This course introduces students to a variety of approaches for independently generating, developing and evaluating creative works including visual and digital artworks, digital productions, decorative arts, crafts and design projects.  By analysing and evaluating creative works, students will develop an individual point of view in relation to their own work and the work of others. In addition, students will explore contexts in which discussion about creative works takes place; these include art and digital media history and criticism, decorative arts, craft and design forums, curatorial practice, marketing and promotion. The course is delivered as a five day intensive during the early weeks of semester and involves students in lectures, critique sessions, small group discussion, area specific tutorials and seminar paper presentation.

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. Identify key aspects of planning, creating and presenting creative works.
2. Analyse creative works and the context in which these are displayed in order to articulate a point of view.
3. Demonstrate critical points of view in a reasoned, referenced, and clearly structured analysis in both written and audio-visual forms.
   

Research-Led Teaching

Employing academic writing as a way of addressing complexity in visual arts and design, students learn to apply higher-order thinking skills to question, examine, evaluate and describe works of art in context of process, materiality, creative concepts or abstract ideas within historical or contemporary frameworks. Students develop an awareness of critical, reflective, logical, and creative thinking as opposed to, for example, descriptive or prescriptive thinking, and learn to summarise and organise complex information and synthesise their ideas and concepts for a more persuasive argument, therefore contributing to a deeper understanding of their research subject from an educated point of view.

Field Trips

Excursion dates, times and destinations are posted on Wattle

Required Resources

For the required readings, please follow the links to these readings in the individual day sections.

Recommended Resources

Please refer to the actual documents as pdf files in the wattle section.

Staff Feedback

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

• Verbal feedback for seminar presentations followed by a short written summary via email
• Written feedback on assignments
• Additional individual verbal and written feedback as required 

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	DAY 1: Introduction and workshops: How do you inform a point of view? Sessions 1-4	assessment items 1-3
2	DAY 2: Gallery Excursions: evaluating creative practice from first hand experience. Sessions 4-8	assessment items 1-3
3	DAY 3: Research and writing workshops: How do you write a persuasive argument? Sessions 9-11	assessment items 1-3
4	DAY 4: Planning workshop and Independent study: What's your idea and which direction will you take? Sessions 12-14	assessment items 1-3
5	DAY 5: Student Presentations: presenting your topic from a point of view. Session 15	assessment items 1-3

Tutorial Registration

via wattle

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Participation: Value 10% of total mark	10 %	12/06/2019	04/07/2019	1-3
Seminar Presentation: Value 30% of total mark	30 %	12/06/2019	24/06/2019	1-3
Major Essay: Value 60% of total mark	60 %	17/05/2019	04/07/2019	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 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 ANU Online 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

The course is delivered to the full class as an intensive over one week. Student attendance at all sessions is expected in person

Assessment Task 1

Participation: Value 10% of total mark

Students must participate actively in the course through reading of assigned texts and engaging in class discussions. Satisfactory attendance is understood as missing no more than one session during the week without documentary evidence of illness or extraordinary misfortune. Please note that participation includes regular reading as specified on Wattle, contributing to class discussions, attending student presentations and responding to in-class tasks. The student’s responses to any questions from the audience and their participation in the course in general will be noted.

Assessment Task 2

Seminar Presentation: Value 30% of total mark

Students are required to present in person their point of view on an aspect of an exhibition visited during this course to participants of this course. It will provide a forum to share and test methodological and theoretical approaches. This 10 min presentation will be followed by 5 min of discussion with the audience. A PowerPoint file and a written text (paper) of about 1000 words including the bibliography of this presentation will need to be submitted. The presented argument needs to be illustrated with relevant images and/or diagrams including captions and attributions. The paper and the PowerPoint slides are to be submitted to the course’s Wattle page within one week of the seminar.

The findings of this presentation can contribute to the major essay (assessment task 3).

Assessment Rubrics

This assessment task will be assessed by considering the following criteria:

• The relevance to the aims of the course
• The quality of the analysis of the presented material and methods
• The communication of the methods used to evaluate the chosen topic
• The clarity of the communication of the author’s point of view
• The competent use of presentation tools, including timekeeping
• The quality of support materials such as images and diagrams including related cat
• The engagement with the audience

Word limit: approximately 1000 words (including the bibliography)

Time: 10 min presentation plus 5 min answering questions

Value: 30% of total mark

Due date: Friday 12 April 2019

Presentation requirements

All students will be required to be well prepared at the allocated time of their presentation, including a digital copy of their PowerPoint that had been previously tested. It will be critical to stay within the 10min time limit to allow for the 5min question time. The student’s responses to any questions from the audience and their participation in the seminar in general will be noted.

Estimated return date

Initial feedback will be given in class, and grades and notes on presentations will be uploaded by: 24 April 2019

