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Title of the new programme – including any lower awards
Please provide the titles used for all awards relating to this programme. Note: all programmes are required to have at least a Postgraduate Certificate exit award.

See guidance on programme titles in:
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Masters LLM in Art Law
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Postgraduate Diploma N/APlease indicate if the Postgraduate Diploma is available as an entry point, ie. is a programme on which a student can register or as an exit award, ie. that are only available to students exiting the masters programme early, or both.N/A
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Postgraduate Certificate Postgraduate Certificate in Art LawPlease indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, or as an exit award, ie. that are only available to students exiting the masters programme early, or both.Exit
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Level of qualificationLevel 7
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This document applies to students who commenced the programme(s) in:2019-20
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Awarding institutionTeaching institution
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University of York University of York
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Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
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Lead Department York Law SchoolYork Law School
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Other contributing Departments: Department of History of Art
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Route code
(existing programmes only)
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Admissions criteria
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Minimum 2:1 degree (or equivalent) in Law, History of Art, or another subject, plus IELTS: 7:0, with a minimum of 7.0 in Writing and no less than 6.5 in all other components
PTE: 67, with a minimum of 67 in Writing and no less than 61 in all other components
CAE and CPE (from January 2015): 185, with a minimum of 185 in Writing and no less than 176 in all other components
CAE (before January 2015): 75, with 'Very Good' in Writing
CPE (before January 2015): B
TOEFL: 96 with a minimum of 24 in Writing and no less than 23 in all other components
Trinity ISE: level 3 with Distinction in all components
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Length and status of the programme(s) and mode(s) of study
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ProgrammeLength (years/ months) Status (full-time/ part-time)
Please select		Start dates/months
(if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)		Mode
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Face-to-face, campus-basedDistance learningOther
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LLM in Art Law12 monthsFull-timeSeptemberPlease select Y/NYesPlease select Y/NNo
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|Please select Y/NPlease select Y/N
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Please select Y/NPlease select Y/N
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Language(s) of study
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English
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Language(s) of assessment
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English
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2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
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2.a. Is the programme recognised or accredited by a PSRB
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Please Select Y/N: Noif No move to section 3
if Yes complete the following questions
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2.b. Name of PSRB
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3. Additional Professional or Vocational Standards
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Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
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Please Select Y/N: Noif Yes, provide details
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N/A
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4. Programme leadership and programme team
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4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
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Dr Emma Waring (YLS) - Programme Leader; Professor Michael White (HoA), Professor Richard Nolan (YLS) and Dr Peter Harrison (YLS) - Key members of staff.
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4.b. How are wider stakeholders such as students/ alumni, professional bodies and employers involved in the design of the programme and in ongoing reflection on its effectiveness?
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The design concept was communicated to potential markets - Y3 students from History of Art and YLS undertaking the LLB/BA co-taught Y3 module on Art Law, and at a well-attended HoA-organised employability session for Y2 and Y3 students at the University of York. The enthusiasm and comments of students have fed into the development of the programme design in ensuring that there are opportunities for Problem Based Learning, compulsory HoA module (from a choice of MA options) and fieldtrip elements. The design concept was developed by a working group of YLS and HoA lecturers with input from Alumni who had taken the Y3 LLB/BA module on Art Law, professional contacts in the museums and galleries sector, as well as experienced legal practitioners. These stakeholder groups will continue to be involved in reviewing the effectiveness of the programme.
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5. Purpose and learning outcomes of the programme
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5.a. Statement of purpose for applicants to the masters programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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The LLM in Art Law is a unique collaborative and cross-disciplinary programme which will provide you with a deep understanding of the complex legal, artistic, social and ethical problems raised by the global trade in art, which was estimated at over $45 billion in 2017 (TEFAF Art Market Report 2017). Art Law is an exciting and fast-developing area of commercial, legal and academic research significance and the LLM in Art Law will provide you with opportunities to develop valuable skills used by those working in the art world, whether in such diverse areas as: Private Client legal practice, fine art insurance, the not-for-profit sector, galleries, museums or cultural heritage. Exceptionally, the programme is co-taught by academic specialists from both the research-active Department of History of Art and York Law School, thus providing you with a unique integrated and cross-disciplinary learning environment in which to explore legal, practical, commercial, ethical and financial issues arising in the art world, as well as their wider context and implications.
