So much of how the world is constructed and understood comes from material and conceptual processes of weaving. Through a textiles lens, this course explores traditional, collaborative and experimental approaches. Students will investigate structures, systems and strategies associated with weaving, to respond to and participate in micro and macro urban fabrics.

Learning Outcomes

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

1. demonstrate an understanding of techniques, materials and processes as media for visual expression and design;
2. demonstrate creative exploration, experimentation and integration of ideas, materials and techniques, through class and individual projects; and
3. apply knowledge of the historical, cultural and theoretical contexts and contemporary practices relevant to textiles as a media for visual arts/design through development and execution of studio projects and research.

Research-Led Teaching

Lecturer, Melanie Olde’s research explores a symbiotic artistic expression of biomimicry and 3D woven systems. Using weaving as a conceptual methodology and metaphor for certain life systems. Her practice is increasingly interdisciplinary connecting with mathematics, engineering and computer science. Recent work explores life-mimicking movement with 3D woven soft robotics and embedded technology. Students will be exposed to these interdisciplinary possibilities by exploring weaving as a medium and as a system. Drawing a parallel with Melanie’s current research into ecological systems; students will be encouraged to expand their awareness of the ecologies and other complex networks they exist within. Considering where they are in contact with woven worlds physically and metaphorically. 

Convenor, Lucy Irvine has developed innovative weaving methods that are as conceptually and theoretically driven, as they are materials and process based.  She makes large scale woven public sculpture that contribute to placemaking and comment upon our urban fabric. By presenting her woven works as a form of knowledge in their own right, she collaborates with other forms of knowledge in order to find new models for spatial, epistemological and pedagogical discourse.

Field Trips

Students will be required to undertake self-led field trips in order to complete Assessment Task 1: Weaving your world

Additional Course Costs

REQUIRED RESOURCES AND INCIDENTAL FEES

Dear Student,

The School of Art & Design provides additional access to the workshop areas and use of equipment, tooling and consumable items during extra hours. For this access the School charges the Optional Workshop Fee. This is not a compulsory fee and is not essential to course completion, however if a student chooses not to pay it, access to the workshop areas and equipment outside of stated course hours is not allowed.

The School of Art & Design supplies materials that become your physical property on payment of the relevant material fee. You can choose to pay the Materials Fee and have these materials supplied through the School of Art & Design, allowing you to take advantage of the GST-free bulk purchasing power of the ANU. These materials are also WHS compliant.

Please go to the payment portal located on the Required Resources and Incidental Fees page here on the School of Art & Design website. Follow the prompts to the payment portal, select the relevant discipline and the fee you wish to pay for. 

If you need assistance please contact the Technical Officer in the relevant discipline or at the administration offices of the School of Art & Design.

Thank you

School of Art & Design

Examination Material or equipment

Please see Wattle for assessment submission points online, further information on in person presentations and for the co-ordination of on campus install of artwork.

Required Resources

Student contribution amounts under the Higher Education Support Act 2003 (HESA) and tuition fees support the course described in the Course Outline and include tuition, teaching materials and student access to the workshops for the stated course hours.

Students are requested to refer to the School of Art website for information: http://soa.anu.edu.au/required-resources-and-incidental-fees

Wattle. Ensure that your details are correct as Wattle will be the primary method of communication between lecturers and students and assessment submission point.

