- Class Number 7484
- Term Code 3260
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr Erica Seccombe
- Class Dates
- Class Start Date 25/07/2022
- Class End Date 28/10/2022
- Census Date 31/08/2022
- Last Date to Enrol 01/08/2022
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.
Upon successful completion, students will have the knowledge and skills to:
- critically examine creative practices that address computational technologies;
- research and interrogate conceptual ideas and key concerns that drive contemporary artists and designers in the digital age;
- present and speak with confidence 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 at an advanced level about art and design in the digital age.
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 FeedbackStudents 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 FeedbackANU 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.
|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|
|12||Visiting Artist||Major essay due|
Through My Timetable, the course only allows 20 students per tutorial class.
|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
PoliciesANU 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:
Assessment RequirementsThe 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 AssessmentMarks 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.
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
15 min. (1500 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 1500 words) and includes a visual analysis of the work, references and visual resources on powerpoint.
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
engagement with case
Minimal or no engagement
Thorough and insightful engagement
Visual analysis and
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
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
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 500 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%)
Lectures & Tutorials
Limited or no 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
Preparation for class
review of assigned
of art works nominated for discussion,
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
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.
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
Essay topics will be based upon the Essay questions released in week 2. The body of the essay should be 3500 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.
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
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
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
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
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
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 IntegrityAcademic 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 SubmissionThe 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 SubmissionFor 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 SubmissionNo 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 RequirementsAccepted 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 PenaltiesExtensions 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.
Distribution of grades policyAcademic 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 studentsThe 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