The LLM in Art Law is innovative in using a variety of teaching methods including ‘Problem Based Learning’ (‘PBL’) which will provide you with opportunities to work collaboratively in a student ‘law firm’, and individually, on a variety of real-life simulations. These simulations provide you with exposure to the multi-faceted nature of art law disputes and will encourage you to develop and apply a broad range of legal skills including: research; document and case analysis; problem solving; negotiation and mediation; and advocacy. Additionally, you will have opportunities to develop your presentation and oral skills in debates and reading group sessions. You will undertake a specific History of Art module (chosen from a range of options) to gain subject-specific knowledge and exposure to this discipline, as well as inter-disciplinary insights. Guest speakers drawn from the legal and art history worlds will lead masterclass sessions, and the opportunities provided by in-depth discussions with experts during the course field trip, will enhance your know-how and networks. Thus, graduates of the Art Law LLM will have a sophisticated understanding of the complexities of the global trade in art.
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5.a.i Statement of purpose for applicants registering for the postgraduate diploma programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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N/A
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5.a.ii Statement of purpose for applicants registering for the postgraduate certificate programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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5.b.i. Programme Learning Outcomes - Masters
Please provide six to eight statements of what a graduate of the Masters programme can be expected to do.
If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements for the PG Certificate and four-eight for the PG Diploma in the sections 5.b.ii and 5.b.iii as appropriate.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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PLOOn successful completion of the programme, graduates will be able to:
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1Evidence a systematic understanding at an advanced level of the interaction of institutions, participants, regulations, and market practices operating in the art world at a national, Anglo-American, European and international level, and their impact on the development of aspects of art law and policies (subject specific knowledge of area)
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2Demonstrate a sophisticated facility in understanding, contextualising, synthesising and applying legal, art historical and art law sources, evidence and research to a wide range of complex and integrated situations (subject specific skills in understanding and applying sources)
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3Exhibit a high-level ability to acquire knowledge and skills in separate disciplines of law and art history; coupled also with the ability to synthesise both disciplines and demonstrate significant capacity in evaluating critically the dynamic interaction between law and art history, when applied to legal, commercial, artistic and ethical art law problems (subject specific understanding of disciplines and their synthesis)
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4Demonstrate assured application and adaptation of problem-solving skills involving analysis and evaluation of facts, parties’ interests and objectives, and identification of legal, ethical, commercial and practical issues and risks, and an advanced ability to work independently and collaboratively to develop effective and creative solutions to unfamiliar and complex problems (application of subject knowledge in a practical and/or problem based learning sphere)
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5Evince a highly developed ability to reflect and be constructively critical of own personal development and achievement both when working individually and collaboratively. Recognise and implement the personal responsibilities inherent in the process of self-directed learning at an appropriate level for postgraduate study and continuing professional development (skills of reflection and self-development)
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6Demonstrate confident and effective communication at an advanced level, both verbally and in writing, suitable for a variety of audiences; present well-reasoned, nuanced arguments, opinions and advice, supported by critically evaluated evidence and abiding by recognised norms of academic and professional integrity (ability to communicate orally and in writing)
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7Undertake efficient and effective independent and collaborative reserach strategies to identify, retrieve and evaluate appropriate legal and art historical sources, methodologies, rules, principles and theories relevant to diverse, complex and integrated legal, art historical, practical or theoretical problems (general research skills)
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8Demonstrate enhanced skills of independent learning, including an ability to plan, time-manage, implement and complete a substantial independent research project in art law, utilising the skills and knowledge developed on the programme drawn from legal and art historical studies and critically applied to a chosen research question (dissertation-specific skills)
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5.b.ii. Programme Learning Outcomes - Postgraduate Diploma
Please provide four to eight statements of what a graduate of the Postgraduate Diploma programme can be expected to do.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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5.b.iii. Programme Learning Outcomes - Postgraduate Certificate
Please provide four to six statements of what a graduate of the Postgraduate Certificate programme can be expected to do.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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5.c. Explanation of the choice of Programme Learning Outcomes
Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
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i) Why the PLOs are considered ambitious or stretching?
