- Class Number 7486
- Term Code 3260
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- AsPr Chaitanya Sambrani
- AsPr Chaitanya Sambrani
- 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
- Soo-Min Shim
This course introduces students to the development of modernism in Indian, Indonesian and Japanese art. Whereas the dominant discourse of art history from a Euro-American perspective tends to consign non-western modernist art to a marginal status and treats it as derivative, this course argues that modernism in particular Asian countries follows trajectories that are regionally specific and culturally diverse, responding to political, technological and social transformations. At the same time, the course addresses the complex interrelations between these non-western modernisms and the development of Euro-American modernism.
Concentrating on a century of artistic practices from the later nineteenth century onwards, the course will offer students an introduction to visual practices, historical approaches and theoretical formulations relating to this material. Colonial and postcolonial histories of art, as well as relations between art practice and nationhood will form the core of the inquiry.
Upon successful completion, students will have the knowledge and skills to:
- demonstrate sound knowledge of major trajectories of modernist art in India, Indonesia and Japan, c. 1860-1960;
- present sophisticated analysis of the work of significant artists in formal and contextual terms;
- demonstrate thorough understanding of historical, political and aesthetic issues that relate to individual artists, periods or movements;
- demonstrate thorough understanding of major theoretical issues that underpin the work of Asian modernist artists; and
- present thoroughly researched and sophisticated oral and written discussions pertaining to the course material.
Teaching in this course is based on research in the field since 1996.
Additional Course Costs
Examination Material or equipment
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.
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
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.
|Week/Session||Summary of Activities||Assessment|
|1||Introduction: the Idea of Asia||Tutorials commence|
|2||Pre-modern traditions in Asian art||Reading group|
|3||Colonial representations of Asia||Reading group|
|4||Japanese art after the Meiji Restoration||Reading group; student presentations|
|5||"Asia is One!" Pan-Asianism in Japan and India||Reading group; student presentations|
|6||Modernism in Japanese art||Reading group; student presentations|
|7||Screening 1: Kurosawa Akira, Kumonosu-jo||Reading group; student presentations|
|8||Modernism in Indian art||Reading group; student presentations|
|9||Screening 2: Satyajit Ray, Apur Sansar||Reading group; student presentations|
|10||Modernism in Indonesian art||Reading group; student presentations|
|11||Post-1945 developments 1||Reading group; student presentations|
|12||Post-1945 developments 2||Reading group; student presentations|
|13||Assessment period||Essay due|
Tutorial RegistrationANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.
|Assessment task||Value||Due Date||Learning Outcomes|
|Tutorial paper||30 %||*||2, 3, 4, 5|
|Research essay||60 %||03/11/2022||1, 2, 3, 4, 5|
|Participation 10%||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
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
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.
Assessment Task 1
Learning Outcomes: 2, 3, 4, 5
Deliver a 15-minute presentation during tutorials, focussing on the work of an individual artist or group of artists active in Asia between c. 1860 and 1970. Nominate your preferred week during tutorials (max. 3 students in any week). Submit slides and text via Wattle.
Relevance to course material 15%
No relation to course material
Tangentially relevant to course material
Clearly relevant to course material Substantial engagement
Highly relevant to course material
Extremely relevant to course material 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/texts
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
Unable to keep to time
Keeps to time, but without strong structure
Keeps to time
Keeps to time
Purposeful and clear structure
Keeps to time
Imaginative and sophisticated structure
No engagement with audience
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, 5
Write a 3500-word essay on one other topics posted on Wattle. Include appropriate images with captions, and cite all sources using either footnotes or endnotes according to the Chicago style. Include a bibliography of all sources consulted, regardless of whether these appear in footnotes/endnotes. The designated word limit is exclusive of citations, caption, bibliography, etc.
RESEARCH AND KNOWLEDGE
· Insufficient research; does not include a bibliography
· Little knowledge of major themes
· Adequate range of sources
Adequate understanding of the topic
· Good range of references (but missing significant sources)
· Good understanding of the topic and major issues
· Wide range of sources, including peer reviewed articles, but missing some authors.
Thorough knowledge of the major issues and perceptive analysis of major points
· Thoroughly researched, consulting all the major sources.
Sophisticated understanding of the major issues and awareness of complexities
· Lacks any argument and does not address the assessment criteria
Sound attempt to write an argument
Clearly stated argument which addresses the assessment criteria
Strong argument that presents a wide range of convincing points
Highly sophisticated and lucid argument that addresses the assessment criteria comprehensively and insightfully
· Does not discuss relevant works of art
· Basic analysis of works of art.
Visual analysis integrated in a basic manner
· Suitable choice of works with comprehensive visual analysis.
Visual analysis successfully integrated into the overall argument
· Suitable choice of works with discerning visual analysis.
Visual analysis astutely integrated into the overall argument.
· Excellent choice of images, with highly perceptive visual analysis.
Visual analysis integrated into the overall argument in a compelling and seamless manner
· Little or no structure.
· Adequate arrangement of ideas
· Focus on topic is inconsistent
· Clear organisation of ideas
· Good use of paragraphing
· Good introduction and conclusion
· Remains focused on the topic
· Strong organisation
· Effective use of paragraphing and topic sentences
· Logical paragraphs
Effective introduction and 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 but with incorrect 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
Chicago Style Manual not used
· Adequate referencing and image labeling but with some mistakes and inconsistencies
Use of the Chicago Style Manual and footnotes with some mistakes
· 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 quotes
· Meticulous referencing and image labeling
· Use of the Chicago Style Manual and footnotes.
Excellent and balanced use of quotes
Assessment Task 3
Learning Outcomes: 1, 2, 3, 4
Participation will be assessed on the basis of students' engagement with the course material during classroom activities (lectures and tutorials), engagement with designated readings and contribution to tutorial discussion.
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.
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.
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.
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.
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.
Assignments will be submitted electronically; feedback will also be provided electronically.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Resubmission of Assignments
No resubmission of assignments is permitted.
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
Modern and contemporary art in Asia; art and politics; art and urbanism
AsPr Chaitanya Sambrani
AsPr Chaitanya Sambrani