The Global Renaissance

AHCP30551 The Global Renaissance 20 Semester 1 Undergraduate Level 3 Edward Wouk Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 This module explores the ‘Global Renaissance’, focusing on Europe's relations with Latin America, Africa, Asia, and the Middle East in the early era of global expansion and colonisation. The unit explores what the visual arts and material culture as a whole can tell us about the mobility of ideas, the growth of global trade, and cultural/religious conflict in this era of increasing internationalism. We consider these issues primarily from the European perception of an expanding world, engaging with the expansion of the slave trade and racialist discourses. The theme of globalism is addressed though the lens of painting, sculpture, and architecture, as well as maps, textiles, and ceramics. Extensive consideration is given to the medium of print and its role in shaping cultural encounters. Case studies focus on the histories of objects in Manchester collections and the politics of display and restitution. This module explores the ‘Global Renaissance’, focusing on Europe's relations with Latin America, Africa, Asia, and the Middle East in the early era of global expansion and colonisation. The unit explores what the visual arts and material culture as a whole can tell us about the mobility of ideas, the growth of global trade, and cultural/religious conflict in this era of increasing internationalism. We consider these issues primarily from the European perception of an expanding world, engaging with the expansion of the slave trade and racialist discourses. The theme of globalism is addressed though the lens of painting, sculpture, and architecture, as well as maps, textiles, and ceramics. Extensive consideration is given to the medium of print and its role in shaping cultural encounters. Case studies focus on the histories of objects in Manchester collections and the politics of display and restitution. <ul> <li style="margin-bottom: 11px;">To provide a framework for understanding of the Renaissance as a global phenomenon. </li> <li style="margin-bottom: 11px;">To introduce students to specific instances of cross-cultural exchange with Africa, Asia, the Americas, and the Islamic world, all of which shaped European art and culture in the early modern period. </li> <li style="margin-bottom: 11px;">To introduce students to the concept of globalism as it pertains to art and visual culture in the early modern period. </li> <li style="margin-bottom: 11px;">To investigate the mobility of artists and artistic media in the early modern period. </li> <li style="margin-bottom: 11px;">To explore the role of print in mediating and constructing cross-cultural encounters.</li></ul> By the end of this course students will be able to: <ul> <li style="margin-bottom: 11px;">Explain the global nature of the period commonly referred to as the Renaissance. </li> <li style="margin-bottom: 11px;">Cite specific examples in which European visual culture was shaped through its encounter with other cultures. </li> <li style="margin-bottom: 11px;">Develop a framework for understanding how artistic media, especially the print, mediated and constructed European encounters with other cultures.  </li> <li style="margin-bottom: 11px;">Relate contemporary understandings of globalization to earlier phenomena. </li> <li style="margin-bottom: 11px;">Situate the study of the ‘global Renaissance’ in a broader art-historical tradition.</li></ul> By the end of this course students will be able to: <ul> <li style="margin-bottom: 11px;">Think critically about the Renaissance within and beyond Europe’s borders. </li> <li style="margin-bottom: 11px;">Identify the materials of Renaissance art and trace their origins. </li> <li style="margin-bottom: 11px;">Read and analyse critical written sources from the early modern period.   </li> <li style="margin-bottom: 11px;">Identify and analyse the traces of mobility and encounter in works of art produced in the early modern period. </li> <li style="margin-bottom: 11px;">Engage with some of the new digital media and resources helping to shape our understanding of the early modern world.</li></ul> By the end of this course students will be able to: <ul> <li style="margin-bottom: 11px;">Produce compelling visual analysis of works of art which reflect cross-cultural exchanges and encounters. </li> <li style="margin-bottom: 11px;">Identify different artistic media and explain their importance to globalisation. </li> <li style="margin-bottom: 11px;">Analyse early modern print media in relation to cross-cultural dialogue. </li> <li style="margin-bottom: 11px;">Develop analytic essays which engage with a broad scholarly literature.  </li> <li style="margin-bottom: 11px;">Hone their skills at expository writing focused on cultural encounter and comparison.</li></ul> By the end of this course students will be able to: <ul> <li style="margin-bottom: 11px;">Write essays which engage with cross-cultural issues. </li> <li style="margin-bottom: 11px;">Identify the materials of early modern artistic production. </li> <li style="margin-bottom: 11px;">Explain the rise of globalism in the early modern period. </li> <li style="margin-bottom: 11px;">Situate early modern European art in a global context. </li> <li style="margin-bottom: 11px;">Problematise the European focus which often dominates the study of art history.