This course will survey significant historical, theoretical and structural changes in contemporary art, from the critique of Euro-American modernism established in postmodernism (1970-1990) to the globalised field of culture, capital and spectacle dubbed ‘the contemporary’ (1990-2020). You will study the challenges posed by postmodern theory and art to modernism’s principles of autonomy, authorship, originality, historical evolution, style and spectatorship. Postmodern agendas—identity politics, post-authorial practices, institution critique, appropriation and hybridity—will be surveyed. The emergence of ‘the contemporary’ will be explored in the proliferation of global art events and markets, affiliations of capital with contemporary art, the advent of the ‘experience economy’ as a cultural driver, and the disintegration of geo-political centres of art. The course will consider the complex challenge of making, interpreting and displaying art in the 21st century, an era of fractured temporality, volatile social experience, deterritorialized identity and corporatized culture.

Learning Outcomes

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

1. demonstrate an understanding of the principal elements of postmodern theory and its critique of modernism in art;
2. recognise and evaluate postmodern strategies developed by artists, critics and curators;
3. demonstrate an understanding of the principal elements of models of contemporary art (1990-2020) and the changes to making, interpreting and displaying art that they propose; and
4. recognise and evaluate the ways in which contemporary artists, critics and curators respond to current social and historical circumstances (such as globalism, spectacle, deterritorialization).

Research-Led Teaching

Lectures will be delivered primarily by staff and associates of the Centre for Art History and Art Theory, School of Art & Design. Lectures are based on the research expertise of

academics, drawing on extensive practice in scholarly research, exhibition and museum curatorship, and professional practice in the gallery, library, archive and museum sector.

Field Trips

Field trips to galleries on campus and in Canberra may be undertaken. Students will be encouraged to make use of major museums and collections in Canberra in undertaking assessment tasks.

Additional Course Costs

A class or assessment task involving a field trip or independent research visit to an art gallery or museum may incur costs relating to public transport, parking or admission.

Examination Material or equipment

Not applicable.

Required Resources

The principal resources for the course will be available to participants through the course Wattle site (course outline, class readings, guides to research and writing, assessment

tasks). Additional resources supporting engagement with the curriculum (video, online content links, study and writing guides, advice on assessment tasks) will be posted on

Wattle. Classes and assessment tasks are designed to be supported by general internet access and ANU on-line and on-campus resources (libraries, Drill Hall Art Gallery, Wattle,

Echo360, Turnitin etc).

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.

It is recommended that students take advantage of resources offered within the ANU library system (including numerous specialist online research and information sources, instructional videos and research guides). In addition, the support services of the University offer guidance for research and writing (Learning Skills Unit) and pastoral care. Additional resources are available to students at museums and collections in Canberra.

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	Lecture topics: Introducing the field: Figures of the modern and the postmodern. Tutorial topics: Introduction to course and resources.	Assessment task 1 posted: 25 February 2022
2	Lecture topics: Modelling historical transitions; Modelling change in criticism and theory. Tutorial topics: From picture plane to flatbed, from picture to data.
3	Lecture topics: Challenging modernist principles---Authorship, originality, appropriation. Tutorial topics: Postmodernism as social experience---Urban space, economy, psyche.	Assessment task 2 posted: 7 March 2022
4	Lecture topics: Becoming discursive---Art and art history in an expanded field. Tutorial topics: Critiques of modernist agency, authorship and authority.
5	Lecture topics: Other voices: feminism, psychoanalysis, postmodernism. Critical perspectives on modernism and social identity. Tutorial topics: Materiality and theory in models of artistic practice (earthworks and site specific art).
6	Lecture topics: Regional formations---Postmodernisms in Australia and Asia Tutorial topics: Practice, process, psyche.	Assessment task 1 submission date: 1 April 2022
7	Lecture topics: Postmodernism and ‘history painting’. Prelude to ‘the contemporary’---Modelling the end of history. Tutorial topics: Pop, Popism and postmodernism.	Assessment task 1 returned: 19 April 2022
8	Lecture topics: The past as medium and discourse---First Nations practices and the archive. Tutorial topics: Remembering and forgetting---The presence of history in contemporary art.	Assessment task 2 submission date: 30 April 2022
9	Lecture topics: The contemporary as system---Globalism and the biennale. The contemporary as event---Installation, spectacle and the experience economy. Tutorial topics: History and archive as medium.
10	Lecture topics: Places with a past----Identities, sites, histories. Tutorial topics: Modelling the 'contemporary'.
11	Lecture topics: Identities, collectivity, agency---Relational aesthetics and cultural mediation. Tutorial topics: Places with a past---Community and historical practices in urban contexts.	Assessment task 2 returned: 16 May 2022
12	Lecture topics: States of the arts---review and reflection. Tutorial topics: Art as distributed event---spectacle and pageant.
13	Examination period	Class participation grade determined and included in calculation of total course grade.

