Art in the Digital Age explores the various ways artists and designers use or develop emerging computational technologies to articulate conceptual ideas or transform cultural production of objects. This course examines the changing social dimensions of the digital age and the impact of networked connectivity on contemporary creative practices. It deals with some of the key debates and issues of the body, space and time, and outlines a range of outcomes through a hybridity and cross-disciplinarity; interactivity, cybernetics, robotics, physical augmentation, artificial intelligence, information and social networks, virtual reality, data visualisation, 2D and 3D digital and additive printing, programming and coding. It also touches on how hybrid art practices explore frontier sciences such as bio-art and genetic engineering. Framing creative works within broader historical and social contexts, art history and theory, this course also considers some of the ethical concerns that artists and designers address through an interdisciplinary practice. Students will develop a critical knowledge of the impact of digital and computational technologies on contemporary art and life, and learn to discuss and analyse the new kinds aesthetics that are created in an increasingly networked society. The course is complimented with relevant guest lectures and excursions.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- critically examine creative practices that address computational technologies;
- identify conceptual ideas and key concerns that drive contemporary artists and designers in the digital age;
- present and speak confidently about the new kinds of aesthetics that are created in an increasingly networked society; and
- apply art historical and theoretical methodologies to researching and writing about art and design in the digital age.
Research-Led Teaching
This course is taught by research-focused academic staff with high-profile practices positioned at the forefront of art practice addressing the complexities and concepts in this field.
Staff Feedback
Students will be given feedback in the following forms in this course:- Written comments
- Verbal comments
- Feedback to the whole class, to groups, to individuals, focus groups
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: What is art in the digital age? | Weekly Lectures and tutorials and learning engagement outcome activities begin |
| 2 | Early artistic adaptations: collaboration and innovation | Essay questions revealed |
| 3 | Art and posthumanism | Tutorial seminar presentations begin |
| 4 | Networked Art | reflective writing activity 1 is due |
| 5 | Art and artificial intelligence | |
| 6 | Art, space and place: redefining experience in the digital age | |
| 7 | Art and the digital sublime | |
| 8 | Art and nature in the digital age | reflective activity 2 is due |
| 9 | Visualising complexity and big data | |
| 10 | Art and science in the digital age | |
| 11 | Visiting Artist | |
| 12 | Visiting Artist | Major essay due |
Tutorial Registration
Through My Timetable, the course only allows 20 students per tutorial class.
Assessment Summary
| Assessment task | Value | Due Date | Return of assessment | Learning Outcomes |
|---|---|---|---|---|
| Seminar presentation | 25 % | * | * | 1,2,3,4 |
| Lecture and tutorial participation and reflective and critical writing task. | 15 % | * | * | 1,2,3,4 |
| Research Essay | 60 % | 21/10/2022 | 14/11/2022 | 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 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 Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.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
Due to the roof repairs at Sir Roland Wilson, this semester the lectures will be delivered live on zoom and will be uploaded to Echo 360. However, all tutorials are delivered in person and will not be available for hybrid attendance.
Assessment Task 1
Learning Outcomes: 1,2,3,4
Seminar presentation
10 min. (1000 words)
In weeks 1&2 students are required to select a date for their tutorial presentation. Presentations will begin in tutorials from week 3 onwards, maximum two students per week. Students will select an artist, designer or a work of art from a list provided for that week, and discuss the key conceptual and theoretical ideas relating to it in context of art in the digital age. The set reading and further readings supplied on Wattle provide a good starting point for you to research the work of art, and additional readings will ensure that you are well informed and better able to answer questions from your peers. The presentations should not be read from a script but should demonstrate a coherent argument and an in-depth understanding of the subject. The student has one week from the time of their presentation to submit their presentation document to Wattle, which discusses their topic of their presentation (max 1000 words) and includes a visual analysis of the work, references and visual resources on powerpoint.
