BA (Hons) Art History and History

BA (Hons) Art History and History

The University of Lincoln ranked 7th in the UK for overall student satisfaction in the National Student Survey 2018 (out of 127 institutions).

The Course

The BA (Hons) Art History and History offers students the opportunity to explore the rich artistic and architectural heritage of the past and the artistic practices of more recent times. You can learn how to interrogate visual and material evidence critically, and to construct arguments about societies and cultures, their values and identities through the analysis of art, architecture, material culture and other media. Students can work with texts, from medieval chronicles to modern archives and newspapers.

The course emphasises the inter- and multi-disciplinary nature of Art History. Students may tailor their degree around their own intellectual interests, selecting from a wide range of optional modules on offer from Art History, History, Conservation of Cultural Heritage, Philosophy and Classics, thus combining the study of art and architecture with material and visual culture and media. A strong emphasis is placed on curatorship and curatorial practices. Students will also have opportunities to understand and experience how modern digital technologies can be used in the investigation of artworks, architecture and artefacts.

Lincoln offers unique resources for the study of the history of art and architecture, including the medieval Cathedral, defined by John Ruskin as 'the most precious piece of architecture in the British Isles”; and The Collection, which incorporates Lincolnshire’s archaeology museum; and the Usher Gallery, the premier art gallery of the region, home to paintings, drawings and ceramics by J. M. W. Turner, L. S. Lowry and Grayson Perry.

The Course

The BA (Hons) Art History and History offers students the opportunity to explore the rich artistic and architectural heritage of the past and the artistic practices of more recent times. You can learn how to interrogate visual and material evidence critically, and to construct arguments about societies and cultures, their values and identities through the analysis of art, architecture, material culture and other media. Students can work with texts, from medieval chronicles to modern archives and newspapers.

The course emphasises the inter- and multi-disciplinary nature of Art History. Students may tailor their degree around their own intellectual interests, selecting from a wide range of optional modules on offer from Art History, History, Conservation of Cultural Heritage, Philosophy and Classics, thus combining the study of art and architecture with material and visual culture and media. A strong emphasis is placed on curatorship and curatorial practices. Students will also have opportunities to understand and experience how modern digital technologies can be used in the investigation of artworks, architecture and artefacts.

Lincoln offers unique resources for the study of the history of art and architecture, including the medieval Cathedral, defined by John Ruskin as 'the most precious piece of architecture in the British Isles”; and The Collection, which incorporates Lincolnshire’s archaeology museum; and the Usher Gallery, the premier art gallery of the region, home to paintings, drawings and ceramics by J. M. W. Turner, L. S. Lowry and Grayson Perry.

BA (Hons) Art History and History at the University of Lincoln is conceived and delivered as an exploration of past cultures that employs the approaches of art historians and historians—ancient, medieval, early modern and modern, as well as archaeologists, conservators, and specialists in media, heritage and museum studies. Modules range chronologically from antiquity, through the medieval and early modern periods, to the twentieth Century, and geographically from Britain to Europe, Africa and the Americas.

Students will be able to select from a wide range of optional modules on offer from Art History, History, Conservation of Cultural Heritage, Philosophy and Classics.

Level 1

The first year provides students with the opportunity to develop a solid foundation of art-historical and historical knowledge, introducing the skills required to undertake more advanced work at levels two and three.

The first year consists of eight compulsory modules (four per semester). Two modules are specifically designed to develop students’ skills, focusing on writing, communication and the understanding of research into past cultures as a process of inquiry. Two modules provide a historical survey from late antiquity to the twentieth Century that draws on the research interests of historians at Lincoln.

Four modules are specifically related to Art History and Visual Culture. The core of the first year is A World History of Art and Architecture, which consists of two modules, providing a solid survey of art and architecture from ancient times to the Revivals (semester A), and from the nineteenth Century to the present (semester B). Students can develop a strong knowledge-base in relation to art, artists, styles and artistic movements. Furthermore, this module aims to develop the analytical skills in visual analysis. In Introduction to Visual and Material Culture students can engage with artefacts to understand their functions and possible meanings, in order to reveal the identities, ideologies and values of the societies that produced them. Materials, Techniques and Technologies in the History of Art focuses on the making of art and artefacts by exploring the relevance of materials and techniques in artistic production, adding a material dimension to the understanding and analysis of art.

Level 2

In the second year students may engage more deeply with the complexity of Art History, focusing on theory and historiography (New Directions in Art History and Historiography) and gathering ideas for their dissertation and future careers (Dissertations and Beyond). Furthermore, in Neoclassicism to Cubism (core) students will explore how the artistic hegemony of Neoclassicism was challenged through the seminal transformations of Romanticism, Realism, Impressionism and Cubism. This module explores a fundamental period in the development of Art History through an exploration of changing art practices, and can equip students with advanced skills in visual analysis.

An additional four optional modules are chosen from the offerings of our art historians and historians. These modules are based on our own research and teaching specialisms. For example, modules might include Understanding Exhibitions; Introduction to Exhibitions, Curatorship and Curatorial Practices; Renaissances; Destroying Art: Iconoclasm through History; Imperial Cities of the Early Modern World; 100 Years of Photography: Images, History and Impact (1839-1939); Digital Heritage. Please note: as a research-intensive department, subjects may occasionally be unavailable when the lecturer is on research leave. Similarly, it is also likely that members of staff may decide to run new modules relating to their evolving research activities. The list of modules should therefore be viewed as indicative rather than wholly definitive.

Level 3

The third year contains one compulsory module, Independent Study, that carries a double weighting, and six optional modules. Options may include Curatorial Practice; Rome and Constantinople: Monuments and Memory (200-1200); Rulers and Kings: Visualising Authority in Medieval Europe; Early Modern Cultural and Artistic Encounters: Hybridity and Globalisation; Gothic Visions: Stained Glass in Britain (c. 1220-1960); English Landscape Painting: a Social and Cultural History; Pre-Raphaelites and Aesthetes: Progressive British Painting (1840-1898); Art Cinemas. As with the level two courses, these modules may occasionally be unavailable when the module tutor is on research leave and may be augmented by additional offerings as our staff develop their teaching portfolios.

Contact Hours and Reading for a Degree

Students on this programme learn from academic staff who are often engaged in world-leading or internationally excellent research or professional practice. Contact time can be in workshops, practical sessions, seminars or lectures and may vary from module to module and from academic year to year. Tutorial sessions and project supervision can take the form of one-to-one engagement or small group sessions. Some courses offer the opportunity to take part in external visits and fieldwork.

It is still the case that students read for a degree and this means that in addition to scheduled contact hours, students are required to engage in independent study. This allows you to read around a subject and to prepare for lectures and seminars through wider reading, or to complete follow up tasks such as assignments or revision. As a general guide, the amount of independent study required by students at the University of Lincoln is that for every hour in class you are expected to spend at least two to three hours in independent study.

A World History of Art and Architecture 1: from Antiquity to the Revivals. (Core)
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A World History of Art and Architecture 1: from Antiquity to the Revivals. (Core)

This is a survey module that covers the development of art, architecture and design from ancient times through to the nineteenth century revivals in order to develop students' understanding of the history of the creative disciplines. It is composed of three elements: it offers an historical and theoretical overview in which to study art, architecture and design; it examines major trends in Western Art, and; it is geographically expansive and responds to theories of global and transregional research and teaching of art, architecture and design.

The module will examine paintings, sculpture, architecture and a wide variety of media and their theoretical understandings. It will also investigate how political and social structures fostered the creation of art, architecture and design. In addition to Western art, students will have the opportunity to learn about artistic and architectural production in a wide variety of regions in the world, including Latin America, Africa and Asia.

A World History of Art and Architecture 2: Modernism, Postmodernism and the Contemporary Condition. (Core)
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A World History of Art and Architecture 2: Modernism, Postmodernism and the Contemporary Condition. (Core)

This survey module examines art, architecture and design in the nineteenth, twentieth and twenty-first centuries. The module introduces artistic and architectural developments in the nineteenth century to consider the advent of Modernism and its cultural and artistic reverberation, to then explorie the impact of Postmodern theory in artistic and architectural production and the Contemporary Condition. During the development of the module, students will focus on Symbolism, American Painting, Art Nouveau, Abstraction, Munich Secession, Constructivism, the Bauhaus, Abstract Expressionism, Conceptual Art, Video Art, and British Art at the end of the twentieth century.

Critical Thinking and Writing (Core)
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Critical Thinking and Writing (Core)

This module aims to equip students with the skills necessary to communicate their learning in an academic environment, and also supports students in adjusting to the demands of higher education. The core objective of the module is to develop students’ critical thinking and writing skills.

Forging the Modern State (Core)
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Forging the Modern State (Core)

This module provides a thematic survey of European and Atlantic history from the mid-eighteenth century to the final decades of the twentieth century, structured around the research interests of members of the module teaching team. This survey provides an overview of key moments in modern history from 1750-1979, and addresses the complex development of states primarily in western Europe but with attention to the growing influence of the United States and Russia.

Introduction to Visual and Material Culture (Core)
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Introduction to Visual and Material Culture (Core)

This module is designed as an introduction to visual and material culture, embracing the history of art and architecture, historical archaeology, and the conservation of historical buildings. It aims to enable students to interrogate visual and material objects throughout the past and to understand their functions and possible meanings of visual and material objects as primary sources.

Materials, Techniques, Technologies in the History of Art (Core)
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Materials, Techniques, Technologies in the History of Art (Core)

This module explores the relevance of materials and artistic techniques in the understanding and analysis of art and material culture. The concept of materiality has an increasing prominence in the intellectual discourse of Art History, and this module will allow students to engage with this theoretical framework by exploring the relevance of materials and techniques, the processes through which artefacts are constructed. The last part of the module will introduce students to a selection of technologies (especially digital technologies) that assist scholars in the investigation of the past, such as photography, digital mapping and virtual heritage visualisation. In this way, students will be exposed to these technologies not only as investigation tools that they might use, but also as potential career pathways.

The Historian’s Craft (Core)
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The Historian’s Craft (Core)

This module focuses on developing students’ research skills in history and their understanding of research as a process of inquiry. The module aims to deepen skills developed in the first term, such as essay writing in history and information literacy, by working alongside staff from the School in analysing primary and secondary sources relating to specific approaches to History.

The Medieval World (Core)
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The Medieval World (Core)

This module offers an introduction to the sources, approaches and methods necessary for the study of the medieval world. Lectures provide a survey of key moments in medieval history from 300-1500, structured around the research specialisms of the module teaching team. The module focuses on issues of religion and power in the Middle Ages, while there is a strong methodological focus on the materiality of the medieval period.

100 Years of Photography: Images, History and Impact 1839-1939 (Option)
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100 Years of Photography: Images, History and Impact 1839-1939 (Option)

This module will explore the development and cultural impact of the first 100 years of photography. Initially driven by the commercial viability of portraiture, photography soon inspired a range of professional, artistic and amateur practitioners in the nineteenth century. Photographic innovation in the early twentieth century exerted a significant influence on the way that modernists sought to represent the world. Street photography emerged as a new insistent type of realism and represented urban experience in new ways. The social power of photography was spread through increasingly affordable cameras and propagated through print media.
Students will learn to analyse images and explore how photographs functioned to produce and exert power.

Accessing Ordinary Lives: Interpreting and Understanding Voices from the Past, 1880 – present (Option)
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Accessing Ordinary Lives: Interpreting and Understanding Voices from the Past, 1880 – present (Option)

This module provides students with the opportunity to resurrect and understand the ordinary lives of people like themselves and their forebears from the sources available to us. The course picks up on both well-established and recent trends in historical research that have sought to give voice to ordinary people and promote from the historical records the lives of marginalised people such as homosexuals, women, children, the working classes, ethnic minorities alongside more familiar narratives of the great and the good.

Aesthetics (Option)
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Aesthetics (Option)

This module introduces students to philosophical questions about the nature of art and beauty. For example: What is art? Can anything be a work of art? Can a pile of elephant dung be art? Is beauty objectively real or only ‘in the eye of the beholder’? Can aesthetic judgements be right or wrong? Is Beethoven better than Beyoncé? Is Shakespeare better than Eastenders? Or are aesthetic disputes like deciding between the merits of different flavours of ice cream?

Students can also consider questions that arise in relation to specific artforms: How is it possible to respond emotionally towards the plight of fictional characters that are known not to exist? Do rock/pop music and classical music require different aesthetic criteria for their appreciation and evaluation? Why do we take pleasure in the aesthetic representation of tragic events? Students will be guided through their reading of various classical and contemporary works on such issues, and encouraged to think for themselves about the problems addressed.

Art and Power: Projecting Authority in the Renaissance World (Option)
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Art and Power: Projecting Authority in the Renaissance World (Option)

Renaissance monarchs often employed artistic display to project royal authority. Ruling elites commissioned pieces of art not only for the embellishment of their residences, but also as a suitable vehicle to display authority. Kings and Queens commissioned tapestries, sculptures, royal palaces, or lavishly decorated printed books that narrated their achievements and omitted their failures. This module examines the diverse ways rulers and their entourage imagined and created an image of kingship through the visual arts.

Britons and Romans, 100 BC-AD 450 (Option)
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Britons and Romans, 100 BC-AD 450 (Option)

This course will examine how and why the culture of Britain changed in the period of increasing contact with, and eventual incorporation into, the Roman Empire. Examining the key material, behavioural, ideological, and structural changes to society in the period c. 100 BC to AD 450, it will question to what degree each aspect was a wholesale incorporation of ‘foreign’ ideas, technologies, and goods, a local interpretation and adoption of these importations into an existing social system, or a local creation that was distinctly Romano-British, if often termed ‘Roman’.

Digital Heritage (Option)
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Digital Heritage (Option)

The cultural heritage sector increasingly offers opportunities for application of these rapidly developing digital technologies, as a communication, research and recording tool. This module offers the opportunity for students to become familiar with some of these advanced recording techniques for the study and recording of objects.

Disease, Health, and the Body in Early Modern Europe (Option)
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Disease, Health, and the Body in Early Modern Europe (Option)

This module examines how physicians, other practitioners, and the public understood the body, disease, and health in the early modern period. Although the medical system of Galen (2nd century AD) and humoral medicine guided Western medicine until the 1800s, between 1500-1700 there were major challenges to this traditional system. The work of elites such as Paracelsus and Van Helmont (chemical medicine), Vesalius (anatomy), Harvey (circulation and respiratory physiology) will be placed in a greater religious, social, and cultural context.

Dissertations and Beyond (Core)
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Dissertations and Beyond (Core)

This module aims to prepare students for designing their dissertation (independent study) proposals and for applying to jobs and postgraduate programmes. Students will explore how to prepare for and ensure success in their dissertations, employment, and study/research by identifying and articulating their transferable skills, breadth of knowledge, expertise, and interests. The module will provide information on how to become aware of opportunities, to plan and prepare for the future, and to build on their undergraduate careers.

Early Modern Family: Households in England c.1500-1750 (Option)
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Early Modern Family: Households in England c.1500-1750 (Option)

The module looks at a number of ways in which historians have studied the family in Britain between c.1500 and 1800. It will examine a range of historical approaches from the demographic to the more qualitative and anthropological. Close attention is paid to the problems historians of the pre-industrial family confront in their examination of the surviving primary sources.

Education and the State in Post-War England (Option)
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Education and the State in Post-War England (Option)

This module aims to develop the skills of critical analysis and source interrogation by exploring the relationship between the State, at its central and local levels and the provision of education in England, with particular emphasis on developments since 1945.

Experiencing and Remembering Civil War in Britain (Option)
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Experiencing and Remembering Civil War in Britain (Option)

The civil wars that raged across England, Wales, Scotland and Ireland in the mid-seventeenth century were among the most turbulent and exhilarating times in British history. This module explores the diverse ways in which the wars were explained, experienced and remembered by those who lived through them. Students can consider the extent to which this period, often described as one of 'revolution', left a lasting impression on British society, culture, religion and politics.

Fighting for Peace? Politics, Society and War in the Modern Era (Option)
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Fighting for Peace? Politics, Society and War in the Modern Era (Option)

The modern period has often been understood as a time when peace was considered the natural state of societies, where states and non-governmental groups have been concerned with achieving a lasting peace and avoiding repetitions of bloody conflict. Wars, however, have not become a thing of the past, and today we live in a condition of seemingly permanent war where civilians are often the primary targets. This module will look at how ideas and practices of war have altered in the last few hundred years, and how these notions have been contested and challenged. The module asks where these ideas came from, and how concepts of war and peace, and violence and non-violence have been reframed in various ways. The course is focussed on the nineteenth and twentieth centuries and moves chronologically from the Napoleonic wars, to contemporary conflicts through a series of case studies that cover wars, diplomacy, the aftermath of wars, and peace movements. Each case study will draw on key themes which run throughout the module, including pacifism, militarism, imperialism, culture, race, gender and nationalism.

