Students can produce an extended research paper as an elective course or as an Art Theory subject provided that they have demonstrated the requisite writing and research skills and can show that their research topic is relevant to their Workshop concerns. ANU School of Art students on exchange may take this subject in fulfilment of an Art Theory course where the partner institution does not offer a satisfactory equivalent.

Students enrolled in this subject will consult with a supervisor from the Centre for Art History and Art Theory on a regular basis. Enrolment in this course is subject to prior approval from the course convenor.

 

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

Upon successful completion of this course, students will have the knowledge and skills to:

1. Demonstrate knowledge of a specific and agreed area of art practice.
2. Relate theoretical issues to art practice.
3. Analyse and interpret works of art.
4. Develop a bibliography on a specific area.
5. Present a written argument on a specific area of art practice.

Research-Led Teaching

The Convenor of this unit has extensive experience researching and producing publications for journals, books and catalogues. 

Field Trips

N/A

Additional Course Costs

N/A

Examination Material or equipment

N/A

Required Resources

N/A

Recommended Resources

Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Meeting with Supervisor of Research Paper. Discuss overall topic and annotated Bibliography preparation.	tudents can conduct bibliographic research and an extended research paper as an elective course or as an Art History/Theory subject provided that they have demonstrated the requisite writing and research skills and can show that their research topic is relevant to their program of study. ANU School of Art and Design students on exchange may take this subject in fullment of an Art History/Theory course where the partner institution does not offer a satisfactory equivalent. Students enrolled in this subject will consult with a supervisor from the Centre for Art History and Art Theory on a regular basis. This subject is generally only offered where there are no other alternative courses for a student to complete their program. Enrolment in this course is subject to prior approval from the course convenor.
2
3	Meeting with Supervisor of Research Paper. Discuss annotated bibliography.
4		Annotated bibliography due
5	Meeting with Supervisor of Research Paper. Discuss topic for Research Paper
6
7	Meeting with Supervisor of Research Paper. Discuss development of Research Paper
8
9	Meeting with Supervisor of Research Paper. Discuss development of Research Paper
10
11	Meeting with Supervisor of Research Paper. Discuss final modifications for research paper
12	Final Meeting	Essay Due

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Annotated bibliography	25 %	19/08/2022	09/09/2022	4
Research Essay	75 %	28/10/2022	11/11/2022	1-5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

N/A

Examination(s)

N/A

Assessment Task 1

Annotated bibliography

Task: Include a list of the key texts you will use for your essays with approximately 100-150 words per bibliographical text. Chosen texts should demonstrate a clear understanding of chosen topic. Include a critical summary of each text. This task may be presented as document in Word, or as a Zotero Library, in consultation with your supervisor. (1,500 words)

Presentation requirements: To be confirmed with supervisor, either double-spaced in Word with Chicago Manual of Style format citations, or as a Zotero Library. 

Rubric

CRITERIA	HD (80-100)	D (70-79)	C (60-69)	P (50-59)	F (0-49)
RESEARCH AND KNOWLEDGE  (learning outcomes 1 and 2)	Thoroughly researched, consulting all the major sources, including peer reviewed journals, principle monographs and exhibition catalogues. The sources cited demonstrate an understanding current state of the literature, with an understanding of how the topic relates to current ideas in the discipline and across disciplines.	Wide range of sources, including peer reviewed journals, but missing some key authors Thorough knowledge of the major issues and perceptive analysis of major points raised in the literature.	Good range of references, but missing key sources. Demonstrates understanding of key research issues, but lacks insight into how this connects to current ideas.	Adequate, but not thorough range of sources. Little knowledge of the major research issues related to the topic. No real insight into current ideas.	Poor indication of research. Does not connect to the major research issues raised by the topic.
CITATIONS  (learning outcomes 3 and 4)	Perfect use of citation formatting.	Excellent use of citation formatting with only minor errors	Good use of citation formatting, with some errors, but consistent overall.	Fair use of citation formatting, but with some errors and inconsistencies.	Failure to use the correct citation format throughout.
PRESENTATION  (learning outcomes 4 and 5)	Excellent presentation with material clearly laid out and easy to follow.	Very good presentation. Material easy to follow, and presented in a logical structure.	Good presentation. Some inconsistency, but easy to follow and consistent overall.	Adequate presentation. Inconsistent, but sufficient to follow.	Poor presentation. Inconsistent and difficult to follow.
WRITING  (learning outcomes 1, 2, 3, and 5)	Articulate and written in an eloquent style. Comprehension enhanced by grammar and spelling.	Fluently written. Minimal grammatical and spelling errors.	Well written. Usually correct grammar and spelling.	Adequately written. Usually correct grammar and spelling.	Poorly written with many spelling and grammatical errors.

