This course provides students with the opportunity to undertake a program of in-depth reading in an area of Art History under the guidance of a staff member.  The nature of the program will be negotiated between the student and a proposed supervisor, but might include Australian Art History, Asian Art or Curatorial Studies.  Students must gain the formal agreement of a staff member to supervise them before enrolling in this course.

Learning Outcomes

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

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

1. Formulate a coherent program of reading in consultation with a professional Art Historian

2. Identify a series of art historical and curatorial studies questions and problems in a field and devise a plan for dealing with them.

3. Analyse the major contributions to the art historiography of a coherent field of study.

4. Evaluate the significant debates, problems and controversies in a particular field of art historical and curatorial studies.

5. Locate and interpret a body of primary source material and artworks relevant to the field of art historical and curatorial studies.

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

Commonwealth supported students and domestic full-fee paying students generally must be able to complete the requirements of their program of study without the imposition of fees that are additional to the student contribution amount or tuition fees.

Provided that its payment is in accordance with the Act, a fee is of a kind that is into any one or more of the following categories:

(a)    It is a charge for a good or service that is not essential to the course of study.

(b)    It is a charge for an alternative form, or alternative forms, of access to a good or service that is an essential component of the course of study but is otherwise made readily available at no additional fee by the higher education provider.

(c)    It is a charge for an essential good or service that the student has the choice of acquiring from a supplier other than the higher education provider and is for:

(i)   equipment or items which become the physical property of the student and are not consumed during the course of study; or

(ii)  food, transport and accommodation costs associated with the provision of field trips that form part of the course of study.

(d)    It is a fine or a penalty provided it is imposed principally as a disincentive and not in order to raise revenue or cover administrative costs.

Recommended Resources

Access to computers, public galleries, libraries, and archives

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). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction to the course. Meeting with nominated Supervisor in order to discuss Learning Plan and first essay topic
2
3	Review of draft Learning Plan with nominated supervisor and development of first essay
4		Learning Plan due
5	Discussion of first essay draft
6		First essay due
7	Meeting with nominated Supervisor in order to discuss research for second essay
8
9	Review of draft of second essay
10
11	Meeting with nominated Supervisor in order to finalise research for second essay
12	Final Meeting: Review	Second Essay due

Assessment Summary

Assessment task	Value	Learning Outcomes
Learning Plan	10 %	1, 2
Essay One	40 %	3,4,5
Essay Two	50 %	3,4,5

* 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 Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

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 Integrity . 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

Students are expected to attend all meetings with supervisors either online or in person.

Examination(s)

N/A

Assessment Task 1

Learning Plan

Include a list of the key texts you will use for your essays. Outline the central questions that your essays will address. Include a timetable with a plan showing what you will research and when.

Word limit (800 words minus reading list):

Value: 10%

Presentation requirements: Double spaced with bibliography using the Chicago Manual of Style referencing format.

Rubric

Criteria	HD (80-100)	D (70-79)	C (60-69)	P (50-59)	F (0-49)
RESEARCH AND KNOWLEDGE	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	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	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	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

Essay One

Details of task: Research the topic agreed with your supervisor in week one and write an essay about this topic guided by the assessment rubric provided in the course outline on wattle.

Word limit 2000 Words

Value: 40%

Presentation requirements: Double spaced with bibliography using the Chicago Manual of Style referencing format.

Rubric

CRITERIA	HD (80-100)	D (70-79)	C (60-69)	P (50-59)	F (0-49)
RESEARCH AND KNOWLEDGE	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	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	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	Articulate and written in an eloquent style. Comprehension enhanced by grammar and spelling.	Fluently written essay. Minimal grammatical and spelling errors.	Well written essay. Usually correct grammar and spelling.	Adequately written essay. Usually correct grammar and spelling.	Poorly written with many spelling and grammatical errors.
CITATIONS	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.

Assessment Task 3

Essay Two

Details of task: Research the topic agreed with your supervisor concerning your second essay and write on this topic guided by the assessment rubric provided in the course outline on Wattle.

Word limit 3000 Words

Value: 50%

Presentation requirements: Double spaced with bibliography using the Chicago Manual of Style referencing format.

Rubric

CRITERIA	HD (80-100)	D (70-79)	C (60-69)	P (50-59)	F (0-49)
RESEARCH AND KNOWLEDGE	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	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	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	Articulate and written in an eloquent style. Comprehension enhanced by grammar and spelling.	Fluently written essay. Minimal grammatical and spelling errors.	Well written essay. Usually correct grammar and spelling.	Adequately written essay. Usually correct grammar and spelling.	Poorly written with many spelling and grammatical errors.
CITATIONS	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. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.

The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.

The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.

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

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

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 Diversity 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