(BA) Bachelor of Arts
Art History, Heritage and Museum Studies (including Year Abroad)
Current
University of Essex
University of Essex
Philosophical, Historical, and Interdisciplinary Studies (School of)
Colchester Campus
Honours Degree
Full-time
BA VV43
08/05/2024
Details
Professional accreditation
None
Admission criteria
- A-levels: BBB - BBC or 120 - 112 UCAS tariff points from a minimum of 2 full A-levels.
- BTEC: DDM - DMM or 120 - 112 UCAS tariff points from a minimum of the equivalent of 2 full A-levels.
- Combined qualifications on the UCAS tariff: 120 - 112 UCAS tariff points from a minimum of 2 full A levels or equivalent. Tariff point offers may be made if you are taking a qualification, or mixture of qualifications, from the list on our undergraduate application information page.
- IB: 30 - 29 points or three Higher Level certificates with 555-554.
- IB Career-related Programme: We consider combinations of IB Diploma Programme courses with BTECs or other qualifications. Advice on acceptability can be provided, email Undergraduate Admissions
- QAA-approved Access to HE Diploma: 6 level 3 credits at Distinction and 39 level 3 credits at Merit, depending on subject studied - advice on acceptability can be provided, email Undergraduate Admissions
- T-levels: We consider T-levels on a case-by-case basis, depending on subject studied. The offer for most courses is Distinction overall. Depending on the course applied for there may be additional requirements, which may include a specific grade in the Core.
Contextual Offers:
We are committed to ensuring that all students with the merit and potential to benefit from an Essex education are supported to do so. For October 2024 entry, if you are a home fee paying student residing in the UK you may be eligible for a Contextual Offer of up to two A-level grades, or equivalent, below our standard conditional offer.
Factors we consider:
- Applicants from underrepresented groups
- Applicants progressing from University of Essex Schools Membership schools/colleges
- Applicants who attend a compulsory admissions interview
- Applicants who attend an Offer Holder Day at our Colchester or Southend campus
Our contextual offers policy outlines additional circumstances and eligibility criteria.
For further information about what a contextual offer may look like for your specific qualification profile, email ugquery@essex.ac.uk.
If you haven't got the grades you hoped for, have a non-traditional academic background, are a mature student, or have any questions about eligibility for your course, more information can be found on our undergraduate application information page or get in touch with our Undergraduate Admissions Team
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English: IELTS 6.0 overall, or specified score in another equivalent test that we accept.
Details of English language requirements, including component scores, and the tests we accept for applicants who require a Student visa (excluding Nationals of Majority English Speaking Countries) can be found here
If we accept the English component of an international qualification it will be included in the academic levels listed above for the relevant countries.
English language shelf-life
Most English language qualifications have a validity period of 5 years. The validity period of Pearson Test of English, TOEFL and CBSE or CISCE English is 2 years.
If you require a Student visa to study in the UK please see our immigration webpages for the latest Home Office guidance on English language qualifications.
Pre-sessional English courses
If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.
Pending English language qualifications
You don’t need to achieve the required level before making your application, but it will be one of the conditions of your offer.
If you cannot find the qualification that you have achieved or are pending, then please email ugquery@essex.ac.uk
.
Requirements for second and final year entry
Different requirements apply for second and final year entry, and specified component grades are also required for applicants who require a visa to study in the UK. Details of English language requirements, including UK Visas and Immigration minimum component scores, and the tests we accept for applicants who require a Student visa (excluding Nationals of Majority English Speaking Countries) can be found here
Additional Notes
If you’re an international student, but do not meet the English language or academic requirements for direct admission to this degree, you could prepare and gain entry through a pathway course. Find out more about opportunities available to you at the University of Essex International College
Course qualifiers
A course qualifier is a bracketed addition to your course title to denote a specialisation or pathway that you have achieved via the completion of specific modules during your course. The
specific module requirements for each qualifier title are noted below. Eligibility for any selected qualifier will be determined by the department and confirmed by the final year Board of
Examiners. If the required modules are not successfully completed, your course title will remain as described above without any bracketed addition. Selection of a course qualifier is
optional and student can register preferences or opt-out via Online Module Enrolment (eNROL).
None
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
Additional notes
None
External examiners
Dr Dominic Paterson
Senior Lecturer in History of Art / Curator of Contemporary Art
University of Glasgow
External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment.
External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course.
They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards.
External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.
Programme aims
- To offer a varied, flexible and distinctive curriculum across the fields of art history, heritage and museum studies.