From ‘Bright Young Things’ to Brexit: British media and society since 1919 (Option)
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From ‘Bright Young Things’ to Brexit: British media and society since 1919 (Option)

This module examines British media and society in Britain from the end of World War I, through World War II, and into the uncertain waters of the postwar period and the 21st century. A range of domestic and international factors that shaped modern Britain will be investigated throughout the module, including the interwar slump, World War II, decolonisation, increased immigration, the ‘decline’ of the welfare state, the ‘Troubles’ in Ireland, the election of Margaret Thatcher as Prime Minister, and Britain’s unsteady relationship with Europe. These events not only shaped Britain itself but also occurred in dialogue with the increasingly powerful role of media in the 20th and 21st centuries. This module will bring specific attention to the ways in which the press, cinema, radio, television, music, and also the web reflected, engaged with, and sometimes shaped popular understandings of society, culture, and politics in the period. We will examine this history of media in conjunction with a history of British society in order to investigate claims by historians that a ‘democratic culture’ emerged in 20th century Britain.

From Caesar to Arthur: The Rise and Fall of Roman Britain (Option)
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From Caesar to Arthur: The Rise and Fall of Roman Britain (Option)

This module seeks to understand the history of Roman involvement in Britain on its own terms and enable students to grasp the importance of local responses to Roman cultural and political influence in the rise and fall of Roman Britain, through exploration of key themes such as: conquest and imperialism; ethnography and the other; religion; cities on the edge of empire; frontiers; military resistance and cooperation; Romanization. Particular focus will be placed on providing students the opportunity to develop a critical appreciation of the usefulness of archaeology to our understanding of the period.

Gender and Sexuality in Britain 1700-1950 (Option)
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Gender and Sexuality in Britain 1700-1950 (Option)

This module will interrogate aspects of the history of gender and sexuality in Britain over a 250-year span, coinciding with the arrival of ‘modernity’. It will introduce students to debates over the relationship between gender, sexuality, and structural changes in society, economy and politics, as well as thinking about gender and sexuality as discourse and subjectivity. Further, it will introduce students to a wide range of source material for the social and cultural history of early modern and modern Britain and seek to develop their confidence in using such diverse sources skillfully.

The module takes a thematic approach, although within each theme, specific chronological examples will be examined. Thus continuity and change can be highlighted, and it is intended to resist a narrative of progress towards ‘modern’ liberal views of gender and sexuality. However, a clear chronological framework will also be developed through examples which will help students gain a clear understanding of context.

Gender in Nineteenth-Century Britain (Option)
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Gender in Nineteenth-Century Britain (Option)

This module aims to introduce students to key theoretical and historiographical debates, and to the study of a wide range of source materials of use in modern British social and cultural history, while also exploring topics which shed light on the development of gendered ideals and practices in the nineteenth century. The module covers a roughly chronological series of case studies which pick up on the experiences of different groups in society and also offer a range of different types of source material.

Grand Expectations? America during the Cold War (Option)
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Grand Expectations? America during the Cold War (Option)

The United States emerged from the Second World War a superpower, with, to an extent, a belief that it could remake the world. The challenges of the Cold War years were to demonstrate how limited was that power. This module explores the key social, political, economic and cultural developments in the United States between 1945 and 1990.

Hell and Damnation, life and afterlife: cultures of belief in England c.1550-1750 (Option)
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Hell and Damnation, life and afterlife: cultures of belief in England c.1550-1750 (Option)

This module examines the changing attitudes to life and the afterlife in England, and their cultural representation, in the two centuries after the Protestant Reformation. Examining the expansion in a number of rival religious and political groups, it considers the importance placing these within a social, cultural and economic, as well as theological, context. The module will focus on a range of religious groups considered to be a threat to the established church, or who have been identified by scholars as particularly significant in the period.

History and Literature in the C18th and C19th (Option)
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History and Literature in the C18th and C19th (Option)

Works of fiction are not just a source of entertainment. They are a crucial and exciting route into understanding the past. Novels, short stories and poems allow us to understand how debates and ideas about society and identity circulated and how writers attempted to reinforce or change the way that readers looked at the world. This module will examine how a wide range of fiction produced in Britain in the nineteenth and twentieth centuries addressed the key themes of class, politics and gender. Students will have the opportunity to examine the treatment of these concepts in genres as varied as crime fiction, popular romance, children’s literature, science fiction, war writing and feminist fiction.

Imperial Cities of the Early Modern World. (Option)
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Imperial Cities of the Early Modern World. (Option)

One of the ways in which early modern monarchs and rulers legitimised their authority and projected their power was through architecture and urban design. In this period capital cities across Europe, America and Asia were embellished with architecture and urban design inspired by Renaissance ideals of social order. This module examines the ways rulers imagined and built imperial a number of capital cities across Europe, America and Asia.

Introduction to Exhibitions, Curatorship and Curatorial Practices (Option)
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Introduction to Exhibitions, Curatorship and Curatorial Practices (Option)

This module introduces students to the understanding of exhibitions and curatorial practices. Following an introduction on the history of collections and museums, the course will explore the many issues related to the display of art and objects. It combines the study of theoretical approaches and the analysis of relevant case studies, and considers topics related to audiences for museums and exhibitions, the presentation and explanation of artefacts and artworks, and the new opportunities offered by digital technologies.

Italy, a Contested Nation. Social and political conflicts from Garibaldi to Berlusconi (Option)
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Italy, a Contested Nation. Social and political conflicts from Garibaldi to Berlusconi (Option)

Italy is a highly-politicised and ideologically-divided country. Divisions and internal conflicts, which have reached dramatic peaks, are a permanent feature in Italian history. They mirror unsolved social and political contradictions that many historians consider to be the result of the process of the Italian Risorgimento. National unification was prompted by republicans, but it was the Monarchy that achieved it.

Madness and the Asylum in Modern Britain (Option)
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Madness and the Asylum in Modern Britain (Option)

This module explores the relationship between madness and British society from the late eighteenth century to the present day. Students can examine how institutional approaches to the treatment of insanity have changed, from the eighteenth-century madhouse, to the Victorian asylum, to care in the community in the twentieth century. They will assess changing medical, legal and lay responses to insanity, including the role that class, gender, family and community played in defining insanity and its treatment.

Material Histories: Objects and Analysis (Option)
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Material Histories: Objects and Analysis (Option)

This module will give students a unique opportunity to develop their practical skills for studying objects while developing their understanding of the relationship between history and material culture. Students can explore how object-based study can enhance their practice as conservators and historians and how material culture studies can lead to insights that cannot be reached through other approaches.

Media, Controversy and Moral Panic (Option)
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Media, Controversy and Moral Panic (Option)

This module explores the history of media controversy and ‘moral panic’ during the twentieth century. It is designed to introduce students to media texts (especially films and television programmes) that have sparked debate and extreme differences of opinion among audiences in Britain and America. Students will be expected to engage with a range of films, television programmes and primary source material, which may include newspapers and television news broadcasts from the Media Archive of Central England (MACE).

Medicine, Sexuality and Modernity (Option)
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Medicine, Sexuality and Modernity (Option)

This is a general introductory module on the history of medicine and sexuality from 1850 to 2000. It aims to give an overview of some of the major themes within the modern history of medicine and sexuality. It focuses on how our understanding of the human body, reproduction and sexuality in a socio-cultural and political context evolved from the advent of evolutionary thought to present day debates about enhancement and reproductive medicine. Sexual behaviour and reproduction became major concerns in medicine and politics in the modern period. Sexuality became an object of scientific enquiry and governments developed new policies to regulate sexual behaviour. This module will give students an excellent grounding in modern and contemporary history that will complement further modules at level 2 and 3 that deal with sexuality, gender, race, science and medicine.

Medieval Man and the Supernatural c. 1200-1500 (Option)
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Medieval Man and the Supernatural c. 1200-1500 (Option)

Miracles and magic; werewolves, vampires, priests and witches; church services and rituals. All of these formed a part of the belief system of medieval men and women between 1200 and 1500. This module uses original primary sources ranging from ghost stories to confessions of wizards to formal trials of heretics to look at what people believed, how we need to think about those beliefs today and what they tell us about Western European medieval society.

Neoclassicism to Cubism: Art in Transition 1750-1914 (Core)
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Neoclassicism to Cubism: Art in Transition 1750-1914 (Core)

This module will concentrate on fine art (painting and sculpture) within Western Europe c.1750- c.1914. The module will explore the hegemony of Neoclassicism in the second half of the long eighteenth century through the seminal transformations of Romanticism, Realism, Impressionism and Cubism in the nineteenth century.

New Directions in Art History and History (Core)
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New Directions in Art History and History (Core)

This module aims to introduce students to the different approaches to the study of art history and history which have developed, with a particular focus on twentieth-century ideas and innovations, such as iconography, iconology, gender theory, global art history, materiality, the sensorial experience of art. Students will be encouraged to think critically and creatively about how art history and history have developed within the academy.

People on the move: migration, identity and mobility in the modern world (Option)
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People on the move: migration, identity and mobility in the modern world (Option)

People have migrated as long as the human race has existed and this module places this fundamental aspect of human experience at its heart. Issues surrounding migration and the movement of peoples are central to contemporary politics and society, as the management of people seeking refuge and better prospects preoccupies governments around the world. This situation makes ever more urgent our need to understand the history of migration and how it has shaped cultures across time and space. People on the move focuses upon the movement of people at particular points in modern history, considering the forces that propel people to risk their own lives and possibly those of their families, uproot from home and enter the potentially perilous and peripatetic life of a migrant. We will discuss the prospects and challenges of migration, and subsequently how diasporic cultures develop and the benefits and tensions surrounding integration. We will consider what happens when communities come into contact due to migration and the subsequent influences upon culture, religion, politics and identity. Through a series of in-depth case studies from the modern period, from the forced movement of the colonial era to twentieth century migration across the Atlantic, we will encounter a variety of geographical regions and processes of migration. A variety of historical sources will be interrogated to access the stories of migrants and about migrants, including texts (such legal and government documents, letters, memoirs and oral histories), images, objects and architecture. Addressing themes such as empire, economics, identity and religion in different contexts allows us to make meaningful comparisons between migrations across time and space.

Power and the Presidency in the United States (Option)
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Power and the Presidency in the United States (Option)

This module introduces students to history of the US presidency by investigating selected past presidents from Washington to Trump. By reading and analysing the biographies of various presidents, key historical discussions as well as primary sources, including presidential addresses, campaign speeches, policy documents, and internal White House documents, and media accounts, students will be able to discuss and evaluate the major themes associated with the Office of the President.

The main question students will be asked to engage with through this course is “what makes an effective president?” In answering this question students will discuss themes ranging from the establishment of the office during the American Revolution, the ability of presidents to pass civil rights reform, the rise and fall of the imperial presidency, the decline and restoration of presidential influence, hidden illness in the oval office, the growth of partisanship, the impact of the media and presidential communication strategies, and the changing presidential electorate. By exploring these themes as well as the achievements, scandals and the legacies of various presidents, students will be able to determine how individual presidents have coped with the pressures of the office and what influence they have exerted on the office.

Queenship in Britain: Gender, Politics and Power (Option)
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Queenship in Britain: Gender, Politics and Power (Option)

Queenly figures are a mainstay of popular history. Propelled by innumerable representations ranging from the laudatory hagiographical sketches of the prolific Strickland sisters in the 19th century to the popular fictions of authors such as Philippa Gregory, Queens have become the best recognised of historical figures. Queens have also been invoked for more political reasons over the centuries such as in the works of Christine de Pizan, Cecily Hamilton and more recently Caryl Churchill as examples of powerful women in bids to challenge gendered inequalities in the authors’ own centuries. But how much do we actually understand about what it meant to be a Queen, especially in an era when all political power was gendered as male? This module encourages students to consider this question. Opening with an exploration of different historical interpretations and presentations of Queenship it then uses a series of case studies to explore the different ways in which Queenship was constructed and deployed in particular historical eras.

Renaissances (Option)
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Renaissances (Option)

This module explores cultural renaissances in Europe and beyond. It will examine the survival, imitation and revival of classical models from ancient Greece and Rome from late antiquity to the modern period. While our geographical focus will be the Mediterranean and northern Europe, we will also investigate cultures and cultural production influenced by European renaissances, for example in colonial Latin America, Africa and Asia. The first archaeological excavations in the eighteenth century inspired an interest in ancient ruins and a series of nineteenth-century revivals, not only of ancient but of medieval and Renaissance styles, linked to the rise of nation-states. Throughout the module, we will seek to understand the nature of particular renaissances and revivals and question the application and suitability of these terms. We will also engage with historical debates on the issue of periodization and ask how and why cycles of decline and renewal continue to shape our understanding of the past.

Salvation and Damnation, 600-1750 (Option)
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Salvation and Damnation, 600-1750 (Option)

Concern with, and ideas about, the supernatural influenced all areas of life for medieval and early modern men and women, and cut across all levels of society. In an age where religion was a state concern, many of these concerns were articulated or shaped within the context of the Church, all across Western Europe, yet throughout our period religious life was characterised by its great diversity. This module examines changing religious practices and beliefs in Europe, although with a particular focus on England, from the early Middle Ages until the seventeenth century, charting continuity and change in people’s thinking about their relationship – both individually and collectively - with the divine. The module is divided into three blocks: (1) early medieval, in which we explore the adoption of Christianity as a state religion, the slow emergence of an institutional church, missionary and conversion activities, and campaigns against heresy; (2) high to late medieval where we examine the tension between the theology of the church and the beliefs of the individual in a time of increased attempts at centralisation by the Western Church; (3) early modern, from the Reformation, via the Civil War, to early eighteenth-century rational religion and alternative versions of spirituality, and their impact on attitudes to religious and other minority groups.

Scrambling for Africa? Cultures of Empire and Resistance in East Africa, 1850-1965 (Option)
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Scrambling for Africa? Cultures of Empire and Resistance in East Africa, 1850-1965 (Option)

East Africa became a significant theatre of empire from the mid-nineteenth century, when David Livingstone championed European intervention to bring ‘Christianity, commerce and civilisation’ to the region. This module will explore the expansion of the British Empire into East Africa from the late nineteenth-century era of ‘high imperialism’ until decolonisation in the 1960s. This region provides rich opportunities to deepen an understanding of imperialism and offers key themes in the history of empire, including exploration, slavery, race, identity, gender, imperial networks, cultural representation and indigenous agency.

Struggles for Equality in Twentieth Century Europe (Option)
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Struggles for Equality in Twentieth Century Europe (Option)

This module explores through various case-studies how people struggled for equality and social justice over the last century and asks why inequality has risen over the last three decades. Starting from attempts to reshape societies at the end of the First World War and the Russian Revolutions, the module examines how reformist and revolutionary strategies opposed each other during the inter-war years, how fascist movements tried to contain attempts at change and what solutions they proposed to the question of inequality.

Teaching History: designing and delivering learning in theory and practice (Option)
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Teaching History: designing and delivering learning in theory and practice (Option)

Teaching History deepens students' understanding of the practice of teaching history in the classroom. The module encourages students, especially but not exclusively those who may be considering a career in education (or related industries), to think more deeply about pedagogic theory and teaching practice. Students will be given the opportunity to gain some practical experience in instructing their peers and online audiences. There will be a strong focus on reflecting on prior learning experiences and the module will begin by providing students with an overview of the history of history teaching. History teaching will be examined at primary and secondary level, and in other educational contexts.

The Age of Improvement: the Atlantic World in the long eighteenth century (Option)
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The Age of Improvement: the Atlantic World in the long eighteenth century (Option)

The period from 1700 to 1850 was one of transition and change in the British Isles and North America, marking an ideological and material shift away from the legacy of medieval Europe and the period of initial colonial contact. This module challenges students to engage with historical, cartographical, and material evidence. Students are introduced to the landscapes, streetscapes, and social make-up of the long eighteenth century, and can discuss in seminars how broad events impacted everyday lives, the urban, and rural landscape.

The Birth of the Modern Age? British Politics, 1885-1914 (Option)
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The Birth of the Modern Age? British Politics, 1885-1914 (Option)

This module tests the claim that the period from the 1880s to the First World War was an ‘Age of Transition’, which witnessed the birth of modern British politics. Through an analysis of this argument, students are introduced to some of the major developments in British political history in the period 1885-1914, including the birth of the welfare state, the creation of the Labour Party, the conflict over ‘Votes for Women’ and British foreign policy before World War One.