</li></ul> Other Their employability prospects will be raised by their ability to engage with multiple cultural traditions and to frame discussions of art in terms conversant with the language of internationalism. Employers frequently seek out candidates who are able to reach beyond one cultural, artistic, or intellectual tradition and who have honed their skills in cross-cultural understanding and analysis. With its attention to artistic media and cultural exchange, this module further advances student employability skills in a market which is competitive and internationally focused Week 1.  Introduction:  What do we mean by global? Week 2.  Background: Global antiquity and the global middle ages. Week 3.  Ethnography in Ivory and Print  Week 4.  The image of Black Africans in Europe Week 5.  First Encounters with America Week 6.  European collecting of American objects and the representation of Americans in Festivals and Pageants Week 7.  Asia Week 8.  Europe and the Islamic World I. Week 9.  Europe and the Islamic World I. Venice and the East Week 10.  Maps and Cartography Week 11.  Prints and Conversion Each session begins with a brief introductory lecture.  Students are expected to present on a key topic or object at least once during the semester. Visit to The Whitworth, Manchester Museum and The John Rylands Library form an essential part of the course unit. All readings will be available on Blackboard, whilst general texts will be available in the Art History Library and in High Demand.  Final presentations and essays will focus on one specific image or object and its place in global exchange. 0 Other 100% <table class="MsoTableGrid" style="border-collapse:collapse; border:none"> <tbody> <tr> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:1px solid black; border-right:1px solid black; border-left:1px solid black" valign="top">Assessment Task</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:1px solid black; border-right:1px solid black; border-left:none" valign="top">Formative or Summative</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:1px solid black; border-right:1px solid black; border-left:none" valign="top">Weighting</td> </tr> <tr> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:1px solid black" valign="top">Essay Plan</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">Formative</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">0%</td> </tr> <tr> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:1px solid black" valign="top">Presentation and Presentation Notes</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">Summative</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">40%</td> </tr> <tr> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:1px solid black" valign="top">Final Essay (based on formative plan)</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">Summative</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">60%</td> </tr> </tbody></table> <table class="MsoTableGrid" style="border-collapse:collapse; border:none"> <tbody> <tr> <td style="border-bottom:1px solid black; width:301px; padding:0cm 7px 0cm 7px; border-top:1px solid black; border-right:1px solid black; border-left:1px solid black" valign="top">Feedback Method</td> <td style="border-bottom:1px solid black; width:301px; padding:0cm 7px 0cm 7px; border-top:1px solid black; border-right:1px solid black; border-left:none" valign="top">Formative or Summative</td> </tr> <tr> <td style="border-bottom:1px solid black; width:301px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:1px solid black" valign="top">Written and oral feedback on Presentation</td> <td style="border-bottom:1px solid black; width:301px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">Formative</td> </tr> <tr> <td style="border-bottom:1px solid black; width:301px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:1px solid black" valign="top">Written and oral feedback on Essay Plan</td> <td style="border-bottom:1px solid black; width:301px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">Summative</td> </tr> </tbody></table> Y Bailey, Gauvin. Art on the Jesuit Missions in Asia and Latin America, 1542-1773. Toronto: University of Toronto Press, 1999. DaCosta Kaufmann, Thomas.  Toward a Geography of Art. Chicago: University of Chicago Press: 2004 Elkins, James, ed. Is Art History Global.  New York and Milton Park: Routledge, 2007. Mason, Peter, “From Presentation to Representation: Americana in Europe,” Journal of the History of Collections 6 (1994): 1-20. Ulrich Pfisterer, “Origins and Principles of World Art History: 1900 (and 2000),” in World Art Studies: Exploring Concepts and Approaches, ed. K. Zijlmans and W. van Damme. Amsterdam: Valiz, 2008, pp. 69-89. Russo, Alessandra.  The untranslatable image : a mestizo history of the arts in New Spain. Austin: University of Texas Press, 2014.Subrahmanyam, S. “Connected histories.  Notes towards a reconfiguration of early modern Eurasia,” Modern Asian Studies 31 (1997): 735-762. Lectures 33 0 167