Rubric
| Criteria | FAIL | PASS | CREDIT | DISTINCTION | HIGH DISTINCTION |
|---|---|---|---|---|---|
Choice of case study | No relation to course material | Tangentially relevant to course material | Clearly relevant to course material | Highly relevant to course material | Extremely relevant to course material |
Demonstrated engagement with case study (studies) | Minimal or no engagement | Basic engagement | Substantial engagement | Thorough engagement | Thorough and insightful engagement |
Visual analysis and presentation | Poor and/or incorrect visual analysis; no slides/texts used | Usually correct but incomplete visual analysis. Limited use of slides/text | Good visual analysis but with some gaps; good use of slides/texts | Solid visual analysis, fully exploring the case study slides/texts used with purpose | Thorough and insightful visual analysis excellent use of slides/texts |
Demonstrated ability to cross-reference with other works, texts, etc. | No cross-referencing demonstrated | Minimal or superficial cross-referencing demonstrated | Good cross-referencing, but without much nuance | Cross-referencing is purposeful and adds nuance to analysis | Imaginative cross-referencing, contributing to sophisticated analysis |
Demonstrated engagement with relevant scholarly material | No engagement demonstrated | Passing engagement demonstrated | Good engagement with relevant scholarly material | Thorough grasp of relevant scholarly material | Excellent command of relevant scholarly material |
Structure and duration | Unclear structure Unable to keep to time | Keeps to time, but without strong structure | Keeps to time well-structured presentation | Keeps to time Purposeful and clear structure | Keeps to time imaginative and sophisticated structure |
Delivery | Inaudible/spoken too fast Unable to engage with audience | Audible with some pauses basic engagement with audience | Clearly spoken and well-paced deliberate engagement with audience | Effectively spoken with persuasive delivery; thoughtful engagement with audience | Informative and engaging delivery; engages audience with enthusiasm |
Assessment Task 2
Learning Outcomes: 1,2,3,4
Lecture and tutorial participation and reflective and critical writing task.
Students are expected to be in attendance of both lectures and zooms on a weekly basis to contribute to the overall learning experience and fulfil this assessment task. (5%)
Students will be expected to respond 2 critical reflections of 200 words each in term responding to key concepts covered in the course lecture. Questions will be posted on the wattle site in week 4 and week 8. (10%)
Rubric
| CRITERIA | FAIL | PASS | CREDIT | DISTINCTION | HIGH DISTINCTION |
|---|---|---|---|---|---|
ATTENDANCE Lectures & Tutorials | Limited or no attendance | Limited attendance | Attends the majority of lectures and tutorial meetings | Attends most or all lectures and tutorial meetings | Attends most or all lectures and tutorial meetings |
PARTICIPATION 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 or does not always contribute purposefully. | 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. |
REFLECTIVE WRITING Responding to the 2 set question. | Little or no structure of argument and analysis; Disconnected observations, impressions or reporting of material; Poorly written with many spelling and grammatical errors | A simple arrangement of ideas into a basic address to the questions; Usually remains focused on the topic; Adequately written; Usually correct grammar and spelling. | Clear organisation of ideas, with key components (observations, analysis, conclusion) evident Remains focused on the topic; Well written. Usually correct grammar and spelling. | Strong organization with a purposeful structure, direct statement of observations and analysis Systematic address to the terms of the questionnaire; Fluently written Minimal grammatical and spelling errors | Excellent organisation Logical succession of observations and ideas A sense of an independent voice and agenda; Highly articulate and written in an eloquent style Comprehension enhanced by grammar and spelling. |
Assessment Task 3
Learning Outcomes: 1,2,3,4
Research Essay
Essay topics will be based upon the Essay questions released in week 2. The body of the essay should be 2500 words long (not including footnotes and references) and must be accompanied with a bibliography and notes citing the sources of all quotations, paraphrases, and references to specific ideas and arguments. Essays will be assessed according to the criteria set out in the rubric attached to this document and posted under this document on Wattle. The essay should demonstrate skills you have developed over the semester and your ability to research, observe, analyse and construct arguments in relation to visual materials. Your essay must answer the question with a thorough visual analysis of artworks, or objects and should be the major source of evidence to support your argument. It is important to write a tight and informed argument that demonstrates your understanding of the course learning outcomes and is supported by the course readings and lectures. Rather than a broad overview of a theme, you should focus on a few key works in depth (rather than trying to cover an artist’s oeuvre or a whole period). Essays must be formatted in 12 point font, and double-spaced. You must cite the sources of your ideas with footnotes, and a bibliography.
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 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. | 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 |
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
The ANU uses 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. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.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
No submission of assessment tasks without an extension after the due date will be permitted. If an assessment task is not submitted by the due date, a mark of 0 will be awarded. OR 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.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.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
Convener
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Research Interestshttps://researchers.anu.edu.au/researchers/seccombe-ej |
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Dr Erica Seccombe
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