Tutorial Registration

Students must register for one of the available tutorial times in the course site on Wattle.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Reading Report	30 %	01/04/2022	19/04/2022	1,2,3
Research Essay	60 %	30/04/2022	16/05/2022	1,2,3,4
Participation	10 %	*	*	1,2,3,4

* 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

In weekly lectures, the principle themes of the course are introduced, offering guidance for reading, class discussion and assessment tasks. There are also opportunities for questions and discussion of emerging issues. In weekly classes, student discuss issues arising in lectures and readings, put forward their opinions and interpretations of art works, ask questions, and listen and respond to each others’ views. Productive discussions develop your ideas and oral presentation skills, and support the development of a community of practice (‘a group of people who share a common concern, a set of problems, or an interest in a topic and who come together to fulfil both individual and group goals’).

Assessment Task 1

Reading Report

The task focuses on the close reading of historiographical and theoretical texts, and their application to interpretation and artistic practice. A range of keywords that underpin concepts recurring throughout the course will be nominated, along with a limited range of related texts. Student will select a keyword and pursue three tasks: identify the key concepts within the keyword; develop a critical summary of the way the keyword is used in a nominated source text; and consider the application of the term within critical and/or studio practice. The task assess student capacity to recognise, articulate, critically evaluate and apply historiographical, theoretical and critical concepts. It also embeds essential humanities skills—research, critical reading, quotation/citation, methodologies—in assessment. The nominated keywords are linked with weekly tutorial topics and readings, supporting students' capacity to contribute to class discussion.

Word length: 1,500 words

Grade: 30% of total grade for the course

Rubric

CRITERIA	FAIL	PASS	CREDIT	DISTINCTION	HIGH DISTINCTION
RESEARCH AND KNOWLEDGE	Little indication of research drawing on formal, scholarly material. Little knowledge of major themes. Does not include a bibliography (when required).	Adequate range of research sources. Relies on internet sites (blogs, journalism, aggregators) rather than scholarly publications. Adequate understanding of the topic.	Good range of references but missing key sources. Shows understanding of key issues but tends towards overview rather than reflective engagement.	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.	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.
ARGUMENT	Lacks any argument and does not address the terms of the task	The terms of the task 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.	Clearly stated argument which addresses the terms of the task purposefully. Argument developed in a systematic structure of proposition, evidence and conclusion. Argument tends to report or summarise opinion.	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.	Highly sophisticated and lucid argument that addresses the task comprehensively and insightfully. The argument develops an independent perspective on the question, supported by astute use of evidence and analysis.
VISUAL ANALYSIS	Does not discuss relevant art works. Limited number of art works discussed	Includes a suitable choice of images with a basic analysis. Visual analysis tends to be illustrative, with examples paired with contentions of argument, without elaboration.	Suitable choice of images with purposeful visual analysis. Visual analysis directly supports the development of argument (as proposition and evidence).	Suitable choice of images with close attention to visual analysis. Visual analysis astutely integrated into the overall argument, consistently initiating and propelling an address to the task.	Excellent choice of images, with highly perceptive visual analysis. Visual analysis integrated into the overall argument in a compelling and seamless manner.
ORGANISATION	Does not directly address the nominated components of the task. Little or no structure of argument and analysis. Disconnected observations, impressions or reporting of material.	A simple arrangement of ideas into a basic address to the task. Key components (introduction, statement of argument, analysis, conclusion) may be missing or out of balance. Usually remains focused on the topic.	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.	Strong organization 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.	Excellent organisation Extremely logical paragraphs with highly effective use of topic sentences. Engaging and highly effective introduction and conclusion.
WRITING	Poorly written with many spelling and grammatical errors.	Adequately written essay. Usually correct grammar and spelling.	Well written essay. Usually correct grammar and spelling.	Fluently written essay. Minimal grammatical and spelling errors.	Highly articulate and written in an eloquent style. Comprehension enhanced by grammar and spelling.
REFERENCING	Inadequate referencing. Images inadequately labeled.	Adequate referencing and image labeling but with some mistakes and inconsistencies. Use of the Chicago Style Manual and footnotes.	Good referencing and image labeling with few mistakes. Use of the Chicago Style Manual and footnotes.	Careful referencing and image labeling with almost no mistakes Use of the Chicago Style Manual and footnotes. Effective use of quotations.	Meticulous referencing and image labeling Use of the Chicago Style Manual and footnotes. Excellent and balanced use of quotations.