Rubric

CRITERIA	FAIL (49% and below)	PASS (50-59%)	CREDIT (60-69%)	DISTINCTION (70 -79%)	HIGH DIST (80-100%)
Research Total: 30%	Little evidence of research and reading; research limited to non scholarly websites and/or plagiarised material	Assignment uses a narrow range of sources	Assignment is supported by an adequate range of sources and shows evidence that material in the course bibliographies has been consulted	Assignment is supported by a good range of sources, including books, catalogues, journal articles and scholarly websites included in course bibliographies	Assignment is supported by wide reading and comprehension of a variety of sources, including books, catalogues, journal articles and scholarly websites included in course bibliographies as well as independent research
Argument and analysis Total: 30%	Little evidence of understanding of assignment topic. Does not use research to support argument, may confuse key ideas or concepts	Shows basic understanding of assignment topic. May not always use research material effectively to support argument, and may not use examples or case studies to support argument	Shows a competent but not necessarily complete understanding of the assignment topic. Is able to use research to support aspects of their argument. Uses examples or case studies to support argument, but may not always make full use of them.	Shows a good understanding of the assignment topic and supports argument with good use of research material; makes full use of examples or case studies to support argument	Excellent understanding of assignment topic; consistently uses research material effectively to mount argument; consistently makes full use of examples or case studies to support argument; shows evidence of original thought that goes beyond ideas discussed in classes
Structure Total: 30%	Numerous grammatical errors and stylistic problems	Assignment tends to summarise or narrate rather than analyse; structure may be poorly organised	Argument is competent, but structure may sometimes be marred by undeveloped paragraphs, arrangement of paragraphs may not always flow logically, some irrelevant information may be included	The assignment is organised so that its argument flows coherently; ideas are expressed clearly	The assignment uses well constructed paragraphs and appropriate and clear transitions that allow the argument to unfold logically; ideas are articulately and coherently expressed
Academic protocols Total: 10%	Inadequate or no referencing	Adequate referencing, but makes some mistakes and inconsistencies	Good referencing, using prescribed referencing system with a few mistakes.	Consistently uses prescribed referencing system, with almost no mistakes; good use of quotes	Consistently uses prescribed referencing in citation and footnoting; excellent use of quotes

Assessment Task 3

Major Essay: Value 60% of total mark

Students are required to write a major essay of about 4000 words (including bibliography), about a creative work in the context of one of the exhibition visited as part of this course. This can include an analysis and evaluation of a 2D, 3D, installation or time-based work, as well as the curatorial-intent of the relevant exhibition.

Going well beyond the mere description of the work, this text should aim on developing an argument as to why this particular work and its context has been chosen. Resting on their broad-based research, students should identify their discoveries to demonstrate their understanding of the ‘role’ this work plays within the exhibition context and in relation to the curatorial-intent. Students should develop their point of view and argue why their conclusions might differ from those of others (e.g. exhibition review or catalogue essay).

Essays should fulfil appropriate academic modes of presentation, incorporating a clear account of the subject of study its analysis and evaluation as well as of other examples used.

Note: The essay’s focus may have been anticipated during the seminar presentation and might build further on references and research introduced at that point. 

Assessment Rubrics

This essay will be assessed according to the following criteria:

• The relevance to the aims of the course
• The quality of the analysis and evaluation of the discussed work and/or curatorialintent
• The clarity of the communication of the author’s point of view
• The evidence of critical reading and research
• The communication of the methods used to analyse and evaluate the chosen focus

Word limit: approximately 4000 words (including the bibliography)

Value: 60% of total mark

Due date:

Presentation requirements

The essay must include a bibliography, citing the sources of all quotations, paraphrases, and references and at least two – max five - clear images of the work chosen. Visual material used in the essay should also be listed with full details (artist, date, media, dimensions, and provenance).

Estimated return date: 17 May 2019

Rubric

CRITERIA	FAIL (49% and below)	PASS (50-59%)	CREDIT (60-69%)	DISTINCTION (70 -79%)	HIGH DIST (80-100%)
Research Total: 30%	Little evidence of research and reading; research limited to non scholarly websites and/or plagiarised material	Assignment uses a narrow range of sources	Assignment is supported by an adequate range of sources and shows evidence that material in the course bibliographies has been consulted	Assignment is supported by a good range of sources, including books, catalogues, journal articles and scholarly websites included in course bibliographies	Assignment is supported by wide reading and comprehension of a variety of sources, including books, catalogues, journal articles and scholarly websites included in course bibliographies as well as independent research
Argument and analysis Total: 30%	Little evidence of understanding of assignment topic. Does not use research to support argument, may confuse key ideas or concepts	Shows basic understanding of assignment topic. May not always use research material effectively to support argument, and may not use examples or case studies to support argument	Shows a competent but not necessarily complete understanding of the assignment topic. Is able to use research to support aspects of their argument. Uses examples or case studies to support argument, but may not always make full use of them.	Shows a good understanding of the assignment topic and supports argument with good use of research material; makes full use of examples or case studies to support argument	Excellent understanding of assignment topic; consistently uses research material effectively to mount argument; consistently makes full use of examples or case studies to support argument; shows evidence of original thought that goes beyond ideas discussed in classes
Structure Total: 30%	Numerous grammatical errors and stylistic problems	Assignment tends to summarise or narrate rather than analyse; structure may be poorly organised	Argument is competent, but structure may sometimes be marred by undeveloped paragraphs, arrangement of paragraphs may not always flow logically, some irrelevant information may be included	The assignment is organised so that its argument flows coherently; ideas are expressed clearly	The assignment uses well constructed paragraphs and appropriate and clear transitions that allow the argument to unfold logically; ideas are articulately and coherently expressed
Academic protocols Total: 10%	Inadequate or no referencing	Adequate referencing, but makes some mistakes and inconsistencies	Good referencing, using prescribed referencing system with a few mistakes.	Consistently uses prescribed referencing system, with almost no mistakes; good use of quotes	Consistently uses prescribed referencing in citation and footnoting; excellent use of quotes

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community 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 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 University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

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 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

Marks and comments on essays and assignments will be uploaded to Wattle. Hard copies of essays and assignments with editorial comments will be handed back to students. Please see course outline for due dates and return dates. 

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions 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

Your tutor may require you to resubmit your essay at their discretion. Students who fail to score a pass, but are marked between 45 and 49% will have the opportunity to resubmit.

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