Art and the Market: Then and Now

This subject is not offered in 2008.

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject deals with the emerging area of studies of the marketing of art. It commences in 15th century Italy with an examination of the organisation of artists' workshops and concludes by analysing the relationships between contemporary artists and dealers and the market for Aboriginal art. Attention is directed to such issues as forgery, the early professional art dealer and the changing relationship of artist and patron to artist and client. Students will also examine the marketing of art in a broader sense. Auction houses and the internationalisation of the art market are thus also considered for the light they throw on our understanding of issues of commodification and perceptions of artistic worth. Other topics include artistic reputation, the artist as entrepreneur, art market and museum policies and the psychology of collecting.

This subject is not available as a breadth subject.

• be able to research through the competent use of the library and other information sources, and be able to define areas of inquiry and methods of research in the preparation of essays;

• be able to conceptualise theoretical problems, form judgements and arguments and communicate critically, creatively and theoretically through essay writing, tutorial discussion and presentations;

• be able to communicate knowledge intelligibly and economically through essay writing and tutorial discussion;

• be able to manage and organise workloads for recommended reading, the completion of essays and assignments and examination revision;

• be able to participate in team work through involvement in syndicate groups and group discussions.