- To provide the opportunity to develop an in-depth understanding of the art, architecture, exhibition history, and/or cultural heritage of one or more periods and places, as well as its/their attendant theoretical texts.
- To introduce students to a variety of interpretative methods and forms of questioning appropriate to visual artefacts and cultural heritage, including: historical inquiry, theory of representation, aesthetic approaches to its meanings, values and functions, and critical approaches to the conditions of its production, consumption, interpretation and/or reinterpretation, preservation, and display.
- To encourage both critical engagement with, and enjoyment of, the visual arts and of cultural heritage, particularly through first-hand observation.
- To provide the knowledge and skills (critical inquiry and argument, imaginative understanding, written, spoken and visual interpretation, communication and presentation) that will not only stand students in good stead for more specialised academic careers, but will also enhance their opportunities for employment in a wide range of other careers.
- The outcomes listed below represent the minimum that might be expected of a graduate of the School of Philosophy and Art History of the University of Essex. It is the intention of the School that the vast majority of graduates will achieve significantly more.
7. To provide students with opportunities to experience a different system of HE through a broad range of courses on the Year Abroad.
8. To develop students` intercultural skills necessary for living and working in a different culture.
Learning outcomes and learning, teaching and assessment methods
On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:
A: Knowledge and understanding
A1: A range of visual artefacts from the Early Renaissance to the present day, including theoretical issues that have been foundational in the Western European and Latin American traditions
A2: The relationships of works of visual art and/or cultural heritage to broader social, cultural, and economic contexts
A3: (In greater depth) art, architecture, cultural heritage and/or exhibition design of one or more periods and places, as well as its/their attendant theoretical texts
A4: Some substantive areas of current research in the field of study including an awareness of the development of these areas of research
A5: Some of the concepts, values and debates that inform study and practice in the different fields.
A6: The basic methods of critical analysis and argument appropriate to visual artefacts and/or cultural heritage
Learning methods
A1-A6 are acquired through lectures, classes, coursework (with regular feedback, both oral and written, from tutors).
Art history, heritage and museum studies lectures and seminars demonstrate skills of visual analysis and theoretical understanding in the context of a particular historical/geographical framework. Knowledge and understanding are developed further through seminar discussions and presentations with oral feedback from tutors.
Throughout, students are expected to extend and enhance the knowledge and understanding they acquire from classes and lectures by regularly consulting library materials and other primary/secondary sources related to the course. This independent research is then consolidated in essay work and through feedback in written form.
Learning methods are inclusive by virtue of their variety (lectures, discussion, close reading, training in visual analysis and critical thinking); this allows students with different learning styles to achieve the learning outcomes.
Assessment methods
Assessment of students' knowledge and understanding takes place through a variety of assessment instruments, including: coursework essays, individual presentations, virtual exhibitions, and unseen written examinations (including questions on visual material in photographic form).
Assessment methods are inclusive by virtue of their variety; students have an opportunity to demonstrate their knowledge and understanding in diverse ways (essay-writing, presentations, creating virtual exhibitions, responses to unseen examinations).
B: Intellectual and cognitive skills
B1: Analyse a given body of material, breaking it down into component points or parts and highlighting the most significant among them.
B2: Synthesise evidence, arguments or ideas from different sources productively in a self-directed manner
B3: Reason critically and offer judgements based on argument
B4: Respond to unfamiliar artefacts, issues or ideas with an open mind
B5: Solve problems using knowledge and experience.
Learning methods
Development of intellectual and cognitive skills are initiated through lectures and classes, where students are expected to develop skills, and further developed in seminars, as well as one-to-one tutorials where appropriate. The seminar-based work encourages critical discussion arising from the analysis and interpretation of texts or visual artefacts/cultural heritage with an emphasis on being able to reason cogently, argue coherently and present one's own viewpoint persuasively.
The theoretical work done in Art and Ideas in Levels 4 and 5 particularly emphasises skills B1- B5 through the guidance given in seminar discussion and through feedback on essays. The seminars are intended to foster cognitive skills. Students translate the skills acquired there collectively into individually assessed essays. In turn, the essays prepare students for examinations, in the modules in which they are held. Exams test students’ ability both to demonstrate and to sustain the same skills in controlled conditions.
Learning methods are inclusive by virtue of their variety (lectures, discussion, close reading, training in visual analysis and critical thinking); this allows students with different learning styles to achieve the learning outcomes
Assessment methods
Assessment of B1-B3 is by written essays, take-home research papers, in-class slide tests, summaries of weekly readings, and unseen written examinations, including questions on visual material in photographic form.
