Medieval Art: Celtic to Gothic

This subject has the following teaching availabilities 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 forms an introduction to the art of medieval Northern Europe from the Celtic period to the 14th century, focusing on France, Britain, and Germany. Students should develop a knowledge of areas such as the Book of Kells, the art of the 11th and 12th centuries in the context of Benedictine, Cluniac and Cistercian expressions of monasticism; Romanesque art in Burgundy and Languedoc; the rise of Gothic and Abbot Suger of St Denis; the architecture, sculpture and stained glass of the Gothic cathedrals of France, England, and Germany; 12th and 13th century manuscript illumination, ivories, enamel and goldsmith work; Christological and Marian imagery, and that of the saints and their lives; chivalric culture and influence of the patronage of lay men and women at the courts of France and England in the 13th century.

• 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.