BA (Hons) History and History of Art

Key details

BA (HONS) HISTORY AND HISTORY OF ART

Start Year

2022

Attendance

Full Time

Award

Degree of Bachelor of Arts

UCAS course code

VV13

Entry Requirements

ABB

Duration (years)

Give depth and colour to your historical studies by combining the two disciplines. You’ll study the past in all its complexity and richness, engaging not only with textual sources but also with the art and material culture of different historical periods. This will give you a uniquely nuanced grasp of how people lived, collaborated, created and competed in the past.

On this degree, you’ll benefit from the wealth of expertise in the department of Art History and World Art Studies and the School of History. UEA is acknowledged to be at the forefront of History research in the UK, and in the Times Higher Education Research Excellence Framework (REF) 2021 Analysis, UEA was ranked 3rd overall in the UK for research quality in History. You’ll study the most important periods of European history and the history of art, and will explore the arts and history of other cultures. You might, for example, study the medieval period through documents such as the Magna Carta and monuments such as the great Gothic cathedrals, or learn about the British Empire alongside London’s Great Exhibition in which it was celebrated. Or you could explore the 20th century through the interwoven histories of modern conflicts and modern art.

About

You’ll be equipped with key skills in imaginative understanding, critical thinking, and confident communication. You’ll expand and deepen your understanding of texts and artworks from a uniquely wide array of contexts while developing your intellectual and professional skills and studying with outstanding students and academics.

You’ll establish firm foundations in the related disciplines of history and art history, engaging with different documents and sources. At the same time, you’ll encounter works of art first hand in the collections of the Sainsbury Centre, which includes works of modern European art and also outstanding works from Africa, Asia and the Americas.

In your second and third years, you’ll select from a range of optional modules in both history and history of art in order to pursue your own interests in more depth. These modules are focused on particular periods and address specific topics.

As you progress through the course, you’ll be encouraged to engage with different methods and approaches and to develop informed views of your own. You will consolidate your independence as a scholar through the completion of a research dissertation in your final year.

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Important Information

Whilst the University will make every effort to offer the courses listed, changes may sometimes be made arising from the regular review of course programmes. Where this activity leads to significant (but not minor) changes to programmes, there will normally be prior consultation of students and others. Changes may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will inform students.

Assessment for Year 1

You won’t sit any formal examinations. Instead, in each year you’ll be assessed on written coursework, usually in the form of essays, presentations, critiques, portfolios, posters, exhibition catalogues to name only a few. Our assessment methods have been developed to measure your skills, but also to aid your learning. Your final assessment is your dissertation, a piece of independent research that you will carry out in the third year.

Structure

You’ll begin with studies of artists, artisans, and the processes of creating. Here you’ll engage directly with artworks first hand in order to explore different techniques and visual effects, deepening your appreciation of their functions and meanings. At the same time, you’ll be introduced to art history as a discipline and to one key period of history: medieval, early modern, or modern.

In the second semester you’ll engage with some of the most significant topics in art history, beginning with an exploration of the role of portraiture in shaping our identities. You’ll also be introduced to periods of tension and conflict in history which have in turn provoked controversies in historical debate.

Teaching and Learning

You’ll be taught by leading scholars in the fields of history and art history and will learn through a combination of lectures, seminars and field trips.

In your first and second years, and the first semester of your third year, your learning activities will involve a combination of lectures, seminars and tutorials combined with independent learning. A representative week will consist of 15-20% class time, 40% work on assessments and 40% of independent learning. In the Spring semester of your third year, independent learning increases in line with work towards your dissertation.

As you progress through your course, you’ll expand your knowledge, skills and understanding as you become familiar with different art practices and techniques and become accustomed to reading diverse historical sources and art-historical and critical texts.

You’ll be asked to prepare material for classes, which you will often later use as a starting point for an assessment. You’ll also be given the opportunity to engage with a diverse range of relevant presentation styles such as catalogue entries and exhibition reviews.

Alongside the optional modules, you’ll engage with a range of art-historical problems and methods in the compulsory modules. Lectures are delivered by members of staff in the department and embrace approaches from art history, anthropology and archaeology.

As you develop specialist knowledge in your final year, you’ll also begin work on a dissertation. This will enable you to refine your understanding of a particular topic and develop the independent perspective crucial to practising art history beyond university.

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Assessment for Year 2

Our assessment methods have been developed to measure your skills, but also to aid your learning. Your final assessment is your dissertation, a piece of independent research that you will carry out in the third year.

Structure

At this stage of your course, you’ll be able to choose from a very wide range of historical and art historical topics and begin to tailor your studies to your own developing interests. These modules will allow you to develop more specialist knowledge of particular problems and periods. In the spring semester you’ll be invited to consider how your historical studies relate to contemporary debates about art and explore the role of galleries and museums in displaying the past in the present.

Teaching and Learning

You’ll be taught by leading scholars in the fields of history and art history and will learn through a combination of lectures, seminars and field trips.

Clearing and Admissions Live Chat

Open Days

Assessment for Year 3

Structure

In your final year, you’ll choose three modules which involve close engagement with advanced topics in history and art history. Current art history modules address topics such as modern art and gender, race and visual culture, medieval mapmaking and world-making, while history modules include the revolutions in France and Russia, the First World War and death in the Middle Ages. You’ll also write an extended essay in which you will explore a topic of your own choice through a combined historical and art-historical perspective.

Teaching and Learning

You’ll be taught by leading scholars in the fields of history and art history and will learn through a combination of lectures, seminars and field trips.

Clearing and Admissions Live Chat

Open Days

Assessment for Year 1

Compulsory Modules

ENVIRONMENT, ART AND CULTURE

Code AMAA4004B

Credits 20

Most works of art – whether objects, buildings, or performances – are designed to serve a set of purposes. How their forms and functions relate may be straightforward and practical, or complex and elusive. Through a range of case studies, presented in lectures by our staff in Art History and World Art Studies, you will examine the connections between the uses, meanings, and appearances of art, culture, space, and landscape. You will also consider how these connections may change over time, especially in the context of cross-cultural contact. The opportunity to analyze texts on your own and in discussion groups will help you understand different points of view and construct an argument supported by evidence.

