Undergraduate Course: Presenting Practice (ARTX10082)
Course Outline
| School | Edinburgh College of Art |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 10 (Year 3 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | Presenting Practice explores methods of presenting artworks, physically, and as documentation. It asks students to formally present artworks in the context of group critique outside of a studio setting, promoting peer-to-peer learning in the form of discussion and critical reflection. |
| Course description |
Public presentation of artworks is an integral part of the creative process for artists. Presenting Practice prepares you through lectures, tutorials and group critiques, with an understanding of the complexities and requirements when presenting your work in a formalised exhibition situation. The course includes lectures and instruction for self-directed study of resources (provided via the course Resource List) that deconstruct the idea of presenting artwork to a public. These materials will cover histories of presenting artworks in various forms including exhibitions, interventions, and activism with focus on criticality and ethics. To demonstrate learning you are required to give a live presentation as well as provide a reflective statement for summative assessment that incorporates your understanding of these materials in relation to the presentation of your artistic work within a group critique.
The course is delivered through lectures and tutorials from teaching staff and a guest lecturer (weeks 1-3), as well as group critiques in project spaces (weeks 4-10) which include discussions, feedback, and preparation for summative assignments. A workshop focusing on the technical aspects of exhibition-making will also be provided. The course is taught around a series of group critiques in project space settings, where you will present artwork for critical discussion by tutors and peer group. Emphasis will be placed on community building and support, peer-to-peer learning, and nurturing constructive criticism formalised within a group critique context. The course will help you build assertiveness and confidence in presenting and advocating for your individual work beyond the studio context, modelling a significant element of making artistic practice public beyond graduation.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2026/27, Not available to visiting students (SS1)
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Quota: 0 |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 6,
Seminar/Tutorial Hours 18,
Supervised Practical/Workshop/Studio Hours 6,
Feedback/Feedforward Hours 1,
Summative Assessment Hours 1,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
164 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
This course has 2 components of assessment.
1. A live presentation (6-10 min, 10-20 images); 50% weighting, weeks 9-11, assessed against Learning Outcomes 1,2 and 3. Individually assessed. This component must be passed.
2. A reflective statement (800 words/images optional); 50% weighting, exam period, assessed against Learning Outcomes 1,2 and 3. Individually assessed. This component must be passed.
The live presentation critically reflects on the group critique, digesting and integrating the feedback received. This component is assessed equally in relation to learning outcomes 1,2 and 3. Alternative adjustments for this component of assessment will take the form of an individual prerecorded presentation (6-10 min, 10-20 images).
The individual reflective statement focuses on your understanding of your own working methods, with reference to course lectures, discussions, and independent learning. A key aspect of this reflection is to critically engage with the feedback you received during the group critique and to demonstrate how your analysis of this may inform the development of your artistic practice moving forwards. This component is assessed equally in relation to learning outcomes 1,2, and 3. |
| Feedback |
Formative Feedback
During group critiques (weeks 4-10), direct verbal feedback addressing learning outcomes 1, 2 and 3 will be provided by tutors and peers in relation to your own presentation of work. This will aid you in reflecting critically on your learning and help feed forward and inform both summative assessment components (the live presentation and reflective statement). This will be complemented by successive verbal critical group discussions of your peers' individual presentations in which you will participate throughout the course. This is intended to help with the holistic development of your critical skills and aid your ability to complete both summative assessment components.
Summative Feedback
1. For the live presentation, students will be provided with verbal feedback by their tutors and peers in relation to their ability to demonstrate their learning since formative tasks.
2. For the reflective statement, students will be provided with individual written feedback by tutors in relation to their ability to critically evaluate their learning since formative tasks.
Summative feedback will be provided according to University regulations.
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| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Present work with technical, ethical and professional consideration, informed by contextual precedents.
- Reflect critically on the feedback given during group critique and incorporate this knowledge into the advancement of your work.
- Communicate artistic intentions clearly to specialist audiences.
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Reading List
Bishop, Claire (2005) Installation art: a critical history / Claire Bishop. London: Tate Publishing.
Buster, Kendal (2010) The critique handbook: the art student's sourcebook and survival guide. Second edition. Upper Saddle River, N.J., Prentice Hall.
Elkins, James (2014) Art critiques: a guide / James Elkins. Third definitive edition revised and expanded. Washington, DC: New Academia Publishing.
Latour, Bruno. & Weibel, Peter (2005) Making things public: atmospheres of democracy. Cambridge, Mass.; MIT Press.
Rowles, Sarah, (2013) Art crits: 20 questions: a pocket guide: featuring interviews with UK fine art staff on the topic of the art crit / interviews collected by Sarah Rowles [and others]; edited by Sarah Rowles. London: Q-Art
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Additional Information
| Graduate Attributes and Skills |
The course supports students in developing key Skills for Success through active participation in lectures, group critiques, and assessment activities.
Creativity and inventive thinking
Through lectures, group critiques and independent study, students explore inventive approaches to presenting their own artworks in public contexts. They learn to connect critical ideas from course materials with their creative decision-making, considering how display, context, and audience shape the meaning of their work.
Self-awareness and reflection
Regular formative feedback from tutors and peers helps students to evaluate and refine their work in progress. The reflective statement enables them to consider how their presentation choices communicate ideas and how their understanding of presentation evolves through critical dialogue and peer engagement.
Planning, Organising, and Time Management
Students plan and manage their exhibition presentations in collaboration with peers, coordinating the shared use of space, equipment, and schedules. They develop effective organisational and time-management skills to ensure their contributions to the collective exhibition are well-prepared, coherent, and professionally presented. The group critique structure further supports the development of abilities to balance creative, technical, and logistical demands, while addressing health, safety, and ethical considerations.
Assertiveness and confidence
By presenting and discussing their work in exhibition settings, students gain confidence in articulating their ideas and advocating for their artistic decisions. Participation in group critique and peer review supports the development of an assured, professional approach to communicating their practice beyond the studio environment. |
| Keywords | Not entered |
Contacts
| Course organiser | Mr Keith Farquhar
Tel:
Email: keith.farquhar@ed.ac.uk |
Course secretary | |
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