The Emperor in the Roman World (Option)
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The Emperor in the Roman World (Option)

This module surveys the history of the Roman Empire not as a succession of emperors and achievements, victories and defeats, but as a complex of experiments in government and of attitudes to governance. Beginning with the transition from representative republican rule to the domination of an imperial dynasty and its network of élite dependants in the early first century, and concluding with the incipient takeover of this system by a newly Christianised ruling class in the early fourth century, students can explore the role of the emperor in the Roman world and the patterns of communication between him and his subjects.

The Forgotten Revolution? The Emergence of Feudal Europe (Option)
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The Forgotten Revolution? The Emergence of Feudal Europe (Option)

Almost all historians share the view that the social, economic and political structures of Europe in 1000 A.D. were significantly different to those that characterised the western superpower of Late Antiquity, the Roman Empire. In this challenging module, students will be encouraged to engage with a range of source material that will allow them to come to their own conclusions. Given this wide focus, students will have the opportunity to immerse themselves in the fascinating story of post-Carolingian Europe in such a way that they enhance their abilities to think comparatively, a crucial weapon in the historian’s armoury.

The Rise of Islam: Religion, culture and war in the Middle East (Option)
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The Rise of Islam: Religion, culture and war in the Middle East (Option)

The victories of Arab armies over the forces of the Byzantine and Persian Empires in the seventh century were of monumental importance. Not only did they signal the decline of the two great superpowers of the late ancient world but they were accompanied, some scholars would argue caused, by the rise of a new monotheistic world religion: Islam. The first half of the module seeks to understand the conquests of the Arab armies and the emergence of Islam historically and culturally, in two specific contexts: (1) political conflict between the Persian and Byzantine Empires, during which Arabia often acted as a military frontier and different Arab groups as allies to one side or another; (2) contact and competition between Christianity, Judaism and other religious traditions in Arabia. The second half of the module explores how, after the initial victories over the Byzantine and Persian Empires, the new Islamic polity renewed itself, rolled forward further conquests, and focuses in particular on how an ‘Islamic’ culture was formed.

The World of Late Antiquity, 150-750 (Option)
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The World of Late Antiquity, 150-750 (Option)

This module aims to develop students' understanding of the political, social and cultural history of Late Antiquity (150-750), with a particular focus on two world-changing religious developments: the rise of Christianity and Islam. Although the geographical focus of our studies will be on eastern Mediterranean lands of an empire ruled from Constantinople, known to later scholars as the Byzantine Empire, the geographical range of the module will be extremely wide (western Europe, including the western Mediterranean, Persia, Arabia, and ‘barbarian’ territories beyond the Roman frontiers on the Rhine and Danube).

Themes in American Cultural History (Option)
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Themes in American Cultural History (Option)

This module aims to introduce students to some of the key interdisciplinary themes in American cultural history in the first half of the twentieth century as well as to theoretical works that have shaped American cultural studies since the 1950s. The module will investigate and evaluate academic argument relating to the study of American cultural history from a variety of theoretical, philosophical and methodological perspectives including feminism, social theory, post-structuralism, and postmodernism.

Understanding Exhibitions: History on Display (Option)
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Understanding Exhibitions: History on Display (Option)

This module will introduce students to the principles of understanding, evaluating and constructing exhibitions. It will focus on exhibiting in art, history and archaeology and will include both theoretical approaches to the understanding and critique of exhibitions and practical aspects of mounting an exhibition. The module will include visiting museums, galleries and other exhibition spaces to examine and analyse exhibitions in situ, as well as talks from museum professionals on aspects of exhibition development. Students will be assessed through the production of plans for a small temporary exhibition they develop individually.

Understanding Practical Making (Option)
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Understanding Practical Making (Option)

This module is designed to introduce the basic skills of working with glass, ceramic and fine metalwork. It provides an opportunity to investigate the potential and limitations of working with various materials, processes and techniques, associated with the practice of object manufacture against a relevant historical background.

Urban Life and Society in the Middle Ages (Option)
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Urban Life and Society in the Middle Ages (Option)

Between the 11th and the 12th centuries Europe went through some radical changes. This module will focus on case studies, such as Lincoln, London and Paris, among others. Students will have the opportunity to study how and why such centres grew from small towns to some of the greatest and most vibrant metropolis of Western Europe in the Middle Ages. For a comparative study, a range of primary sources will be taken into account, including contemporary descriptions of these cities and their inhabitants, historical records, art and architecture.

Village detectives: Unearthing new histories (Option)
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Village detectives: Unearthing new histories (Option)

The typical image of a rural village, whether a chocolate box idyll prettily nestled around its church or a commuter dormitory boringly empty of anything fun to do, rarely shows much evidence for anything dramatic, but these places were created by people who lived through events which are almost unimaginable to us today including the Norman Conquest and the Black Death, and for whom a perpetual challenge was simply surviving in a period where barely half of those born lived to adulthood. In this module students will have the opportunity to learn how to critically analyse and interpret historical and archaeological evidence and to use their knowledge and skills to write a new history of any rural settlement of their choice.

World Heritage Management (Option)
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World Heritage Management (Option)

This module is designed to explore ideas of heritage protection, management and conservation from around the world. It will consider United Nations' efforts in the field and consider how this international perspective shapes local and national actions.

'O Bella Ciao' Fascism and Anti-fascism in Italy (Option)
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'O Bella Ciao' Fascism and Anti-fascism in Italy (Option)

This module will aim to introduce students to the history of Italian Fascism and the opposition to the regime: the Resistance. It will cover the history of Italy from the beginning of the 20th Century until the end of the Second World War and the establishment of the Republic in 1946. Historical interpretations of these key events in Italian and European history have always been very contentious and have aroused heated debates due to their ongoing political implications.

A Tale of Two Cities in Medieval Spain: From Toledo to Córdoba (Option)
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A Tale of Two Cities in Medieval Spain: From Toledo to Córdoba (Option)

In this module, students will have the opportunity to take a vivid and intellectually exciting journey through primary and secondary sources in order to understand the historical trajectory of the Iberian Peninsula from the end of the sixth century to the collapse of the Caliphate of Córdoba in 1031. The aim of the module is to provide an introduction to two major medieval cities, Toledo and Córdoba, via acquaintance with and discussion of material that allows us to reflect upon a fascinating complex of problems.

Air War and Society from Zeppelins to Drones (Option)
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Air War and Society from Zeppelins to Drones (Option)

In the Twentieth Century new aviation technologies transformed understandings of war, peace, civilian and military. The module considers how ideas about air power developed, what informed this understanding of war, and what the consequences were. This is not a traditional military history concerned with narrative accounts of battles or armies, but one that asks questions about the relationship between military and civilian in society and culture in the twentieth century.

Art Cinemas (Option)
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Art Cinemas (Option)

Art Cinemas will focus on moving-image practice at the intersection of art and media. Work studied will range from early film experiments to contemporary gallery-based video. Teaching will be a mixture of lectures, screenings and seminars with a trip organised to a relevant exhibition where possible. Students will be assessed by essay and a curatorial assignment, helping them develop practical skills in presenting such work in a public context.

Art History and History Independent Study (Core)
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Art History and History Independent Study (Core)

Students at level three have to undertake an Independent Study project. This is an extended piece of work that gives them the opportunity to demonstrate they have acquired the skills to undertake art historical and historical inquiry and analysis.

‘Anarchy is order’. Anarchism and social movements in Modern Europe (Option)
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‘Anarchy is order’. Anarchism and social movements in Modern Europe (Option)

This module will explore the different schools of thought and the political activities of the various groups and individuals that comprised the anarchist movement. Anarchism is a political doctrine based on freedom, egalitarianism and social justice and that developed in Europe as a political movement in the mid-XIX century. Anarchism never reached the ascendancy achieved by liberalism or communism; however, it had a significant influence on the political ideas, social movements, culture, and education of the international labour movement.

Chivalry in Medieval Europe (Option)
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Chivalry in Medieval Europe (Option)

The module is aimed at exploring both the birth and development of the concept of chivalry in the Middle Ages. As a seminar-based module, a wide range of primary sources, as well as medieval and contemporary historiography on the subject will be made available to students, who will use them to explore how the role, image and function of medieval knights evolved over time.

Consuming Societies: Western Europe 1600-1800 (Option)
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Consuming Societies: Western Europe 1600-1800 (Option)

The module will examine consumption in many of its forms in early modern Western Europe. Focusing on a number of areas, such as food, clothing, furnishings, houses and other goods increasingly accessible to people at all levels of society, the module will encourage students to consider how and why these were available.

Curatorial Practice (Option)
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Curatorial Practice (Option)

This module will enable students to engage in the research and development of displays through the process of curating an exhibition for the museum or heritage sector. Students will select objects and structure this selection through an appropriate narrative. They will propose modes and examples of interpretation such as gallery text, audio or visual aids. The emphasis will be on developing knowledge and understanding of the role and responsibilities of the curator, and the project will enable students to evidence a focused and critically rigorous curatorial rationale.

Early Modern Cultural and Artistic Encounters: Hybridity and Globalisation (Option)
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Early Modern Cultural and Artistic Encounters: Hybridity and Globalisation (Option)

This module considers early modern imperialism and its impact on artistic production at a global scale. Students will have the opportunity to examine Iberia and its world as a point for cultural encounter and cross-fertilization. The module aims to explore how local communities conflated their symbols of identity within transnational artistic trends and through a number of carefully selected case studies, will analyse the way in which communities – artists, patrons, collectors and audiences – negotiated these cultural encounters in the production and assimilation of the arts.

English Landscape Painting: A Social and Cultural History (Option)
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English Landscape Painting: A Social and Cultural History (Option)

This module explores the legacy of English landscape painting, for instance in the work of John Constable, Paul Nash and others, which has played a fundamental part in perpetuating such imagery within our national consciousness. It will encourage a critical appreciation of artistic influences, the personal feelings, cultural attitudes and ideological perspectives in relation to the varied depictions of the English countryside. The close relationship between these depictions and the social and economic history of English rural society during the period c.1690 to present will be stressed throughout the module.

Students will also critically identify, from a wider range of images and texts such as literature, film and advertising, the subjectivity of evidence that encourages popular impressions of the English countryside.

Eugenics, Race and Reproduction across the Atlantic, 1800-1945 (Option)
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Eugenics, Race and Reproduction across the Atlantic, 1800-1945 (Option)

This module explores the history of science, sexuality and politics in the UK, Continental Europe, the US and Latin America from 1850 to 2000. It will give students an excellent grounding in modern and contemporary history that will complement further modules at level 3 that deal with sexuality, gender, race, science and medicine. It module examines the controversial rise of eugenics movements as a global phenomenon. The purpose of this module is to sustain a balanced and informed discussion about how race, reproduction, and the improvement of human heredity have acquired great political relevance in the modern period. It explores how scientists and different governments became preoccupied with hereditary theories, race, reproduction and sexual behaviour. It examines how societies across the Atlantic developed government policies around areas such as family planning, pronatalism, sterilisation, and race, which culminated in the implementation of euthanasia programmes in Nazi Germany. This module looks at eugenics programmes and politics in a transnational context, exploring how, for example, Nazi Germany’s sterilisation programmes were inspired by those already implemented in the US and how a number of Latin American countries adapted and transformed eugenics policies from Southern Europe and developed whitening policies.

Exhibiting the World in the Nineteenth Century (Option)
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Exhibiting the World in the Nineteenth Century (Option)

This module explores the various ways in which the world was put on display in the nineteenth century, and with what aims and effects. The nineteenth century was a period during which museums, galleries, exhibitions, zoos and circuses all expanded in numbers and took on distinctive modern forms; it was also one where the ‘freak show’ became both popular but also frowned upon, while optical toys and attractions reformed ‘ways of seeing’.

From Revolution to New Republic: The United States 1760-1841 (Option)
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From Revolution to New Republic: The United States 1760-1841 (Option)

This module explores the transformation of the United States from a set of thirteen colonies to an independent republic. Topics considered include: the causes of the Revolution, the governance of the new republic, the place of the new republic in the world, the experiences of excluded groups (loyalists, native Americans, African Americans).

Gothic Visions: Stained Glass in Britain c. 1220-1960 (Option)
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Gothic Visions: Stained Glass in Britain c. 1220-1960 (Option)

This module will explore the development, decline and revival of stained glass from the early middle ages to the mid twentieth century. The focus will be on British stained glass with particular reference to windows that students can visit in person, particularly in Lincoln Cathedral and the parish churches of the region. Students will learn to analyse windows through a number of methodological frameworks in particular: production (design and manufacture), consumption (patronage, iconography and meaning) and aesthetics (style, drawing, manipulation of light).

History at the End of the World (Option)
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History at the End of the World (Option)

Historian, journalist, political commentator and gossip columnist Matthew Paris, monk of St Albans, wrote what is still one of our main sources for British history of the thirteenth century. This module looks at Matthew Paris’s Great Chronicle, considering both Matthew himself and what he tells us about what this tells us about thirteenth-century English society. Students have the opportunity to think about what history was in the thirteenth-century and about attitudes to foreigners and national identity; power and poverty; propaganda and fiction; time, space and the apocalypse.

History Work Placement (Option)
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History Work Placement (Option)

The module will give students practical experience of the workplace. Students will normally define, plan and undertake a specific project. In addition students will gain experience of a range of tasks appropriate to sector-specific professional skills.

Into the Workhouse: Poverty and Society in England and Wales 1780-1929 (Option)
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Into the Workhouse: Poverty and Society in England and Wales 1780-1929 (Option)

What was the workhouse? What was life like within its doors? Into the workhouse explores this infamous institution in England and Wales, from its beginnings as just one of a variety of methods of relieving poverty, through to its zenith in the Victorian era with the implementation of a harsh regime. We will trace this transition, from fairly ad hoc cottage through to purpose-built institution, throughout this module. We start the course by asking: who were ‘the poor’? And what help was available to them? We will learn what poor relief was, and how it was an important part of a broader economy of makeshifts - offering everything from money to bread, from shoes to tools, and from a bed to medical help. How poor relief operated varied from place to place until the passage of the Poor Law Amendment Act in 1834. This ‘New’ poor law placed a Commission in charge of a compulsory workhouse system with which we are familiar from novels and films. Why and how this new system was created will be our next focus, before we embark on a field trip to a workhouse and museum to understand what life was like within its walls.
While the Victorian workhouse is often portrayed as a static and dreary Dickensian place, full of helpless individuals, this module will uncover a fresh, dynamic perspective. We will find out how individuals navigated and used workhouses, and how they asserted their agency. We will understand how workhouses were protested against, and pulled into disrepute in a series of national scandals. Workhouses were also a site of immense social innovation, especially in medical care. The institution saw renewed attention in the late nineteenth-century but came to an end in 1929. What led to its demise and the lasting legacy will be studied in the final week. In this module you will critically analyse a wide range of sources, including official reports, parish registers, plans and maps and workhouse artefacts, as well as first-hand accounts of workhouse life in legal depositions, pauper letters, poems and diaries.

Mad or Bad? Criminal Lunacy in Britain, 1800 – 1900 (Option)
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Mad or Bad? Criminal Lunacy in Britain, 1800 – 1900 (Option)

This module explores how criminal lunatics - criminals who developed insanity in prison and individuals who committed a crime whilst insane - were represented and treated in nineteenth century Britain. Students can examine why some criminals were deemed insane and others were not; how criminal lunacy was defined in medicine and in law; how and why the institutions, people and practices for treating the criminal and criminal lunatic changed over the period; the role gender and class played in crimes, trials, diagnoses and treatment; and how criminality and criminal insanity were represented by laymen.

Making Militants: Teaching violence in late antiquity (Option)
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Making Militants: Teaching violence in late antiquity (Option)

Making Militants explores the role of violent teaching practices of various sorts in the making of men and women in late antiquity. Focusing on the fourth, fifth and sixth centuries, it addresses a pivotal period in the transition from the ancient to the medieval world, surveying the multiple small-scale arenas that made up the late antiquity – the household, the schoolroom, the barracks, and the monastery. By reading closely letters, biographical accounts, rulebooks, speeches and a wide range of other sources, we consider how violent educative practices made people who were capable of operating in a changing, unpredictable and often dangerous world. The men and women who were made in such spaces were the products of a society that was fundamentally violent, their own violence a product of long-established socialisation practices rather than acts of anti-social deviance.

Newton's Revolution (Option)
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Newton's Revolution (Option)

This module examines some of the philosophical issues raised by the Newtonian revolution in the natural sciences, such as: What is the nature of Newton’s distinction between ‘absolute’ and ‘relative’ space? In what sense can forces be said to exist? What is the ontology of force? Is it sufficient to provide a mathematical definition of force (e.g., f=ma)? Is gravity a special kind of force with its own unique set of properties? What is the nature of ‘action at a distance’? Is Newton’s view of space metaphysical? This is an interdisciplinary module that situates Newtonian science in its sociocultural context.

