BA History and History of Art


Attendance
Full Time
Award
Degree of Bachelor of Arts



UCAS Course Code
VV13
A-Level typical
ABB (2017/8 entry) See All Requirements
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Gain in-depth knowledge of art and history in a course which allows you to explore these deeply related disciplines alongside each other and to analyse both human experiences and their artistic expression.

This wide-ranging degree course benefits from the Faculty’s internationally-renowned expertise in History, and Art History and World Art Studies. Through the close study of past lives and cultures, you will expand your understanding of both.

You will study history and art history in parallel, taking modules in both disciplines throughout your degree with opportunities to study works of art first-hand on trips to London and overseas. Engage with European, American and Russian history over a wide chronological span while studying the history of art as it has been practiced around the world, from the prehistoric period through to the present day. You will be encouraged to think about art’s profound relationship with history, in optional modules and your final-year dissertation.

Overview

Course Detail

The BA History and History of Art degree programme enables you to gain in-depth knowledge of both art and history, allowing you to explore these distinct yet deeply interrelated disciplines alongside each other.

Our inter-disciplinary approach means that you receive teaching in both Art History and World Art Studies and History. The course benefits from these two substantial resources, both renowned centres for teaching excellence. You will study the two disciplines in parallel, taking modules from both areas of study throughout your degree with the opportunity to focus on a particular area during the second and third year if you wish.

The art-historical element of this degree covers art as it has been practiced in Europe and North America, as well as Asia, Africa, South America and the Pacific, from the prehistoric period through to the present day. The historical element consists of comprehensive engagement with European, American and Russian history over a wide-ranging chronological span. This degree programme will provide you with a diverse perspective on past lives and cultures, including how they have been experienced and interpreted by historians and art historians alike.

You will have many opportunities to study works of art and artefacts first-hand; we are extremely fortunate to be housed in the world renowned Sainsbury Centre for Visual Arts based on the UEA campus. You will also study work further afield, in Norwich and the region, London, Cambridge, and other cities in the UK and overseas.

Course Structure

The degree combines teaching in small seminar groups with lecture modules, and allows you to study subjects that reflect your own interests in particular periods, regions and cultural issues. You will study various core modules in the first and second years designed develop your understanding of history and art history, alongside exploring the connections between them.

Year 1

During the first year you will examine artistic techniques, materials and identities. You will also study key themes and methods of interpretation in history and art history, as you begin to develop to the skills needed for the analysis of both artworks and historical sources.

This is complemented by a wide range of seminar modules which address art and history in particular cultures and periods, and from which you may choose according to your own interests. You may also take a language module.

Year 2

The second year lecture modules focus on different methodological approaches to art-historical analysis, from the eighteenth century through to the most up-to-date theories. You will also choose optional modules from the wide range on offer across Schools, developing your pre-existing interests in art and history or allowing you to explore new material in both disciplines, and to discover the connections between them.

Year 3

Teaching in your third year will take place entirely through small-group seminars, in which you will carry out in depth study on particular issues, artefacts, and events from the past. As in the first and second years, modules can be chosen according to your own interests, with interdisciplinary options enabling you to consider the relationship between history and art history.

You will also complete a dissertation on a topic of your own choice, supervised by an academic with relevant expertise. This will introduce you to the skills of academic enquiry, research and writing needed for postgraduate study.

Assessment

Key skills, issues and ideas are introduced in lectures given by all members of faculty, including art historians, anthropologists and archaeologists. More specialist study is undertaken in small group seminars.

In most subject areas, you will be assessed at the end of each year on the basis of coursework and, in some cases, project and examination results. In your final year, you will write a dissertation on a topic of your choice and with the advice of tutors- there is no final examination. Your final degree result is determined by the marks you receive in years two and three.

Study Abroad

Students who are enrolled on 3-year programmes in the Faculty of Arts and Humanities have the option of applying to study abroad at one of UEA’s Partner Universities, for one semester of the second year.  Please see our Study Abroad website for further information and criteria.

Course Modules

Students must study the following modules for 80 credits:

Name Code Credits

FORM AND FUNCTION

Most works of art, whether objects, buildings, or performances, are designed to serve a set of purposes. The interrelationship of their forms and their functions may be straightforward and practical, or complex and elusive. Drawing on a range of case studies presented by ART staff, this lecture module examines the connections between the uses, meanings and appearances of art. We will also consider how form and function may change over time, especially in the context of cross-cultural contact.

AMAA4003B

20

INTRODUCTION TO ART HISTORY

This module provides an introduction to the academic study of art history by looking at how writers primarily in the European tradition have sought to analyse, record and evaluate works of art. We will examine texts from ancient Rome to the 20th century, and consider how accounts of artists' lives, descriptions of art works and attempts to trace a historical development of art have all informed the way that art historians think about their subject. In this seminar, we will also consider the problems of relating texts to visual art and ask what themes are relevant to art historians today.

AMAA4001A

20

LEARNING ON SITE: THE SAINSBURY CENTRE FOR VISUAL ARTS

This module helps equip students with the skills and knowledge they need to study objects from around the world, from prehistory to the present day. Drawing on the collections of the Sainsbury Centre for Visual Arts and of the Castle Museum and Art Gallery, as well as the architecture of Norwich, we will explore the ways in which materials, contexts and histories affect how objects have been made and used. Through readings, discussions and object handling, we challenge assumptions and preconceptions about different kinds of art. In the process, students develop their abilities in library research, academic writing and referencing, and oral presentations.

AMAA4007A

20

PORTRAITURE AND IDENTITY

Introducing students to portraiture as it has been practiced by visual artists working in the European tradition between the fifteenth century and the present day, this module considers issues such as 'likeness'; the face; the self-portrait; portraiture as the embodiment of political, social and aesthetic power; the ways in which portraiture has variously reinforced and challenged concepts of class, race and gender; the photographic portrait, and the role of portraiture in contemporary art and culture. We will analyse the works of artists from Antiquity to the Contemporary alongside histories and concepts of the individual self, perhaps the supreme artefact of all.

AMAA4025B

20

Students will select 20 credits from the following modules:

Name Code Credits

INTRODUCTION TO EARLY MODERN STUDIES

This module introduces key themes in early modern history: witchcraft, gender, rebellion, religious conflict, the reformation, warfare, state formation and other key aspects of the period 1500-1750.

HIS-4002A

20

INTRODUCTION TO MEDIEVAL HISTORY

This module is designed to provide an introduction to medieval history both for first year historians and students from other schools. It surveys the history of medieval Europe, including England, from c.1000 to c1300, and also examines some archaeology, literature, art, and architecture from the period. The module also aims to introduce students to a range of primary sources, including some of the physical remains to be found in East Anglia.