LEARNING ON SITE: THE SAINSBURY CENTRE FOR VISUAL ARTS

Code AMAA4007A

Credits 20

In this module, you will discover the art and architecture that makes up our department’s home in the Sainsbury Centre for Visual Arts (SCVA). Designed by Lord Norman Foster and opened in 1978, this building and the Robert and Lisa Sainsbury Collection have shaped the study of Art History and World Art Studies at UEA. Through readings, group discussions, and the close study of objects in the SCVA, you will be encouraged to challenge assumptions and preconceptions about different kinds of art – from around the world, and from prehistory to the 20th century. This module will also develop your abilities in library research and academic referencing.

INTRODUCTION TO ART HISTORY

Code AMAA4001A

Credits 20

This module introduces you to the study of art history. You will discover what makes art history distinct as an academic discipline. By learning about the themes art historians have explored over time, and some of the methods they use to study art, you will start to understand the subject better – and to appreciate how it fits into your degree. As a seminar, this module also gives you the chance to experience the small-group discussions that are central to our teaching.

PORTRAITURE AND IDENTITY

Code AMAA4025B

Credits 20

How do you represent a person? On this module, you will explore the genre of portraiture as it has been practiced by visual artists from the ancient world to the present day. You will develop the skill of visual analysis as you consider issues such as 'likeness'; the face; the self-portrait; portraiture as the embodiment of political, social and aesthetic power; the ways in which portraiture has variously reinforced and challenged concepts of class, race and gender; the photographic portrait, and the role of portraiture in contemporary art and culture. You will also continue to develop your writing skills, as we analyze works of art alongside histories and concepts of the individual self – perhaps the supreme artefact of all.

Optional A Modules

(20 credits)

INTRODUCTION TO MEDIEVAL HISTORY

Code HIS-4001A

Credits 20

This module is designed to provide an introduction to medieval history. We survey the history of medieval Europe, including England, from c.1000 to c.1300, and also examine some archaeology, literature, art, and architecture from the period. We also aim to introduce you to a range of primary sources, including some of the physical remains to be found in East Anglia.

INTRODUCTION TO EARLY MODERN HISTORY

Code HIS-4002A

Credits 20

An introduction to key themes in early modern history, such as: gender, rebellion, religious conflict, the reformation, warfare, state formation, and other key aspects of the period 1500-1750.

INTRODUCTION TO MODERN HISTORY

Code HIS-4003A

Credits 20

You will gain a wide-ranging introduction to the political, social and economic transformation of Britain and Europe from the late eighteenth century to the First World War. Among the themes, you will consider industrialisation and its impact, revolution and reform, nationalism and imperialism, gender and society, great power relations, the impact of war and the collapse of the old Europe in 1917-18.

Optional B Modules

(20 credits)

THE AGE OF EXTREMES: EUROPE 1918 - 2001

Code HIS-4006B

Credits 20

This module conveys the rich complexity of twentieth-century Europe, encouraging you to look afresh at the period. In hindsight, the epithet ‘age of extremes’ best describes the contradictory characteristics of a century during which total war and genocide were accompanied by growing humanitarianism, state health care and the advance of human rights. Naturally, developments during the first decades of the twenty-first century have forced historians to reconsider and revise once-accepted narratives about European modernization. Just as the trend toward increasing integration, harmonization and homogenization seems questionable in light of the crisis of the European Union, Islamism and Islamophobia believe the idea that modernization resulted in secularization and tolerance. Similarly, the demonstrable power of international finance and supranational assemblies counters narratives of popular empowerment through the triumph of representative democracy. The lectures examine themes in their respective chronological contexts: the age of catastrophe; the age of the post-war ‘economic miracle’; and the making of contemporary Europe. Rather than dwelling on familiar aspects of the century that you may have previously studied, the module will also expose you to the history of Europe after 1945, Central and Eastern Europe, and developments in the US and colonies that shaped the continent. Instead of focusing narrowly on high politics, international relations and warfare, the module also aims to allow you to re-examine the century through the study of the history of population movements, land uses, urban planning and attitudes toward the past.

VISUAL(ISING) HISTORY

Code HIS-4007B

Credits 20

The importance of visual and material sources as historical evidence, as witnesses to history, has long been recognised by historians. Relics, buildings, maps, paintings, photographs, and films are all visual and material sources from which historians can elicit meaning. Paintings, photographs, and films in particular propose to give us unique access to the ideological, physical and emotional content of a specific historic moment. But visual evidence also challenges us to consider where we as historians draw the line between the mediated and unmediated ‘truth’ of the past. History is always an interpretation of the past that changes. Our aim is to introduce students to the analysis and interpretation of a wide range of visual and material evidence. Furthermore, students will examine the manifold ways in which audiovisual historical representations shape and reshape our collective memory and understanding of the past from the medieval to the contemporary.

HISTORY, CONTROVERSY AND DEBATE

Code HIS-4009B

Credits 20

This module challenges you to reflect on the nature of history: what it means for historians; what it means for the wider public and contemporary society; and what it has meant in the past. You’ll explore the key approaches to the study of history and the conduct of historical research. You’ll consider how historians have written history in the past and how they engage with it in the present, the relevance and challenges of sources and evidence, how historians present their interpretations, and the ways in which they debate amongst themselves. You’ll come away with an understanding that history is rarely about the ‘right’ answer, but rather a series of ways of understanding and interpreting the past. You’ll focus in particular on historical debate and how you can effectively analyse and interpret it. Through a mixture of both historical interpretation and historiography, you’ll develop key study and transferable skills.

