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SPAN30300

Academic Year 2026/2027

Art in the Anthropocene (SPAN30300)

Subject:
Spanish
College:
Arts & Humanities
School:
Languages, Cultures & Linguis
Level:
3 (Degree)
Credits:
5
Module Coordinator:
Dr Eva Bru-Dominguez
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

The ‘Anthropocene’ is a term widely used since its coining in the early twenty-first century to refer to the present geological time interval, in which many conditions and processes on Earth are profoundly altered by human impact. Used in a variety of cultural and scientific contexts, the Age of the Anthropocene has become core to debates amongst researchers, conservationists, poets, philosophers, politicians and activists. This module explores the Anthropocene through the work of writers, visual and performance artists in the Iberian Peninsula and Latin America.

About this Module

Learning Outcomes:

On successful completion of this module students should be able to:

1. Understand the main concerns of the Anthropocene.
2. Identify written and visual or performative imagery that engages with the Anthropocene.
3. Situate artworks in relation to wider social, political and historical context.
4. Analyse and interpret a written text, artwork or performance piece.
5. Argue in detail and at length about an aspect of the topic, supporting the argument with evidence from the text/image/performance and with secondary sources.
6. Engage with critical theory.

Indicative Module Content:

Divided into five sections, the module will explore texts, artworks and films from a range of creators.

Block 1. Theoretical Approaches to the Anthropocene engages with seminal theoretical approaches to the Anthropocene beginning with Paul J. Crutzen and Eugene F Stoermer initial formulation of the concept alongside Karen Barad's critique to language and New Materialist celebration of Performativity.

Block 2. Earth explores initial explorations of the relationship between (the female) body and land through the work of Cecilia Vicuña and Lucía Loren.

Block 3. Inanimate Matter examines the work of Barbará Fluxá and her exploration of how capitalist modes of production have legitimised the destruction of the ecosystem . It also investigates the control and domination certain bodies over others and the accumulation of plastic through the work of Olga Diego.

Block 4. Human and Non-human Entanglements examines the ways in which the art installations of Mexican artist, Teresa Margolles and the choreographies of the Barcelona-based dancer, Sol Picó, relocate notions of the human in relation to the non-human and, in so doing, they raise questions about the social and the political.

Block 5. Technological and Aerial Interconnectivities travels beyond the earth and in the ways in which humans and the universe are entangled together through the work of Rafael Lozano-Hemer's installations and the investigations of the world of spiders by Tomás Saraceno.







UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Competent

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Competent

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Novice

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Novice

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Competent

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Competent

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Novice

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Advanced Beginner

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Advanced Beginner

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Not addressed

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:
Student Effort Type Hours
Lectures

24
Specified Learning Activities

34
Autonomous Student Learning

52
Total

110

Approaches to Teaching and Learning:
The classes comprise of a lecture/tutorial hybrid. The first weeks are spent introducing students to the conceptual framework of the Anthropocene before analytical activities can take place. Students are encouraged to analyse a variety visual and performance art in small group settings and in larger class discussion.

Students may use AI tools for limited support in this module (e.g. idea generation, practice questions, or as a study aid). However, students remain fully responsible for the accuracy and reliability of their learning. Any use of AI must be cited appropriately.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): Review the exploration of earth by ONE of the artist's studied in the module. A written piece, a podcast, video essay, or a creative piece in response to work. Week 7 Standard conversion grade scale 40% No
40
 No
Assignment(Including Essay): Essay Week 15 Standard conversion grade scale 40% No
60
 No

Carry forward of passed components
No
 

Resit In Terminal Exam
Summer No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Not yet recorded.

Name Role
Dr Katherine Brown Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Thurs 16:00 - 16:50
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Tues 15:00 - 15:50
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