HIS-4001A

20

INTRODUCTION TO MODERN HISTORY

This module provides a wide-ranging introduction to the political, social and economic transformation of Britain and Europe from the late eighteenth century to the First World War. Among the themes it considers are industrialisation and its impact; revolution and reform; nationalism and imperialism; gender and society; great power relations; the impact of war and the collapse of the old Europe in 1917-18.

HIS-4003A

20

Students will select 20 credits from the following modules:

Name Code Credits

HISTORY, CONTROVERSY AND DEBATE

History is controversial, and always has been. This is your chance to explore some of the roles it has played, and continues to play, throughout recorded human experience. This module will explore the place that history occupies in our society, the ways it has been used, and the vastly differing methods used to study it. It will be taught by specialists of different periods. Through the exploration of a series of debates and controversies, in which you will be encouraged to participate, the module will explore topics as diverse as the role of the individual in history, the development of myths and invented traditions, the place of religion, conflict and division and history in media and culture.

HIS-4008B

20

THE AGE OF EXTREMES: EUROPE 1918 - 2001

This module examines the dramatic history of Europe during the twentieth century in its global context. It will consider the century's turbulent swings between war and peace before discussing the economic revolutions that engulfed the globe. The complex interactions between humans and the natural environment will form a central part of the module, before discussion of the ideological fissures that divided Europe for much of the twentieth century. The concluding section will consider the development of popular social movements and how they have shaped Europe.

HIS-4006B

20

WITCHCRAFT, MAGIC AND BELIEF IN EARLY MODERN EUROPE

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

HIS-4004B

20

Students must study the following modules for 20 credits:

Name Code Credits

ART IN THE CONTEMPORARY WORLD

This module addresses contemporary issues in the production and display of art. It explores the status of contemporary art in relation to globalisation but also examines the problems confronting critics, curators and scholars today when they engage with the art of different regions and of all periods, from prehistory to the present.

AMAA5090B

20

Students will select 20 credits from the following modules:

Name Code Credits

RENAISSANCE RECONSIDERED

Fourteenth and fifteenth-century Italy was shaped by the growth of urban centres and the development of new political, social, and sacred institutions. New patrons and uses for artworks prompted a wealth of artistic activity that responded to and also forged contemporary values, beliefs and identities. Bankers, merchants, mercenaries, and religious institutions exploited the power of art and architecture to promote their professional interests, ambitions, and families. This module explores evolving forms and functions of painting, sculpture and architecture made by a range of artists including Giotto, Donatello, and Michelangelo.

AMAA5097A

20

THE AFRICAN PAST: GLOBAL CROSSROADS AND EMPIRES

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

AMAA5100A

20

Students will select 20 credits from the following modules:

Name Code Credits

AMERICAN ART AND AMERICAN PHOTOGRAPHY 1900-1950

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

AMAA5103A

20

EARLY NETHERLANDISH ART, 1420-1550

Between 1420 and 1550, the courtly and city cultures of the Burgundian Netherlands underwent an extraordinary transformation, thanks to vigorous new forms of political power, religious belief, trade and technology. Art played a central role in this process, which entailed new forms of artistic technique, patronage and subject matter. Looking at the works of artists such as Jan van Eyck, Hieronymus Bosch and Pieter Bruegel the Elder, this module will consider the major developments in painting, sculpture and the graphic arts (including printmaking) in the Netherlands during this period, and situate those developments within their historical context.

AMAA5096A

20

IMAGE, WORD AND MODERNITY IN BRITAIN, c.1800-1918

In this module, we will examine the interaction between the visual and the verbal in British culture during the nineteenth century, looking at images and/or texts produced by William Blake, the Pre-Raphaelite circle, Algernon Swinburne, Edward Burne-Jones, the English social realists, James McNeill Whistler, Aubrey Beardsley and Oscar Wilde, Walter Sickert, the Bloomsbury group and artists/poets of the First World War. In turn, we will consider the ways in which art historians, poets, novelists, literary critics and theorists have considered the often-vexed relationship between image and word. Thus, while largely chronological in form the course requires students to engage with the theoretical and critical literature on image/word relations, and considers issues such as the title, the calligram, ekphrasis, visual humour and the aesthetics of texts.

AMAA5012A

20

Students will select 20 credits from the following modules:

Name Code Credits

AMERICA IN THE WORLD: THE HISTORY OF U.S. FOREIGN RELATIONS

This module offers a critical introduction to understanding America's role in the world. It provides historical and political analyses of U.S. foreign relations, looking at the themes and traditions that have shaped America's increasing influence in global affairs during the twentieth century up to the present day. From the war of 1898 to the conflicts of the early twenty-first century, it examines how and why the U.S. relationship to the world has changed. Has the United States helped or harmed the rest of the world during its rise to world power? In discussing foreign relations, the course analyses political and diplomatic elites, but also, the role of foreign actors and private organisations, from religious groups to citizen organisations to NGOs, in defining America in the world. It also engages with important contemporary trends in the historiography of U.S. foreign policy - regarding race, gender, modernization, and the 'cultural turn' - and connects these to emerging trends in the fields of American Studies and international relations.

HIS-5053A

20

ANGLO-SAXON ENGLAND, C. 500-1066

This module surveys the history of the English from their arrival in Britain in the fifth century until the end of the eleventh century and the conquest of England by the Normans. We shall cover topics such as the conversion of the English in the seventh century; the domination of England by Mercia in the eighth century; the Viking invasions and the reign of Alfred the Great; the emergence of Wessex as the dominant force in Britain in the tenth century; the conquest of England by the Danes in the eleventh century; and the Norman Conquest of England in 1066.

HIS-5005A

20

Early Medieval Europe: Warriors, Saints, and Rulers

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

HIS-5042A

20

France from the Enlightenment to the Belle Epoque

This module will introduce you to an eventful period of history during which France exercised a preponderant role over European affairs and culture. The module will provide you with the essential background knowledge of political events, revolutions and wars but it will also encourage you to explore deeper social and cultural trends. In the first weeks we will reconsider 'Old regime' France, drawing attention to its dynamism and cultural richness before turning to the crises that discredited Bourbon absolutism. In subsequent weeks we will focus on the Revolutionary-Napoleonic epoch: our endeavour here will be to explain why the Revolution was revolutionary in theory, violent in practice and dictatorial in consequence. We will then reflect on the Restoration. Using extracts from Hugo's Les Miserables as our starting point, we will look at how rapid industrialization generated social tensions that successive ministries tried to diffuse through repression and reform. Next, we will look at the France of the Second Republic and Second Empire; our focus here will be Napoleon III's modernization initiatives and dramatic remodelling of Paris. Finally, we will approach the history of the Third Republic between 1870 and 1914 from three angles: its success in making the populace feel French; science, art and culture; and its nationalistic foreign-policy, which contributed toward undermining the general European peace. The seminars for this module will provide us with an opportunity to analyse and discuss in depth an eclectic range of primary sources, including textual documents (in English translation) ranging from constitutions to period fictional writings, maps, advertisements, artwork, extant material and architectural evidence, and music.