Objects of Empire: the material worlds of British colonialism (Option)
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Objects of Empire: the material worlds of British colonialism (Option)

This module will investigate the history of imperial Britain through material culture. The objects of study will range from trophies looted in battle and a drum transported with slaves to Virginia to African sculpture depicting Europeans. Historians increasingly recognise the fresh insights objects offer to major themes in imperial history such as gender, race and class. This module responds to these new academic developments and will use objects and their biographies to study key phases and themes in the history of British Empire. Tracing the long history of such objects can enable us to explore how objects change meanings as they move through various colonial and post-colonial contexts.

Pre-Raphaelites and Aesthetes: Progressive British Painting (1840-1898) (Option)
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Pre-Raphaelites and Aesthetes: Progressive British Painting (1840-1898) (Option)

This module examines the emergence, development and legacy of Pre-Raphaelitism and Aestheticism and how these movements influenced British culture. The module will explore how Pre-Raphaelite painters attempted to redefine the natural role of art and how ‘Aesthetic’ artists went on to question their approach. The module will explore the work of the key protagonists of each movement and how their work crossed over into other media such as stained glass, painted furniture and book illustration.

Queer Film and Television (Option)
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Queer Film and Television (Option)

Portrayals of lesbian, gay, bisexual and transgender lives on screen are under increasing scrutiny from audiences, activists and media scholars. But, for much of the history of film and television, non-normative sexual and gender identities have been marginalised or hidden. This module examines the history of queer representations in screen culture from the era of silent films to the present day. Students will have the opportunity to work with examples from a range of national contexts, including (but not limited to) Britain and America, as well as engaging with influential scholarship in queer theory and the history of gender and sexuality.

Race, Media, and Screen Culture in 20th Century Britain (Option)
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Race, Media, and Screen Culture in 20th Century Britain (Option)

Media and screen culture were powerful means of defining ‘Englishness’ as a racial construct in the 20th century. This module examines the complex relationship between race, media, and screen culture from World War I, when representations of the British empire were increasingly available to British audiences, up to the 1980s, when tensions over immigration were evident on film and television screens throughout the UK. Students will examine constructions of race across a variety of primary sources including ‘empire films’ from the 1930s, documentaries, home-movies, and television, as well as media authored by Black and Asian Britons in the post-war period. Students will gain a critical in-depth understanding of the place of race within British screen culture, media, and society in the 20th Century.

Republicanism in Early Modern England, 1500-1700 (Option)
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Republicanism in Early Modern England, 1500-1700 (Option)

Although early modern England was a kingdom, governed by a monarch, many historians have claimed that there was a strong ‘republican’ undercurrent to Tudor and Stuart political thought. This module introduces students to the key approaches and methodologies of the history of ideas by focusing upon the various ways in which scholars have studied and conceptualised republicanism in early modern England and the on-going debate surrounding the origin, content and influence of republican ideas in the period 1500-1700.

Rome and Constantinople: Monuments and Memory, 200-1200 (Option)
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Rome and Constantinople: Monuments and Memory, 200-1200 (Option)

This module is devoted to two cities that were capitals of the Roman Empire, focusing on their monuments and how these were perceived and remembered over centuries. Rome and Constantinople, or Old Rome and New Rome as they came to be called in the East, were imperial cities where the most powerful figures – emperors and patriarchs, popes and saints – of antiquity and the Middle Ages built and destroyed, appropriated and reconfigured spaces, buildings and structures.

Rulers and Kings: Visualising Authority in Medieval Europe (Option)
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Rulers and Kings: Visualising Authority in Medieval Europe (Option)

This module investigates the nature of rulership during the middle ages, exploring how images and architecture served to visually define and articulate the authority of kings and rulers during the Middle Ages. The module will discuss in depth three different case studies: Charlemagne and the Holy Roman Empire; the Norman rulers of Southern Italy; Louis IX and the Sainte-Chapelle in Paris.

The British Monarchy and the Nation, 1870 to the Present. (Option)
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The British Monarchy and the Nation, 1870 to the Present. (Option)

This module aims to introduce students to different historical approaches to the monarchy and its relationship with the nation and the British world. It charts the changing role of monarchy from the reign of Queen Victoria to the present day, illuminating a cluster of related themes – including how the monarchy has sought to adapt to wider social, cultural, and political changes in order to maintain its power in Britain and the empire, the impact these strategies had on nationhood, identity, and the public sphere, and the way ordinary members of the public have historically understood the function of monarchy.

The Byzantine World, c.750-c.1500 (Option)
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The Byzantine World, c.750-c.1500 (Option)

This module is devoted to developing an understanding of the political, social and cultural history of the Byzantine World (c. CE 750-c. 1500), with a particular focus on institutions (for example the imperial office, monasteries), practices (warfare, diplomacy, ritual and ceremonial) and material resources (coinage, silks, 'Greek fire'). Byzantine art and architecture, literature and theology, will be studied in addressing aspects of the culture and ideology of the empire.

The City and the Citizen: urban space and the shaping of modern life, 1850 to present. (Option)
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The City and the Citizen: urban space and the shaping of modern life, 1850 to present. (Option)

This module aims to examine how living in cities shaped the ways our lives and society have developed since the 19th Century. In the early 19th Century the population of Europe largely lived in rural settlements, yet 100 years later the populations of Western Europe's cities had exploded. Cities produced new forms of social organisation: for the first time drag queens and prostitutes rubbed shoulders with housewives, the rich discovered the poor on their very doorsteps and the unregulated spaces of cities became havens for counter-cultures, deviant sexualities and radical politics.

The European Union since 1945 (Option)
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The European Union since 1945 (Option)

This module will focus on the process of economic and political integration, which has taken place in Western Europe since 1945. The emphasis will be placed on the global forces which have shaped, and are still shaping, this process of integration. The module will also investigate the impact of the Cold and Korean Wars, the European Recovery Programme and other factors from outside Europe.

The Goths: Barbarians through history? (Option)
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The Goths: Barbarians through history? (Option)

This module explores two inter-related questions: Who were the Goths of late antiquity? Why have ideas of ‘Gothic-ness’ recurred so frequently since the end of the last Gothic kingdom in 711 CE? The module analyses historical, archaeological and other evidence for the Goths, their migration into Roman territory and their eventual settlement in Gaul, Spain and Italy in the third to eighth centuries. Drawing on the most recent scholarship, students will have the chance to challenge assumptions that the Goths were archetypal barbarians and caused the fall of the Roman Empire in the West and the dawn of a ‘dark age’.

The Philosophy and History of Colour (Option)
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The Philosophy and History of Colour (Option)

The world as we encounter it in visual perception is a world of coloured objects – red buses, yellow daffodils, blue skies, and the like. Colour raises a variety of perplexing philosophical puzzles concerning the nature of physical reality and our epistemic to the mental states of others. This module serves as an introduction to these issues.

Some of the questions to be explored include: Do objects really have the colours we ordinarily take them to possess? If so, what sort of property is colour? Are colours really just ‘impressions’ that exist only in the mind? If so, what causes these impressions? Do such impressions have representational content? What is the relationship between philosophical and scientific theories of colour? This is an interdisciplinary module that also explores issues relating to colour in art history and the history of science.

The Roman City (Option)
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The Roman City (Option)

To the citizens of the Roman world, civility (civilitas) – right conduct of government, sound behaviour of individuals, citizenship itself – was a function of the city (civitas), which constituted the centre of the Roman state and society. This module will take students on a guided tour of the Roman city, using each stop along the way as a point of entry into one or more aspects of the politics, society, economy, and culture of Rome and its empire. Students will be challenged to reimagine urban life via a detailed engagement with a representative array of written, material, and visual sources and the main lines of the secondary literature.

The Roman Countryside (Option)
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The Roman Countryside (Option)

Before the Roman invasion of AD 43, everyone in Britain lived in ‘the countryside’, for the simple reason that there were no cities or towns. Indeed, throughout the four centuries of Roman rule which followed, the vast majority of people still lived outside of urban and military centres. The core objective of this module is an archaeological exploration of the great diversity of evidence, analysing the significance of the changing nature of rural society and the creation of rural landscapes and identities, focusing on Britain from the late pre-Roman Iron Age, through the Roman period, to its sub-Roman aftermath (c. 100 BC–AD 500).

The Social Construction of Sexuality, 1780-1930 (Option)
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The Social Construction of Sexuality, 1780-1930 (Option)

The module examine the changing role of the family during the Industrial Revolution. It will raise questions of how sexuality was regulated through discourse, and, towards the end of the nineteenth century, through ‘scientific’ classification. It will investigate how, in the 1920s, female sexuality and the satisfaction of female sexual desire, became the lynchpin of the nuclear family. In that way, the module will foreground the notions of negotiation and struggle and the discursive fields on which these battles were fought.

What is the Renaissance? (Option)
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What is the Renaissance? (Option)

This module aims to explore the intellectual and cultural achievements of Renaissance, as well as its historiographic context. The period of transition from 'medieval' to 'modern' society that the Renaissance represents (or has been characterised as representing) is one of the most challenging areas of historical study, profoundly influencing historiography. Students will have the opportunity to examine in depth to what extent the historical periodisation of the 'Renaissance' has been a deliberate, although sometimes contentious, means to better understand events of the past, particularly in relation to cultural analysis.

† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.

For this course, assessment is 100% coursework in the first year. In the second year it is 70.8% coursework, 16.7% practical exams and 12.5% written exams. In the final year it is 96.1% coursework and 3.9% practical exams.

The way students are assessed on this course may vary for each module. Examples of assessment methods that may be used include coursework, such as written assignments, reports or dissertations; practical exams, such as presentations and written exams, such as formal examinations or in-class tests. The weighting given to each assessment method may vary across each academic year. The University of Lincoln’s policy is to ensure that staff return assessments to students promptly.

Research

Research in the School of History and Heritage covers more than 2,000 years of art history and history, with expertise in Roman and Byzantine visual and material culture and medieval history of art and architecture, including mosaics, stained glass and sculpture.

Scholars conduct research into a range of early modern and modern specialisms, from Renaissance art to the history of film and TV. Staff maintain a high research profile, with regular attendance at key national and international conferences, and as invited speakers at a wide variety of other institutions’ research seminars. Staff also present their most recent research findings at a regular seminar series.

Lincoln Conservation

Lincoln Conservation is a company based at the University of Lincoln. It combines research, teaching and commercial expertise. It specialises in architectural paint research and the digital and physical conservation of historic objects, decorative schemes and buildings. The expertise of its consultants has helped to inform the restoration of the Midland Grand Hotel (now known as the St Pancras Renaissance Hotel), HMS Victory and Southwell Minster. When opportunities arise, students may apply to work on live projects, receiving valuable professional experience.

Student as Producer

Student as Producer is a model of teaching and learning that encourages academics and undergraduate students to collaborate on research activities. It is a programme committed to learning through doing.

The Student as Producer initiative was commended by the QAA in our 2012 review and is one of the teaching and learning features that makes the Lincoln experience unique.

Placements

Some courses offer students the opportunity to undertake placements. When students are on an optional placement in the UK or overseas or studying abroad, they will be required to cover their own transport and accommodation and meals costs. Placements can range from a few weeks to a full year if students choose to undertake an optional sandwich year in industry (where available). Students are encouraged to obtain placements in industry independently. Tutors may provide support and advice to students who require it during this process.

2018/19 UK/EUInternational
Full-time £9,250 per level £13,800 per level
Part-time £77.00 per credit point†  N/A
Placement (optional) Exempt Exempt

 

2019/20UK/EUInternational
Full-time £9,250 per level £14,100 per level
Part-time £77.00 per credit point†  N/A
Placement (optional) Exempt Exempt


†Please note that not all courses are available as a part-time option.

The University undergraduate tuition fee may increase year on year in line with government policy. This will enable us to continue to provide the best possible educational facilities and student experience.

Fees for enrolment on additional modules

Tuition fees for additional activity are payable by the student/sponsor and charged at the equivalent £ per credit point rate for each module. Additional activity includes:

- Enrolment on modules that are in addition to the validated programme curriculum

- Enrolment on modules that are over and above the full credit diet for the relevant academic year

- Retakes of modules as permitted by the Board of Examiners

- In exceptional circumstances, students who are required to re-take modules can do so on an 'assessment only' basis. This means that students do not attend timetabled teaching events but are required to take the assessments/examinations associated with the module(s). The 'assessment only' fee is half of the £ per credit point fee for each module.

Exceptionally, tuition fees may not be payable where a student has been granted a retake with approved extenuating circumstances.

For more information and for details about funding your study, please see our UK/EU Fees & Funding pages or our International funding and scholarship pages. [www.lincoln.ac.uk/home/studyatlincoln/undergraduatecourses/feesandfunding/] [www.lincoln.ac.uk/home/international/feesandfunding/]

Additional Costs

For each course students may find that there are additional costs. These may be with regard to the specific clothing, materials or equipment required, depending on their subject area. Some courses provide opportunities for students to undertake field work or field trips. Where these are compulsory, the cost for the travel, accommodation and meals may be covered by the University and so is included in the fee. Where these are optional students will normally (unless stated otherwise) be required to pay their own transportation, accommodation and meal costs.

With regards to text books, the University provides students who enrol with a comprehensive reading list and our extensive library holds either material or virtual versions of the core texts that students are required to read. However, students may prefer to purchase some of these for themselves and will therefore be responsible for this cost. Where there may be exceptions to this general rule, information will be displayed in a section titled Other Costs below.

GCE Advanced Levels: BBC

International Baccalaureate: 29 points overall

BTEC Extended Diploma: Distinction, Merit, Merit

Access to Higher Education Diploma: A minimum of 45 level 3 credits at merit or above will be required.

In addition, applicants must have a minimum of three GCSEs (or the equivalent) at grade C or above, to include English.

We encourage applications from mature students and will give individual consideration to those in this category without the standard entry requirements.

Students whose first language is not English will also need a British Council IELTS band 6.0 or above or equivalent.

If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk.

Unconditional Offer Scheme

The University of Lincoln Unconditional Offer Scheme has been created to identify outstanding undergraduate applicants who we think would excel at Lincoln and make a significant contribution to our academic community.

The University of Lincoln takes a holistic contextual view, looking at students in the round, including all the information supplied in their application and any additional relevant assessment required, such as a portfolio, or interview. The qualities required for success are therefore not exclusively academic, and students’ drive, ambition, creativity, and potential are important factors in those considered for the scheme.

Applicants selected for the scheme, who commit to the University of Lincoln as their first choice of university, will receive an unconditional offer. We expect students in receipt of an unconditional offer to continue to apply themselves in their studies, both at school and when they join our academic community here at Lincoln. In previous years students who were selected and joined through the Lincoln unconditional offer scheme have shown very good success rate in their studies.

Find out more about the Unconditional Offer Scheme

BA (Hons) Art History and History at the University of Lincoln is conceived and delivered as an exploration of past cultures that employs the approaches of art historians and historians—ancient, medieval, early modern and modern, as well as archaeologists, conservators, and specialists in media, heritage and museum studies. Modules range chronologically from antiquity, through the medieval and early modern periods, to the twentieth Century, and geographically from Britain to Europe, Africa and the Americas.

Students will be able to select from a wide range of optional modules on offer from Art History, History, Conservation of Cultural Heritage, Philosophy and Classics.

Level 1

The first year provides students with the opportunity to develop a solid foundation of art-historical and historical knowledge, introducing the skills required to undertake more advanced work at levels two and three.

The first year consists of eight compulsory modules (four per semester). Two modules are specifically designed to develop students’ skills, focusing on writing, communication and the understanding of research into past cultures as a process of inquiry. Two modules provide a historical survey from late antiquity to the twentieth Century that draws on the research interests of historians at Lincoln.

Four modules are specifically related to Art History and Visual Culture. The core of the first year is A World History of Art and Architecture, which consists of two modules, providing a solid survey of art and architecture from ancient times to the Revivals (semester A), and from the nineteenth Century to the present (semester B). Students can develop a strong knowledge-base in relation to art, artists, styles and artistic movements. Furthermore, this module aims to develop the analytical skills in visual analysis. In Introduction to Visual and Material Culture students can engage with artefacts to understand their functions and possible meanings, in order to reveal the identities, ideologies and values of the societies that produced them. Materials, Techniques and Technologies in the History of Art focuses on the making of art and artefacts by exploring the relevance of materials and techniques in artistic production, adding a material dimension to the understanding and analysis of art.

Level 2

In the second year students may engage more deeply with the complexity of Art History, focusing on theory and historiography (New Directions in Art History and Historiography) and gathering ideas for their dissertation and future careers (Dissertations and Beyond). Furthermore, in Neoclassicism to Cubism (core) students will explore how the artistic hegemony of Neoclassicism was challenged through the seminal transformations of Romanticism, Realism, Impressionism and Cubism. This module explores a fundamental period in the development of Art History through an exploration of changing art practices, and can equip students with advanced skills in visual analysis.