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Achievement of the PLOs are by their very nature ambitious and stretching because students will not only be exposed to two different and distinct disciplines (Law and History of Art) but will also be required to understand, evaluate and synthesise the complex interaction of these disciplines in the field of Art Law. The subject matter of the LLM is also demanding because it spans a wide range of disparate legal areas including: intellectual property rights, contract law, trusts law, personal property law, torts, commercial law, private international law as well as complex commercial, cultural and ethical questions. Students will be exposed to a variety of challenging assessment types throughout the programme to develop and evidence sophisticated skills in making oral presentations; carrying out research; independent writing; collaborative group working and individual study. These skills will be combined, and at any point in the programme will be running in parallel with students developing their knowledge and understanding of the complex legal, commercial, social and ethical considerations present in the global art market. This combination of deep knowledge and understanding, along with skills and competencies, will be rigorous and demanding and will require commitment thorughout the programme to be able to achieve the PLOs. Additionally, the holistic nature of the programme, the cross-disciplinary demands and the requirement to develop the PLOs on an integrated basis are also ambitious and will be suitably stretching for a Masters level course.
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
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The outcomes reflect the reality of the complexitites, inherent tensions and demands of the art world and are distinctive, compared to other vocational and professional programmes, in that they are holistic and integrated and do not compartmentalise individual practice areas, disciplines, skills and commercial awareness. Instead, they reflect the integrated nature of the art world where legal and art history issues, substantive and procedural issues, client, business and wider social considerations, and legal skills are not experienced or applied in isolation. This will give students an inter-disciplinary, holistic, realistic understanding of practice in the art market, and a proper demonstration of the transferability of their skills. The requirement that all LLM students carry out an independent research project is also advantageous to students in giving them a free choice of an Art Law related area in which to develop specialist knowledge, which will be of benefit whether they choose later to undertake further professional development or emabark on doctoral studies.
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iii) Please detail how you would support students from diverse entry routes to transition into the programme? For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity
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Students on this inter-disciplinary programme are likely to come from a diverse range of backgrounds. Their knowledge and exposure to Problem Based Learning (PBL), legal skills, simulations and collaborative working may vary greatly. The programme's induction activities and core modules common to all YLS LLM streams (Introduction to Comparative Law and Research Methods and Skills) will therefore be crucial in developing harmonised and common understanding, where required, of PBL, the functions and expectations of collaborative working, and the overall ethos of the LLM. Induction activities will also build on the successful approach already used in the Y3 YLS/HoA ‘Art Law’ module which has succeeded in giving students from both disciplines a sound understanding of underlying discipline-specific concepts. To date, marks on the current Art Law Y3 module have been evenly distributed between students from both disciplines, evidence of their progression and success. All Art Law LLM students will take a HoA module from the HoA MA options, these are already accessible to PGT students without a HoA background. The Programme Leader and Key Staff will facilitate student transition into the Art Law LLM. Support for individual students from diverse backgrounds will be offered, and integration into PBL supported by programme staff. Academic and writing skills, and academic integrity, will be supported through the regular submission of formative outputs and oral and/or written feedback in modules by programme staff. This close relationship will enable programme staff to identify and supply additional individualised support.
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iv) Please explain how the design of the programme enables students to progress through to the end of the award? For example, in terms of the development of research skills, enabling students to complete an independent study module, developing competence and confidence in practical skills/ professional skills.
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The programme design incorporates a progressive approach such that student understanding and skills introduced during the induction activities and core modules common to all YLS streams are then developed and applied in future modules and outputs, with the latter gaining in complexity and expectations of student performance increasing as the module progresses. The Spring modules build on the disciplinary and inter-disciplinary knowledge and skills developed by students in the Autumn term and the integration of discipline and practice areas, tasks, issues and outputs will increase in complexity and/or number as relevant as students move through the LLM. The close supervision and feedback referred to above will support student progress. The development of their dissertation research topic, research and writing will be supported and developed through contact and feedback from their dissertation supervisor.
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v) How the programme learning outcomes develop students’ digital literacy and use technology-enhanced learning to achieve the discipline and pedagogic goals which support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classrooms, response 'clickers' in lectures, simulations, etc).
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Modules within the LLM in Art Law (e.g. Art: A Problematic Life Cycle and Art: Commodity or Valuable) provide opportunities to simulate legal practice by using ICT as it is predominantly used in legal practice: for internal and external legal communications (including the management and storage of such communications); precedent documentation; and access to legal know-how in both primary and secondary formats. Students will also be encouraged to develop their ICT presentational skills when engaging in collaboratively-produced debates. Additionally, the use of 'flipped classroom' pedagogy forms a core element of PBL where the lecturer know-how interactions follow, rather than lead, student analysis and research.