THE CATASTROPHIC FOURTEENTH CENTURY

Code HIS-4010B

Credits 20

The fourteenth century represents a major watershed in the course of global history, and the major contours of change are explored through this outline study of events in England between c.1300 and c.1400. Foremost among those changes stands the Black Death of 1348-9, which is now recognised as the worst single catastrophe in documented history. The second plague outbreak of 1361-2 represents the second greatest health crisis of the second millennium. The pathogen that caused both epidemics has the dubious honour of being the worst killer in history. It is still present in five continents of the world, and, if antibiotics do become ineffectual during the course of our own century, then the Black Death will represent the greatest pathogenic threat to humanity. Historians have long debated whether the Black Death was a major turning point in history or a mere accelerator of trends already in motion. Part of the difficulty in assessing its impact is that it was just one of a number of major catastrophes to strike during the fourteenth century. The others were the Great Famine of 1315-17, the worst famine of the last millennium; the great cattle epizootic of 1318-19, the worst livestock disease of the millennium; and the Peasants’ Revolt of 1381, the worst civil uprising in English history. Modern science has cast new light upon the causes of these extreme epidemics and famines, and in doing so has revealed the dramatic instability of the climate as world temperatures cooled and the Little Ice Age began. Catastrophes of this magnitude and frequency reveal to the historian a great deal about human society, its beliefs and responses, and the resilience of its institutions. This was also a period of political turmoil. In 1326 Edward II was the first king to be removed violently from the throne since Harold in 1066, and a similar fate befell Richard II in 1388. Both were murdered subsequently. Despite these catastrophic events, English kings waged war as if nothing had happened and the English government greatly extended its powers to regulate the life of ordinary people in new and contentious ways. The foundation stones of modern state finance and labour legislation were laid in the fourteenth century. Central institutions of English life—such as the pub and the magistrate—also emerged. Catastrophes create opportunities, too, and the English response to those opportunities was markedly different to many other parts of Europe. At the start of the century, its society, economy and political institutions all lagged behind developments in the leading regions of Europe. At the end of the century, however, England was one of the regions diverging from the rest of the continent and taking the first tentative steps towards modernity. Some historians argue that women’s work and marriage patterns were transformed after the Black Death, and the modern nuclear family emerged. This module provides you with an entertaining, fresh and fascinating introduction to medieval history, whilst revealing how some of the most significant institutional features of modern Britain began to take shape during this period. The assessment regime includes a group presentation to encourage collaboration with other first year historians.

HUMAN RIGHTS, DIGNITY AND GLOBAL JUSTICE

Code HIS-4011B

Credits 20

The objective of this module is to understand how human rights developed as a global and transnational idea and set of practices in the post-1776 period. The module looks at the emergence of human rights as a set of ideas from their conception in the eighteenth century, through the development of political rights and humanitarianism in the nineteenth century, through to the United Nations of Declaration of Human Rights (UDHR) and into the post World War Two period of decolonisation and sustainable development goals. In the seminar discussion, we will focus on key texts, examine crucial political events and following the ideas of important thinkers.

WITCHCRAFT, MAGIC AND BELIEF IN EARLY MODERN EUROPE

Code HIS-4012B

Credits 20

You will examine the history of early modern Europe through the history of witchcraft, witch-beliefs, and especially witchcraft prosecutions after 1500. Through learned demonology and folk traditions, you will explore the development of the idea of the witch, and see how during the turbulent era of the Reformation this thinking translated into legal trials and, occasionally some savage witch-panics. You will look in detail at subjects such as gender, fear and anxiety, state building, and scepticism, ranging across early modern Britain, continental Europe and colonial America.

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Important Information

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring and review of modules. Where this activity leads to significant change to a programme and modules, the University will endeavour to consult with affected students. The University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff. Availability of optional modules may be restricted owing to timetabling, lack of demand, or limited places. Where this is the case, you will be asked to make alternative module choices and you will be supported during this process.

Assessment for Year 2

Compulsory Modules

ART IN THE CONTEMPORARY WORLD

Code AMAA5090B

Credits 20

Art is a resource which can be used both positively and critically to affect the contemporary world around us. It may be exploited, most obviously for its economic value, but also for broader social or political gain. You will explore these different uses of art by addressing the factors that condition our contemporary reception of art works and visual culture. You will begin by examining some of the key methodologies for interpreting art’s contemporary functions, including its capacity to create contemporary identities and world-views. You will then turn to focus on the museum and gallery as spaces for these contemporary issues to emerge, before considering the same ideas at work in more quotidian ways. And, finally, you will conclude with a reflection on your own position as art historians, anthropologists, and archeologists working with art in the contemporary world.

Optional A Modules

(40 credits)

MATERIAL WORLDS

Code AMAA5009A

Credits 20

We live our lives surrounded by material objects. In many ways, our lives are dictated by the consumption of goods. How then, should we understand our relation to materiality? In this module, you'll learn about contemporary archaeological and anthropological perspectives in the study of material culture. Questions that come up include: why the Summer Solstice is celebrated at Stonehenge; how houses differ across cultures; why we give each other gifts and wrap them; and how clothing gives us identity? Studying human-object relations from a range of perspectives, this module equips you to understand the role of materiality in your life and to think in nuanced ways on our consumer society.

MEDIEVAL BODIES

Code AMAA5086A

Credits 20

Born, bathed, dressed, worshipped, sexed, cut, bruised, ripped, split, buried: the human body offer historians a gateway onto understanding the cultures of the past. On this course you will examine several groups of objects from the visual culture of medieval Europe and the Middle East through this contemporary theoretical lens, building up a body of medieval artistic practice piece by bodily piece, and examining how the techniques and society of the medieval craftsman at once idolised and distorted the medieval body's forms. In previous years this course has also featured a study trip to museums and galleries in London to meet with curators and handle objects.

THE LIVES OF OBJECTS

Code AMAA5089A

Credits 20

Your main objective in this module will be to develop your critical skills as they pertain to thinking, reading, writing and looking. To enable this, the module will fall into two main sections. In the first section, you’ll focus on one particular methodology – object biographies – used in archaeology, anthropology, museum studies and art history. You’ll examine this methodology in detail, breaking it down into its component sections. You’ll then consider its strengths and its weaknesses, as we subject it to a thorough critical evaluation. In the second half of the module, you will study a range of theories and methodologies used in the study of material culture. In this part of the module, you will focus more broadly on what critical thinking is, both in general and within each of the four disciplines taught in the Department of Art History and World Art Studies. You’ll be taught through a combination of two weekly lectures and one discussion seminar. The lectures will offer you an introduction to the relevant topic, and will end with an opportunity to discuss/debate the issues raised. During the discussion seminars, you’ll consider key issues raised in preceding lectures and the weekly class readings which accompany them.

