ABCDEFGHIJKLMNOPQRSTUVWXYZAAABACADAEAFAGAHAIAJAKALAMANAOAPAQARASATAUAVAWAXAYAZBA
1
2
1. Admissions/ Management Information
3
Title of the 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:
4
https://www.york.ac.uk/media/staffhome/learningandteaching/documents/programmedevelopment/Framework%20for%20Programme%20Design%20-%20PG.pdf
5
Masters History of Art (British Art).
6
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, is an exit award, ie. is only available to students exiting the masters programme early, or both.Exit
7
Postgraduate Certificate Students who do not progress to the dissertation can be recommended for a Postgraduate Certificate as an exit award in keeping with the University regulations outlined at p. 91: https://www.york.ac.uk/media/abouttheuniversity/supportservices/academicregistry/registryservices/sca/Guide%20to%20Assessment,%20Standards,%20Marking%20and%20Feedback%202017_18.pdf .Please indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.Exit
8
Level of qualificationLevel 7
9
This document applies to students who commenced the programme(s) in:2018
10
Awarding institutionTeaching institution
11
University of York University of York
12
Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
13
Lead Department History of ArtHistory of Art
14
Other contributing Departments: Archaeology, English, History.
15
Route code
(existing programmes only)
16
Admissions criteria
17
BA 2:1 or better in History of Art or related subject, and, for non-native speakers, high levels of English language competency, usually equated to an overall IELTS score of 7 with a minimum score of 6 in the writing component. Candidates must also be able to satisfy the general admissions requirements of the University of York. Applications must include a sample of written work. Applications are evaluated by the Graduate Chair, and where it is felt necessary, s/he may invite applicants for interview, particularly in the case of mature applicants. The History of Art department welcomes applications from candidates with a wide range of educational backgrounds, and from mature and overseas students. In certain cases, the Graduate Chair may put additional conditions on entry.
18
Length and status of the programme(s) and mode(s) of study
19
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
20
21
Face-to-face, campus-basedDistance learningOther
22
MA in History of Art1 yearFull-timeN/APlease select Y/NYesPlease select Y/NYesN/A
23
MA in History of Art2 yearsPart-timeN/APlease select Y/NYesPlease select Y/NYesN/A
24
Language(s) of study
25
English (with options to study other languages).
26
Language(s) of assessment
27
English
28
2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
29
2.a. Is the programme recognised or accredited by a PSRB
30
Please Select Y/N: Noif No move to section 3
if Yes complete the following questions
31
3. Additional Professional or Vocational Standards
32
Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
33
Please Select Y/N: Noif Yes, provide details
34
4. Programme leadership and programme team
35
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.
36
Dr Emanuele Lugli (Graduate Chair) 2018.
37
5. Purpose and learning outcomes of the programme
38
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 masters student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
39
The MA in History of Art, with the Pathway in British Art, is a degree that offers you a unique programme of exceptional historical and geographical breadth and depth, ranging from the Anglo-Saxon period to the most recent Turner Prize. You will have the opportunity to study in the largest and most vibrant community of scholars and curators of British Art in the world. Variety and rigor are the programme's distinctive features, allowing you to consider the category of British Art critically and to investigate how it mobilises questions of national and political identity, problematising the role of the arts in the construction of national, imperial, and global cultures. You have choice of a wide range of modules, giving you the opportunity to study British Art chronologically, to focus on one media, to pursue a particular methodological perspective, or to consider the art of another region comparatively, leading to the production of supervised essays and a dissertation at the forefront of scholarly research. Through the MA, you will be able to bring together research questions and sources from different approaches to hone your skills in visual and material analysis in order to understand how British and related artworks produce meaning, in the past as well as today. This is accompanied by extensive provision skills training in academic writing, archival research, and object-focused studying. One "core" module, during the Autumn terms, will introduce you to some key issues of British art, such as the role of childhood in Victorian painting or the politics of the Pre-Raphaelite brotherhood. Through the other "optional" modules, you will encounter a wide range of of evidence and approaches. As part of the Pathway in British Art , you will be part of a world-class scholarly environment that includes seminars, reading groups, research lectures and field trips, many of which are developed with our regional and national museum partners (in particular with Tate Britain). This offering will enable you to develop essential research skills, and the ability to explore and solve problems independently. Being in York gives you access to some of the most important British collections and cultural heritage, including four National Trust and English Heritage sites in the city alone, as well as the unparalleled collections of the York Museums Trust. You will have also the opportunity to engage with curators and conservators from the wider region, with whom we regularly collaborate and have partnership arrangements, such as the twelve great houses of the Yorkshire Country House Partnership, and the award-winning institutions that make up the Yorkshire Sculpture Triangle. By undertaking the MA in History of Art, you will develop skills which will prepare you for further PGR study, and to seek employment in a wide range of professions, including in archives, libraries, museums, galleries, publishing companies, the media, education, the heritage sector and the art market, in the UK and beyond.