An additional four optional modules are chosen from the offerings of our art historians and historians. These modules are based on our own research and teaching specialisms. For example, modules might include Understanding Exhibitions; Introduction to Exhibitions, Curatorship and Curatorial Practices; Renaissances; Destroying Art: Iconoclasm through History; Imperial Cities of the Early Modern World; 100 Years of Photography: Images, History and Impact (1839-1939); Digital Heritage. Please note: as a research-intensive department, subjects may occasionally be unavailable when the lecturer is on research leave. Similarly, it is also likely that members of staff may decide to run new modules relating to their evolving research activities. The list of modules should therefore be viewed as indicative rather than wholly definitive.

Level 3

The third year contains one compulsory module, Independent Study, that carries a double weighting, and six optional modules. Options may include Curatorial Practice; Rome and Constantinople: Monuments and Memory (200-1200); Rulers and Kings: Visualising Authority in Medieval Europe; Early Modern Cultural and Artistic Encounters: Hybridity and Globalisation; Gothic Visions: Stained Glass in Britain (c. 1220-1960); English Landscape Painting: a Social and Cultural History; Pre-Raphaelites and Aesthetes: Progressive British Painting (1840-1898); Art Cinemas. As with the level two courses, these modules may occasionally be unavailable when the module tutor is on research leave and may be augmented by additional offerings as our staff develop their teaching portfolios.

Contact Hours and Reading for a Degree

Students on this programme learn from academic staff who are often engaged in world-leading or internationally excellent research or professional practice. Contact time can be in workshops, practical sessions, seminars or lectures and may vary from module to module and from academic year to year. Tutorial sessions and project supervision can take the form of one-to-one engagement or small group sessions. Some courses offer the opportunity to take part in external visits and fieldwork.

It is still the case that students read for a degree and this means that in addition to scheduled contact hours, students are required to engage in independent study. This allows you to read around a subject and to prepare for lectures and seminars through wider reading, or to complete follow up tasks such as assignments or revision. As a general guide, the amount of independent study required by students at the University of Lincoln is that for every hour in class you are expected to spend at least two to three hours in independent study.

A World History of Art and Architecture 1: from Antiquity to the Revivals. (Core)
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A World History of Art and Architecture 1: from Antiquity to the Revivals. (Core)

This is a survey module that covers the development of art, architecture and design from ancient times through to the nineteenth century revivals in order to develop students' understanding of the history of the creative disciplines. It is composed of three elements: it offers an historical and theoretical overview in which to study art, architecture and design; it examines major trends in Western Art, and; it is geographically expansive and responds to theories of global and transregional research and teaching of art, architecture and design.

The module will examine paintings, sculpture, architecture and a wide variety of media and their theoretical understandings. It will also investigate how political and social structures fostered the creation of art, architecture and design. In addition to Western art, students will have the opportunity to learn about artistic and architectural production in a wide variety of regions in the world, including Latin America, Africa and Asia.

A World History of Art and Architecture 2: Modernism, Postmodernism and the Contemporary Condition. (Core)
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A World History of Art and Architecture 2: Modernism, Postmodernism and the Contemporary Condition. (Core)

This survey module examines art, architecture and design in the nineteenth, twentieth and twenty-first centuries. The module introduces artistic and architectural developments in the nineteenth century to consider the advent of Modernism and its cultural and artistic reverberation, to then explorie the impact of Postmodern theory in artistic and architectural production and the Contemporary Condition. During the development of the module, students will focus on Symbolism, American Painting, Art Nouveau, Abstraction, Munich Secession, Constructivism, the Bauhaus, Abstract Expressionism, Conceptual Art, Video Art, and British Art at the end of the twentieth century.

Critical Thinking and Writing (Core)
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Critical Thinking and Writing (Core)

This module aims to equip students with the skills necessary to communicate their learning in an academic environment, and also supports students in adjusting to the demands of higher education. The core objective of the module is to develop students’ critical thinking and writing skills.

Forging the Modern State (Core)
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Forging the Modern State (Core)

This module provides a thematic survey of European and Atlantic history from the mid-eighteenth century to the final decades of the twentieth century, structured around the research interests of members of the module teaching team. This survey provides an overview of key moments in modern history from 1750-1979, and addresses the complex development of states primarily in western Europe but with attention to the growing influence of the United States and Russia.

Introduction to Visual and Material Culture (Core)
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Introduction to Visual and Material Culture (Core)

This module is designed as an introduction to visual and material culture, embracing the history of art and architecture, historical archaeology, and the conservation of historical buildings. It aims to enable students to interrogate visual and material objects throughout the past and to understand their functions and possible meanings of visual and material objects as primary sources.

Materials, Techniques, Technologies in the History of Art (Core)
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Materials, Techniques, Technologies in the History of Art (Core)

This module explores the relevance of materials and artistic techniques in the understanding and analysis of art and material culture. The concept of materiality has an increasing prominence in the intellectual discourse of Art History, and this module will allow students to engage with this theoretical framework by exploring the relevance of materials and techniques, the processes through which artefacts are constructed. The last part of the module will introduce students to a selection of technologies (especially digital technologies) that assist scholars in the investigation of the past, such as photography, digital mapping and virtual heritage visualisation. In this way, students will be exposed to these technologies not only as investigation tools that they might use, but also as potential career pathways.

The Historian’s Craft (Core)
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The Historian’s Craft (Core)

This module is designed to enable students’ to develop their research skills in history and their understanding of research as a process of inquiry. Students have the opportunity to deepen skills developed in the first term, such as essay writing in history and information literacy, by working alongside staff from the School in analysing primary and secondary sources relating to specific approaches to History.

The Medieval World (Core)
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The Medieval World (Core)

This module offers an introduction to the sources, approaches and methods necessary for the study of the medieval world. Lectures provide a survey of key moments in medieval history from 300-1500, structured around the research specialisms of the module teaching team. The module focuses on issues of religion and power in the Middle Ages, while there is a strong methodological focus on the materiality of the medieval period.

100 Years of Photography: Images, History and Impact 1839-1939 (Option)
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100 Years of Photography: Images, History and Impact 1839-1939 (Option)

This module will explore the development and cultural impact of the first 100 years of photography. Initially driven by the commercial viability of portraiture, photography soon inspired a range of professional, artistic and amateur practitioners in the nineteenth century. Photographic innovation in the early twentieth century exerted a significant influence on the way that modernists sought to represent the world. Street photography emerged as a new insistent type of realism and represented urban experience in new ways. The social power of photography was spread through increasingly affordable cameras and propagated through print media.
Students will learn to analyse images and explore how photographs functioned to produce and exert power.

Accessing Ordinary Lives: Interpreting and Understanding Voices from the Past, 1880 – present (Option)
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Accessing Ordinary Lives: Interpreting and Understanding Voices from the Past, 1880 – present (Option)

This module provides students with the opportunity to resurrect and understand the ordinary lives of people like themselves and their forebears from the sources available to us. The course picks up on both well-established and recent trends in historical research that have sought to give voice to ordinary people and promote from the historical records the lives of marginalised people such as homosexuals, women, children, the working classes, ethnic minorities alongside more familiar narratives of the great and the good.

Aesthetics (Option)
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Aesthetics (Option)

This module introduces students to philosophical questions about the nature of art and beauty. For example: What is art? Can anything be a work of art? Can a pile of elephant dung be art? Is beauty objectively real or only ‘in the eye of the beholder’? Can aesthetic judgements be right or wrong? Is Beethoven better than Beyoncé? Is Shakespeare better than Eastenders? Or are aesthetic disputes like deciding between the merits of different flavours of ice cream?

Students can also consider questions that arise in relation to specific artforms: How is it possible to respond emotionally towards the plight of fictional characters that are known not to exist? Do rock/pop music and classical music require different aesthetic criteria for their appreciation and evaluation? Why do we take pleasure in the aesthetic representation of tragic events? Students will be guided through their reading of various classical and contemporary works on such issues, and encouraged to think for themselves about the problems addressed.

Art and Power: Projecting Authority in the Renaissance World (Option)
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Art and Power: Projecting Authority in the Renaissance World (Option)

Renaissance monarchs often employed artistic display to project royal authority. Ruling elites commissioned pieces of art not only for the embellishment of their residences, but also as a suitable vehicle to display authority. Kings and Queens commissioned tapestries, sculptures, royal palaces, or lavishly decorated printed books that narrated their achievements and omitted their failures. This module examines the diverse ways rulers and their entourage imagined and created an image of kingship through the visual arts.

Britons and Romans, 100 BC-AD 450 (Option)
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Britons and Romans, 100 BC-AD 450 (Option)

This module examines how and why the culture of Britain changed in the period of increasing contact with, and eventual incorporation into, the Roman Empire. Examining the key material, behavioural, ideological and structural changes to society in the period c. 100 BC to AD 450, it will question to what degree each aspect was a wholesale incorporation of ‘foreign’ ideas, technologies and goods, a local interpretation and adoption of these importations into an existing social system, or a local creation that was distinctly Romano-British, if often termed ‘Roman’.

Digital Heritage (Option)
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Digital Heritage (Option)

The cultural heritage sector increasingly offers opportunities for the application of digital technologies as communication, research and recording tools. This module enables students to become familiar with some of these advanced recording techniques for the study and recording of objects.

Disease, Health, and the Body in Early Modern Europe (Option)
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Disease, Health, and the Body in Early Modern Europe (Option)

This module examines how physicians, other practitioners, and the public understood the body, disease, and health in the early modern period. Although the medical system of Galen (2nd century AD) and humoral medicine guided Western medicine until the 1800s, between 1500-1700 there were major challenges to this traditional system. The work of elites such as Paracelsus and Van Helmont (chemical medicine), Vesalius (anatomy), Harvey (circulation and respiratory physiology) will be placed in a greater religious, social, and cultural context.

Dissertations and Beyond (Core)
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Dissertations and Beyond (Core)

This module aims to prepare students for designing their dissertation (independent study) proposals and for applying to jobs and postgraduate programmes. Students will explore how to prepare for and ensure success in their dissertations, employment, and study/research by identifying and articulating their transferable skills, breadth of knowledge, expertise, and interests. The module will provide information on how to become aware of opportunities, to plan and prepare for the future, and to build on their undergraduate careers.

Early Modern Family: Households in England c.1500-1750 (Option)
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Early Modern Family: Households in England c.1500-1750 (Option)

The module looks at a number of ways in which historians have studied the family in Britain between c.1500 and 1800. It will examine a range of historical approaches from the demographic to the more qualitative and anthropological. Close attention is paid to the problems historians of the pre-industrial family confront in their examination of the surviving primary sources.

Education and the State in Post-War England (Option)
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Education and the State in Post-War England (Option)

This module aims to develop the skills of critical analysis and source interrogation by exploring the relationship between the State, at its central and local levels and the provision of education in England, with particular emphasis on developments since 1945.

Experiencing and Remembering Civil War in Britain (Option)
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Experiencing and Remembering Civil War in Britain (Option)

The civil wars that raged across England, Wales, Scotland and Ireland in the mid-seventeenth century were among the most turbulent and exhilarating times in British history. This module explores the diverse ways in which the wars were explained, experienced and remembered by those who lived through them. Students can consider the extent to which this period, often described as one of 'revolution', left a lasting impression on British society, culture, religion and politics.

Fighting for Peace? Politics, Society and War in the Modern Era (Option)
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Fighting for Peace? Politics, Society and War in the Modern Era (Option)

The modern period has often been understood as a time when peace was considered the natural state of societies, where states and non-governmental groups have been concerned with achieving a lasting peace and avoiding repetitions of bloody conflict. Wars, however, have not become a thing of the past, and today we live in a condition of seemingly permanent war where civilians are often the primary targets. This module will look at how ideas and practices of war have altered in the last few hundred years, and how these notions have been contested and challenged. The module asks where these ideas came from, and how concepts of war and peace, and violence and non-violence have been reframed in various ways. The course is focussed on the nineteenth and twentieth centuries and moves chronologically from the Napoleonic wars, to contemporary conflicts through a series of case studies that cover wars, diplomacy, the aftermath of wars, and peace movements. Each case study will draw on key themes which run throughout the module, including pacifism, militarism, imperialism, culture, race, gender and nationalism.

From ‘Bright Young Things’ to Brexit: British media and society since 1919 (Option)
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From ‘Bright Young Things’ to Brexit: British media and society since 1919 (Option)

This module examines British media and society in Britain from the end of World War I, through World War II, and into the uncertain waters of the postwar period and the 21st century. A range of domestic and international factors that shaped modern Britain will be investigated throughout the module, including the interwar slump, World War II, decolonisation, increased immigration, the ‘decline’ of the welfare state, the ‘Troubles’ in Ireland, the election of Margaret Thatcher as Prime Minister, and Britain’s unsteady relationship with Europe. These events not only shaped Britain itself but also occurred in dialogue with the increasingly powerful role of media in the 20th and 21st centuries. This module will bring specific attention to the ways in which the press, cinema, radio, television, music, and also the web reflected, engaged with, and sometimes shaped popular understandings of society, culture, and politics in the period. We will examine this history of media in conjunction with a history of British society in order to investigate claims by historians that a ‘democratic culture’ emerged in 20th century Britain.

From Caesar to Arthur: The Rise and Fall of Roman Britain (Option)
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From Caesar to Arthur: The Rise and Fall of Roman Britain (Option)

This module seeks to understand the history of Roman involvement in Britain on its own terms and enable students to grasp the importance of local responses to Roman cultural and political influence in the rise and fall of Roman Britain, through exploration of key themes such as: conquest and imperialism; ethnography and the other; religion; cities on the edge of empire; frontiers; military resistance and cooperation; Romanization. Particular focus will be placed on providing students the opportunity to develop a critical appreciation of the usefulness of archaeology to our understanding of the period.

Gender and Sexuality in Britain 1700-1950 (Option)
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Gender and Sexuality in Britain 1700-1950 (Option)

This module will interrogate aspects of the history of gender and sexuality in Britain over a 250-year span, coinciding with the arrival of ‘modernity’. It will introduce students to debates over the relationship between gender, sexuality, and structural changes in society, economy and politics, as well as thinking about gender and sexuality as discourse and subjectivity. Further, it will introduce students to a wide range of source material for the social and cultural history of early modern and modern Britain and seek to develop their confidence in using such diverse sources skillfully.

The module takes a thematic approach, although within each theme, specific chronological examples will be examined. Thus continuity and change can be highlighted, and it is intended to resist a narrative of progress towards ‘modern’ liberal views of gender and sexuality. However, a clear chronological framework will also be developed through examples which will help students gain a clear understanding of context.

Gender in Nineteenth-Century Britain (Option)
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Gender in Nineteenth-Century Britain (Option)

This module aims to introduce students to key theoretical and historiographical debates, and to the study of a wide range of source materials of use in modern British social and cultural history, while also exploring topics which shed light on the development of gendered ideals and practices in the nineteenth century. The module covers a roughly chronological series of case studies which pick up on the experiences of different groups in society and also offer a range of different types of source material.

Grand Expectations? America during the Cold War (Option)
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Grand Expectations? America during the Cold War (Option)

The United States emerged from the Second World War a superpower, with, to an extent, a belief that it could remake the world. The challenges of the Cold War years were to demonstrate how limited was that power. This module explores the key social, political, economic and cultural developments in the United States between 1945 and 1990.

Hell and Damnation, life and afterlife: cultures of belief in England c.1550-1750 (Option)
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Hell and Damnation, life and afterlife: cultures of belief in England c.1550-1750 (Option)

This module examines the changing attitudes to life and the afterlife in England, and their cultural representation, in the two centuries after the Protestant Reformation. Examining the expansion in a number of rival religious and political groups, it considers the importance placing these within a social, cultural and economic, as well as theological, context. The module will focus on a range of religious groups considered to be a threat to the established church, or who have been identified by scholars as particularly significant in the period.

History and Literature in the C18th and C19th (Option)
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History and Literature in the C18th and C19th (Option)

Works of fiction are not just a source of entertainment. They are a crucial and exciting route into understanding the past. Novels, short stories and poems allow us to understand how debates and ideas about society and identity circulated and how writers attempted to reinforce or change the way that readers looked at the world. This module will examine how a wide range of fiction produced in Britain in the nineteenth and twentieth centuries addressed the key themes of class, politics and gender. Students will have the opportunity to examine the treatment of these concepts in genres as varied as crime fiction, popular romance, children’s literature, science fiction, war writing and feminist fiction.