Recommended Resources

Please see Wattle for readings and recommended resources

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	Wednesday July 27 9.00-13.00 Textiles, Upstairs Studio 9.00-13.00 Course introduction, WHS and Workshop inductions. Introduction to Task 1> Weaving Your World	WHS & Workshop inductions Task 1>Weaving Your World - key skills Contribute to collective Onenote
2	Wednesday August 3 Self-led field trips and independent studio learning Undertake independent research and contribute to the class Weaving Your World collective OneNote	Task 1>Weaving Your World - experimentation and application of skills and concepts Contribute to collective OneNote
3	Wednesday August 10 9.00-13.00 Textiles, Upstairs Studio 9.00-13.00 Task 1> Weaving Your World	Task 1> Weaving Your World - further experimentation and application of skills and concepts Contribute to collective OneNote
4	Wednesday August 17 9.00-13.00 Textiles, Upstairs Studio 9.00-13.00 Task 1> Weaving Your World	Task 1> Weaving Your World - consolidate Assessment Task 1 due August 19 9.00 : Final OneNote entry including image of completed woven work by
5	Wednesday August 24 9.00-13.00 Textiles, Upstairs Studio 9.00-13.00 Introduction to Task 2> Collaborative Shelters	Task 2> Collaborative Shelters - initial ideas, sketches, models and prototyping
6	Wednesday August 31 9.00-13.00 Textiles, Upstairs Studio 9.00-13.00 Task 2>Collaborative Shelters	Task 2> Collaborative Shelters - review initial tests and resolve key aims and reference points for the project Share resolved aims and reference points to the Collective Onenote for formative feedback from lecturer and peers.
7	Wednesday September 21 9.00-13.00 Textiles, Upstairs Studio ?9.00-13.00 Task 2>Collaborative Shelters	Task 2> Collaborative Shelters - progress project
8	Wednesday September 28 9.00-13.00 Textiles, Upstairs Studio 9.00-13.00 Task 2>Collaborative Shelters	Task 2> Collaborative Shelters - consolidate project and plan for install and presentation.
9	Wednesday October 5 9.00-13.00 Textiles, Upstairs Studio 9.00-9.40 Set up final work and display of development phase for Group Critique 10.00-13.00 Group presentations and Critique	Task 2> Collaborative Shelters Assessment Task 2 due October 5 in class: 7-minute Group Presentation, installation of final work and display of development phase including prototypes/tests/sketches Share documentation to Onenote to enrich the collective resource
10	Wednesday October 12 9.00-13.00 Textiles, Upstairs Studio 9.00-13.00 Introduction to Task 3> Weaving as a Metaphor	Task 3> Weaving as a Metaphor - initial research, material tests and conceptual development Share initial proposal for this independent project to the collective OneNote for formative lecturer and peer feedback
11	Wednesday October 19 9.00-13.00 Textiles, Upstairs Studio 13.30-3.30, (contact time to make up for Week 2 Location to be confirmed) 9.00-13.00 Task 3> Weaving as a Metaphor 13.30-15.30 Task 3> Weaving as a Metaphor	Task 3> Weaving as a Metaphor - progress project Share project progress to the collective OneNote for formative lecturer and peer feedback
12	Wednesday October 26 9.00-13.00 Textiles, Upstairs Studio 13.30-15.30, (contact time to make up for Week 2 Location to be confirmed) ?9.00-13.00 Task 3> Weaving as a Metaphor 13.30-15.30 Task 3> Weaving as a Metaphor	Task 3> Weaving as a Metaphor - consolidate project and plan for assessment install
14	Examination Period Students can still access the Textiles Workshop for the duration of the Examination Period apart from during assessments. Please consult with your lecturer and the Textiles Assessment Schedule that will be shared on Wattle.	Task 3> Weaving as a Metaphor Assessment Task 3 due Wednesday November 9 : 9.00-10.00 Set up final work and development folio 17.00 Return to remove artwork after assessment

Tutorial Registration

Studio-based tutorials are scheduled within class time. Please consult the class overview for further details.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Weaving Your World	20 %	19/08/2022	29/08/2022	1-3
Collaborative Shelters	40 %	05/10/2022	19/10/2022	1-3
Weaving as a Metaphor	40 %	09/11/2022	01/12/2022	1-3

* 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

Students are expected to participate in class discussion, provide thoughtful and thought-provoking feedback both in class and in the collective OneNote and be attentive listeners. Be each other's best resource and make class and group engagement exciting and dynamic! There will be lots of opportunities for peer learning, collaboration and supporting each other in risk taking. Good participation will support the expansion of contextual knowledge, levels of experimentation and the quality resolution of artwork.