HIS-5059A

20

HERITAGE AND PUBLIC HISTORY

Public history is history in the public sphere, whether in museums and galleries, heritage sites and historic houses, radio and television broadcasting, film, popular history books, or public policy within government. The central challenge and task of public history is making history relevant and accessible to its audience of people outside academia, whilst adhering to an academically credible historical method. This module explores the theory and practice of public history in the heritage sector. The module considers questions such as, how is the past used? What is authenticity? Who 'owns' historic sites? The module also offers the opportunity for undergraduates to work on a heritage project with a local heritage partner - the nature of this project varies each year depending on the availability of such partnership opportunities. PLEASE NOTE: The availability of places with partners this year means that the module will be limited to twelve undergraduate places. All students on the module will be required to engage in preparatory reading and writing over the course of the summer break.

HIS-5026A

20

Human Rights: The history of an Idea

Reading key historical, philosophical, political, legal and literary texts, this module track will track the emergence of human rights as a cultural idea from their conception in the eighteenth century, through the development of political rights and humanitarianism in the nineteenth century, through to the Nuremberg trials and the United Nations of Declaration of Human Rights (UDHR), into the post World War Two period and up to the present day.We will trace how the idea of human rights developed at key junctures, and untangle their relationship to political and historical change.

HIS-5043A

20

IMPERIAL RUSSIAN AND SOVIET HISTORY, 1861-1945

This module examines some of the main themes in Russian history between the Emancipation of the Serfs and the outbreak of the Second World War. We will look at the nature of industrialisation and the peasant economy, the autocracy and its fall in 1917, the revolutionary movement and the nationalities question. We will then examine how the Revolution of 1917 changed the state and the ways in which the Communists attempted to change society before 1929. We conclude by examining the country during the era of the five year plans and the impact of the Stalinist system on the Soviet Union before the outbreak of world war.

HIS-5019A

20

MODERN GERMANY, 1914-1990

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

HIS-5018A

20

REFORMATION TO REVOLUTION

This module examines three centuries of European history connecting two unprecedented revolutionary epochs: the Reformation of the sixteenth century and the American and French revolutions at the end of the early modern era. We will look at key themes and movements in these centuries, including the politics of the Reformation; the Mediterranean work of the Ottomans and Habsburg Spain; the Dutch Golden Age; the great political and religious struggles of the seventeenth century, including wars in the British Isles, the Holy Roman Empire, and the Baltic; the Russia of the Romanov czars and Peter the Great; the growth of centralised states and absolutism in France, Prussia and Austria; the Enlightenment; the rise of the Atlantic economies; and the challenge to the Old Regime from revolutionary politics.

HIS-5025A

20

THE FIRST BRITISH EMPIRE

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

HIS-5045A

20

THE HISTORY OF NORWICH

This module will focus on the development of towns and cities in England from the Norman Conquest until the present day. We will use Norwich as our main case study, but will also draw on other comparative examples around England, such as London, York, Exeter or Leeds, to place Norwich within its wider context. This module will combine social, political and economic history with a detailed consideration of the built environment of the city; key buildings, open spaces and street patterns. There will be regular field trips into Norwich to explore historic buildings, collections and landscapes.

HIS-5040A

20

THE ORIGINS OF THE ENGLISH LANDSCAPE 4000BC TO 1066AD

This module will examine the development of the English landscape from early prehistoric times to the late Saxon period. We will examine the field archaeology of the Neolithic, Bronze and Iron Ages, discuss the landscapes of Roman Britain, and assess the nature of the Roman/Saxon transition. We will then investigate the development of territorial organisation, field systems and settlement patterns during the Saxon and early medieval periods. The module provides an introduction to the theory and methods of landscape archaeology, as well as giving a broad overview of the development of society, economy and landscape in the period up to c.1100.

HIS-5002A

20

THE RISE AND FALL OF BRITISH POWER

This module examines Britain's expansion and decline as a great power, from the end of the Napoleonic Wars to the 1950s. It considers the foundations of British power, the emergence of rivals, Britain's relationship with the European powers and the USA, and the impact of two World Wars and Cold War. It investigates the reasons for Britain's changing fortunes, as it moved from guarding the balance of power to losing its empire.

HIS-5011A

20

TUDOR AND STUART ENGLAND

This module seeks to identify patterns of continuity and change in the sixteenth and seventeenth centuries, with a view to defining the early modern period in practice. Through an examination of both political and constitutional history from the top down, and social and cultural history from the bottom up, it seeks to understand the period dynamically, in terms of new and often troubled relationships which were formed between governors and governed. Topics include: Tudor monarchy, the Protestant Reformation, the social order, popular religion and literacy, riot and rebellion, the Stuart state, the civil wars, crime and the law, women and gender.

HIS-5010A

20

VICTORIAN BRITAIN

This module will examine the leading themes in British history during Victoria's reign (1837-1901). It will include political, social, economic, religious, urban, gender and intellectual topics.

HIS-5012A

20

Women, Power, and Politics (I): Isabel of Castile to Mary Wollstonecraft

This module examines the issue of gender in European history, between 1500 and 1750. Using a variety of written and visual sources, and including a comparative element, it focuses on the following themes: definitions of femininity and masculinity; life-cycles; family, kinship, and marriage; social exclusion, charity and the welfare state; law, crime, and order; witchcraft and magic; honour, sex, and sexual identities; work; learning and the arts; material culture; the impact of European expansions.

HIS-5064A

20

Students will select 20 credits from the following modules:

Name Code Credits

Conspiracy and Crisis in the Early Modern World

Assassination. Foreign invasion. Revolt and rebellion. Political and religious plots loomed large and posed a constant threat in Early Modern England. Conspiracy was not simply an imagined threat nor did it exist in theory; it was a social and political reality that elicited fear, shaped policies and gave rise to self-fulfilling prophecies. Did the greatest threat of subversion come from popular uprisings, foreign invasion or from the heart of the British government? From Mary, Queen of Scots and the Gunpowder Plot to the hidden agenda of Charles I, this module will survey a series of popular, elite and royalist conspiracies. Moving behind official narratives, it will draw on a host of resources to investigate alternative explanations for crisis over power, authority and legitimacy during this period. Each conspiracy will provide and point of entry into broader changes in early modern society as the crown and commons reimagined and realigned political, religious and social boundaries.

