Portuguese/History of Art MA
ABB – BBB at A level, A-level English or another Humanities subject; graduates earn a median £26,000 three years on.
Typical A level offer
ABB – BBB
A-level English or another Humanities subject · 95% of entrants came with A levels · 87% stay on after year 1 · Glasgow course page, Discover Uni
Year 13 · applying
What do you need to get in?
ABB – BBBtypical A level offer
Typical offer — the grades most applicants are asked for. A contextual offer can be lower for applicants from under-represented backgrounds; none is published for this course.
Glasgow course page, read 19 September 2026 · Discover Uni entry profile
- 1A-level English or another Humanities subject
Who actually got in: 95% with A levels, 5% via Access courses. 45% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 50 entrants.
UCAS tariff points — a points scale for grades: A* = 56, A = 48, so A*A*A = 160. Entrants’ totals include extra subjects.
Other qualifications2
| Qualification | Typical offer | Required subjects |
|---|---|---|
| Scottish Highers | AAAABminimum from S5: BBBB | Higher English and a Higher Humanities subject at AA. (AB or BA may be considered). |
| IB | 34 (6,5,5 HL) | English HL6 or Humanities HL6 with English SL6. |
Years 1–5
What do you study?
2compulsory modules in year 1
Compulsory modules this year: arts & humanities 92% · language & communication 8%.
Module — one course unit, usually a term or a year long; “core” means everyone takes it. One UK credit is about ten hours of study; a full year is 120 credits.
Glasgow course page · optional modules vary by year
Year 1 · 2 core · 40 credits ≈ 400 hours
- History of Art 1A
What you learn (11)
- identify distinguishing characteristics of artworks from the period studied
- describe selected major artworks in written form
- discuss selected major artworks verbally with critical insight
- relate key artworks to their artistic context
- relate key artworks to their cultural and historical context
- apply correct terminology for artistic techniques, elements and forms
- apply correct terminology for categorising artists' and architects' works
- identify iconography used in artworks of the period
- situate artistic imagery within its correct historical context
- analyse key features of unfamiliar artworks presented in a visual test
- explain the significance of artworks in relation to course themes
- History of Art 1B
What you learn (13)
- identify distinguishing characteristics of artworks from the periods studied
- recognise major artworks from the periods studied
- critique selected artworks in written form
- critique selected artworks verbally
- relate key artworks to their artistic context
- relate key artworks to their cultural and historical context
- define technical terms for artistic techniques, elements and forms
- apply correct terminology to describe artistic techniques and forms
- classify types of artworks and architecture produced in the periods studied
- identify the iconography used by artists in the periods studied
- place artistic imagery within its correct historical context
- analyse salient features of artworks presented in a visual test
- explain the significance of artworks in relation to course themes
Year 2 · 2 core · 40 credits ≈ 400 hours
- History Of Art 2A
What you learn (5)
- explain how the modern museum has evolved historically
- evaluate key scholarly sources underpinning museum studies
- summarise central debates on collections and displays
- summarise central debates on artistic patronage
- discuss case studies of museum displays and exhibitions
- History Of Art 2B
What you learn (8)
- identify artistic traditions shaping an artist's practice
- identify contextual circumstances influencing artistic choices
- summarise scholarly debates on originality in art
- summarise scholarly debates on tradition and context in art
- interpret artworks in light of inherited traditions
- interpret artworks in light of their historical context
- apply critical debates to discuss an artist's career development
- apply critical debates to evaluate an artist's lasting legacy
Year 3 · 27 core · 640 credits ≈ 6,400 hours
- ART AND POLITICS IN WEIMAR GERMANY (1918-1933)
What you learn (3)
- describe the historical development of Weimar-era art movements
- explain key concepts and themes of major Weimar artists and groups
- evaluate how Weimar art concepts relate to political and social events
- Art in America 1945-The Present
What you learn (11)
- identify individual artists and their works
- comment critically on specific artworks
- apply knowledge of artistic trends to individual works
- characterise the period using general artistic trends
- discuss the historical development of modernism in american art
- evaluate the emergence of anti-modern and post-modern art
- evaluate source texts critically for reliability and relevance
- draw conclusions about artists and movements from source material
- summarise key theoretical frameworks such as psychoanalysis
- apply theoretical ideas to analyse artworks and movements
- evaluate critiques of modernism developed over the period
- Artists And The Art Market In Late 19th Century Britain
What you learn (4)
- analyse how individual artists engaged with the art market
- compare differing approaches artists took towards the art market
- evaluate the origins of the contemporary art market within 19th century developments
- present critical analysis of art market origins in written and oral formats
- Dissertation (History Of Art-Joint Hons)
What you learn (10)
- formulate an independent research question within art history
- define the scope and rationale of a chosen research topic
- evaluate art-historical methodologies and theoretical frameworks for relevance
- apply relevant historiographical debates to a chosen research topic
- locate and select relevant primary and secondary sources
- critically analyse a range of art-historical evidence
- construct a coherent and persuasive academic argument
- plan and manage an independent programme of research
- present complex art-historical ideas clearly in writing