ARTISTS/MUSEUMS

Code AMAA5102A

Credits 20

You will examine how contemporary artists have explored the way in which contemporary galleries and museums function. Since the 1960s artists have adopted the museum as both subject and medium in their artworks. These seminars will examine how such projects impact on our idea of what galleries and museums are, how they operate, and what role they have in public life today. Throughout, key ideas regarding aesthetics, politics, memory, and audience participation will be approached by way of specific artworks and exhibitions. These sessions will be supplemented by workshops exploring art criticism, as well as a study trip to London.

AMERICAN ART AND AMERICAN PHOTOGRAPHY 1900-1950

Code AMAA5103A

Credits 20

You will examine the relations between art and photography in the United States in the first half of the 20th century. The central debate in American modernism has concerned the role of the medium, and considering photography in relation to the other visual arts permits a reassessment of this debate. Artists and photographers examined include Alfred Stieglitz, Georgia O’Keeffe, Marcel Duchamp, Diego Rivera and Walker Evans.

INDIGENOUS ARTS AND INDIGENOUS PEOPLES

Code AMAA5105A

Credits 20

You will begin by analysing what is meant by Indigenous arts and peoples. In particular, we shall consider the link between the anthropology of art and Indigenous identity. The inter-disciplinary approach continues, by examining issues related to the interpretation of indigenous arts in wide-ranging geographic and cultural contexts from North America, to India and Australia. It then questions Indigenous peoples' engagement with notions of ethnicity and heritage, as well as the formation of an ‘Indigenous media’ through film-making.

Optional B Modules

(20 credits)

THE ORIGINS OF THE ENGLISH LANDSCAPE 4000BC TO 1066AD

Code HIS-5002A

Credits 20

On this module you’ll study the development of the English landscape from early prehistoric times to the late Anglo Saxon period. You’ll learn to identify and interpret key landscape features from the Neolithic, Bronze and Iron Ages before moving on to study Roman and Anglo Saxon landscapes. Lectures, seminars and field trips will provide you with an introduction to the approaches and sources used by landscape historians and landscape archaeologists. You’ll develop your understanding of landscape history through the study of key sites such as Stonehenge, Hadrian’s Wall and Sutton Hoo. The chronological approach of the module will provide you with an understanding of long term landscape change, telling the story of the English landscape from prehistory to the eve of the Norman Conquest.

ANGLO-SAXON ENGLAND, C. 400-1066

Code HIS-5005A

Credits 20

The Anglo-Saxon period spanned 600 years from the end of Roman Britain to the Norman Conquest. It was a period of turmoil, seeing waves of immigration, the clash of peoples and religions, and kingdoms jockeying for control. Out of this crucible England emerged. This is the story of how it came to be. Using contemporary sources, you will learn to handle evidence and reconstruct the worldview of people who lived over a thousand years ago. Anglo-Saxon history teaches you to go a long way with a little evidence; to use your imagination to fill in the gaps. Whether it's new to you or something you've studied before, you'll achieve a deeper and richer understanding of how the nation was formed. Via lectures, seminars and private study, you'll discover the Romans, Saxons and Vikings; the strange treasure they left behind; the cryptic and conflicting chronicles (learning to read between the lines), and debates we still haven't resolved today. Developing your powers of argumentation, you'll run into questions with no certain answer. Building with fragmentary evidence will boost your creativity, and you'll encounter ancient artefacts. (Trips have included West Stow Anglo-Saxon village and Norwich Castle Museum.) At the end of the module you'll command an overview of how England came into being. You'll also have built your ability to see other people's points of view, even if they lived a thousand years ago. This is a crucial ability whether in personal or professional relationships. Also learning to argue with evidence as fragmentary as the evidence we'll explore will hone your problem-solving skills to an unusual degree.

MODERN GERMANY, 1914-1990

Code HIS-5018A

Credits 20

We will introduce you to German history in the twentieth century, which was characterised by various radical regime changes and territorial alterations. Topics include German world policy and nationalism in the late imperial period; imperialism and expansionism during the First World War; the challenges of modernity in the Weimar Republic; the rise of Hitler and the formation of the Nazi empire in Europe; the post-war division of Germany and the legacy of the Third Reich; the nature of the German Democratic Republic (GDR) dictatorship and the problem of West German terrorism; as well as the fall of the Berlin Wall and reunification. Special attention will be given to questions of nationalism and national identity, issues of history and memory, and Germany’s role in Europe and the world. On completion of this module you will have developed a solid understanding of one of the most dramatic periods of German history when the country oscillated between the two extremes of war and repression, on the one hand, and the return to peace and democracy, on the other.

HERITAGE AND PUBLIC HISTORY

Code HIS-5026A

Credits 20

What shapes our view of history and heritage? How do we balance academic approaches with the need to engage an audience? How do we assess the significance of historic buildings and sites? On this module you’ll explore these questions by studying the ways in which history is presented in the public sphere, in museums and galleries, at heritage sites and historic buildings, in the media and online. Through lectures, seminars and field trips you’ll gain an understanding of different current approaches to history and heritage, exploring themes such as the role of museums, the commemoration of historic events and the development of digital heritage.

EARLY MEDIEVAL EUROPE: WARRIORS, SAINTS AND RULERS

Code HIS-5042A

Credits 20

You'll explore the experiences and fortunes of the peoples of the western peninsula of Eurasia between the rule of the Emperor Constantine I in the 330s and the call to crusade in the 1090s. At the beginning of the period, the lands centred on the Mediterranean and much of its hinterland were situated within the Roman empire. Yet, within three hundred years, this empire had disintegrated and been replaced by a number of successor states, ruled by competing dynasties. These states included Visigothic Hispania, Vandal Africa, and Merovingian Francia. Another—in fact, the longest lived of all the successor states—was the eastern empire centred on Constantinople, long known to historians as ‘the Byzantine empire’. By the close of the 7th century, many of these states had themselves been conquered by Arabic and African warriors committed to the new religion of Islam and been incorporated in the Caliphate centred on the city of Damascus—an empire which easily rivalled the might, spread, and power of Rome before its own collapse and fission in circa 1000. What Islamic rulers could do, so too could Christian ones. In 800 the son of a Frankish usurper, Charlemagne, was crowned emperor of the West. The actions and ambitions of this emperor were as formative and as formidable in the history of 9th and 10th century Europe as those of Napoleon in the 18th and 19th. The heirs and successors of Charlemagne—whether Frankish, Ottonian, or Scandinavian—were long compelled to negotiate his legacy and memory. By the 11th century, even the Roman pontiffs, now advancing a new programme of reform and renewal, were looking to situate themselves in relation to his Salian successors. The summons to liberate Jerusalem and rescue the Greek empire in the east, carefully tailored to the aspirations of the new élites of Francia and Catalonia, was perhaps the most explosive strategy advanced by these Roman pontiffs. This course is thus broad in chronological scope, covering more than eight hundred years, and extensive in geographical range, taking us from the Atlantic to the Euphrates, from the Atlas mountains to the North Sea. In the course of this journey we'll meet many warriors, saints, and rulers, both female and male.