40
5.b.i. Programme Learning Outcomes - Masters
Please provide six to eight statements of what a graduate of the Masters programme will be able to do.
If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements 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.
41
PLOOn successful completion of the programme, graduates will be able to:
42
1Depth of Knowledge: Demonstrate in-depth understanding of current research, theoretical approaches, context, sources and advanced scholarship at the forefront of British Art studies.
43
2Methodological Rigor: Synthesise information in a sophisticated and mature fashion and critically analyse a wide range of materials by rigorously applying observational, descriptive, analytical and methodological skills.
44
3Originality: Deploy knowledge of specialist fields within the broader remit of British art - examples might include Turner's seascapes, early 20th-century ceramic modernism, or the royal patronage of stained glass in York - in order to formulate innovative questions regarding the uses, the contexts, and the underlying conditions of British art and answer them from original readings of archival, written, and visual sources.
45
4Critical Evaluation: Analyse and critique the assumptions, theoretical principles and the use of evidence employed today as well as in the past in promoting and dismantling notions of 'British Art' as an art historical genre, and situate them within imperial legacies and the term's currency in the contemporary world.
46
5Communication and Digital Literacy: Confidently present relevant information and sophisticated arguments verbally and visually to a high professional standard to a range of academic and other audiences.
47
6Project Management: Initiate, conduct, and take responsibility for independent research projects, drawing on skills honed by graduate-level research training.
48
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:
49
i) ... in what way will these PLOs result in an ambitious, challenging programme which stretches the students?
50
The PLOs reflect the ambitious character of the programme, demanding intellectual engagement and rigorous critical skills. Throughout the programme, students are engaged with, and encouraged to interrogate, a broad range of evidence and to develop original and creative approaches to the study and understanding of the arts and architecture. Through skills modules, seminars and lectures they are then encouraged to expand and develop a multiplicity of approaches to critically evaluate current scholarly debates as well as primary sources. The training received allows the students to develop as independent researchers, with detailed knowledge and critical understanding in a variety of materials, areas, and epochs. The teaching on the MA encourages the students to develop as able communicators, both verbally and visually. Throughout, the breadth of approaches studied allows students to consider how their graduate skills can be applied to future careers or research after the MA.
51
ii) ... in what way will these PLOs produce a programme which is distinctive and advantageous to the student?
52
The breadth of the range of approaches that can be used to understand the arts and the world of architecture are reflected in the PLOs, informed by the key skills developed by students. The intellectual challenges and rewards of the MA in History of Art with a Pathway in British Art are reflected in PLOs 1, 2 and 4. These PLOs highlight the distinctive character of the MA which requires students to critically analyse evidence from the different periods and obtained through a multiplicity of approaches. PLO3 and PLO5 highlight the key elements of the programme that allow students to develop as original and independent researchers. These PLOs reflect the unique skills students develop by engaging on art historical issues for sustained periods of time and the ability to communicate complex concepts effectively through texts, oral presentations, and visual materials. PLO6 reflects the fact that MA students will be able to reflect on their managing capacities and personal development and apply these to future study or employment.