Assessment Task 2

Research Essay

This task requires students to write a response to one of a number of nominated questions. The questions will relate to topics, issues and art works raised in lectures, class readings and discussions. This task focuses on research practice within the humanities: assessing a research question, undertaking research, formulating a response, gathering evidence, structuring a written argument, and presenting a clearly communicated and compelling case for your point of view. You will be supported in understanding and developing these skills in lectures and tutorials, as well as with resources from the Academic Skills Unit.

Word length: 2,500 words

Grade: 60% of total grade for the course

Rubric

CRITERIA	FAIL	PASS	CREDIT	DISTINCTION	HIGH DISTINCTION
RESEARCH AND KNOWLEDGE	Little indication of research drawing on formal, scholarly material. Little knowledge of major themes. Does not include a bibliography (when required).	Adequate range of research sources. Relies on internet sites (blogs, journalism, aggregators) rather than scholarly publications. Adequate understanding of the topic	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.	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.	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.
ARGUMENT	Lacks any argument and does not address the terms of the essay question.	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.	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.	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.	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.
VISUAL ANALYSIS	Does not discuss relevant art works. Limited number of art works discussed.	Includes a suitable choice of images with a basic analysis. Visual analysis tends to be illustrative, with examples paired with contentions of argument, without elaboration.	Suitable choice of images with purposeful visual analysis. Visual analysis directly supports the development of argument (as proposition and evidence).	Suitable choice of images with close attention to visual analysis. Visual analysis astutely integrated into the overall argument, consistently initiating and propelling an address to the essay question.	Excellent choice of images, with highly perceptive visual analysis. Visual analysis integrated into the overall argument in a compelling and seamless manner.
ORGANISATION	Does not directly address the essay question. Little or no structure of argument and analysis. Disconnected observations, impressions or reporting of material.	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.	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.	Strong organization 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.	Excellent organisation Extremely logical paragraphs with highly effective use of topic sentences. Engaging and highly effective introduction and conclusion.
WRITING	Poorly written with many spelling and grammatical errors.	Adequately written essay. Usually correct grammar and spelling.	Well written essay. Usually correct grammar and spelling.	Fluently written essay. Minimal grammatical and spelling errors.	Highly articulate and written in an eloquent style. Comprehension enhanced by grammar and spelling.
REFERENCING	Inadequate referencing. Images inadequately labeled.	Adequate referencing and image labeling but with some mistakes and inconsistencies. Use of the Chicago Style Manual and footnotes.	Good referencing and image labeling with few mistakes. Use of the Chicago Style Manual and footnotes.	Careful referencing and image labeling with almost no mistakes Use of the Chicago Style Manual and footnotes. Effective use of quotations.	Meticulous referencing and image labeling Use of the Chicago Style Manual and footnotes. Excellent and balanced use of quotations.

Assessment Task 3

Participation

In weekly lectures, the principal themes of the course are introduced, offering guidance for reading, class discussion and assessment tasks. There are also opportunities for questions and discussion of emerging issues. In weekly classes, student discuss issues arising in lectures and readings, put forward their opinions and interpretations of art works, ask questions, and listen and respond to each others’ views. Productive discussions develop your ideas and oral presentation skills, and support the development of a community of practice (‘a group of people who share a common concern, a set of problems, or an interest in a topic and who come together to fulfil both individual and group goals’).

Grade: 10% of total grade for the course

Rubric

CRITERIA	FAIL	PASS	CREDIT	DISTINCTION	HIGH DISTINCTION
ATTENDANCE	Limited or no attendance	Limited attendance	Attends the majority of tutorial meetings	Attends most or all tutorial meetings	Attends most or all tutorial meetings
PREPARATION Preparation for class discussion includes lecture attendance, review of assigned readings, previewing of art works nominated for discussion, engagement with nominated discussion topics.	Limited or no reference to readings or preparatory material	Limited reference to readings or preparatory material	Regular reference to readings or preparatory material	Consistent reference to readings or preparatory material	Consistent reference to readings or preparatory material. Engages thoughtfully with discussion topics
DISCUSSION In all cases, it is assumed that students show courtesy and respect to others in class discussion.	Does not contribute to discussion	Contributes occasionally to discussion.	Contributes consistently and purposefully to discussion	Contributes consistently and purposefully to discussion. Initiates conversations and questions	Contributes consistently and purposefully to discussion. Initiates conversations and questions. Engages with colleagues in a courteous and supportive manner

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

Work submitted electronically will be returned to students with comment and feedback via the Turnitin system on the course Wattle site.

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.

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