THE FIRST BRITISH EMPIRE

Code HIS-5045A

Credits 20

Between the sixteenth and the early nineteenth centuries, the English crossed the oceans and claimed territory on every continent other than Antarctica. This module surveys the creation and growth of British Empire, examining its origins and its impact on an array of peoples. In the context of studying how the empire spread and functioned, we will consider the varied experiences of Africans, Native Americans, Aboriginal Australians, Protestant refugees from the continent of Europe, the peoples of India, the Irish, and British settlers across the globe. The complex, intimate, and often violent interactions of these groups led to ideological battles pitting loyalism against republicanism, for example, and imperial “civilization” against an array of indigenous cultural revivals. At first glance these struggles may seem to place the British against the subject peoples of their empire, but on closer examination it becomes apparent that they fractured nearly every population within the imperial domains. The creative energy of the British Empire stemmed in large part from collaborations between British groups and individuals and segments of their purported imperial subjects in building, reforming, or in some cases seeking to destroy the structures of imperialism

BETWEEN EAST AND WEST: INTERNATIONAL HISTORY SINCE 1890

Code HIS-5065A

Credits 20

The beginning of the twentieth century witnessed a period of immense instability and change with the emergence of the United States as an international actor in the West and the Japanese break from the Chinese sphere of influence in the East. This was underpinned by technological developments, the expansion of global empires, extreme economic dislocation and two global wars. You will examine the conduct and content of the foreign policies of the major powers from the 1890s, with the Sino-Japanese War and the Spanish-American War, to the Japanese occupation of Asia. This will include assessing the interplay of the political, military, economic, strategic and cultural forces that shaped the beginning of the twentieth century and which continue to resonate in the contemporary world.

JAPAN IN MODERN TIMES

Code HIS-5066A

Credits 20

In just a few decades Japan emerged from its feudal and isolationist condition and became a thriving capitalist nation-state with imperialist ambitions on the world’s stage. From the mid-nineteenth century onwards, the country re-invented itself, combining the strength of its traditions with Western models of government, economic management, social structure and culture. Samurai gave way to elite bureaucrats; a skilled industrial workforce gradually displaced the peasantry; education expanded with remarkable speed; new infrastructure transformed the physical landscape. New patterns of daily life, social tensions and cultural aspirations accompanied these changes. The aggressive expansionist policy and authoritarianism of the 1930s precipitated the country into a war with devastating consequences, only for Japan to resurrect itself as a global industrial power and stable democracy in the post-war era. This module examines this process of transformation from circa 1850, when Western powers pressured Japan into opening to international trade, to the oil shock of the 1970s that brought an end to Japan’s high growth phase. You will pay attention to the intellectual and cultural trends that informed Japan’s development, and investigate concepts such as revolution, national identity, civilizational discourse, late imperialism, and historical memory. You will also explore social and economic change as reflected in lived experience, for example in farms and villages at the turn of the century; on the home front during the Russo-Japanese War; in bustling cities during the Taisho era; in colonial outposts before and during the Pacific War; and in occupied Japan afterwards.

TUDOR ENGLAND

Code HIS-5067A

Credits 20

The Tudors are England’s most famous royal dynasty. This module seeks to move beyond the traditional stories of Henry’s turbulent marriages and Elizabeth’s stunning victory over the Spanish Armada. You'll gain a better understanding of the change and turmoil the Tudor century caused, not just to the monarchs themselves but to the lives of their subjects, the everyday people of England. Beyond establishing a strong chronological knowledge of the 16th century and its religious upheavals, the module will consider issues of gender; the changing construction of the social order; the importance and developing role of local elites; problems caused by poverty and dearth; and the position of England within Britain itself and within Europe.

Optional C Modules

(20 credits)

THE ENGLISH LANDSCAPE 1066 TO 1600

Code HIS-5003B

Credits 20

You’ll examine the development of the English countryside during the Middle Ages. You’ll discuss the nature of rural settlement, high status buildings and landscapes and 'semi-natural' environments.

NORMAN AND PLANTAGENET ENGLAND 1066-1307

Code HIS-5007B

Credits 20

This module examines a critical period in English History. We begin with the Conquest of England by the Normans and look at the ways in which as a consequence England was drawn into European affairs. The mid point is the loss of those continental lands in 1204 and the Magna Carta crisis of 1215. We then explore the domination of Britain by the English kingdom and end with the start of England’s next great European adventure, The Hundred Years War.

ENGLAND IN THE WARS OF THE ROSES

Code HIS-5009B

Credits 20

You will explore one of the most turbulent and dynamic periods in English history: c.1400-1485. In addition to exploring the narrative of events as it unfolded chronologically you will also learn about topics such as: theories of medieval kingship, the relationship between church and state, the relationship between England and Continental Europe, medieval warfare, chivalry and knighthood, the relationship between national and local concerns, and the opportunities for people of all genders to participate in political struggle. You will have the opportunity to read a wide range of primary sources as well as considering key historiographical debates. Upon completion of your module, you should have a more nuanced understanding of the exercise of power in the 15th century and how the deeds and decisions of those in charge impacted the lives of people further down the social spectrum. You should also have honed your skills in primary source analysis and historiographical scrutiny.

PROPAGANDA

Code HIS-5050B

Credits 20

This module introduces you to the history and theory of propaganda, and its role in society. You’ll consider what constitutes and defines propaganda. Focusing on the 20th century, we examine propaganda in a range of political settings, both totalitarian and democratic, in the local context of the relationships of power and communications. The module is structured chronologically, starting with the development of propaganda during World War I and finishing with a consideration of propaganda in the 21st century.

