100% by continuous and formative portfolio. (5000 words)
[Learning outcomes 1 - 4]

Key Information Set Data:
Coursework 80%
Practical exams 20%

Alperson, ed. The Philosophy of the Visual Arts. Oxford UP, 1992.
Hick, D. H. Introducing Aesthetics and the Philosophy of Art. Continuum, 2012.
Flusser. Towards a Philosophy of Photography. Reaktion, 2000.
Levin, ed. Sites of Vision. MIT, 1999.
Roskill, ed. Truth and Falsehood in Visual Images. U. Massachusets, 1992.
Warburton. The Philosophy of Photography. Routledge, 2007.
Crowther. The Phenemonology of Modern Art. Continuum, 2012.

Seminar/ workshop room with computer and projector; library resources; office space for tutorials; university computing facilities; Blackboard.

This module will introduce some of the problems of the relationship of philosophy to the arts. These problems include the classic questions of what is art, or what gives art value; also under discussion will be the relationship of philosophy and the arts qua practices, and the philosophical significance of certain professional or social contexts. In order to organise the vast range of material that would fall under such headings, each time the module runs a theme will be chosen, which might be a genre of the arts (e.g. photography or tragedy) and/ or a philosophical theme (e.g. spatiality or sensibility).

Depending upon the topic chosen, students on the 30 credit version of the module will either pursue a greater variety of philosophical discussions, or look in more depth at something already covered, or a mixture of both

Contact time will comprise some or all of: lectures, seminars, small group work, individual or small group scheduled tutorials, whole or partial group workshops, student individual or group presentations, in-class tests or other in-class forms of assessment, student-led group discussions, student-requested or drop-in tutorials, telephone or other technology-assisted tutorials or conferences, visiting speakers, and on-line discussion, advice or feedback.
The Continuous and Formative Portfolio will consist of a set of elements, all of a formative (learn while doing) nature, and variously distributed throughout the teaching semester. There may also be diagnostic-formative assessments (learn while doing, but not formally assessed). The portfolio may include some or all of the following elements, among others: bibliographic exercises, PDP development diaries, quizzes, essay planning exercises, oral examinations, short answer or multiple choice in-class tests, self-evaluative exercises or reports, exposition essays, research essays, mentoring evaluations, individual or group oral presentations, presentation write-ups or evaluations, informal logic exercises, dissertations, field work reports and discussions, evaluation reports, literature reviews, on-line discussion forum contribution, continuous assessments of performance or contribution, on-line workshop write-ups, critical discussions, article or book reviews, research plans, methodological reviews and evaluations, career planning exercises and reports, take-away examinations, draft versions of any of the above, revised versions of any of the above. All elements of assessment within the portfolio must be passed for the module to be passed.

Key Information Set Data:
Scheduled Learning & Teaching Activities 13%
Guided Independent Learning 87%