HIS-5027B

20

FROM AGINCOURT TO BOSWORTH: ENGLAND IN THE WARS OF THE ROSES

Through a close examination of the lives and reigns of four very different monarchs this unit investigates the workings of kingship and high politics in one of the most turbulent periods of English History (1415-1485). New interpretations of the Wars of the Roses, as well as original source material, will be studied.

HIS-5009B

20

From Hastings to the Hundred Years' War: Norman and Plantagenet England, 1066-1337

: This module examines a critical period in English History. It begins with the Conquest of England by the Normans and looks at the ways in which as a consequence England was drawn into European affairs. Its mid point is the loss of those continental lands in 1204 and the Magna Carta crisis of 1215. The unit then explores the domination of Britain by the English kingdom and ends with the start of England's next great European adventure, The Hundred Years' War.

HIS-5007B

20

HISTORY OF MODERN ITALY

Since the unification of the states of the Italian peninsula, the history of modern Italy has been the subject of intense historical debate. Modern Italy has often been cast as a 'weak' state and 'fragile' nation, riven by particularism and by competing secular and religious ideologies, 'economically backward', less successful than its national neighbours, and 'the least of the Great Powers'. More recent historiography has sought to challenge or modify these perceptions in a number of ways, and this course examines modern Italian history from unification to present day, in the light of these ongoing historiographical debates. a) Italian nationalism, the process of Italian unification and the attempts to create national unity after 1870; b) the relationship between socio-economic change and political development in Liberal Italy; c)the impact of the First World War on Italian society and politics; e)the nature of the Fascist regime and its impact on Italian society; f)the radicalisation of the regime, its racial policies and the quest for Empire; g)Italy's role in World War II, the reasons for the collapse of the Fascist regime, and the emergence of civil war. h) Italian history since 1945

HIS-5060B

20

LATER MEDIEVAL EUROPE

This module examines the political, cultural and social history of later medieval Europe (circa 1100-1400). It has a particular focus on the Empire and Italy, but we will also look at France and Constantinople. We will encounter some of the chief characters of the period, such as Emperors Frederick Barbarossa and Frederick II, 'the Wonder of the World', and Pope Innocent III. Students will be introduced to some of the most important events and concepts to shake medieval Europe, such as the intellectual Renaissance of the twelfth century, the Crusades, the rise of Heresy and the Inquisition, the Empire's long struggle in Italy, and the Papal Schism.

HIS-5006B

20

LATIN FOR HISTORIANS

This module provides an introduction to the linguistic skills in medieval Latin which enable students to read administrative documents such as charters, accounts, court rolls, etc. It is particularly suited for those who intend proceeding to postgraduate study in aspects of the past, such as medieval history, which require a reading knowledge of Latin. This course is not intended for students who have already studied Latin to A level or equivalent.

HIS-5004B

20

NAPOLEON TO STALIN: THE STRUGGLE FOR MASTERY IN EUROPE

This module deals with the rivalries of the Great Powers from the end of the Napoleonic Wars to the onset of the Cold War. We shall be examining topics such as the Vienna system; the Crimean War; Italian and German unification, the origins of the First and Second World Wars and the start of the Cold War.

HIS-5017B

20

PROPAGANDA

This module introduces students to the history and theory of propaganda, and its role in society. We consider what constitutes and defines propaganda. Focusing on the 20th century, we examine propaganda in a range of political settings, both totalitarian and democratic, in the local context of the relationships of power and communications. We consider how theories of propaganda emerged after the First World War, and how propaganda is shaped by governance structures, journalists and media institutions, and by technology. We look at extreme propaganda in Bosnia and Rwanda, and at legal recourses against incitement. And we examine current techniques, including internet platforms, used by Russia and Islamic extremists.

HIS-5050B

20

THE BRITISH EMPIRE, 1857-1956

This module surveys the history of the British Empire from the mid-nineteenth century to the Suez Crisis, seeking to explain the Empire's growth and the early stages of its contraction. It examines the nature and impact of British colonial rule, at the political, economic and social/cultural levels, addressing the development of the 'settler' colonies/Dominions, the special significance of India and the implications of the 'New Imperialism'. Problems to be considered include theories of 'development' and 'collaboration', the growth of resistance and nationalism, and Britain's responses to these, and the impacts of the two World Wars and the Cold War on Britain's Imperial system.

HIS-5013B

20

THE COLD WAR: A NEW HISTORY

This module analyses the emergence, development and end of the Cold War. In doing so it explores the historical circumstances behind the conflict, relations between the United States of America, the Soviet Union, and other states, as well as the impact of nuclear weapons. The Cold War has been revisited by historians from various angles, and in a variety of ways, in recent years and this module is structured to enable engagement with these new histories. In this way, it takes account of developments that have traditionally been viewed as central to the history of the post-war era, while also drawing upon the expertise within the School of History to explore lesser known case studies and alternative spheres where the conflict was played out. This will include coverage of a range of states in Europe (Hungary, France, Spain) and beyond (Cuba, Grenada, Vietnam), as well as paying attention to broader themes such as the role of propaganda, sport and youth. At the same time it will consider overarching bodies in the form of the United Nations, the Non-Aligned Movement and the emerging European project. The module concludes by asking why the Cold War ended so abruptly, what role civil resistance played in this, and why the process was peaceful in some cases and violent in others. Here, the Soviet Union and Yugoslavia will be the focus of attention.

HIS-5024B

20

THE ENGLISH CIVIL WARS

This module looks at the causes, course and significance at what, in terms of relative population loss was probably the single most devastating conflict in English history; the civil wars of 1642-6, 1648 and 1651. In those years, families, villages and towns were divided by political allegiances and military mobilisation. Hundreds of thousands died, not just from warfare, but also from the spread of infectious disease, siege and the disruption of food supplies. In the rest of the British Isles, suffering was even more profound. The execution of the King in 1649, intended to bring an end to the wars, divided the country ever more deeply. By the late 1640s, radical social groups had emerged who questioned the very basis of authority in Early Modern Society, and made arguments for democracy and for the redistribution of land and power. Karl Marx thought that English revolution marked the beginnings of capitalism. Was he right? Focussing on ordinary men and women as well as upon important generals, politicians and monarchs, this module examines the following issues: the causes of the civil war; the reign of Charles I; the start of the warfare in Ireland and Scotland; the outbreak of the English Civil war; the course of the war; popular allegiances - why did ordinary people fight?; the Levellers, Diggers and Ranters; the crisis of 1647-9; the trial and execution of Charles I; gender, women and revolution; the experience of warfare; print and popular political gossip; the failure of the English Republic and the Restoration of Charles II. Particular use will be made of the primary source extracts and web resources.