Assessment Task 1

Weaving Your World

Value: 20%

Details of Task: As you learn about your loom and weaving techniques, this assessment encourages you to reflect on your life and environment through a textiles-lens. It will help you understand the many facets of information and ideas you can express through a woven medium. What’s around you? What’s in your environment? How do you feel? Who are you interacting with? What are you seeing, reading, writing, hearing, wearing and touching? You will conduct a self-lead study of your environment, collecting at least 1 weave-able item per day to translate into your woven diary: the accumulation of these observations, experiences and reflections as integrated into your woven work. 

Format: Assessment will be through weekly entries of at least 2 images/videos and 100 words in a class OneNote document, due August 19. This will include documentation of your final woven diary work.

Further guidelines will be provided on Wattle.

Rubric

	HD	D	C	P	F
Technique	Technique has clearly excelled over 4 weeks, including successful complex weaving	Technique has advanced over 4 weeks including attempts at complex weaving	Technique has progressed and demonstrate good weaving proficiency	Techniques have not been achieved at basic level, little to no progress over 4 weeks
Experimentation	Adventurous and ambitious experimentation clearly demonstrates excellent problem solving and innovative engagement with materials and processes	High level of experimentation Demonstrating good problem solving skills and engagement with materials and processes	Experimentation demonstrates some good problem solving and engagement with materials and processes	Has attempted experimentation and demonstrates satisfactory problem solving through working with materials and processes at a basic level	Very little experimentation demonstrates insufficient engagement or problem solving
Observations and Reflection	Shares profound observations and reflection. Contributions to the weave diary demonstrate a consistently high level of awareness that connect weaving to the world in imaginative and insightful ways	Contributions demonstrate some high level of awareness that connect weaving to the world in imaginative and insightful ways	Shares observations and reflections that demonstrate some good engagement but need further depth of insight and awareness.	Has contributed observations and reflections that demonstrate a basic connections between in class weaving and the outside world.	Observations and reflections provided do not demonstrate the capacity for connecting weaving to the world. Or has not made adequate contributions.
Developing Contextual knowledge	Demonstrates impressive contextual knowledge through highly pertinent references and critically aware commentary	Demonstrates highly developed contextual knowledge through relevant references and thorough commentary with scope for greater criticality	Demonstrates s an understanding of context through relevant references solid commentary with scope for greater criticality	Demonstrates some understanding of context, has contributed references but with mixed relevance or basic commentary	Has provided insufficient evidence of understanding contextual knowledge or has provided over-simplistic commentary

Assessment Task 2

Collaborative Shelters

Value: 40%

Details of Task: Collaborating in groups of 4 or 5 you will devise and create components for a modular shelter. Through initial experimentation and research you will be asked to consider shelters in historical, cultural and geographical contexts. What might they mean now in contemporary textiles, art and design or in an urban context? Your group will resolve key aims and reference points and then undertake the weaving of modular components. Beyond the shared concept, the common thread that links these modules could be material, shape, colour, texture. You will be encouraged to create 3D forms on the loom and use architectural materials.

Format: Assessed during the Week 9 Critique, each group will deliver a 7-minute presentation (each group member will contribute the equivalent of 180-200 words) discussing your key references and aims, how the designs and concept developed through experimentation and how you see your modular shelter existing in the world. The shelter can be installed at full scale or as a model or drawing accompanied by life-sized prototype modules. Each group will create a display of their development phase including early prototypes/tests/sketches. 

Further guidelines will be provided on Wattle.