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vi) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employability objectives should be informed by the University's Employability Strategy:
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The achievement of the PLOs/competencies through realistic simulations of legal practice, together with a portfolio of assessments, including presentations, poster, written memorandum, participation, essays and a substantial 15,000-word dissertation, will enhance students' ability both to communicate and demonstrate their employability. Students can align their dissertation to their own disciplinary or practice specific interests. The dissertation provides students undertaking doctoral studies with a useful knowledge base and skills springboard. Individual PLOs enhance transferable employability skills, sought by a wide range of employers including and beyond the legal profession. These skills include being able to: locate, read, interpret and critically evaluate complex material; demonstrate interpersonal skills; analysing complex facts and identify interests, issues and problems; problem-solving; communicate clearly in oral and written communications; engaging in independent and collaborative working, including planning, responsibility and time management. The programme may offer career benefits in terms of: (a) graduates who then decide to pursue professional legal qualifications; (b) existing legal professionals seeking a means of career enhancement in this or related fields; (c) graduates who seek opportunities in the wider art world outside the legal professions; and (d) graduates who decide to undertake doctoral studies.
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vii) Consultation with Careers
The programme proposal should be discussed with Careers. Please contact your Faculty Employability Manager.
Please provide details of Careers' comments and your response.
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The LLM in Art Law sounds like an exciting partnership which has already proved to be both a popular and challenging area of law explored at undergraduate level. Whilst the Law School do not see the LLM as leading to a job in its own right, we appreciate that this opportunity will draw in a variety of learners from different academic backgrounds and learning preferences (from lawyers, to art professionals and creators) and provide a unique experience to develop commercial awareness using a range of perspectives. Providing space to apply knowledge to a real-world environment through the field trip will support the development of commercial awareness by providing the opportunity to speak and work with those in the field, and fits well with the new York pedagogy. It's great to hear that this reflects the appetite from students who fed back the importance of PBL and work-based learning. It's also fantastic to see that stakeholders working in this field have been part of it's design and will continue to be part of the review.
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viii) How is teaching informed and led by research in the department/ centre/ University?
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The curriculum as a whole is informed and infused by research in a number of ways. There are specific academic research areas of the Programme Leaders and other colleagues at both YLS and HoA which will inform the modules, in particular PLOs 1, 2, 3, 6 and 7, which focus on legal, social, commercial and ethical issues raised by the art market and cultural heritage. These research areas include: the laws of personal property; obligations and trusts; tax; intellectual property; interational law; conflict of laws; criminal law; History of Art discussions concerning the role of the artist; copies, reproductions and originality; the changing art market; modern and conceptual art; curatorship and the role of museums and galleries. Faculty expertise in these areas will be focused on developing relevant and deep know-how in the context of, and perspectives on, Art Law. In the dissertation, staff research expertise will be utilised to support the production, by students, of an independently researched and written dissertation encouraging an holistic approach and considering a range of relevant perspectives. The learning and teaching design has also been informed by research into education, particularly PGT provision. Such research - already evident within the curriculum of the YLS UG LLB - will be introduced to students such that they can understand and learn more effectively from the methodologies integrated into the LLM. Thus, experiential learning (Kolb); reflective learning and practice (Schon); group development and performance (Tuckman); and PBL (Boud) (Maharg).
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5.d. Progression
For masters programmes where students do not incrementally 'progress' on the completion of a discrete Postgraduate Certificate and Postgraduate Diploma, please summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof.
This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules and in circumstances where students registered on a higher award will exit early with a lower one.

Note: it is not expected that a position statement is written for each masters PLO, but this can be done if preferred.
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On completion of modules sufficient to obtain a Postgraduate Certificate students will be able to:
If the PG Cert is an exit award only please provide information about how students will have progressed towards the diploma/masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
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See 5c(iv) above regarding progressive development towards PLOs. The modules: Introduction to Comparative Law; Art: A Problematic Life Cycle; and Art and Law: Parallel Perspectives provide a firm foundation in Art Law, providing students with a deep understanding of the chronology of legal, artistic, ethical and commercial issues posed by the art market, and the ability to analyse and evaluate the competing and complex swirl of participants and their interests and concerns in the art market. By engaging with cross-disciplinary sources from both art history and law, students will be able to discuss issues and tensions caused by the interaction of artistic and legal perspectives. They will also be able to use their understanding in progressing transactions for art clients, solve client problems, and advise accordingly using both oral and written communication skills.