Assessment Task 2

Research Essay

Research the topic agreed with your supervisor in week one and write an essay about this topic guided by the assessment rubric provided in course outline on wattle. This topic may be linked to the annotated bibliography exercise. For example, a current 'state of the eld' or 'literature review' of an agreed topic.

Presentation requirements: Double spaced with bibliography using Chicago Manual of Style format citations. (3,500 words)

Rubric

CRITERIA	HD (80-100)	D (70-79)	C (60-69)	P (50-59)	F (0-49)
RESEARCH AND KNOWLEDGE  ?(learning outcomes 1 and 2)	Thoroughly researched, consulting all the major sources, including peer reviewed journals, principle monographs and exhibition catalogues Sophisticated understanding of the major issues and awareness of complexities. Uses research sources to develop an independent argument.	Wide range of sources, including peer reviewed journals, but missing some key authors. Thorough knowledge of the major issues and perceptive analysis of major points Uses research sources to develop and drive an argument.	Good range of references but missing key sources. Shows understanding of key research issues in the essay question but tends towards overview rather than reflective engagement.	Adequate range of research sources Relies on internet sites (blogs, journalism, aggregators) rather than scholarly publications. Adequate understanding of the topic.	Little indication of research drawing on formal, scholarly material. Little knowledge of major themes Does not include a bibliography (when required).
ARGUMENT  (learning outcomes 1, 2, 3, and 5)	Highly sophisticated and lucid argument that addresses the essay question comprehensively and insightfully. The argument develops an independent perspective on the question, supported by astute use of evidence and analysis.	Strong argument that presents a wide range of convincing points. The argument is proposed directly and is consistently addressed. Argument developed in a systematic structure of proposition, evidence and conclusion.	Clearly stated argument which addresses the terms of the question purposefully. Argument developed in a systematic structure of proposition, evidence and conclusion. Argument tends to report or summarise opinion.	The terms of the question are addressed but argument tends to observation and impression. Does not develop an independent perspective on the topic. Argument is not forcefully stated or developed.	Lacks any argument and does not address the terms of the exercise.
ORGANISATION  (learning outcomes 1, 2, 4, and 5)	Excellent organisation Extremely logical paragraphs with highly effective use of topic sentences. Engaging and highly effective introduction and conclusion.	Strong organisation with a purposeful structure, direct statement of argument, systematic progress through evidence towards conclusion A sense, in introduction and conclusion, that the author has an agenda. Effective use of paragraphing and topic sentences to propel the essay from introduction through to conclusion.	Clear organisation of ideas, with key components (introduction, statement of argument, analysis, conclusion) evident Remains focused on the topic. May be some imbalance or disconnection of elements (e.g. over-long introduction, buried thesis, sudden shifts of topic) Good use of paragraphing.	A simple arrangement of ideas into a basic address to the question Key components (introduction, statement of argument, analysis, conclusion) may be missing or out of balance. Usually remains focused on the topic.	Does not directly address the essay question Little or no structure of argument and analysis. Disconnected observations, impressions or reporting of material.
WRITING  ?(learning outcomes 1, 2, 3, and 5)	Articulate and written in an eloquent style. Comprehension enhanced by grammar and spelling	Fluently written. Minimal grammatical and spelling errors.	Well written. Usually correct grammar and spelling.	Adequately written. Usually correct grammar and spelling.	Poorly written with many spelling and grammatical errors.
CITATIONS  ?(learning outcomes 3 and 4)	Meticulous referencing and image labelling Use of the Chicago Style Manual and footnotes. Excellent and balanced use of quotations.	Careful referencing and image labelling with almost no mistakes Use of the Chicago Style Manual and footnotes. Effective use of quotations.	Good referencing and image labelling with few mistakes. Use of the Chicago Style Manual and footnotes.	Adequate referencing and image labelling but with some mistakes and inconsistencies Use of the Chicago Style Manual and footnotes.	Inadequate referencing Images inadequately labeled.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Returning Assignments

Assignments will be returned via Turnitin 

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

N/A

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students