History of Medicine from Antiquity to the Present (Option)
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History of Medicine from Antiquity to the Present (Option)

This module analyzes how physicians, other practitioners, and the public understood the body, disease, and health from antiquity to the modern era. The first part of the module will delineate how the medical system of Galen (2nd century AD) and humoral medicine guided Western medicine from antiquity until the 1800s. Students will then analyze the major challenges to this system from physicians such as Paracelsus, Vesalius, and William Harvey, as well as with the discovery of the germ theory of disease. Students will also explore the evolving role of states and local governments for public health, the development of the medical marketplace, changing understandings of the body, disease, and mental illness, and gender and medicine. The history of medicine will thus be placed in a greater religious, social, and cultural context, with a consideration of the role of medicine in popular culture. The module will therefore “embody” a cultural and intellectual approach to history and introduce students to the major historiographic debates in the history of medicine. Seminars will be primarily devoted to student-led case studies on specific themes, such as: Galenic case studies; Vesalius and anatomy, quackery in England; childbirth and midwifery; the rise of the medical profession; anatomy and the Anatomy Act; disease control and public health; madness and society; sexual health and the patient narrative.

Imperial Cities of the Early Modern World. (Option)
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Imperial Cities of the Early Modern World. (Option)

One of the ways in which early modern monarchs and rulers legitimised their authority and projected their power was through architecture and urban design. In this period capital cities across Europe, America and Asia were embellished with architecture and urban design inspired by Renaissance ideals of social order. This module examines the ways rulers imagined and built a number of imperial capital cities across Europe, America and Asia.

Introduction to Exhibitions, Curatorship and Curatorial Practices (Option)
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Introduction to Exhibitions, Curatorship and Curatorial Practices (Option)

This module introduces students to the understanding of exhibitions and curatorial practices. Following an introduction on the history of collections and museums, the course will explore the many issues related to the display of art and objects. It combines the study of theoretical approaches and the analysis of relevant case studies, and considers topics related to audiences for museums and exhibitions, the presentation and explanation of artefacts and artworks, and the new opportunities offered by digital technologies.

Italy, a Contested Nation. Social and political conflicts from Garibaldi to Berlusconi (Option)
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Italy, a Contested Nation. Social and political conflicts from Garibaldi to Berlusconi (Option)

Italy is a highly-politicised and ideologically-divided country. Divisions and internal conflicts, which have reached dramatic peaks, are a permanent feature in Italian history. They mirror unsolved social and political contradictions that many historians consider to be the result of the process of the Italian Risorgimento. National unification was prompted by republicans, but it was the Monarchy that achieved it.

Living and dying in the middle ages, 800-1400 (Option)
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Living and dying in the middle ages, 800-1400 (Option)

How did people live and die in the middle ages? Drawing on the research expertise of the medievalists in the School, the module seeks to answer this question by addressing key themes relating to the life cycles of medieval people, from their childhood and education, via the roles that they took on in life (within families and in public; peaceful and violent), to their deaths. We will address primary sources that provide intimate insights into the everyday lives of medieval people: letters and autobiographies. Such sources will be contrasted with those that offer a more 'top-down' vision of how medieval society should function, such as rulebooks and conduct manuals. Finally, we will explore how people in the medieval period managed their material and spiritual interests through transactions recorded in documents such as charters and wills. A key aim of the module is to develop your research and writing skills by providing you with an opportunity to produce an extended piece of research. This, coupled with the intensive work with primary sources, will equip you to tackle a final year independent study in a wide range of medieval topics.

Madness and the Asylum in Modern Britain (Option)
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Madness and the Asylum in Modern Britain (Option)

This module explores the relationship between madness and British society from the late eighteenth century to the present day. Students can examine how institutional approaches to the treatment of insanity have changed, from the eighteenth-century madhouse, to the Victorian asylum, to care in the community in the twentieth century. They will assess changing medical, legal and lay responses to insanity, including the role that class, gender, family and community played in defining insanity and its treatment.

Material Histories: Objects and Analysis (Option)
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Material Histories: Objects and Analysis (Option)

This module will give students a unique opportunity to develop their practical skills for studying objects while developing their understanding of the relationship between history and material culture. Students can explore how object-based study can enhance their practice as conservators and historians and how material culture studies can lead to insights that cannot be reached through other approaches.

Media, Controversy and Moral Panic (Option)
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Media, Controversy and Moral Panic (Option)

This module explores the history of media controversy and ‘moral panic’ during the twentieth century. It is designed to introduce students to media texts (especially films and television programmes) that have sparked debate and extreme differences of opinion among audiences in Britain and America. Students will be expected to engage with a range of films, television programmes and primary source material, which may include newspapers and television news broadcasts from the Media Archive of Central England (MACE).

Medicine, Sexuality and Modernity (Option)
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Medicine, Sexuality and Modernity (Option)

This is a general introductory module on the history of medicine and sexuality from 1850 to 2000. It aims to give an overview of some of the major themes within the modern history of medicine and sexuality. It focuses on how our understanding of the human body, reproduction and sexuality in a socio-cultural and political context evolved from the advent of evolutionary thought to present day debates about enhancement and reproductive medicine. Sexual behaviour and reproduction became major concerns in medicine and politics in the modern period. Sexuality became an object of scientific enquiry and governments developed new policies to regulate sexual behaviour. This module will give students an excellent grounding in modern and contemporary history that will complement further modules at level 2 and 3 that deal with sexuality, gender, race, science and medicine.

Medieval Man and the Supernatural c. 1200-1500 (Option)
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Medieval Man and the Supernatural c. 1200-1500 (Option)

Miracles and magic; werewolves, vampires, priests and witches; church services and rituals. All of these formed a part of the belief system of medieval men and women between 1200 and 1500. This module uses original primary sources ranging from ghost stories to confessions of wizards to formal trials of heretics to look at what people believed, how we need to think about those beliefs today and what they tell us about Western European medieval society.

Neoclassicism to Cubism: Art in Transition 1750-1914 (Core)
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Neoclassicism to Cubism: Art in Transition 1750-1914 (Core)

This module will concentrate on fine art (painting and sculpture) within Western Europe c.1750- c.1914. The module will explore the hegemony of Neoclassicism in the second half of the long eighteenth century through the seminal transformations of Romanticism, Realism, Impressionism and Cubism in the nineteenth century.

New Directions in Art History and History (Core)
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New Directions in Art History and History (Core)

This module aims to introduce students to the different approaches to the study of art history and history which have developed, with a particular focus on twentieth-century ideas and innovations, such as iconography, iconology, gender theory, global art history, materiality, the sensorial experience of art. Students will be encouraged to think critically and creatively about how art history and history have developed within the academy.

People on the move: migration, identity and mobility in the modern world (Option)
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People on the move: migration, identity and mobility in the modern world (Option)

People have migrated as long as the human race has existed and this module places this fundamental aspect of human experience at its heart. Issues surrounding migration and the movement of peoples are central to contemporary politics and society, as the management of people seeking refuge and better prospects preoccupies governments around the world. This situation makes ever more urgent our need to understand the history of migration and how it has shaped cultures across time and space. People on the move focuses upon the movement of people at particular points in modern history, considering the forces that propel people to risk their own lives and possibly those of their families, uproot from home and enter the potentially perilous and peripatetic life of a migrant. We will discuss the prospects and challenges of migration, and subsequently how diasporic cultures develop and the benefits and tensions surrounding integration. We will consider what happens when communities come into contact due to migration and the subsequent influences upon culture, religion, politics and identity. Through a series of in-depth case studies from the modern period, from the forced movement of the colonial era to twentieth century migration across the Atlantic, we will encounter a variety of geographical regions and processes of migration. A variety of historical sources will be interrogated to access the stories of migrants and about migrants, including texts (such legal and government documents, letters, memoirs and oral histories), images, objects and architecture. Addressing themes such as empire, economics, identity and religion in different contexts allows us to make meaningful comparisons between migrations across time and space.

Power and the Presidency in the United States (Option)
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Power and the Presidency in the United States (Option)

This module introduces students to history of the US presidency by investigating selected past presidents from Washington to Trump. By reading and analysing the biographies of various presidents, key historical discussions as well as primary sources, including presidential addresses, campaign speeches, policy documents, and internal White House documents, and media accounts, students will be able to discuss and evaluate the major themes associated with the Office of the President.

The main question students will be asked to engage with through this course is “what makes an effective president?” In answering this question students will discuss themes ranging from the establishment of the office during the American Revolution, the ability of presidents to pass civil rights reform, the rise and fall of the imperial presidency, the decline and restoration of presidential influence, hidden illness in the oval office, the growth of partisanship, the impact of the media and presidential communication strategies, and the changing presidential electorate. By exploring these themes as well as the achievements, scandals and the legacies of various presidents, students will be able to determine how individual presidents have coped with the pressures of the office and what influence they have exerted on the office.

Powerful Bodies: Saints and Relics during the Middle Ages (Option)
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Powerful Bodies: Saints and Relics during the Middle Ages (Option)

This module investigates the matter of sanctity during the middle ages, focusing in particular on two different aspects: the construction of the memory of saints, through texts, images and architecture, and the crucial role of their mortal remains. Spanning from the fourth to the fourteenth Century, this module offers not only a general approach to the phenomenon of sanctity, but also detailed analysis of different case studies, from early Christian saints and their commemoration in martyria to Romanesque shrines in France and Italy. The module then considers the phenomenon of new saints, through discussion of the celebrated site of Saint Francis’s burial, San Francesco, in Assisi. Students can explore the case of Saint Hugh of Lincoln, discussing how his memory was preserved in the text of his life and how his canonization was mirrored in the very fabric of Lincoln Cathedral.

Queenship in Britain: Gender, Politics and Power (Option)
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Queenship in Britain: Gender, Politics and Power (Option)

Queenly figures are a mainstay of popular history. Propelled by innumerable representations ranging from the laudatory hagiographical sketches of the prolific Strickland sisters in the 19th century to the popular fictions of authors such as Philippa Gregory, Queens have become the best recognised of historical figures. Queens have also been invoked for more political reasons over the centuries such as in the works of Christine de Pizan, Cecily Hamilton and more recently Caryl Churchill as examples of powerful women in bids to challenge gendered inequalities in the authors’ own centuries. But how much do we actually understand about what it meant to be a Queen, especially in an era when all political power was gendered as male? This module encourages students to consider this question. Opening with an exploration of different historical interpretations and presentations of Queenship it then uses a series of case studies to explore the different ways in which Queenship was constructed and deployed in particular historical eras.

Renaissances (Option)
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Renaissances (Option)

This module explores cultural renaissances in Europe and beyond. Students can examine the survival, imitation and revival of classical models from ancient Greece and Rome from late antiquity to the modern period. We engage with historical debates on the issue of periodisation and ask how and why cycles of decline and renewal continue to shape our understanding of the past.

Salvation and Damnation, 600-1750 (Option)
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Salvation and Damnation, 600-1750 (Option)

Concern with, and ideas about, the supernatural influenced all areas of life for medieval and early modern men and women, and cut across all levels of society. In an age where religion was a state concern, many of these concerns were articulated or shaped within the context of the Church, all across Western Europe, yet throughout our period religious life was characterised by its great diversity. This module examines changing religious practices and beliefs in Europe, although with a particular focus on England, from the early Middle Ages until the seventeenth century, charting continuity and change in people’s thinking about their relationship – both individually and collectively - with the divine. The module is divided into three blocks: (1) early medieval, in which we explore the adoption of Christianity as a state religion, the slow emergence of an institutional church, missionary and conversion activities, and campaigns against heresy; (2) high to late medieval where we examine the tension between the theology of the church and the beliefs of the individual in a time of increased attempts at centralisation by the Western Church; (3) early modern, from the Reformation, via the Civil War, to early eighteenth-century rational religion and alternative versions of spirituality, and their impact on attitudes to religious and other minority groups.

Scrambling for Africa? Cultures of Empire and Resistance in East Africa, 1850-1965 (Option)
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Scrambling for Africa? Cultures of Empire and Resistance in East Africa, 1850-1965 (Option)

East Africa became a significant theatre of empire from the mid-nineteenth century, when David Livingstone championed European intervention to bring ‘Christianity, commerce and civilisation’ to the region. This module will explore the expansion of the British Empire into East Africa from the late nineteenth-century era of ‘high imperialism’ until decolonisation in the 1960s. This region provides rich opportunities to deepen an understanding of imperialism and offers key themes in the history of empire, including exploration, slavery, race, identity, gender, imperial networks, cultural representation and indigenous agency.

Struggles for Equality in Twentieth Century Europe (Option)
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Struggles for Equality in Twentieth Century Europe (Option)

This module explores through various case-studies how people struggled for equality and social justice over the last century and asks why inequality has risen over the last three decades. Starting from attempts to reshape societies at the end of the First World War and the Russian Revolutions, the module examines how reformist and revolutionary strategies opposed each other during the inter-war years, how fascist movements tried to contain attempts at change and what solutions they proposed to the question of inequality.

Study Period Abroad: History (Option)
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Study Period Abroad: History (Option)

This module provides an opportunity for History students to spend a term studying at one of the University’s partner institutions in North America or Europe. Students will be expected to cover their own transport, accommodation and living costs.

Teaching History: designing and delivering learning in theory and practice (Option)
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Teaching History: designing and delivering learning in theory and practice (Option)

Teaching History deepens students' understanding of the practice of teaching history in the classroom. The module encourages students, especially but not exclusively those who may be considering a career in education (or related industries), to think more deeply about pedagogic theory and teaching practice. Students will be given the opportunity to gain some practical experience in instructing their peers and online audiences. There will be a strong focus on reflecting on prior learning experiences and the module will begin by providing students with an overview of the history of history teaching. History teaching will be examined at primary and secondary level, and in other educational contexts.

The Age of Improvement: the Atlantic World in the long eighteenth century (Option)
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The Age of Improvement: the Atlantic World in the long eighteenth century (Option)

The period from 1700 to 1850 was one of transition and change in the British Isles and North America, marking an ideological and material shift away from the legacy of medieval Europe and the period of initial colonial contact. This module challenges students to engage with historical, cartographical, and material evidence. Students are introduced to the landscapes, streetscapes, and social make-up of the long eighteenth century, and can discuss in seminars how broad events impacted everyday lives, the urban, and rural landscape.

The Birth of the Modern Age? British Politics, 1885-1914 (Option)
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The Birth of the Modern Age? British Politics, 1885-1914 (Option)

This module tests the claim that the period from the 1880s to the First World War was an ‘Age of Transition’, which witnessed the birth of modern British politics. Through an analysis of this argument, students are introduced to some of the major developments in British political history in the period 1885-1914, including the birth of the welfare state, the creation of the Labour Party, the conflict over ‘Votes for Women’ and British foreign policy before World War One.

The Emperor in the Roman World (Option)
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The Emperor in the Roman World (Option)

This module surveys the history of the Roman Empire not as a succession of emperors and achievements, victories and defeats, but as a complex of experiments in government and of attitudes to governance. Beginning with the transition from representative republican rule to the domination of an imperial dynasty and its network of élite dependants in the early first century, and concluding with the incipient takeover of this system by a newly Christianised ruling class in the early fourth century, students can explore the role of the emperor in the Roman world and the patterns of communication between him and his subjects.

The Forgotten Revolution? The Emergence of Feudal Europe (Option)
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The Forgotten Revolution? The Emergence of Feudal Europe (Option)

Almost all historians share the view that the social, economic and political structures of Europe in 1000 A.D. were significantly different to those that characterised the western superpower of Late Antiquity, the Roman Empire. In this challenging module, students will be encouraged to engage with a range of source material that will allow them to come to their own conclusions. Given this wide focus, students will have the opportunity to immerse themselves in the fascinating story of post-Carolingian Europe in such a way that they enhance their abilities to think comparatively, a crucial weapon in the historian’s armoury.

The Rise of Islam: Religion, culture and war in the Middle East (Option)
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The Rise of Islam: Religion, culture and war in the Middle East (Option)

The victories of Arab armies over the forces of the Byzantine and Persian Empires in the seventh century were of monumental importance. Not only did they signal the decline of the two great superpowers of the late ancient world but they were accompanied, some scholars would argue caused, by the rise of a new monotheistic world religion: Islam. The first half of the module seeks to understand the conquests of the Arab armies and the emergence of Islam historically and culturally, in two specific contexts: (1) political conflict between the Persian and Byzantine Empires, during which Arabia often acted as a military frontier and different Arab groups as allies to one side or another; (2) contact and competition between Christianity, Judaism and other religious traditions in Arabia. The second half of the module explores how, after the initial victories over the Byzantine and Persian Empires, the new Islamic polity renewed itself, rolled forward further conquests, and focuses in particular on how an ‘Islamic’ culture was formed.

