| Unit name | Art of the Northern Renaissance (Level H Lecture Response Unit) |
|---|---|
| Unit code | HART30043 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Professor. Williamson |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | Department of History of Art (Historical Studies) |
| Faculty | Faculty of Arts |
The focus of this unit will be on painting in the Netherlands, looking in particular at the greatest painters of the Northern Renaissance: Jan van Eyck, Robert Campin, Rogier van der Weyden, Hans Memling, Hugo van der Goes and Petrus Christus. We adopt a method of close looking, focussing in detail on one or more important paintings each week, and placing those in context together with other works, and exploring a number of key themes. The glories of the Italian Renaissance have sometimes been allowed to overshadow the equally fascinating and extraordinary art that was produced in the north of Europe during the same period. Equally, assumptions about what the Renaissance was, and what the term means, have largely proceeded from considerations of Italian art. We will consider the ways in which the term might have differing meanings and differing implications when used in a northern European context. Key issues to be considered may include: the ways in which the term 'Renaissance' is used, both now and in the past, and what it means (and has meant) in historical and art-historical scholarship focussing on northern Europe; the patronage, function, and reception of the art of northern Europe, including themes such as ‘vision and visuality’, ‘art and the eucharist’, ‘pilgrimage’, ‘the role of images’, ‘the role of the artist’, ‘portraiture’.
On successful completion of this unit students will be able to:
(1) articulate an understanding of the development of art during the Northern Renaissance;
(2) analyse and generalise about how and why the art of the Northern Renaissance differed to that produced in Italy;
(3) select pertinent evidence/data in order to illustrate/demonstrate more general issues and arguments;
(4) identify a particular academic interpretation, evaluate it critically, and form an individual viewpoint.
Classes will involve a combination of long- and short-form lectures, class discussion, investigative activities, and practical activities. Students will be expected to engage with readings and participate on a weekly basis. This will be further supported with drop-in sessions and self-directed exercises with tutor and peer feedback.
One 3000-word essay (50%) One timed assessment (50%) [both elements will assess ILOs 1-4]