HIS-5028B

20

THE ENGLISH LANDSCAPE 1066 TO 1600

Minor changes to module description: This module will examine the development of the English countryside from late Saxon times into the seventeenth century. Topics covered will include the archaeology and landscape setting of castles, monasteries, parish churches, vernacular buildings and deserted settlements, alongside an examination of 'semi-natural' landscapes including ancient woodland, wood-pastures, heathland and moorland. The module will allow you develop practical skills in the analysis of earthwork plans, building surveys and historic maps both in seminars and on field trips.

HIS-5003B

20

THE MODERN MIDDLE EAST

This module provides a historical background to the Middle East and its politics. It is concerned with politics within the region as well as relations between Middle Eastern countries and Western powers. The module encourages students to think critically about the links between some key concepts in the comparative politics of non-Western countries, including historical processes of state formation, the legacy of colonialism/neo-colonialism, the role of culture and identity and the significance of natural resources and economic factors.

HIS-5048B

20

TWENTIETH-CENTURY BRITAIN, 1914 TO THE PRESENT

This module examines the themes of conflict and consensus in Britain from the Great War to the present day, both through the study of political life and also by assessing the impact of economic, social and cultural change. There are opportunities to re-evaluate issues such as the impact of war on society, "landmark" General Elections such as those of 1945 and 1979, the nature and durability of consensus politics in the 1950s, or Britain's role in the contemporary world.

HIS-5057B

20

WOMEN, POWER AND POLITICS II, THE DUCHESS OF DEVONSHIRE TO NANCY ASTOR

This module explores female involvement in politics, from the Duchess of Devonshire's infamous activities in the 1784 Westminster election until 1919, when Nancy Astor became the first woman to take her seat in the House of Commons. It will examine topics including the early feminists, aristocratic female politicians, radical politics and the suffragettes. It will investigate the changes and continuities with female engagement with the political process from the eighteenth century through to the twentieth century.

HIS-5063B

20

Students must study the following modules for 30 credits:

Name Code Credits

DISSERTATION

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

AMAA6112B

30

Students will select 30 credits from the following modules:

Name Code Credits

ALTERNATIVE MODERNISMS

This module is about the role of modern art in the making of India's national identity. It addresses probing questions, notably 'When was Modernism in Indian Art?' Since the beginning of the 20th century, artists and other cultural producers in India, such as film-makers, educationalists and anthropologists, sought to dismantle the colonial concepts that once framed their histories and identities. The module explores how artists such as Nandalal Bose, Ramkinkar Baij and Rabindranath Tagore established cultural exchanges with diverse national and international communities in the early- to mid-twentieth century. It considers the many new artistic and cultural formations that emerged via the Bengal School and related movements, raising important questions concerning the meaning of the relationships between the local and the national, the future and the past, and the visual and the spatial. Including debates on issues as diverse as identity/difference, visual display, internationalism, cultural heritage, and the politics of representation, the module is of potential interests to students in HUM (notably ART) including those with a specific interest in art history, anthropology and museum studies.

AMAA6131A

30

Students will select 30 credits from the following modules:

Name Code Credits

AFTERLIVES OF EMPIRE: RACE, 'DEVELOPMENT' AND POLITICAL ACTIVISM IN THE POSTCOLONIAL WORLD, 1956-PRESENT

This module investigates the dramatic political, social and cultural consequences of the end of imperial power in postwar Britain. It introduces students to the history of British decolonization and the building of new international relationships and cultural identities during the years of imperial decline. It considers the new forms of international politics and humanitarian intervention that emerged in these years. And looks to the reworking of Britain's relationship to, for instance, South Africa, Rhodesia, Bangladesh and Jamaica during the years of decolonization. The module contains three thematic cores: (1) decolonization and new forms of British influence in the 'Third World' during the Cold War period (2) histories of migration and black activism and (3) the impact of the end of empire on British national identity. This module will introduce you to the key ways in which historians have tried to come to terms with Britain's 'postcolonial' history.

HIS-6065A

30

Fieldwork in Landscape History

The field course builds on the landscape archaeology units to provide forty hours of practical instruction in the field. The field course runs for one week in June, concentrating on the recording and analysis of archaeological earthworks, buildings and historic landscapes. Assessment will take the form of a short report and an extended project.

HIS-6017A

30

IMPERIALISTS, PASHAS and REVOLUTIONARIES: IRAQ, 1914-2003

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

HIS-6020A

30

MAKERS' MYTHS: THE PERSONA OF THE ARTIST AFTER 1946

The figure of the artist has for centuries been the object of celebration, curiosity and myth-making. Since World War II powerful narratives have developed around some of the most prominent artists: Francis Bacon's dark world of intensity, anxiety and sado-masochism; the blank stare of Andy Warhol's commercial indifference; Joseph Beuys's redemptive shamanism; Louise Bourgeois the child abused using her art to resolve inner conflicts; and Ai Weiwei the great political dissident of contemporary China. This module explores the construction of such "makers' myths" and asks: How is an artist's public persona constructed and what bearing does it have on the interpretation of specific artworks? What idea of art's social role do different personae imply? How do these roles relate to our idea of what art can or should contribute to the contemporary world?

AMAA6127A

30

Nationalism in Europe since 1789: Shaping Identities in the Age of Modernity

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

HIS-6019A

30

RENAISSANCE WORLDS

This module examines the Renaissance in its European and global dimensions. Drawing on a vast array of written and visual sources the module will focus on some of the most debated themes in the history of this period: high politics, popular politics and seditious speeches; the ideals and practices of the Renaissance courts; civility, the culture of display and consumption; warfare; sex and violence; knowledge, travelling and the exploration of the world.

HIS-6055A

30

ROBIN HOOD: THE MEDIEVAL OUTLAW IN HISTORY AND LEGEND

The English medieval kingdom was extremely hierarchical. It was a society in which resistance to authority by the vast majority of society was discouraged by the widespread use of mutilation and execution. Yet it was also a society which applauded that resistance. All sorts of levels of society, from the highest in the land (such as the king's sons) to the lowest, indulged in rebellion, but it was the outlaw who captured the popular imagination. Encapsulated in the tales of Robin Hood, the outlaw is loyal, courageous, as well as being clever enough to outsmart the authorities. And the authorities, of course, are disloyal, stupid, and cowardly and use the cover of the law to behave corruptly. And so long as the outlaw commits his crimes for a noble purpose, he remains a hero of the people. The unit will examine the wider subject of resistance to royal authority by men who become outlaws and their portrayal in popular legend from the Norman Conquest of England to the modern age with its focus being the outlaw, for whom the name Robin Hood has become an archetype, as, indeed, it did in the later middle ages, as outlaws took on the name pseudonym for their own criminal activities.