The World of Late Antiquity, 150-750 (Option)
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The World of Late Antiquity, 150-750 (Option)

This module aims to develop students' understanding of the political, social and cultural history of Late Antiquity (150-750), with a particular focus on two world-changing religious developments: the rise of Christianity and Islam. Although the geographical focus of our studies will be on eastern Mediterranean lands of an empire ruled from Constantinople, known to later scholars as the Byzantine Empire, the geographical range of the module will be wide and include western Europe, including the western Mediterranean, Persia, Arabia, and ‘barbarian’ territories beyond the Roman frontiers on the Rhine and Danube.

Themes in American Cultural History (Option)
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Themes in American Cultural History (Option)

This module aims to introduce students to some of the key interdisciplinary themes in American cultural history in the first half of the twentieth century as well as to theoretical works that have shaped American cultural studies since the 1950s. The module will investigate and evaluate academic argument relating to the study of American cultural history from a variety of theoretical, philosophical and methodological perspectives including feminism, social theory, post-structuralism, and postmodernism.

Understanding Exhibitions: History on Display (Option)
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Understanding Exhibitions: History on Display (Option)

This module will introduce students to the principles of understanding, evaluating and constructing exhibitions. It will focus on exhibiting in art, history and archaeology and will include both theoretical approaches to the understanding and critique of exhibitions and practical aspects of mounting an exhibition. The module will include visiting museums, galleries and other exhibition spaces to examine and analyse exhibitions in situ, as well as talks from museum professionals on aspects of exhibition development. Students will be assessed through the production of plans for a small temporary exhibition they develop individually.

Understanding Practical Making (Option)
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Understanding Practical Making (Option)

This module is designed to introduce the basic skills of working with glass, ceramic and fine metalwork. It provides an opportunity to investigate the potential and limitations of working with various materials, processes and techniques, associated with the practice of object manufacture against a relevant historical background.

Urban Life and Society in the Middle Ages (Option)
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Urban Life and Society in the Middle Ages (Option)

Between the 11th and the 12th centuries Europe went through some radical changes. This module will focus on case studies, such as Lincoln, London and Paris, among others. Students will have the opportunity to study how and why such centres grew from small towns to some of the greatest and most vibrant metropolis of Western Europe in the Middle Ages. For a comparative study, a range of primary sources will be taken into account, including contemporary descriptions of these cities and their inhabitants, historical records, art and architecture.

Village detectives: Unearthing new histories (Option)
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Village detectives: Unearthing new histories (Option)

The typical image of a rural village, whether a chocolate box idyll prettily nestled around its church or a commuter dormitory boringly empty of anything fun to do, rarely shows much evidence for anything dramatic. However, these places were created by people who lived through events which are almost unimaginable to us today including the Norman Conquest and the Black Death, and for whom a perpetual challenge was simply surviving in a period where barely half of those born lived to adulthood. In this module students will have the opportunity to learn how to critically analyse and interpret historical and archaeological evidence and to use their knowledge and skills to write a new history of any rural settlement of their choice.

World Heritage Management (Option)
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World Heritage Management (Option)

This module is designed to explore ideas of heritage protection, management and conservation from around the world. It will consider United Nations' efforts in the field and consider how this international perspective shapes local and national actions.

'O Bella Ciao' Fascism and Anti-fascism in Italy (Option)
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'O Bella Ciao' Fascism and Anti-fascism in Italy (Option)

This module will aim to introduce students to the history of Italian Fascism and the opposition to the regime: the Resistance. It will cover the history of Italy from the beginning of the 20th Century until the end of the Second World War and the establishment of the Republic in 1946. Historical interpretations of these key events in Italian and European history have always been very contentious and have aroused heated debates due to their ongoing political implications.

A Tale of Two Cities in Medieval Spain: From Toledo to Córdoba (Option)
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A Tale of Two Cities in Medieval Spain: From Toledo to Córdoba (Option)

In this module, students will have the opportunity to take a vivid and intellectually exciting journey through primary and secondary sources in order to understand the historical trajectory of the Iberian Peninsula from the end of the sixth century to the collapse of the Caliphate of Córdoba in 1031. The aim of the module is to provide an introduction to two major medieval cities, Toledo and Córdoba, via acquaintance with and discussion of material that allows us to reflect upon a fascinating complex of problems.

Air War and Society from Zeppelins to Drones (Option)
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Air War and Society from Zeppelins to Drones (Option)

In the Twentieth Century new aviation technologies transformed understandings of war, peace, civilian and military. The module considers how ideas about air power developed, what informed this understanding of war, and what the consequences were. This is not a traditional military history concerned with narrative accounts of battles or armies, but one that asks questions about the relationship between military and civilian in society and culture in the twentieth century.

Art Cinemas (Option)
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Art Cinemas (Option)

Art Cinemas will focus on moving-image practice at the intersection of art and media. Work studied will range from early film experiments to contemporary gallery-based video. Teaching will be a mixture of lectures, screenings and seminars with a trip organised to a relevant exhibition where possible. Students will be assessed by essay and a curatorial assignment, helping them develop practical skills in presenting such work in a public context.

Art History and History Independent Study (Core)
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Art History and History Independent Study (Core)

Students at level three have to undertake an Independent Study project. This is an extended piece of work that gives them the opportunity to demonstrate they have acquired the skills to undertake art historical and historical inquiry and analysis.

‘Anarchy is order’. Anarchism and social movements in Modern Europe (Option)
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‘Anarchy is order’. Anarchism and social movements in Modern Europe (Option)

This module will explore the different schools of thought and the political activities of the various groups and individuals that comprised the anarchist movement. Anarchism is a political doctrine based on freedom, egalitarianism and social justice and that developed in Europe as a political movement in the mid-XIX century. Anarchism never reached the ascendancy achieved by liberalism or communism; however, it had a significant influence on the political ideas, social movements, culture, and education of the international labour movement.

Chivalry in Medieval Europe (Option)
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Chivalry in Medieval Europe (Option)

This module examines both the birth and development of the concept of chivalry in the Middle Ages. Students can use a wide range of primary sources, as well as medieval and contemporary historiography, to explore how the role, image and function of medieval knights evolved over time.

Consuming Societies: Western Europe 1600-1800 (Option)
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Consuming Societies: Western Europe 1600-1800 (Option)

The module will examine consumption in many of its forms in early modern Western Europe. Focusing on a number of areas, such as food, clothing, furnishings, houses and other goods increasingly accessible to people at all levels of society, the module will encourage students to consider how and why these were available.

Curatorial Practice (Option)
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Curatorial Practice (Option)

This module will enable students to engage in the research and development of displays through the process of curating an exhibition for the museum or heritage sector. Students will select objects and structure this selection through an appropriate narrative. They will propose modes and examples of interpretation such as gallery text, audio or visual aids. The emphasis will be on developing knowledge and understanding of the role and responsibilities of the curator, and the project will enable students to evidence a focused and critically rigorous curatorial rationale.

Early Modern Cultural and Artistic Encounters: Hybridity and Globalisation (Option)
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Early Modern Cultural and Artistic Encounters: Hybridity and Globalisation (Option)

This module considers early modern imperialism and its impact on artistic production at a global scale. Students will have the opportunity to examine Iberia and its world as a point for cultural encounter and cross-fertilization. The module aims to explore how local communities conflated their symbols of identity within transnational artistic trends and through a number of carefully selected case studies, will analyse the way in which communities – artists, patrons, collectors and audiences – negotiated these cultural encounters in the production and assimilation of the arts.

English Landscape Painting: A Social and Cultural History (Option)
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English Landscape Painting: A Social and Cultural History (Option)

This module explores the legacy of English landscape painting, for instance in the work of John Constable, Paul Nash and others, which has played a fundamental part in perpetuating such imagery within our national consciousness. It will encourage a critical appreciation of artistic influences, the personal feelings, cultural attitudes and ideological perspectives in relation to the varied depictions of the English countryside. The close relationship between these depictions and the social and economic history of English rural society during the period c.1690 to present will be stressed throughout the module.

Students will also critically identify, from a wider range of images and texts such as literature, film and advertising, the subjectivity of evidence that encourages popular impressions of the English countryside.

Eugenics, Race and Reproduction across the Atlantic, 1800-1945 (Option)
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Eugenics, Race and Reproduction across the Atlantic, 1800-1945 (Option)

This module explores the history of science, sexuality and politics in the UK, Continental Europe, the US and Latin America from 1850 to 2000. It will give students an excellent grounding in modern and contemporary history that will complement further modules at level 3 that deal with sexuality, gender, race, science and medicine. It module examines the controversial rise of eugenics movements as a global phenomenon. The purpose of this module is to sustain a balanced and informed discussion about how race, reproduction, and the improvement of human heredity have acquired great political relevance in the modern period. It explores how scientists and different governments became preoccupied with hereditary theories, race, reproduction and sexual behaviour. It examines how societies across the Atlantic developed government policies around areas such as family planning, pronatalism, sterilisation, and race, which culminated in the implementation of euthanasia programmes in Nazi Germany. This module looks at eugenics programmes and politics in a transnational context, exploring how, for example, Nazi Germany’s sterilisation programmes were inspired by those already implemented in the US and how a number of Latin American countries adapted and transformed eugenics policies from Southern Europe and developed whitening policies.

Exhibiting the World in the Nineteenth Century (Option)
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Exhibiting the World in the Nineteenth Century (Option)

This module explores the various ways in which the world was put on display in the nineteenth century, and with what aims and effects. The nineteenth century was a period during which museums, galleries, exhibitions, zoos and circuses all expanded in numbers and took on distinctive modern forms; it was also one where the ‘freak show’ became both popular but also frowned upon, while optical toys and attractions reformed ‘ways of seeing’.

From Revolution to New Republic: The United States 1760-1841 (Option)
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From Revolution to New Republic: The United States 1760-1841 (Option)

This module explores the transformation of the United States from a set of thirteen colonies to an independent republic. Topics considered include: the causes of the Revolution, the governance of the new republic, the place of the new republic in the world, the experiences of excluded groups (loyalists, native Americans, African Americans).

Gothic Visions: Stained Glass in Britain c. 1220-1960 (Option)
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Gothic Visions: Stained Glass in Britain c. 1220-1960 (Option)

This module will explore the development, decline and revival of stained glass from the early middle ages to the mid twentieth century. The focus will be on British stained glass with particular reference to windows that students can visit in person, particularly in Lincoln Cathedral and the parish churches of the region. Students will learn to analyse windows through a number of methodological frameworks in particular: production (design and manufacture), consumption (patronage, iconography and meaning) and aesthetics (style, drawing, manipulation of light).

History at the End of the World (Option)
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History at the End of the World (Option)

Historian, journalist, political commentator and gossip columnist Matthew Paris, monk of St Albans, wrote what is still one of our main sources for British history of the thirteenth century. This module looks at Matthew Paris’s Great Chronicle, considering both Matthew himself and what he tells us about thirteenth-century English society. Students have the opportunity to think about what history was in the thirteenth-century and about attitudes to foreigners and national identity; power and poverty; propaganda and fiction; and time, space and the apocalypse.

History Work Placement (Option)
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History Work Placement (Option)

The module will give students practical experience of the workplace. Students will normally define, plan and undertake a specific project. In addition students will gain experience of a range of tasks appropriate to sector-specific professional skills.

Into the Workhouse: Poverty and Society in England and Wales 1780-1929 (Option)
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Into the Workhouse: Poverty and Society in England and Wales 1780-1929 (Option)

What was the workhouse? What was life like within its doors? Into the workhouse explores this infamous institution in England and Wales, from its beginnings as just one of a variety of methods of relieving poverty, through to its zenith in the Victorian era with the implementation of a harsh regime. We will trace this transition, from fairly ad hoc cottage through to purpose-built institution, throughout this module. We start the course by asking: who were ‘the poor’? And what help was available to them? We will learn what poor relief was, and how it was an important part of a broader economy of makeshifts - offering everything from money to bread, from shoes to tools, and from a bed to medical help. How poor relief operated varied from place to place until the passage of the Poor Law Amendment Act in 1834. This ‘New’ poor law placed a Commission in charge of a compulsory workhouse system with which we are familiar from novels and films. Why and how this new system was created will be our next focus, before we embark on a field trip to a workhouse and museum to understand what life was like within its walls.
While the Victorian workhouse is often portrayed as a static and dreary Dickensian place, full of helpless individuals, this module will uncover a fresh, dynamic perspective. We will find out how individuals navigated and used workhouses, and how they asserted their agency. We will understand how workhouses were protested against, and pulled into disrepute in a series of national scandals. Workhouses were also a site of immense social innovation, especially in medical care. The institution saw renewed attention in the late nineteenth-century but came to an end in 1929. What led to its demise and the lasting legacy will be studied in the final week. In this module you will critically analyse a wide range of sources, including official reports, parish registers, plans and maps and workhouse artefacts, as well as first-hand accounts of workhouse life in legal depositions, pauper letters, poems and diaries.

Mad or Bad? Criminal Lunacy in Britain, 1800 – 1900 (Option)
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Mad or Bad? Criminal Lunacy in Britain, 1800 – 1900 (Option)

This module explores how criminal lunatics - criminals who developed insanity in prison and individuals who committed a crime whilst insane - were represented and treated in nineteenth century Britain. Students can examine why some criminals were deemed insane and others were not; how criminal lunacy was defined in medicine and in law; how and why the institutions, people and practices for treating the criminal and criminal lunatic changed over the period; the role gender and class played in crimes, trials, diagnoses and treatment; and how criminality and criminal insanity were represented by laymen.

Making Militants: Teaching violence in late antiquity (Option)
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Making Militants: Teaching violence in late antiquity (Option)

Making Militants explores the role of violent teaching practices of various sorts in the making of men and women in Late Antiquity. Focusing on the fourth, fifth and sixth centuries, it addresses a pivotal period in the transition from the ancient to the medieval world, surveying the multiple small-scale arenas that made up the Late Antiquity – the household, the schoolroom, the barracks and the monastery. By close reading of letters, biographical accounts, rulebooks, speeches and a wide range of other sources, we consider how violent educative practices made people who were capable of operating in a changing, unpredictable and often dangerous world. The men and women who were made in such spaces were the products of a society that was fundamentally violent, their own violence a product of long-established socialisation practices rather than acts of anti-social deviance.

Newton's Revolution (Option)
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Newton's Revolution (Option)

This module examines some of the philosophical issues raised by the Newtonian revolution in the natural sciences, such as: What is the nature of Newton’s distinction between ‘absolute’ and ‘relative’ space? In what sense can forces be said to exist? What is the ontology of force? Is it sufficient to provide a mathematical definition of force (e.g., f=ma)? Is gravity a special kind of force with its own unique set of properties? What is the nature of ‘action at a distance’? Is Newton’s view of space metaphysical? This is an interdisciplinary module that situates Newtonian science in its sociocultural context.

Objects of Empire: the material worlds of British colonialism (Option)
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Objects of Empire: the material worlds of British colonialism (Option)

This module will investigate the history of imperial Britain through material culture. The objects of study will range from trophies looted in battle and a drum transported with slaves to Virginia, to African sculpture depicting Europeans. Historians increasingly recognise the fresh insights that objects offer to major themes in imperial history such as gender, race and class. This module responds to these new academic developments and will use objects and their biographies to study key phases and themes in the history of the British Empire. Tracing the long history of such objects can enable us to explore how objects change meanings as they move through various colonial and post-colonial contexts.

Pre-Raphaelites and Aesthetes: Progressive British Painting (1840-1898) (Option)
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Pre-Raphaelites and Aesthetes: Progressive British Painting (1840-1898) (Option)

This module examines the emergence, development and legacy of Pre-Raphaelitism and Aestheticism and how these movements influenced British culture. The module will explore how Pre-Raphaelite painters attempted to redefine the natural role of art and how ‘Aesthetic’ artists went on to question their approach. The module will explore the work of the key protagonists of each movement and how their work crossed over into other media such as stained glass, painted furniture and book illustration.

Queer Film and Television (Option)
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Queer Film and Television (Option)

Portrayals of lesbian, gay, bisexual and transgender lives on screen are under increasing scrutiny from audiences, activists and media scholars. But, for much of the history of film and television, non-normative sexual and gender identities have been marginalised or hidden. This module examines the history of queer representations in screen culture from the era of silent films to the present day. Students will have the opportunity to work with examples from a range of national contexts, including (but not limited to) Britain and America, as well as engaging with influential scholarship in queer theory and the history of gender and sexuality.

