might shape alternative future contexts, working in relation to set texts from the module.
• Students present their project work at a final poster showcase. Students in each group will take on different roles within the project team and collaborate on a range of outputs within the shared project.

FASS6006: Artistic Fusions (Discovery module)

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: None

Course Description

This module aims to

• Introduce students to the ways in which different art forms (e.g. novel, film, painting, manifesto) fuse, or mix, with each other.
• Develop students’ knowledge and understanding of both the historical and cultural contexts that surround works of artistic fusion and the various insights that can be brought to bear on works of artistic fusion by different disciplines.
• Develop students’ skills of critical analysis, background research, and oral and written expression.

Educational Aims

Upon successful completion of this module students will be able to...

1. Critically appraise how diverse individual and collaborative learning experiences have shaped your personal development and could be relevant for diverse audiences
2. Critically reflect on some of the ways in which different artistic forms fuse or mix with each other
3. Understand and interrogate the historical and cultural contexts that surround works of artistic fusion
4. Identify, compare, and critically appraise the insights of different disciplines in the engagement with works of artistic fusion.
5. Engage with a plurality of diverse voices and sources of knowledge.

Outline Syllabus

This module explores a series of works of art drawn from different periods and continents which fuse radically different forms of art and thinking. We will explore works of art where, for example, film meets poetry, history meets philosophy, song meets narrative, fine art meets sociology, religion meets novel, theatre meets politics.

Indicative works:

• de Camoes, The Lusiads (poetry and history)
• Holbein, The Ambassadors (fine art and theology)
• Nightingale, Cassandra (essay and memoir)
• Orwell, Journey to Wigan Pier (novel and sociology)
• Weil, Gravity and Grace (philosophy and theology)
• Achebe, Things Fall Apart (novel and history)
• Dylan, Blonde on Blonde (song and narrative)
• King, Why we can't wait (politics and letter)
• Kushner, Angels in America (play and politics)
• Coogler, Sinners (film and history)

We will be asking: what happens when radically different forms of art meet? In particular, we will be asking: What happens to form? What happens to an audience? What happens to thought? What happens politically? And what happens to our understanding of our place in the world?

Assessment Proportions

This module will be taught via 2-hour weekly workshops. Each workshop will, typically, focus on one work of art. It will provide historical, cultural and critical contexts to the work in question, explore key related concepts and issues, and cue up key questions that will be then explored through guided discussion and/or workshop activity.

Students will be encouraged to articulate their own responses to the work of art under investigation, to draw on their ‘home’ discipline, engage with perspectives from other disciplines, and to respond constructively to their peers.

In terms of assessment, students will be required to engage with two or more of the works of art being studied and will be free to do so critically, creatively, visually, philosophically, performatively, historically, sociologically, theologically, or politically.

Assessment will take the form of a Reflective Portfolio, incorporating two parts, one formative and one summative. The formative piece will take the form of a proposal or pitch for the summative work. This formative piece will provide an opportunity for formative feedback.

All assessment on this module will be individual. Students will, however, be required to work with each other, and learn from each other, through seminar discussion and/or workshop activity.

FASS6903: Festival of the Future

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: None

FASS7007: Navigating AI: Society and Global Challenges

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.