HIS-6078A

30

Slavery in the Early Modern Atlantic World

This module begins by surveying African, Native American and European labour regimes in the fifteenth century in order to establish a foundation for studying the transformations that followed European imperial expansion and the inauguration of the transatlantic slave trade. We will examine the process of enslavement in Africa, North America, and the Mediterranean; the ransom, exchange and sale of captives; and the development of slave markets in the European colonies in the Americas. We will study childhood and family life in various enslaved communities; the material lives of slaves; and the rise of distinct cultures within the African diaspora. We will compare the Portuguese, Spanish, Dutch, French and British Empires with regard to the practice of slavery. We will also trace patterns of slave resistance, escapes, rebellions, and the creation of maroon communities. The semester will end with an examination of the tangled international politics surrounding the abolition of the transatlantic slave trade and the end of plantation slavery across the Atlantic World.

HIS-6081A

30

THE CRUSADES

This module will consider the history of the Crusades and the Crusader States from 1095 to 1291, covering a broad range of themes, religious , military and social, and taking into consideration the relations between Christians and Moslems in the Holy Land. Particular attention will be paid to primary sources, which are abundant and available in English translation.

HIS-6001A

30

TURNER: ART, THE ARTIST AND THE ART WORLD IN BRITAIN, 1800-1850

This module will consider the range of artworks produced by Joseph Mallord William Turner, within the context of the world in which he worked. It has long been recognised that those artworks amount to one of the crowning achievements (Turner would probably have preferred 'the crowning achievement') in the history of British art. Some of his contemporaries would see Turner's work in similar terms, describing him as an 'Old Master' even within his own lifetime, in a process of apotheosis which Turner fuelled by buying back his own paintings and then loudly leaving them to the nation. For much of the period since his death in 1851, this has remained the dominant vision of Turner: an isolated and untouchable 'genius' whose works transcend history and full interpretation. Recently however, art historians have started to think again about Turner and the real character of his achievement, situating both within the emergent modern art world of early nineteenth-century Britain. . This module will introduce students to this body of scholarship through a close analysis of Turner's own works - paintings, drawings and prints; landscapes, seascapes and historical/mythological images - read alongside set texts (including both primary sources and recent secondary literature), and within their artistic and historical contexts. We will look closely at a wide range of Turner's output and consider its interpretation, not only by ourselves but also by contemporary commentators including John Ruskin.

AMAA6133A

30

The French Revolution, 1789-1804

The French Revolution destroyed age-old cultural, institutional and social structures in France and beyond. But, in their attempt to regenerate mankind, the revolutionaries were creative as well as destructive. They created a new political culture with far-reaching implications. This module will provide an opportunity to study different aspects of the Revolution in depth. You will become familiar with the key political turning points and political personalities of the revolutionary decade. But a great part of the module will be devoted to exploring the artistic, cultural and intellectual dimensions of this eventful period.

HIS-6080A

30

YOUTH IN MODERN EUROPE

The importance of youth as a driving force for social change has been recognised by many historians. Young people were often at the forefront wherever revolutions took place, wars were fought and tensions in society erupted. However, the historical study of youth is still a relatively young discipline. The module uses 'youth' as a prism to study key themes in 20th century European history, such as the experience of war, life under dictatorship and the longue duree of social change. We shall examine the diverse experience of youth in Western and Eastern Europe during war and peace times, including the Communist and Nazi state-sponsored youth systems, and also the way in which generational experience and conflicts became underlying forces for social and political change. The module employs a strong comparative approach and countries studied include France, Britain, the Soviet Union, West and East Germany, Poland, Hungary and Czechoslovakia. The seminars will be accompanied by several film screenings.

HIS-6023A

30

Students will select 30 credits from the following modules:

Name Code Credits

CONTESTING THE PAST: REPRESENTATION AND MEMORY

Historical representation and memory is constantly constructed and reconstructed. This module examines the role of documentaries and feature films in this process, exploring the close interplay and tensions between history, memory, the past and present. Feature films, in particular, have a powerful capacity to reconstruct historical narratives and understanding. Their visual vividness provides a magical simulation of the past. Indeed, in the case of medieval and early modern history, they provide a prime media through which popular understanding of these historical times is conveyed and shaped. Moreover, documentaries and feature films alike often contaminate collective memories of contemporaries and eyewitnesses of specific events, creating further challenges to historians in their pursuit to reconstruct the past. Students will examine what role films play in the process of national memory-work in popular culture and commemoration of historical events as well as how film as a medium can help but also hinder conveying historical understanding. They will also be able to discuss the work of documentary film makers and the practical challenges and responsibilities that come with it: interviewing eyewitnesses and the perils of oral history, organising and constructing a historical narrative, tensions between documentary as an art form and as a medium to transmit knowledge.

HIS-6077B

30

DEATH IN THE MIDDLE AGES

In medieval England, death and what lay beyond it were constantly visible out of the corner of the eye. Large portions of the landscape were given over to the dead: there were barrows, haunted by the ancient pagan dead; cemeteries for the Christian dead; and lonely hermitages, whose occupants spoke with the dead. 'King Death', shown as a skeleton with spear or bow, would strike down the living at any age. And if prayers were not said for them, their ghosts would wander forth from the grave to terrify their neighbours. Vivid images of what happened to the dead were painted and carved over the archways of churches, haunting the living every Sunday and dancing before their mind's eye in their dreams. Visions of the dead were not uncommon, and sometimes they made such demands on the living that the latter spent their lives serving them. This module examines beliefs about death and the otherworld in medieval England; how medieval people prepared for death; how ghosts and the 'undead' irrupted into their world; the role of those who served the dead or acted as mediators between the dead and the living; demons, the evil dead and saints (the holy dead); and how death was represented in medieval art. There will be a trip to see tombs and wall paintings.