TWENTIETH-CENTURY BRITAIN, 1914 TO THE PRESENT

Code HIS-5057B

Credits 20

The Great War transformed domestic expectations and ushered in an age of Mass Democracy and economic hardship. After 1945 the welfare state and full employment saw rising affluence, accompanied by the emergence of youth cultures, a sexual revolution and new forms of radicalism and identity politics. The economic crisis of the 1970s sped-up deindustrialisation whilst the neoliberalism of Thatcher and her successors deepened inequalities and stoked nationalist sentiment. We explore the social, political and economic history of these tumultuous years.

FROM STALIN TO PUTIN: THE LONG SHADOW OF THE WAR

Code HIS-5065B

Credits 20

World War II and the immense sacrifices the Soviet people made in defeating Nazism left multiple long-lasting legacies that shaped the multi-ethnic Soviet and post-Soviet Russian state, society and economy. This module aims to give you a better understanding of the state of contemporary Russian politics, society and economy through detailed historical enquiry of Russia’s path since 1945. It is divided into two main parts: in part one you will examine key periods of post-war Russian history in chronological order, and in the second part you will look more closely at key contemporary in their historical perspective. These will include the question what it meant to be Soviet and its legacy; geopolitical imperatives, which only recently led Putin to invade Crimea; identity politics and historical commemoration; the transition of the economy from a planned economy to a market economy; and the complex mutations and adaptations of power structures in Russia that gave birth to Putin’s ‘managed democracy’.

ANATOMY OF A CITY: PARIS, 1682-1815

Code HIS-5066B

Credits 20

Through this module, you will encounter the largest, most dynamic city in the wealthiest and most populous nation in eighteenth-century Europe. Against a backdrop of France's fraught politics between the age of Louis XIV and the Revolutionary-Napoleonic era, you will gain an intimate sense of Paris as a changing urban space that provided a stage for radical experimentation in everything from art and fashion through to high finance and luxury lifestyles. You will grasp how Paris during the enlightenment functioned at different levels, from the removal of garbage to enforcement of justice. This will involve delving into a rich variety of textual and visual sources alongside extant material evidence from the city itself.

STUART ENGLAND

Code HIS-5067B

Credits 20

We will explore the dramatic century of Stuart rule in England. This ‘century of revolution’ included the union of the English and Scottish crowns, the dramatic upheaval of the civil wars, and the continued political instability that led to the birth of political parties and the Glorious Revolution. While exploring these political themes we will also consider developments such as: the birth of modern news culture, crowd politics, civil society and coffee shops, the origins of empire, state formation, and the emergence of England as ‘a nation of shop keepers’ and Europe’s great ‘constitutional monarchy’.

Optional D Modules

(20 credits)

ART AND ARCHITECTURE IN VENICE

Code AMAA5093B

Credits 20

Positioned at the hub of trade routes which spanned out across the known world, the city of Venice was a major commercial and political power during the medieval, renaissance, and early modern periods. It also grew to be one of Europe's most important centres of artistic production, with Venetian painters, sculptors, glassmakers, and architects channelling their city's diverse multiculturalism into a vast range of influential artworks. You will examine the development of art and architecture in the city from its earliest foundations through to the present day, tracing the aesthetic and urban history of what its inhabitants came to call 'La Serenissima,' the most serene city on earth. In previous years this module has featured a study trip to Venice.

ARCHAEOLOGIES OF THE MEDITERRANEAN WORLD

Code AMAA5098B

Credits 20

Using a range of case studies from the Mediterranean World, this module introduces students to some of the most significant themes and debates in the archaeology of the Mediterranean and archaeology more generally. Case studies will be drawn from a range of time periods and will address ‘the big themes’ in archaeology, such as cultural transmission, cultural development, societal collapse, trade and exchange, conflict, migration, empire and expansion, the emergence of urban societies, climate and society and ritual and religion. Often more than one theme will be included in a case study and the aim will be to understand how they relate to each other. For example, how does conflict or climate change contribute to migration or societal collapse?

DIGITAL MEDIA THEORY & PRACTICE

Code AMAP5128B

Credits 20

This module provides an introduction to the practical and theoretical study of digital media. By exploring the historical and contemporary aspects of various media, including audio-visual and social media you will consider how the digital turn has affected media production and consumption. You will also gain awareness of the technologies which underpin digital media, the interfaces for delivering media online, and the cultural and social aspects of digital society. By the end of the module, you will be able to evaluate digital media in their contemporary and historical contexts, and understand the principles which influence the digital remediation of media forms. You will gain hands-on experience of a variety of digital media, drawing on sessions based in UEA’s Media Suite, and use these creations to explore cutting edge digital approaches to media texts. These practical sessions will introduce students to: digitisation of text and images; creation of 3D models and image processing; creation of audio-visual media; editing of Wikipedia/Wikimedia. Each of these sessions will serve to illuminate particular theoretical issues, including social media, reproduction and restoration, and the problems associated with ephemerality and preservation in the digital age.

ARTS AND HUMANITIES PLACEMENT MODULE

Code HUM-5004B

Credits 20

This module will provide you with the opportunity work within a creative/cultural/charity/ heritage/media or other appropriate organisation in order to apply the skills you are developing through your degree to the working world and to develop your knowledge of employment sectors within which you may wish to work in the future. The module emphasises industry experience, sector awareness and personal development through a structured reflective learning experience. Having sourced and secured your own placement (with support from Careers Central), you work within your host organisation undertaking tasks that will help you to gain a better understanding of professional practices within your chosen sector. Taught sessions enable you to acquire knowledge of both the industries in which you are placed as well as focusing on personal and professional development germane to the sector. Your assessment tasks will provide you with an opportunity to critically reflect on the creative and cultural sector in which you have worked as well as providing opportunities to undertake presentations, gather evidence, and articulate your newly acquired skills and experiences.

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Assessment for Year 3

Compulsory Modules

DISSERTATION

Code AMAA6112B

Credits 30

On this module you will undertake a research project on a topic related to your specialised interests, in consultation with an appropriate member of ART Faculty, leading to a 9,000 word dissertation.