Race, Media, and Screen Culture in 20th Century Britain (Option)
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Race, Media, and Screen Culture in 20th Century Britain (Option)

Media and screen culture were powerful means of defining ‘Englishness’ as a racial construct in the 20th century. This module examines the complex relationship between race, media, and screen culture from World War I, when representations of the British empire were increasingly available to British audiences, up to the 1980s, when tensions over immigration were evident on film and television screens throughout the UK. Students will examine constructions of race across a variety of primary sources including ‘empire films’ from the 1930s, documentaries, home-movies, and television, as well as media authored by Black and Asian Britons in the post-war period. Students will gain a critical in-depth understanding of the place of race within British screen culture, media, and society in the 20th Century.

Republicanism in Early Modern England, 1500-1700 (Option)
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Republicanism in Early Modern England, 1500-1700 (Option)

Although early modern England was a kingdom, governed by a monarch, many historians have claimed that there was a strong ‘republican’ undercurrent to Tudor and Stuart political thought. This module introduces students to the key approaches and methodologies of the history of ideas by focusing upon the various ways in which scholars have studied and conceptualised republicanism in early modern England and the ongoing debate surrounding the origin, content and influence of republican ideas in the period 1500-1700.

Rome and Constantinople: Monuments and Memory, 200-1200 (Option)
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Rome and Constantinople: Monuments and Memory, 200-1200 (Option)

This module is devoted to two cities that were capitals of the Roman Empire, focusing on their monuments and how these were perceived and remembered over centuries. Rome and Constantinople, or Old Rome and New Rome as they came to be called in the East, were imperial cities where the most powerful figures – emperors and patriarchs, popes and saints – of antiquity and the Middle Ages built and destroyed, appropriated and reconfigured spaces, buildings and structures.

Rulers and Kings: Visualising Authority in Medieval Europe (Option)
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Rulers and Kings: Visualising Authority in Medieval Europe (Option)

This module investigates the nature of rulership during the middle ages, exploring how images and architecture served to visually define and articulate the authority of kings and rulers during the Middle Ages. The module will discuss in depth three different case studies: Charlemagne and the Holy Roman Empire; the Norman rulers of Southern Italy; Louis IX and the Sainte-Chapelle in Paris.

The British Monarchy and the Nation, 1870 to the Present. (Option)
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The British Monarchy and the Nation, 1870 to the Present. (Option)

This module aims to introduce students to different historical approaches to the monarchy and its relationship with the nation and the British world. It charts the changing role of monarchy from the reign of Queen Victoria to the present day, illuminating a cluster of related themes – including how the monarchy has sought to adapt to wider social, cultural, and political changes in order to maintain its power in Britain and the empire, the impact these strategies had on nationhood, identity, and the public sphere, and the way ordinary members of the public have historically understood the function of monarchy.

The Byzantine World, c.750-c.1500 (Option)
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The Byzantine World, c.750-c.1500 (Option)

This module is devoted to developing an understanding of the political, social and cultural history of the Byzantine World (c. CE 750-c. 1500), with a particular focus on institutions (for example the imperial office, monasteries), practices (warfare, diplomacy, ritual and ceremonial) and material resources (coinage, silks, 'Greek fire'). Byzantine art and architecture, literature and theology, will be studied in addressing aspects of the culture and ideology of the empire.

The City and the Citizen: urban space and the shaping of modern life, 1850 to present. (Option)
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The City and the Citizen: urban space and the shaping of modern life, 1850 to present. (Option)

This module aims to examine how living in cities shaped the ways our lives and society have developed since the 19th Century. In the early 19th Century the population of Europe largely lived in rural settlements, yet 100 years later the populations of Western Europe's cities had exploded. Cities produced new forms of social organisation: for the first time drag queens and prostitutes rubbed shoulders with housewives, the rich discovered the poor on their very doorsteps and the unregulated spaces of cities became havens for counter-cultures, deviant sexualities and radical politics.

The European Union since 1945 (Option)
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The European Union since 1945 (Option)

This module will focus on the process of economic and political integration, which has taken place in Western Europe since 1945. The emphasis will be placed on the global forces which have shaped, and are still shaping, this process of integration. The module will also investigate the impact of the Cold and Korean Wars, the European Recovery Programme and other factors from outside Europe.

The Goths: Barbarians through history? (Option)
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The Goths: Barbarians through history? (Option)

This module explores two inter-related questions: Who were the Goths of late antiquity? Why have ideas of ‘Gothic-ness’ recurred so frequently since the end of the last Gothic kingdom in 711 CE? The module analyses historical, archaeological and other evidence for the Goths, their migration into Roman territory and their eventual settlement in Gaul, Spain and Italy in the third to eighth centuries. Drawing on the most recent scholarship, students will have the chance to challenge assumptions that the Goths were archetypal barbarians and caused the fall of the Roman Empire in the West and the dawn of a ‘dark age’.

The Philosophy and History of Colour (Option)
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The Philosophy and History of Colour (Option)

The world as we encounter it in visual perception is a world of coloured objects – red buses, yellow daffodils, blue skies, and the like. Colour raises a variety of perplexing philosophical puzzles concerning the nature of physical reality and our epistemic to the mental states of others. This module serves as an introduction to these issues.

Some of the questions to be explored include: Do objects really have the colours we ordinarily take them to possess? If so, what sort of property is colour? Are colours really just ‘impressions’ that exist only in the mind? If so, what causes these impressions? Do such impressions have representational content? What is the relationship between philosophical and scientific theories of colour? This is an interdisciplinary module that also explores issues relating to colour in art history and the history of science.

The Roman City (Option)
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The Roman City (Option)

To the citizens of the Roman world, civility (civilitas) – right conduct of government, sound behaviour of individuals, citizenship itself – was a function of the city (civitas), which constituted the centre of the Roman state and society. This module will take students on a guided tour of the Roman city, using each stop along the way as a point of entry into one or more aspects of the politics, society, economy, and culture of Rome and its empire. Students will be challenged to reimagine urban life via a detailed engagement with a representative array of written, material, and visual sources and the main lines of the secondary literature.

The Roman Countryside (Option)
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The Roman Countryside (Option)

Before the Roman invasion of AD 43, everyone in Britain lived in ‘the countryside’, for the simple reason that there were no cities or towns. Indeed, throughout the four centuries of Roman rule which followed, the vast majority of people still lived outside of urban and military centres. The core objective of this module is an archaeological exploration of the great diversity of evidence, analysing the significance of the changing nature of rural society and the creation of rural landscapes and identities, focusing on Britain from the late pre-Roman Iron Age, through the Roman period, to its sub-Roman aftermath (c. 100 BC–AD 500).

The Social Construction of Sexuality, 1780-1930 (Option)
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The Social Construction of Sexuality, 1780-1930 (Option)

The module examine the changing role of the family during the Industrial Revolution. It will raise questions of how sexuality was regulated through discourse, and, towards the end of the nineteenth century, through ‘scientific’ classification. It will investigate how, in the 1920s, female sexuality and the satisfaction of female sexual desire, became the lynchpin of the nuclear family. In that way, the module will foreground the notions of negotiation and struggle and the discursive fields on which these battles were fought.

The Vikings in the North Atlantic: Living at the Fringes of Medieval Europe (Option)
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The Vikings in the North Atlantic: Living at the Fringes of Medieval Europe (Option)

The image of Vikings from the north plundering their way across Europe is firmly fixed in popular imagination. Few people stop to think that the same people were also farmers, the heads of families and had home lives. The historical sources for the Vikings in the North Atlantic are pitifully few – a small number of sagas and a few other records. We often know more about the Vikings from those with whom they came into contact than from their own accounts.

This module integrates the different lines of evidence – historical, archaeological and environmental – and evaluates whether the idea of a ‘Viking world’ is a useful approach. Students can gain an introduction to texts in translation and archaeological reports, and explore the main limitations of our understanding of the North Atlantic regions in this period.

What is the Renaissance? (Option)
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What is the Renaissance? (Option)

This module aims to explore the intellectual and cultural achievements of the Renaissance, as well as its historiographic context. The period of transition from 'medieval' to 'modern' society that the Renaissance represents (or has been characterised as representing) is one of the most challenging areas of historical study, profoundly influencing historiography. Students have the opportunity to examine in depth to what extent the historical periodisation of the 'Renaissance' has been a deliberate, although sometimes contentious, means to better understand events of the past, particularly in relation to cultural analysis.

† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.

For this course, assessment is 100% coursework in the first year. In the second year it is 70.8% coursework, 16.7% practical exams and 12.5% written exams. In the final year it is 96.1% coursework and 3.9% practical exams.

The way students are assessed on this course may vary for each module. Examples of assessment methods that may be used include coursework, such as written assignments, reports or dissertations; practical exams, such as presentations and written exams, such as formal examinations or in-class tests. The weighting given to each assessment method may vary across each academic year. The University of Lincoln’s policy is to ensure that staff return assessments to students promptly.

Research

Research in the School of History and Heritage covers more than 2,000 years of art history and history, with expertise in Roman and Byzantine visual and material culture and medieval history of art and architecture, including mosaics, stained glass and sculpture.

Scholars conduct research into a range of early modern and modern specialisms, from Renaissance art to the history of film and TV. Staff maintain a high research profile, with regular attendance at key national and international conferences, and as invited speakers at a wide variety of other institutions’ research seminars. Staff also present their most recent research findings at a regular seminar series.

Lincoln Conservation

Lincoln Conservation is a company based at the University of Lincoln. It combines research, teaching and commercial expertise. It specialises in architectural paint research and the digital and physical conservation of historic objects, decorative schemes and buildings. The expertise of its consultants has helped to inform the restoration of the Midland Grand Hotel (now known as the St Pancras Renaissance Hotel), HMS Victory and Southwell Minster. When opportunities arise, students may apply to work on live projects, receiving valuable professional experience.

Student as Producer

Student as Producer is a model of teaching and learning that encourages academics and undergraduate students to collaborate on research activities. It is a programme committed to learning through doing.

The Student as Producer initiative was commended by the QAA in our 2012 review and is one of the teaching and learning features that makes the Lincoln experience unique.

Placements

Some courses offer students the opportunity to undertake placements. When students are on an optional placement in the UK or overseas or studying abroad, they will be required to cover their own transport and accommodation and meals costs. Placements can range from a few weeks to a full year if students choose to undertake an optional sandwich year in industry (where available). Students are encouraged to obtain placements in industry independently. Tutors may provide support and advice to students who require it during this process.

2018/19 UK/EUInternational
Full-time £9,250 per level £13,800 per level
Part-time £77.00 per credit point†  N/A
Placement (optional) Exempt Exempt

 

2019/20UK/EUInternational
Full-time £9,250 per level £14,100 per level
Part-time £77.00 per credit point†  N/A
Placement (optional) Exempt Exempt


†Please note that not all courses are available as a part-time option.

The University undergraduate tuition fee may increase year on year in line with government policy. This will enable us to continue to provide the best possible educational facilities and student experience.

Fees for enrolment on additional modules

Tuition fees for additional activity are payable by the student/sponsor and charged at the equivalent £ per credit point rate for each module. Additional activity includes:

- Enrolment on modules that are in addition to the validated programme curriculum

- Enrolment on modules that are over and above the full credit diet for the relevant academic year

- Retakes of modules as permitted by the Board of Examiners

- In exceptional circumstances, students who are required to re-take modules can do so on an 'assessment only' basis. This means that students do not attend timetabled teaching events but are required to take the assessments/examinations associated with the module(s). The 'assessment only' fee is half of the £ per credit point fee for each module.

Exceptionally, tuition fees may not be payable where a student has been granted a retake with approved extenuating circumstances.

For more information and for details about funding your study, please see our UK/EU Fees & Funding pages or our International funding and scholarship pages. [www.lincoln.ac.uk/home/studyatlincoln/undergraduatecourses/feesandfunding/] [www.lincoln.ac.uk/home/international/feesandfunding/]

Additional Costs

For each course students may find that there are additional costs. These may be with regard to the specific clothing, materials or equipment required, depending on their subject area. Some courses provide opportunities for students to undertake field work or field trips. Where these are compulsory, the cost for the travel, accommodation and meals may be covered by the University and so is included in the fee. Where these are optional students will normally (unless stated otherwise) be required to pay their own transportation, accommodation and meal costs.

With regards to text books, the University provides students who enrol with a comprehensive reading list and our extensive library holds either material or virtual versions of the core texts that students are required to read. However, students may prefer to purchase some of these for themselves and will therefore be responsible for this cost. Where there may be exceptions to this general rule, information will be displayed in a section titled Other Costs below.

GCE Advanced Levels: BBC

International Baccalaureate: 29 points overall

BTEC Extended Diploma: Distinction, Merit, Merit

Access to Higher Education Diploma: 45 Level 3 credits with a minimum of 112 UCAS Tariff points

Applicants will also need at least three GCSEs at grade 4 (C) or above, which must include English. Equivalent Level 2 qualifications may also be considered.

EU and International students whose first language is not English will require English Language IELTS 6.0 with no less than 5.5 in each element, or equivalent http://www.lincoln.ac.uk/englishrequirements

The University accepts a wide range of qualifications as the basis for entry and will consider applicants who have a mix of qualifications.

We also consider applicants with extensive and relevant work experience and will give special individual consideration to those who do not meet the standard entry qualifications.

If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk.

Unconditional Offer Scheme

The University of Lincoln Unconditional Offer Scheme has been created to identify outstanding undergraduate applicants who we think would excel at Lincoln and make a significant contribution to our academic community.

The University of Lincoln takes a holistic contextual view, looking at students in the round, including all the information supplied in their application and any additional relevant assessment required, such as a portfolio, or interview. The qualities required for success are therefore not exclusively academic, and students’ drive, ambition, creativity, and potential are important factors in those considered for the scheme.

Applicants selected for the scheme, who commit to the University of Lincoln as their first choice of university, will receive an unconditional offer. We expect students in receipt of an unconditional offer to continue to apply themselves in their studies, both at school and when they join our academic community here at Lincoln. In previous years students who were selected and joined through the Lincoln unconditional offer scheme have shown very good success rate in their studies.

Find out more about the Unconditional Offer Scheme

Learn from Experts

Throughout this degree, students may receive tuition from professors, senior lecturers, lecturers, researchers, practitioners, visiting experts or technicians, and they may also be supported in their learning by other students.

Dr Michele Vescovi

Dr Michele Vescovi

Programme Leader

Medieval art and architecture is the specialism of Dr Michele Vescovi, who joined the School of History and Heritage from the University of York. His research focuses on the functions and significance of medieval images, exploring the performative aspects of monumental sculpted portals, and how saints' bodies were made visible through architecture and images. More broadly, Michele is interested in visual translations and exchanges, particularly in the eleventh and the twelfth Centuries.


Your Future Career

Art History and History graduates may find employment in museums and art galleries, art and antique businesses, art publishing and administration, teaching and related fields. There could be other opportunities in areas such as the managerial, administrative, media and financial sectors, advertising, PR and consultancy. Some students may choose to continue their study at postgraduate level.

Careers Service

The University Careers and Employability Team offer qualified advisors who can work with students to provide tailored, individual support and careers advice during their time at the University. As a member of our alumni we also offer one-to-one support in the first year after completing a course, including access to events, vacancy information and website resources; with access to online vacancies and virtual resources for the following two years.

This service can include one-to-one coaching, CV advice and interview preparation to help you maximise our graduates future opportunities.

The service works closely with local, national and international employers, acting as a gateway to the business world.

Visit our Careers Service pages for further information http://www.lincoln.ac.uk/home/campuslife/studentsupport/careersservice/.

Art History and History graduates may find employment in museums and art galleries, art and antique businesses, art publishing and administration, teaching and related fields. There could be other opportunities in areas such as the managerial, administrative, media and financial sectors, advertising, PR and consultancy. Some students may choose to continue their study at postgraduate level.

Careers Service

The University Careers and Employability Team offer qualified advisors who can work with students to provide tailored, individual support and careers advice during their time at the University. As a member of our alumni we also offer one-to-one support in the first year after completing a course, including access to events, vacancy information and website resources; with access to online vacancies and virtual resources for the following two years.

This service can include one-to-one coaching, CV advice and interview preparation to help you maximise our graduates future opportunities.

The service works closely with local, national and international employers, acting as a gateway to the business world.

Visit our Careers Service pages for further information http://www.lincoln.ac.uk/home/campuslife/studentsupport/careersservice/.


Facilities

Art History and History at Lincoln sits within the School of History and Heritage, and is housed in the award-winning and inspiring Art, Architecture and Design building.

The Great Central Warehouse Library has more than 250,000 printed books and approximately 400,000 electronic books and journals, as well as databases and specialist collections.

At Lincoln, we constantly invest in our campus as we aim to provide the best learning environment for our undergraduates. Whatever the area of study, the University strives to ensure students have access to specialist equipment and resources, to develop the skills, which they may need in their future career.


The University intends to provide its courses as outlined in these pages, although the University may make changes in accordance with the Student Admissions Terms and Conditions.