Assessment methods are inclusive by virtue of their variety; students have an opportunity to demonstrate their knowledge and understanding in diverse ways (essay-writing, presentations, creating virtual exhibitions, responses to unseen examinations).
C: Practical skills
C1: Visual Skills, including: observation (recognition of materials and techniques but also other aspects of works of visual art and cultural heritage such as formal organisation, narrative structure, material qualities), description (using ordinary as well as specialised language) and analysis
C2: Research Skills, including: use of appropriate methods to locate primary and secondary sources, as well as visual artefacts and cultural heritage
C3: Critical Skills: including selection of relevant material, and appraisal of other people's arguments on the basis of familiarity with source materials and current literature
C4: Writing Skills, including: use of proper academic conventions, creating logical and structured narratives, and effective use of language to convey particular and general responses of readers or viewers to works of visual art and/or cultural heritage, and to articulate complex conceptual issues and create frameworks for understanding them
C101: Ability to apply the necessary organisational and cultural skills for living and working abroad.
Learning methods
Skills C1 and C3 are introduced in lectures and developed through classes and through seminars. Guidance on skills C1, C2, C3 and C4 is given in teaching, in supervision of essays, and to a limited extent in School Handbooks. The strategy ensures that, having acquired a basic command of the range of skills, students exercise these skills in the more specialised courses.
A member of staff gives students choosing a Capstone module in Art History, Heritage and Museum Studies formal guidance on the development, research and writing of specialist studies in the form of written instruction and in presentations.
C5 (if applicable) is acquired through the guided but relatively independent process of organising and successfully completing a period of living and studying abroad.
C6 (if applicable) is acquired through the guided but relatively independent process of organising and successfully completing a placement year.
Learning methods are inclusive by virtue of their variety (lectures, discussion, close reading, training in visual analysis and critical thinking); this allows students with different learning styles to achieve the learning outcomes.
Assessment methods
Assessment of students' knowledge and understanding takes place through a variety of assessment instruments including coursework essays, presentations, virtual exhibitions, and unseen written examinations, including questions on visual material in photographic form.
Students are expected to analyse texts in the light of the contextual, conceptual and comparative frameworks offered to them during the scheme, whilst also formulating their own arguments and displaying critical competence.
Provision is made for students to be assessed on a Capstone project in Heritage in the third year in lieu of a taught course. Essay questions are designed to test all skills. In-class slide tests and unseen written examination questions, including questions on visual material in photographic form, test skills C1, C3 and C4.
Assessment methods are inclusive by virtue of their variety; students have an opportunity to demonstrate their knowledge and understanding in diverse ways (essay-writing, presentations, creating virtual exhibitions, responses to unseen examinations).
D: Key skills
D1: Communicate information, arguments and ideas cogently and effectively in a range of different contexts using a range of different aids or resources as well as a special ability to deploy visual material in a variety of media in the context of presentations or written work.
D2: Students should be able to make use of IT for research purposes (including searchable databases such as library catalogues and internet sources), to present assessed work, and be able to use email.
D3: Management of projects and timetables. Students should be able to apply knowledge and understanding in order to make judgements and offer solutions in a range of contexts.
D4: Ability to 'read' an argument in seminar discussion; ability to respond effectively; ability to work in a variety of group contexts.
D5: Students should have the ability to work to briefs and deadline, to take responsibility for their own work, and to reflect on their own learning and performance and make constructive use of feedback
Learning methods
The University's Academic Skills website (including self-assessment tools) will be listed in the School Handbook. The key skills are implicit throughout the degree. Communication is developed through seminar discussion, but also through attending lectures. Visual media skills are developed through personal instruction to students in class, and through drawing attention to the media whereby visual artefacts are presented to us, both in terms of informing students but also developing a critical appreciation of the relationship between image and context in any medium. Students are expected to acquire IT skills based on some initial guidance. Students will be given the opportunity to work constructively and productively in groups, and be able to participate effectively in seminars. Students are expected and encouraged to share responsibility for their own programme of studies. Learning methods are inclusive by virtue of their variety (lectures, discussion, close reading, training in visual analysis and critical thinking); this allows students with different learning styles to achieve the learning outcomes.
Assessment methods
Essays and capstones are assessed for qualities that incorporate skills D1, D2, D4 and D6.
Assessment methods are inclusive by virtue of their variety; students have an opportunity to demonstrate their knowledge and understanding in diverse ways (essay-writing, presentations, creating virtual exhibitions, responses to unseen examinations).