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On completion of modules sufficient to obtain a Postgraduate Diploma students will be able to:
If the PG Diploma is an exit award only please provide information about how students will have progressed towards the masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
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N/A
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5.e. Other features of the programme
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i) Involvement of partner organisations
Are any partner organisations involved in the delivery of the programme?
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Please Select Y/N: Noif Yes, outline the nature of their involvement (such as contributions to teaching, placement provision). Where appropriate, see also the:
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University guidance on collaborative provision
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 N/A
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ii) Internationalisation/ globalisation
How does the programme promote internationalisation and encourage students to develop cross-cultural capabilities?
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PLO1 requires development of an understanding of perspectives and contexts relevant to practice in the art market, and the needs of participants in that market to appreciate the legal, ethical, commercial, organisational and financial context in which they work and their role in it. The art market is truly international and cross-cultural and this is reflected in all of the modules within which students will develop all PLOs. Together, US law and English law are the main governing legal systems applying to the art market, so the programme will engage students with the cross-jurisdictional issues posed. International law aspects will be relevant providing international and transnational perspectives. Also, the dissertation allows students to develop international and cross-cultural perspectives.
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iii) Inclusivity
How will good practice in ensuring equality, diversity and inclusion be embedded in the design, content and delivery of the programme?
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This refers to the protected characteristics and duties on the University outlined in the Equality Act 2010
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The important role played by Problem Based Learning (PBL) within the L&T strategy, will bring together students from diverse backgrounds, and engender inclusivity through the collaborative learning that will be required to succeed on the programme. 5(iii)(c) above sets out the role of the programme staff and dissertation supervisor in providing support for students from diverse backgrounds. PBL requires each student law firm to develop and ensure good practice in ensuring equality, diversity and inclusion. This commences with each group jointly developing a set of working principles and a statement of its desired ethos. In addition, it will be required to think ahead to potential conflict, and formulate an agreed process by which it will resolve any such conflict. Professional standards will be expected both within colloborative groups in terms of their working practices, and in their client work carried out by way of simulation. These professional practices by definition require recognition of, and reflection on, issues of equality, diversity and inclusivity, and for these to then be reflected in advice given to 'clients'.
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6. Reference points and programme regulations
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6.a. Relevant Quality Assurance Agency benchmark statement(s) and other relevant external reference points
Please state relevant reference points consulted (e.g. Framework for Higher Education Qualifications, National Occupational Standards, Subject Benchmark Statements or the requirements of PSRBs): See also Taught Postgraduate Modular Scheme: Framework for Programme Design:
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QAA FHEQ and Masters Degree Characteristics; University of York Taught Postgraduate Programme Scheme: Framework for Programme Design
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6.b. University award regulations
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The University’s award and assessment regulations apply to all programmes: any exceptions that relate to this programme are approved by University Teaching Committee and are recorded at the end of this document.
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7. Programme Structure
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7.a. Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

IMPORTANT NOTE:
If the structure of your programme does not fit the usual academic year (for instance students start at the beginning of September or in January) please contact your Academic Quality Team contact in the Academic Support Office for guidance on how to represent the structure in an alternative format.

To clearly present the overall programme structure, include the name and details of each invidual CORE module in the rows below. For OPTION modules, ‘Option module’ or 'Option from list x' should be used in place of specifically including all named options. If the programme requires students to select option modules from specific lists by term of delivery or subject theme these lists should be provided in the next section (7.b).

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of teaching delivery for the module (if the end of the module coincides with the summative assessment select 'EA'). It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

Summative assessment by exams should normally be scheduled in the spring week 1 and summer Common Assessment period (weeks 5-7). Where the summer CAP is used, a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place. (NB: An additional resit assessment week is provided in week 10 of the summer term for postgraduate students. See Guide to Assessment, 5.4.a)
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http://www.york.ac.uk/about/departments/support-and-admin/registry-services/guide/
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Full time structure
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
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