HIS-6052B

30

Early Modern Things: The Stuff of Life

This module focuses on the lives of citizens at work, rest, worship and play during a time of increasing commercialisation, industrial production and urbanisation. Using the paraphernalia of living as a springboard permits the utilisation of micro-historical or ethnographic approaches. Students will be encouraged to think about the choices that 'ordinary' people had, considering not just what they did, but why they did it. The rhythms of their lives were mediated by time and their comfort depended on how much money or status they had. This deepens our understanding of the nature and extent of social, economic and cultural change. This does not abandon the traditional 'big' considerations of 'high politics', rather it traces the impacts of developments amongst the citizenry by considering their use of space; varieties of social mobility; different levels of accountability; the forging of reputations and identities; the effects of industrial pollution; forms of domestic organisation, and rates of consumption. This module will appeal to students who like to sleuth, who notice clues about the past. It should also appeal to students who are interested in working with material culture, in museums or archives. Items that were once familiar, but now do not feature in our lives help us to understand different times. Trade tokens and lead seals on packages of wool allow a different way into discussions of economic projects, the circulation of currency and work in trades. Other objects are more familiar, and make us question how modern we really are now; sex toys were widely available in eighteenth century London

HIS-6079B

30

From Victory to Defeat: Defending Britain's Empire, 1919-1942

The end of the First World War witnessed both the expansion of the British Empire to its largest extent, covering a quarter of the globe, and the destruction of its colonial rivals. However, the First World War also unleashed nationalist forces that would challenge the British imperial system. This resulted in outbreaks of riots and resistance against British rule in Ireland, India, Mesopotamia and Egypt. Weakened economically and socially by the gargantuan effort of winning the war how would Britain maintain her far-flung lines of empire? This module will examine how Britain attempted to secure her strategic interests both within an era of growing nationalist resistance from within the Empire and against external threats from a resurgent Japan, Germany and Italy. It will introduce students to the high-tide of war imperialism; inter-war imperial defence; the crisis of empire Britain faced in Ireland, India and the Middle East; the 'family-network' of the 'white' Dominions; colonial development in Africa and the Caribbean as well as what it meant to fight the Second World War on an imperial footing during the campaigns in the Mediterranean and North Africa, finishing with the strategic abyss that was the fall of Singapore in February 1942. By examining the pressures policy-makers faced from within the Empire and from outside we will seek to gain a deeper understanding of how the British Empire functioned during this pivotal period of the imperial project.

HIS-6082B

30

Global Lives: Britons Abroad from Captain Cook to Amy Johnson

This module will take as its starting-point the travelogues, diaries, and letters of Britons who travelled extensively abroad from the voyages of Antipodean discovery in the late eighteenth-century to the interwar period. These encounters will serve to open up important themes in global history (for example, scientific discovery, missionary activity, and the spread of international business) through individual experience. Individual lives will reflect both Britain's imperial reach but also Britain's wider global impact. They will also reveal how Britons understood 'foreign' societies and how they sought to influence them. Lives to be examined will include but not be confined to Captain Cook, Charles Darwin, Richard Cobden, David Livingstone, Charles Dilke, Mary Kingsley, Gertrude Bell, Vita Sackville-West, Sidney and Beatrice Webb, and Amy Johnson. There will also be scope for the study of less well-known figures through project work.

HIS-6083B

30

INTELLECTUALS AND US FOREIGN POLICY, 1880-2012

This module examines the ideas and influence of nine American foreign policy "intellectuals," beginning with Alfred Mahan and concluding with Paul Wolfowitz. Why did each "intellectual" strike a particular chord at a particular time? Do individuals matter in the history of US foreign policy? How, and with what consequences, were these ideas translated into policy? This module will explore the origins of key US foreign policy concepts such as isolationism, internationalism, containment and "pre-emptive defence." Aims of the Module #To introduce students to nine particular strains of US foreign policy ideology. #To encourage students to engage critically with the primary output of these "intellectuals" and to identify their strengths and weaknesses. #To stimulate students to consider whether these ideas have been manifested in policy, and to trace their impact. #To encourage students to develop their own foreign policy philosophy.

HIS-6074B

30

MODERNISM AND GENDER: FRANCE AND GERMANY 1900-1939

This module addresses modernism in the first part of the twentieth century. It explores the work of male and female artists and also considers how gender structures representation and art practice. The module provides an opportunity to reconsider key works by Henri Matisse, Pablo Picasso, Paula Modersohn-Becker, Suzanne Valadon, Hannah Hoch and Claude Cahun, amongst others.

AMAA6128B

30

PRE-COLUMBIAN WORLDS - ARTS | SUBSTANCES | SENSES

This module examines the importance of substances and materials for peoples of the ancient Americas. By looking at artworks, imagery and archaeological contexts (esp. Mesoamerica and Central Andes), we will explore indigenous understandings of how worlds are fashioned, experienced and acted upon through material things. Among the most important substances are stone, fibre, metals/minerals, earth, water and blood - each with significant physical properties (e.g., colour, rarity, brilliance, durability) and symbolism. The module highlights monuments, mural painting, cloth, weaponry and body ornamentation crucial in the ritual life and worldviews of ancient America's great civilisations, such as Aztec, Maya, Inca and Moche.

AMAA6129B

30

RUSSIA IN REVOLUTION 1905-1921

This module will look at the upheavals in the Russian Empire between 1900 and 1921. It looks at the 'revolution' of 1905, the limited 'constituionalism' from 1906, the First World War and the downfall of the Romanov monarchy. We will then study the year 1917 in some detail and discuss how and why the Bolsheviks were able to take power. The specific experience of certain non-Russian parts of the empire will be examined, as will the Civil War and the reasons for the Communist victory. The module will place the Russian Revolutions in their historical, political and geographical context and will consider the impact that these events had in the history of the twentieth century. A case study will be used for an exercise in developing historical writing skills, using peer assessment and classroom analysis of essay-writing techniques

HIS-6004B

30

THE FIRST WORLD WAR: A NEW HISTORY

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

HIS-6051B

30

TUDOR REBELLIONS

This module looks at the nature of rebellions, riot and popular politics in Tudor England. The early part of the module proceeds in a chronological format; and after that, we analyse rebellion in more thematic terms, individual sessions look at: late medieval rebellion; early Tudor rebellion; The Pilgrimage of Grace of 1536; the 1549 rebellions Kett's rebellion, popular rebellion in the 1580s and 1590os; gender and ritual; seditious speech; popular culture; Shakespeare, drama and popular protest; food and enclosure rioting. A lot of use is made of extracts of primary material . After we have studied Kett's Rebellion of 1549, there will be a fieldtrip to examine key sites in Norwich associated with those events. This may possibly end in one of the oldest pubs in Britain; the Adam and Eve.