- apply academic conventions of citation and formatting
- Dissertation (History Of Art-Single Hons)
What you learn (8)
- formulate a focused research question for an art history project
- justify the scope and rationale of a chosen research topic
- evaluate art-historical methodologies and theoretical frameworks
- apply relevant historiographical debates to a chosen topic
- identify relevant primary and secondary sources for art-historical research
- critically analyse visual and textual sources for argument development
- construct a logical and persuasive academic argument
- plan and manage an independent research project
- Early Impressionism
What you learn (6)
- compare impressionist artworks with those of precursors and rivals
- interpret impressionist artworks within their artistic context
- interpret impressionist artists' careers within their historical context
- evaluate primary and secondary art historical sources
- synthesise findings from multiple art historical sources
- design a digital project presenting an evidence-based argument on impressionism
- Methodology Of Art History
What you learn (4)
- explain key theories and methodologies used in art history
- compare different methodological approaches in art history
- apply art historical theories and methods to a personal research project
- evaluate recent methodological developments in art history
- Monsters, Women And Jews: Medieval Art And Identity
What you learn (6)
- identify shared visual and symbolic features in medieval depictions of marginalised groups
- trace the evolution of negative medieval imagery from classical sources
- evaluate competing theories on medieval christian attitudes to non-christians and women
- analyse connections between visual culture and social history
- conduct independent research on medieval art topics
- present findings in written and oral form at an advanced level
- Portfolio
What you learn (5)
- evaluate exhibition concepts and design choices
- compile interpretive and documentary materials for gallery or museum display
- write concise critical commentary on artworks
- produce original audio or video content related to art
- formulate a feasible research topic for an extended essay or dissertation
- Georgian Landscapes
What you learn (9)
- describe the knowledge and skills gained during the module
- identify individual artists and their works from the period
- critique individual artworks of the period
- apply knowledge of artistic and historical trends to specific artworks
- summarise overarching trends characterising the period's landscape arts
- identify key arguments presented in source texts
- evaluate the validity of arguments found in source texts
- assess how landscape arts contributed to shaping national identity
- evaluate the influence of social and economic factors on period artworks
- Architecture in Modernity 1900-1980
What you learn (6)
- evaluate major developments in modern architectural history
- identify key conceptual and stylistic concerns of modernist architects and movements
- explain how architectural ideas relate to broader social and political movements
- assess the historical significance of selected buildings or sites
- combine historical and theoretical findings into written arguments
- present historical and theoretical findings orally
- Methodology of Art History with Placement
What you learn (5)
- describe key theories used in art history
- compare different methodologies applied in art history
- analyse scholarly texts to identify their methodological approach
- apply chosen theories to a personal research project
- evaluate recent methodological developments in art history
- Historical Dress in Film & TV
What you learn (6)
- identify key scholarly debates in dress and textile history
- reflect critically on scholarly debates in dress and textile history
- identify trends in the depiction of historic dress in film and television
- construct a sustained written argument using visual and textual sources
- present a sustained oral argument using visual and textual sources
- evaluate historic trends using interdisciplinary art historical analysis
- Discourses in Cultural Property
What you learn (5)
- identify the dominant discourse shaping a cultural property case
- describe the factors and conditions underlying a dominant discourse
- construct a reasoned argument on the legitimacy of restitution claims
- explain how curatorial decisions affect movement and display of cultural objects
- assess the impact of curatorial choices on intercultural dialogue
- Printmaking in Britain c.1780-1914: contexts, processes, markets
What you learn (5)
- evaluate primary and secondary sources on nineteenth-century prints
- identify key technological developments in historical printmaking
- explain critical debates on print culture from multiple perspectives
- organise and evaluate research findings on print history
- present research findings in oral and written academic formats
- Publishing the Avant-Garde: a history of artists' books and magazines from 1900 to 1970
What you learn (7)
- apply critical theories of publishing to analyse artists' books and magazines
- analyse the visual composition of avant-garde publications
- adapt art-historical methods to study books and magazines
- research and structure an independent written argument
- present a methodological position verbally and in writing
- evaluate individual publications and broader publishing strategies
- communicate critical judgements on publishing verbally and in writing
- The Worlds of Hieronymus Bosch, Enemy Painter
What you learn (6)
- identify key artworks discussed in the course
- evaluate the artistic significance of key works studied
- assess scholarly literature on bosch's art critically
- analyse the influence of medieval traditions on bosch's works
- evaluate how bosch's imagery depicts non-christians and women
- evaluate the symbolic functions of monstrous figures in bosch's art
- Setting the Scene
What you learn (6)
- assess material culture relevant to theatre and art history