53
iii) ... how the design of the programme enables students from diverse entry routes to transition successfully into the programme? For example, how does the organisation of the programme ensure solid foundations in disciplinary knowledge and understanding of conventions, language skills, mathematics and statistics skills, writing skills, lab skills, academic integrity
54
The range of the MA in History of Art with a Pathway in British Art means that it is typical for students to commence the programme from diverse entry routes. Students' transition is facilitated through the 'Research Skills' core course, which introduces them to the different approaches and research questions of the periods and geographical areas covered by the MA. Module seminars allow students to ask questions, engage in discussions and benefit from peer learning. The deconstruction of important essays in class enables them to refine their writing as well as analytical skills. Assessment comprises conference-style presentations and reports, both supported by individual training sessions. The core module prepares students with the skills associated with the production and communication of academic scholarship, including bibliographic and referencing skills, use of electronic and archival resources. One-year long, the skills module focuses in the first term on introducing the different approaches of scholarly research and presentation, while, in the second, enables student to reflect on their progress and to refine their argument, introduced them to specialized skills of their choice, and prepare them for the task of writing the final dissertation.
55
iv) ... how the programme is designed to enable students to progress successfully - in a limited time frame - through to the end of the award? For example, the development of higher level research skills; enabling students to complete an independent study module; developing competence and confidence in practical skills/ professional skills. See QAA masters characteristics doument http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf
56
The structure of the MA in History of Art with a Pathway in British Art ensures that students are provided with a programme allowing progression, with appropriate support, towards achieving a master's degree. Introductory sessions with the library, online academic integrity test, resources sessions with the Graduate Chair and the Research Skills core module provide the grounding and the tools that allow student development and progression from the beginning of their MA. Skills are further developed as students follow their interests through a combination of specialized modules in the Autumn and Spring terms. Throughout, students are engaged in friendly and lively seminars with expert and research-led teaching. Student learning is supported with case studies used in seminars and reading lists facilitating an introduction to relevant approaches and methods and engaging students with advanced academic and scholarly work. Students need to show competence in research, logic and argumentation, and visual presentation through written assessment and oral presentations, which receives individualised written and verbal feedback. This provides structured supportive comments on development to be incorporated into future work, including the dissertation. The dissertation is supported through the assigning of a specialist research supervisor of the student's choice, with four support meetings arranged from the beginning of the Summer term. Supervisors provide guidance on bibliography, footnoting, planning and structuring the dissertation, and give feedback on the first drafts of written work.
57
v) ... how this programme (as outlined in these PLOs) will develop students’ digital literacy skills and how technology-enhanced learning will be used to 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).
58
The MA introduces students to academic research through digital platforms, ensuring that their core research and writing skills are supported by digital awareness. The MA makes extensive use of the VLE, which is a crucial element of the student’s interaction with the programme. All modules have VLE sites, through which students access week-by-week teaching content, images and further reading and resources. It is used for an online Academic Integrity tutorial completed before students submit their first piece of assessed work. For the core Research Skills course and in option modules, tutors engage with relevant digital resources across the module or for individual seminars. Students use word processing for essay and dissertation submissions, reference management systems to compile bibliographies and presentation software to produce the poster for the core module in the Autumn term. All students have access to digital literacy training through the university’s central provision. Much importance is given to the editing and quality of images. The range of single subject modules of the MA introduces students to a broad spectrum of digital literacy skills, supported by bespoke guides and a subject liaison librarian.