Optional A Modules

(30 credits)

GODS, KINGS AND PRE-COLUMBIAN ART: DIVINE RULERSHIP IN ANCIENT AMERICA

Code AMAA6140A

Credits 30

Why are some rulers seen as gods and supernatural beings? How do rulers participate in and draw power from superhuman sources? How do artworks express and presence their divinity? To explore these questions, this module explores visual systems of the ancient Americas and focuses on the rich artistic and archaeological records that connect rulership (and associated men and women) to divinity. Drawing especially from general anthropological and archaeological theory, the first sessions lay out the comparative basis to consider how humans are seen and treated as gods (e.g., naming, ancestrality, myth, attire, performance, ritual). The remainder of the module details case studies from major civilizations of the Americas (e.g., Olmec, Maya, Aztec, Moche, Inca), to reveal unique variations of this global human pattern.

MODERN ART AND STATES OF MIND

Code AMAA6141A

Credits 30

This module explores art’s relationship with aspects of mental and emotional life in the 20th Century. Each seminar is dedicated to a particular ‘state of mind’: anxiety, boredom, anger, joy, love, grief, or shame, for example. The module examines both the way in which inner life is subject to social, historical and technological forces, and how artworks engage such crucial dimensions of lived experience. The seminars will draw upon rich conceptual resources derived not only from art history but also from psychology, literary theory, sociology, and philosophy.

Optional B Modules

(30 credits)

MAPPING WORLDS

Code AMAA6121A

Credits 30

Mapping helps us to conceive of abstract concepts in tangible visual form. Be it geographical notions of the globe and the heavens, or more complex outlines of the body, the mind, time, even history, a map helps to bound and give features to otherwise inexplicable space and knowledge. This course uses historical maps and modern theories of cartography as the jumping-off point for an in-depth investigation of the visual and imaginative cultures of Europe and the Middle East from the prehistoric and classical eras through to the Middle Ages and Renaissance. In previous years this course has also featured a study trip to museums and galleries in London to meet with curators and handle objects.

MUSEUM WORK: THEORY AND PRACTICE

Code AMAA6126A

Credits 30

This module explores a variety of practical and conceptual considerations in Gallery and Museum Studies by focusing on specific aspects of these institutional structures: from building, housing and caring for collections, to curating shows and exhibitions, and producing texts and writing criticism. You will develop your engagement with the practice of conceiving, designing and mounting exhibitions, exploring both the conceptual demands of putting on a successful show and the practical considerations involved in doing so. Finally we consider the role of interpretation and learning in galleries and museums practice, thinking also about how texts of various sorts operate in exhibitions and collections displays. The module has previously involved a study trip to London or Cambridge.

FIELDWORK IN LANDSCAPE HISTORY

Code HIS-6017A

Credits 30

Fieldwork is a key part of landscape history and this module will give you hands-on practical experience of a range of landscape survey methods. Our fieldwork week takes place during the summer and will provide you with training in various survey techniques that can be applied to earthworks and buildings. Your surveys will form the basis for site drawings and a research project on the site we have surveyed. Seminars and field trips take place in the Autumn semester and will cover topics such as drawing earthwork plans and carrying out original research using archive maps and documents. By the end of the module you will be able to recognise and interpret historic landscape features in the field and use a combination of survey work and original research to understand them.

NATIONALISM IN EUROPE SINCE 1789: SHAPING IDENTITIES IN THE AGE OF MODERNITY

Code HIS-6019A

Credits 30

You will examine in depth the history of nationalism in Europe from the late eighteenth to the twentieth century. The central theme is the relationship between the rise and development of nationalism and the shaping of images and discourses about Europe. You will consider and compare the strength of nationalism to the weakness of Europeanism in order to improve your historical understanding of identity formation processes in the modern age. In this sense, it does not consider the nation and Europe as being one the denial of the other, but as forces interacting in complex ways and, in given instances, feeding upon one another. Centred on this theoretical concern, you will be offered a broad survey of the history of nationalism from the Age of Enlightenment to the European integration process, explaining how it has developed into a mass movement and an ideology affecting so deeply the life of millions of individuals across Europe. The perspective used will be that of the cultural historian and the historian of ideas and ideologies. A variety of different primary sources – including pictures, novels, private correspondence, newspaper articles, political tracts and pamphlet, history books, films, songs, etc… – will be used to highlight, on the one hand, the ambiguities of modern nationalism, to explain its quasi-religious nature and explore its strength and resilience. On the other hand, they will help us investigate how and to what extent discourses about Europe affected, after the Second World War, one of the greatest projects of political engineering ever attempted, highlighting the economic success of EU integration and considering its incapacity to create a strong attachment to EU institutions. The course is interdisciplinary in nature. While it is essentially addressed to historians, especially if you are interested in cultural history and in the history of ideologies, it also considers sociological issues and topics that would appeal if you are interested in politics.

IMPERIALISTS, PASHAS & REVOLUTIONARIES: IRAQ, 1914-2003

Code HIS-6020A

Credits 30

This module explores the eventful and troubled history of modern Iraq. Taking its starting point in the nineteenth century, when Iraq was part of the Ottoman Empire, the module explores how the country came under British tutelage following the Great War and how it subsequently experienced a turbulent history as various political actors sought to wrest control of the newly established state. The module pays special attention to key moments when the course of Iraq’s history changed, such as wars, military coups, and revolutions, but also periods in between when society returned to some sort of normality. It will particularly focus on the rise of political ideologies, especially Arab nationalism, and its local counterpart, Iraqi nationalism – but also other ideologies such as socialism, communism and Baᶜthism. Saddam Hussein’s domination of the country (1979-2003) is also an important element of the module.

VICTORIAN UNDERWORLDS

Code HIS-6026A

Credits 30

You will be introduced to the darker side of life in Victorian Britain. Though this was undoubtedly a period of economic prosperity, not everyone shared in the gains. You will look at those who, for reasons of poverty or ‘deviance’ were confined to the margins. Topics include the criminal and insane, gender and insanity, prostitution, drink, slums, the London Irish, and Jack the Ripper. By looking at the margins and the misfits, we will seek to gain a deeper understanding of British society in the 19th century.