- identify key events and figures shaping theatre and visual art
- assess the influence of historical trends on artistic development
- present scholarly findings in written form following academic conventions
- present scholarly findings orally following academic conventions
- apply an integrated approach to studying theatre and art history
- Past Futures: Time and Temporality in Contemporary Art
What you learn (7)
- identify notable contemporary artworks by major international artists
- discuss the significance of selected contemporary artworks
- produce a detailed written case study analysing a single artwork
- evaluate competing theoretical perspectives on the concept of time
- apply key theories of temporality within essay-based arguments
- use concepts of temporality to analyse contemporary artworks
- evaluate the present era's temporality through political and social lenses
- The Art of Exploration
What you learn (7)
- identify key artworks and objects related to exploration history
- evaluate the significance of major objects studied in the module
- relate specific artworks to broader thematic concepts of exploration
- explain the historical context surrounding eighteenth-century exploration art
- critique how historical interpretations have shaped understanding of exploration art
- evaluate the role of decolonising perspectives in reassessing exploration art
- construct a coherent written argument integrating course knowledge
- Rethinking Italian Renaissance Art
What you learn (6)
- critique established narratives of the italian renaissance
- examine a broad range of art objects from diverse perspectives
- analyse primary and secondary sources such as artworks and texts
- integrate new theoretical approaches with traditional source analysis
- construct a coherent argument supported by visual and textual evidence
- present findings clearly in written and oral formats
- The Pre-Raphaelites: Medieval Dreams in the Age of Steam
What you learn (4)
- analyse pre-raphaelite artworks using direct observation of visual features
- relate pre-raphaelite artworks' features to their historical context
- explain the historical significance of pre-raphaelite art
- conduct original research yielding new insight into pre-raphaelite art
- Art of Renaissance Courts: Power, Magnificence, and Gender
What you learn (6)
- explain how visual and material culture combined to express princely power
- describe key historical and cultural developments in Italian Renaissance courts
- outline comparable court developments in Burgundy, France, Spain and the Holy Roman Empire
- summarise major art historical debates on Renaissance court art and architecture
- identify relevant gender studies methodologies for analysing art
- apply gender studies approaches to interpret visual and material culture
- Traders and Tourists: Venice and Her Visitors
What you learn (3)
- describe historical and cultural developments in Venice and its territories (1300-1700)
- identify cross-cultural and environmental methodologies for analysing visual culture
- apply cross-cultural and environmental methods to analyse material culture
- Digital Art and Performance (20 Credits)
What you learn (4)
- critique examples of digital performance using a chosen theoretical framework
- relate technological change to recent critical theories of performance
- identify key concerns of digital art and performance in contemporary culture
- collaborate effectively within a group to communicate shared understanding
“What you learn” restates each module’s published learning outcomes in our own words, as short skill statements in the same form as the GCSE and A level curriculum, with the help of an AI model; fields of knowledge follow the twelve fields of the knowledge sphere. The university’s module page, linked from each title, is the authoritative description.
After graduating
Where does it lead?
£26,000median pay three years after graduating
Lower quarter£19k
Median£26k
Upper quarter£31k
Median — the middle earner: half earned more, half less. Pay is for graduates of this subject at this university who finished in 2016-18, not adjusted for inflation; based on 30 graduates.
Discover Uni dataset (HESA and Office for Students, CC BY 4.0, contains HESA data); earnings from the Longitudinal Education Outcomes data (Department for Education) · aggregation level 13, 23
Half of graduates earned between £18,500 and £31,000. Five years on, the median is £33,000. 90% were in work or further study 15 months after finishing; 65% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 113% left | 87% | 55 |
| In work or study, 15 months on5% studying | 90% | 15 |
| Professional or managerial job | 65% | 10 |
| Pay 15 months on, median | £28,000 | 15 |
| Pay 3 years on, median | £26,000 | 30 |
| Pay 5 years on, median | £33,000 | 30 |
National Student Survey 2025-26
What do students say?
70%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 80% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 55 students answered
Highest: 97% agreed on question 1; lowest: 70% on question 26.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 97% |
| Question 2 | 88% |
| Question 3 | 94% |
| Question 4 | 94% |
| Question 5 | 88% |
| Question 6 | 91% |
| Question 7 | 84% |
| Question 8 | 81% |
| Question 9 | 88% |
| Question 10 | 71% |
| Question 11 | 74% |
| Question 12 | 83% |
| Question 13 | 88% |
| Question 14 | 73% |
| Question 15 | 92% |
| Question 16 | 88% |
| Question 17 | 74% |
| Question 18 | 84% |
| Question 19 | 92% |
| Question 20 | 94% |
| Question 21 | 90% |
| Question 22 | 95% |
| Question 23 | 86% |
| Question 24 | 70% |
| Question 25 | 79% |
| Question 26 | 70% |
Question texts are published by the Office for Students; the dataset carries only the question numbers.
Modules, entry requirements and fees are facts read from University of Glasgow’s course page on 2026-09-19 and may change; the university’s page is authoritative. Descriptions are not reproduced. Outcome figures are from the Discover Uni dataset. University of Glasgow is a trade mark of the university; sch.today is independent of it.