HIS-6018B

30

TWENTIETH-CENTURY SPORT HISTORY

This module explores key themes and topics in the history of twentieth century sport, from the founding of the modern Olympic Games in Athens in 1896 to the impact which the collapse of socialism had upon sport at the end of the century. Sport's interaction with empire, nationalism, fascism, socialism and capitalism will be considered, demonstrating that the political history and international relations of the century are deeply entwined with sport. A range of examples are examined, from Mussolini's Italy to the superpower competition of the Cold War. As an aspect of social history, issues of gender, race and disability are inseparable from this topic, as are the harnessing and exploitation of sport as a means of war or reconciliation at various periods throughout the century.

HIS-6006B

30

Disclaimer

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. Where this is the case, the University will endeavour to inform students.

Entry Requirements

  • A Level ABB preferably including History
  • International Baccalaureate 32 points preferably including grade 5 in HL History
  • Scottish Advanced Highers ABB preferably including History
  • Irish Leaving Certificate AABBBB preferably including History or 2 subjects at H1 and 4 at H2 preferably including History
  • Access Course An ARTS/Humanities/Social Science pathway preferred. Pass with Distinction in 30 credits at Level 3 preferably including modules in History and Merit in 15 credits at Level 3
  • BTEC DDM preferably alongside a GCE A-Level or equivalent in History
  • European Baccalaureate 75% preferably including 70% in History

Entry Requirement

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

A GCE A-level in History is preferred.

Students for whom English is a Foreign language

We welcome applications from students from all academic backgrounds. We require evidence of proficiency in English (including writing, speaking, listening and reading):

  • IELTS: 6.5 overall (with no less than 6.0 in any component)

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

If you do not meet the University's entry requirements, our INTO Language Learning Centre offers a range of university preparation courses to help you develop the English skills necessary for successful undergraduate study.

Interviews

The majority of candidates will not be called for an interview and a decision will be made via UCAS Track. However, for some students an interview will be requested. You may be called for an interview to help the School of Study, and you, understand if the course is the right choice for you.  The interview will cover topics such as your current studies, reasons for choosing the course and your personal interests and extra-curricular activities.  Where an interview is required the Admissions Service will contact you directly to arrange a convenient time.

Gap Year

We welcome applications from students who have already taken or intend to take a gap year.  We believe that a year between school and university can be of substantial benefit. You are advised to indicate your reason for wishing to defer entry and to contact admissions@uea.ac.uk directly to discuss this further.

Intakes

The School's annual intake is in September of each year.

  • A Level ABB including History (or another History-related subject)
  • International Baccalaureate 32 points including grade 5 in Higher Level History
  • Scottish Highers At least one Advanced Higher preferred
  • Scottish Advanced Highers ABB including History
  • Irish Leaving Certificate AABBBB including History
  • Access Course An ARTS/Humanities/Social Science pathway preferred. Pass with Distinction in 30 credits at Level 3 and Merit in 15 credits at Level 3. Modules are to include History.
  • BTEC DDM (Arts and Humanities subject preferred - must include some History)
  • European Baccalaureate 75% including History at 70% or above

Students for whom English is a Foreign language

We welcome applications from students from all academic backgrounds. We require evidence of proficiency in English (including writing, speaking, listening and reading):

  • IELTS (SELT): 6.5 overall (minimum 6.0 in Reading and Writing with no less than 5.5 in any component)

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

If you do not meet the University's entry requirements, our INTO Language Learning Centre offers a range of university preparation courses to help you develop the English skills necessary for successful undergraduate study.

Interviews

The majority of candidates will not be called for an interview. However, for some students an interview will be requested. These are normally quite informal and generally cover topics such as your current studies, reasons for choosing the course and your personal interests and extra-curricular activities.

Students will have the opportunity to meet with an academic individually on an Applicant Day in order to gain a deeper insight into the course(s) you have applied for.

Gap Year

We welcome applications from students who have already taken or intend to take a gap year.

We also welcome applications for deferred entry, believing that a year between school and university can be of substantial benefit. You are advised to indicate your reason for wishing to defer entry and may wish to contact the appropriate Admissions Office directly to discuss this further.

Special Entry Requirements

Students applying for this course require an A Level in History at Grade B or above (or equivalent qualification).

Intakes

This course's annual intake is in September of each year.

Alternative Qualifications

If you have alternative qualifications that have not been mentioned above, then please contact university directly for further information.

GCSE Offer

Students are required to have GCSE Mathematics and GCSE English Language at Grade C or above.

Assessment

For the majority of candidates the most important factors in assessing the application will be past and future achievement in examinations, academic interest in the subject being applied for, personal interest and extra-curricular activities and the confidential reference.

We consider applicants as individuals and accept students from a very wide range of educational backgrounds and spend time considering your application in order to reach an informed decision relating to your application. Typical offers are indicated above. Please note, there may be additional subject entry requirements specific to individual degree courses.

Fees and Funding

Undergraduate University Fees and Financial Support: Home and EU Students

Tuition Fees

Please see our webpage for further information on the current amount of tuition fees payable for Home and EU students and for details of the support available.

Scholarships and Bursaries

We are committed to ensuring that costs do not act as a barrier to those aspiring to come to a world leading university and have developed a funding package to reward those with excellent qualifications and assist those from lower income backgrounds. 

Home/EU - The University of East Anglia offers a range of Bursaries and Scholarships.  To check if you are eligible please visit the website.

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Undergraduate University Fees and Financial Support: International Students

Tuition Fees

Please see our webpage for further information on the current amount of tuition fees payable for International Students.

Scholarships

We offer a range of Scholarships for International Students – please see our website for further information.

How to Apply

Applications need to be made via the Universities Colleges and Admissions Services (UCAS), using the UCAS Apply option.

UCAS Apply is a secure online application system that allows you to apply for full-time Undergraduate courses at universities and colleges in the United Kingdom. It is made up of different sections that you need to complete. Your application does not have to be completed all at once. The system allows you to leave a section partially completed so you can return to it later and add to or edit any information you have entered. Once your application is complete, it must be sent to UCAS so that they can process it and send it to your chosen universities and colleges.

The UCAS code name and number for the University of East Anglia is EANGL E14.

Further Information

If you would like to discuss your individual circumstances with the Admissions Office prior to applying please do contact us:

Undergraduate Admissions Office (World Art Studies and Museology)
Tel: +44 (0)1603 591515
Email: admissions@uea.ac.uk

Please click here to register your details online via our Online Enquiry Form.

International candidates are also actively encouraged to access the University's International section of our website.

    Next Steps

    We already know that your university experience will be life-changing, wherever you decide to go. At UEA, we also want to make that experience brilliant, in every way. Explore these pages to see exactly how we do this…

    We can’t wait to hear from you. Just pop any questions about this course into the form below and our enquiries team will answer as soon as they can.

    Admissions enquiries:
    admissions@uea.ac.uk or
    telephone +44 (0)1603 591515