Optional C Modules

(30 credits)

THE AFRICAN PAST: GLOBAL CROSSROADS AND EMPIRES

Code AMAA6001B

Credits 30

This module introduces the history and archaeology of Africa in the past 1500 years. It focuses on its art and artefacts, and explores case studies such as the medieval empires of the Sahel, the Indian Ocean trade in cowrie shells and beads, trans-Saharan caravans and the sumptuous graves of southern Africa, Libya and Congo. Through the discussion of Africa’s past and its global links, we can reach a better understanding of the continent past and present. This helps us challenge the false idea that African societies have remained static over centuries, and that the continent’s role in world history was negligible - an idea that is commonly held outside academic and is underpinned by negative media coverage of Africa today. Archaeology, anthropology, history, and oral tradition all inform this module. And although our subject-matter is African, the questions raised apply much more widely.

ARTISTS' FILM AND VIDEO

Code AMAA6016B

Credits 30

Since the 1960s the proliferation of artists working with film and video has resulted in screen-based installations becoming a common feature of most contemporary art exhibitions. Surveying the activity of a diverse range of film and video makers this module will explore how artists have sought to develop a critical mode of practice that distinguishes their work from commercial forms of cinema and television. With a particular focus on European and American film and video artists, this module will examine in detail how their work relates to established histories of avant-garde cinema and experimental film making. Through direct engagement with film and video artworks this module will investigate how artists have sought to challenge and subvert our viewing habits and in turn question our psychological and social relationship to the moving image. Artists discussed include: Andy Warhol, Maya Deren, Barbara Rubin, Carolee Schneemann, Stan Brakhage, Nam June Paik, Joan Jonas, Bruce Nauman, Bill Viola, Tacita Dean, John Akomfrah and Steve McQueen.

THE FIRST WORLD WAR: A NEW HISTORY

Code HIS-6051B

Credits 30

We will explore the impact of the First World War on European and non-European states, societies, and cultures. Our aim is to broaden and deepen the students’ knowledge by introducing some of the lesser known aspects of the conflict, such as the campaigns on the Eastern front, in Africa, or the Middle East. You will investigate the role and perception of colonial troops in the European theatre of war and examine the war efforts of such countries as Italy, Serbia, the Ottoman Empire, and Australia. Further topics to be discussed include alliance politics and the role of neutral states, psychological effects of ‘industrialised slaughter’, atrocities against non-combatant civilians, captivity and occupation, state propaganda and the spiritual mobilisation of intellectuals, as well as processes of social change with regard to home and family life, ethnicity and class. We will draw on a wide range of primary sources, including poems, paintings, and film. In their coursework, students will have the opportunity to study more specific issues, such as naval and aerial warfare, British military strategy, civil-military relations in democratic and autocratic states, medical innovations, the war experiences of children, or questions of memory and commemoration.

CONTESTING THE PAST: REPRESENTATION AND MEMORY

Code HIS-6077B

Credits 30

In this module, you will explore how the past is constantly constructed and reconstructed in the present. In the first part of the module we will consider how mnemonic processes are created, by who, and for what purpose. Commemoration, memorialisation, and visual representations form a key part of this process. In the second part of the module, we will study the ways in which individuals and groups remember and how this often differs from official or mediated discourses. In the third and final part, we will explore various ‘memory conflicts’ and their present day consequences. Throughout, film, photography, visual and audio media, and oral history will form key components of our studies.

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Entry Requirements

A Levels

ABB including History or BBB including History with an A in the Extended Project

T Levels

No acceptable pathways for 2022 entry

BTEC

DDM alongside grade B in an History related subject A-level (or equivalent qualification). Excludes BTEC Public Services, BTEC Uniformed Services and BTEC Business Administration.

Scottish highers

AAABB including History.

Scottish highers advanced

BCC including History.

Irish leaving certificate

3 subjects at H2, 3 subjects at H3 including History.

Access course

Access to Humanities & Social Sciences pathway. Pass the Access to HE Diploma with Distinction in 30 credits at Level 3, including 12 credits in History, and Merit in 15 credits at Level 3

European Baccalaureate

75% including 70% in an History related subject.

International Baccalaureate

32 Points including HL 5 History

GCSE offer

You are required to have Mathematics and English Language at a minimum of Grade C or Grade 4 or above at GCSE

Additional entry requirements

If you do not meet the academic requirements for direct entry, you may be interested in one of our Foundation Year programmes.

INTO UNIVERSITY OF EAST ANGLIA

If you do not meet the academic and/or English requirements for direct entry our partner, INTO University of East Anglia offers guaranteed progression on to this undergraduate degree upon successful completion of a preparation programme. Depending on your interests, and your qualifications you can take a variety of routes to this degree:

International Foundation in Business, Economics, Society and Culture
International Foundation in Humanities and Law

Alternative Entry Requirements

UEA recognises that some students take a mixture of International Baccalaureate IB or International Baccalaureate Career-related Programme IBCP study rather than the full diploma, taking Higher levels in addition to A levels and/or BTEC qualifications. At UEA we do consider a combination of qualifications for entry, provided a minimum of three qualifications are taken at a higher Level. In addition some degree programmes require specific subjects at a higher level.

Important note

Once enrolled onto your course at UEA, your progression and continuation (which may include your eligibility for study abroad, overseas experience, placement or year in industry opportunities) is contingent on meeting the assessment requirements which are relevant to the course on which you are enrolled.

Students for whom english is a foreign language

Applications from students whose first language is not English are welcome. We require evidence of proficiency in English (including writing, speaking, listening and reading):

IELTS: 6.0 overall (minimum 5.5 in all components)

We also accept a number of other English language tests. Please click here to see our full list.

INTO University of East Anglia

If you do not yet meet the English language requirements for this course, INTO UEA offer a variety of English language programmes which are designed to help you develop the English skills necessary for successful undergraduate study:

Interviews

Most applicants will not be called for an interview and a decision will be made via UCAS Track. However, for some applicants an interview will be requested. Where an interview is required the Admissions Service will contact you directly to arrange a time. 

Gap year

We welcome applications from students who have already taken or intend to take a gap year.  We believe that a year between school and university can be of substantial benefit. You are advised to indicate your reason for wishing to defer entry on your UCAS application. 

Intakes

This course is open to UK and International applicants. The annual intake is in September each year. 

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Course Reference Number: 4479770

BA (Hons) HISTORY AND HISTORY OF ART