59
vi) ... how this programme (as outlined in these PLOs) will 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:
60
http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
61
The breadth and variety of modules offered by the MA in History of Art with a Pathway in British Art, combined with its focus on skills training, provide students with a distinctive skill set that can be applied to a wide range of careers. The digital literacy skills associated with writing essays and preparing the dissertation provide a solid foundation and have application in the work place, enabling graduates to undertake independent research and to produce high quality written and visual material. The structure of the MA also prepares students for group work and verbal presentations, and for managing their work load to ensure tasks are completed to deadlines. Students learn to handle objects at a professional level and about the subtleties of visual communication, thus ensuring them the possibility of a career in advertising, marketing, museums and galleries, conservation, interiors and architecture. Career development for postgraduate students is provided through bespoke support from the Careers Service whilst additional workshops and interdisciplinary training programmes are also led by the Humanities Research Centre.
62
viii) ... how learning and teaching on the programme are informed and led by research in the department/ Centre/ University?
63
The international reputation of the History of Art Department for research forms a core component of the teaching for the MA in History of Art with a Pathway in British Art. The core Research Skills module introduces cutting-edge research standards, allowing students to understand how different approaches and methods are used to study the arts and architecture. Through the Spring and Autumn terms, students taking single subject options engage with research-led teaching by staff working at the forefront of their own research fields. Options from other departments and research clusters allow students to interact with staff teaching from an inter or trans-disciplinary perspectives. Teaching provides students with an understanding of the framework within which research is carried out through an introduction to key issues within each module, encouraging engagement in debates and questioning of evidence. Students also have access to a Monday research seminar series from world-leading academics presenting their latest research, which further expands the reach of the artworks and buildings to which they are exposed. These provide students with an insight into high-level research which feeds into their essay writing and preparation for dissertations. Dissertations are supported through the expertise of a supervisor working at the forefront of their discipline and through a structured supervisory process. Staff experience is invaluable in supporting students in considering future employment and/or academic research.
64
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 the 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.
65
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.
66
The PG certificate forms the exit award for the programme, awarded to students. To be eligible, students must have passed 60 credits. This means that any three of the four option modules must be completed successfully to earn the PG certificate.
67
6. Reference points and programme regulations
68
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:
69
https://www.york.ac.uk/media/historyofart/MAHandbook%202017-18.pdf
70
http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf
71
http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements
72
http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2843#.VthM1fmLS70
73
6.b. University award regulations
74
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.
75
7. Programme Structure
76
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 individual 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)
77
http://www.york.ac.uk/about/departments/support-and-admin/registry-services/guide/
78
Full time structure
79
CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
80
CodeTitle12345678910123456789101234567891012345678910111213
81
20VariousOptions ModuleSEA
82
20VariousOptions ModuleSEA
83
20VariousOptions ModuleSEA
84
20VariousOptions ModuleSEA
85
10TBCResearch Skills ModuleSESEAA
86
90TBCDissertationSSE
87
Please indicate when any Progression Board and Exam board will be held and when any reassessments will be submitted.
NB: You are required to provide at least three weeks notice to students of the need for them to resubmit any required assessments, in accordance with the Guide to Assessment section 4.9
88
Progression BoardWeek 7, Summer Term 2019
89
ReassessmentThree weeks after the initial release of results for the relevant assessment
90
Exam BoardWeek 3, Autumn Term 2018
91
Part time structures
Please indicate the modules undertaken in each year of the part-time version of the programme. Please use the text box below should any further explanation be required regarding structure of part-time study routes.
92
Year 1
93
CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
94
CodeTitle12345678910123456789101234567891012345678910111213
95
20VariousOption ModuleSEE
96
20VariousOption ModuleSEE
97
TBCDissertation (preliminary research)SESE
98
10TBCResearch Skills ModuleSEEE
99
Please indicate when any Progression Board and Exam board will be held and when any reassessments will be submitted.
NB: You are required to provide at least three weeks notice to students of the need for them to resubmit any required assessments, in accordance with the Guide to Assessment section 4.9
100
Progression BoardWeek 7, Summer Term 2019