Module Information
Course Delivery
Assessment
| Assessment Type | Assessment length / details | Proportion |
|---|---|---|
| Semester Assessment | Essay An essay of 4000 words | 70% |
| Semester Assessment | Presentation Presentation and discussion facilitation | 30% |
| Supplementary Assessment | Essay An essay of 4000 words | 70% |
| Supplementary Assessment | Presentation Presentation and discussion facilitation | 30% |
Learning Outcomes
On successful completion of this module students should be able to:
Identify, analyse and critically discuss the different methods of policing and preventing heritage, arts and antiques crime
Critically assess the causes of and multi-agency responses to heritage, arts and antiques crime
Critically evaluate the application of a variety of theoretical perspectives to heritage, arts and antiques crime
Have an understanding of the different forms and types of heritage, arts and antiques crime
Construct and facilitate a discussion on heritage, arts and antiques crime
Brief description
Behind the scenes of policing are groups of marginalised, but important, crimes which are rarely explored: heritage, arts, and antiques crime are one such group. Who protects heritage, arts, and antiques, and why should we protect them? This module invites students to explore criminology from a different perspective, where traditional criminological thought is reconsidered in a growing, dynamic field of criminological study. Students will consider and critically analyse a wealth of theoretical and practical perspectives relating to heritage, arts and antiques crime; drawing upon a wealth of new criminological resources. This module will be situated in a global context, examining both national (UK) and international approaches to policing, preventing and tackling heritage, arts and antiques crime. This module covers heritage, arts and antiques crime from a broad historical perspective, but considers the conditions of the 21st century, and how these contribute to the facilitation of heritage, arts and antiques crime.
Content
The causes of heritage, art and antiques crime
Deliberate destruction of heritage, art and antiques
Theoretical and practical implications for policing and preventing heritage, arts and antiques crime
Private and public responses to heritage, arts and antiques crime in the UK and internationally
Trafficking and the illicit/illegal trade in arts, antiques and cultural objects
Art theft, fraud and forgery
A critical exploration of heritage, arts and antiques legislation in the UK and internationally, international
The plundering and looting of cultural property, arts and antiques
A critical exploration of the victims and consequences of heritage crime and arts and antiques crime are
Module Skills
| Skills Type | Skills details |
|---|---|
| Creative Problem Solving | Students will need to identify an area on which to present, identify how to best facilitate debate among course colleagues, and manage this while in progress. Students will be required to think creatively throughout this module, as heritage, arts and antiques crime challenge many criminological and policing norms |
| Critical and analytical thinking | Students will be required to employ critical and analytical thinking throughout this module, in conducting research into and collating qualitative date upon the areas of heritage, arts and antiques crime. |
| Digital capability | Students will be expected to engage with, contribute to and access materials from Blackboard, and use technology to enhance their presentation (using such programmes as Powerpoint or Prezi). |
| Professional communication | Students will be required to undertake an assessed presentation, and will be expected to present to a professional standard. They will also be expected to fully engage with all discussions and debates, which will be the cornerstone of each seminar. They will also be expected to demonstrate a high level of academic writing and referencing ability, producing written work to a high standard. |
| Real world sense | Students will engage with contemporary examples of heritage, arts and antiques crime, and situate case studies in a real world context. |
| Reflection | Students will be expected to maintain a reflective approach throughout this module in order to show the development in their own understanding of heritage, arts and antiques crime and issues relating to these crimes. This can then be applied in their assignments and class discussions/debates |
Notes
This module is at CQFW Level 7