Rubric

	HD	D	C	P	F
Experimentation	Adventurous and ambitious experimentation. The development phase clearly demonstrates excellent problem solving and innovative engagement with materials and processes	High level of experimentation. The development phase demonstrates good problem solving skills and engagement with materials and processes.	Experimentation in the development phase demonstrates some good problem solving and engagement with materials and processes. However the project could have been more ambitious.	Has attempted experimentation and demonstrates satisfactory problem solving through working with materials and processes at a basic level	Very little experimentation demonstrates insufficient engagement or problem solving
Execution	Final woven shelter demonstrates exceptional material and conceptual refinement and an impressive synthesis between the two.	Final woven shelter demonstrates a high level of material and conceptual refinement The relationship between the two could be greater synthesised	Final woven shelter demonstrates some good material and conceptual resolve.	Final woven shelter combines materials and processes. It may be lacking conceptually or has only been resolved at a technically basic level.	Final woven shelter is unresolved or inadequate both materially and conceptually.
Contextual research	The project is underpinned by contextual research that is extensive, relevant and academically rigorous.	The project is underpinned by contextual research that is relevant and academically sound	The project is based on some good contextual research that could do with further academic development.	The project attempts to work from contextual research at a basic level.	Contextual research has not been adequately demonstrated or it is difficult to ascertain the basis for the project
Communication	Demonstrates excellent verbal, visual and written communication in collaboration and presentation	Demonstrates good verbal, visual and written communication	Demonstrates some good verbal, visual and written communication, with a degree of clarity missing	Has attempted verbal, visual and written communication, with some confusion or at a basic level	Communication is mostly unclear or insufficient

Assessment Task 3

Weaving as a Metaphor

Value: 40%

Details of Task: For your final project you will build on your material and technical woven language to explore the metaphorical potential of weaving. How can your understanding of a theory, concept or idea be deepened through weaving? You will be encouraged to use all of your senses as you create your artwork. What might these theories, concepts or ideas look like, feel, like or smell like? Do they make you feel warm or cold? Is there sound or movement? How do other artists use metaphor to open our understanding of the woven world? How can you further develop your own tactile and tacit knowledge through interweaving materials and metaphor? 

Format: Weaving as Metaphor will culminate in a resolved artwork or series of artworks presented during the examination period. Final works will be supported by an accompanying development folio.

Further guidelines will be provided on Wattle.

Rubric

	HD	D	C	P	F
Execution	Final artwork demonstrates exceptional material and conceptual refinement and an impressive synthesis between the two. The imaginative and critical potential of metaphor as metaphor is well realised.	Final artwork demonstrates a high level of material and conceptual refinement. The relationship between the two could be greater synthesised but weaving as metaphor is successfully explored and communicated.	Final artwork demonstrates some good material and conceptual resolve. Weaving as metaphor is attempted and has some success.	Final artwork combines materials and processes. It may be lacking conceptually or has only been resolved at a technically basic level.	Final artwork is unresolved or inadequate both materially and conceptually.
Experimentation	Adventurous and ambitious experimentation. Clearly demonstrates excellent problem solving and innovative engagement with materials and processes. Outstanding project development.	High level of experimentation. Demonstrates good problem solving skills and engagement with materials and processes. Project development is thorough and shows clear progression.	Demonstrates some problem solving and engagement with materials and processes. However the project could have been more ambitious if the development work had been more experimental.	Has attempted experimentation and demonstrates satisfactory problem solving through working with materials and processes at a basic level	Very little experimentation demonstrates insufficient engagement or problem solving
Contextual research	The project is underpinned by contextual research that is extensive, relevant and academically rigorous.	The project is underpinned by contextual research that is relevant and academically sound	The project is based on some good contextual research that could do with further academic development.	The project attempts to work from contextual research at a basic level.	Contextual research has not been adequately demonstrated or it is difficult to ascertain the basis for the project

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).

This applies to Assessment Task 2 and 3 which will be physically presented in the Textiles Workshop in Week 9 and in the examination period respectively.

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

Artwork and supporting development material to be removed by students after assessment.

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

Resubmission of works is not common in a studio-based course, as students can seek feedback on projects throughout the semester. Requests for resubmission will be handled on a case-by-case basis.

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