- Class Number 2503
- Term Code 3230
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr Keren Hammerschlag
- Dr Keren Hammerschlag
- Class Dates
- Class Start Date 21/02/2022
- Class End Date 27/05/2022
- Census Date 31/03/2022
- Last Date to Enrol 28/02/2022
The Internship with available arts cultural institutions is a prestigious and demanding program, in which the Internship Convenor places graduate students with a sound record of academic achievement in Art History or a related field. The Internship is designed to provide the student with insights into the activities and the workings of an art museum or gallery. The specific nature of the contact work will depend on the requirements of the art museum specialist supervisor, who may include curators, registrars, research program managers and art educators and public programmers. The internship is seen as providing an opportunity for learning about the field in preparation towards an art museum career.
Upon successful completion, students will have the knowledge and skills to:
- participate in the workings of an arts and cultural institution in co-operation with specialist staff;
- engage with a specified art museum project related to collection management, interpretation, time management, and exhibition development;
- research behind and the acquisition of an art object for an arts and cultural institution, or research towards the development of a related exhibition or public program proposal; and
- compile a structured report on an acquisition or related project, in which a sustained research argument is developed, and communicate their report to an audience.
Students spend 10 hours per week during semester at allocated cultural institutions in Canberra.
Additional Course Costs
Costs associated with travel to and from host institutions at which internships are being undertaken.
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||Begin internship at respective cultural institutions. 10 hours per week.||Ongoing: Not graded-satisfactory attendance and participation required for completion of the course with feedback evaluation at the end of the internship.|
|2||2 hour seminar 10 hours internship at your respective cultural institution.|
|3||10 hours internship at your respective cultural institution.|
|4||10 hours internship at your respective cultural institution.|
|5||10 hours internship at your respective cultural institution.|
|6||2 hour seminar 10 hours internship at your respective cultural institution.|
|7||10 hours internship at your respective cultural institution.|
|8||10 hours internship at your respective cultural institution.|
|9||10 hours internship at your respective cultural institution.|
|10||10 hours internship at your respective cultural institution.|
|11||Seminar and in-class presentations||Research Acquisition Proposals Due|
|12||10 hours internship at your respective cultural institution. Individual consultations||Reflective Journal Due|
|Assessment task||Value||Learning Outcomes|
|RESEARCH ACQUISITION PROPOSAL: ORAL PRESENTATION AND WRITTEN REPORT||60 %||1-4|
|REFLECTIVE JOURNAL||40 %||1-3|
* 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: 1-4
RESEARCH ACQUISITION PROPOSAL: ORAL PRESENTATION AND WRITTEN REPORT
Deliver an oral presentation and prepare a written report outlining arguments for the acquisition of an object or artwork by your host institution.
Oral presentation: 15 minutes plus 10 minutes of discussion
Written report: 2,500 words
Total value: 60% [Oral presentation 20% ; Written Report 40%]
RESEARCH AND KNOWLEDGE
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
Wide range of sources, including peer reviewed journals and principle monographs.
Thorough knowledge of the major issues and perceptive analysis of major points
Uses research sources to develop and drive an argument
Good range of references but missing key sources and resources.
Shows understanding of key issues but tends towards overview rather than thorough engagement.
Adequate research, but evident gaps.
Relies on internet sites (blogs, journalism, aggregators) rather than scholarly publications
Adequate understanding of aims, themes and ideas.
Little indication of research.
Little knowledge of major aims, themes or ideas associated with the assessment task.
Highly sophisticated and lucid argument that addresses all aspects of the task comprehensively and insightfully
The argument develops an independent perspective on the task, supported by astute use of evidence and analysis
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
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
The terms of the task are addressed but argument tends to observation and impressions
Does not develop an independent perspective on the topic
Argument is not forcefully stated or developed
Lacks any argument and does not address the objectives of the assessment task
Extremely logical paragraphs with highly effective use of topic sentences
Engaging and highly effective introduction and conclusion
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 argument from introduction through to conclusion.
Clear organisation of ideas, with key components (introduction, statement of argument, analysis, conclusion) evident
Remains focused on the objectives of the task
May be some imbalance or disconnection of elements (e.g. over-long introduction, buried thesis, sudden shifts of topic)
Good use of paragraphing
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
Does not directly address the key requirements of the task
Little or no structure of argument and analysis
Disconnected observations, impressions or reporting of material
Highly articulate and written in an eloquent style
Comprehension enhanced by grammar and spelling
Minimal grammatical and spelling errors
Usually correct grammar and spelling
Usually correct grammar and spelling
Poorly written with many spelling and grammatical errors
PRESENTATION / DELIVERY
Informative and engaging delivery
Engages audience with enthusiasm
Keeps to time
Effectively spoken with persuasive delivery
Thoughtful engagement with audience
Clearly spoken and well-paced
Deliberate engagement with audience
Audible with some pauses
Basic engagement with audience
Inaudible/spoken too fast
Little to no engagement with audience
Assessment Task 2
Learning Outcomes: 1-3
Notate on a weekly basis a reflective assessment of your experiences and learning at the cultural institution with which you are interning. Note the date, and think critically so you can self-evaluate and self-assess these learning experiences and also your ‘on-the-job’ observations and interactions with other peoples. Towards the end of the semester, muster these reflective notations into a journal format ( you can use some illustrations if you wish to illustrate some points of learning or experiences, but this is not essential) and edit it accordingly, so it is a dated and organised piece of writing about your semester internship. Use a brief Introduction and Conclusion to set the scene and to sum up.
Length: 2,500-3000 words
OVERALL QUALITY OF REFLECTIONS
Demonstrates a sophisticated level of reflection across the entire submission.
Reflection is integrated across the submission, and is developed to a level that presents informed, critical analyses.
Reflection is present, but not developed at a critical level.
Certain parts are more summaries than active reflections.
Elements of reflection are present, but overall poorly developed.
Mainly presents summaries rather than active reflections.
Does not adequately engage in self-reflection or adequate description of examples and experiences.
STRUCTURE AND ORGANISATION
Submission is structured in a way that is imaginative and/or is highly effective in presenting detailed critical reflections.
Submission is structured effectively and clearly, enabling a very well-developed discussion that flows well.
Submission has a clear and logical structure.
Certain sections may lack flow between discussions.
Submission has a structure, but key sections or elements are lacking organisation.
Discussion lacks flow.
Submission has no logical organisation or structure.
CONCLUSIONS DRAWN ABOUT PERSONAL LEARNINGS AND THEIR APPLICATIONS
Draws excellent, highly considered conclusions about what student has learned, and how they might apply learnings in the future.
Draws very good and considered conclusions about what student has learned, and how they might apply learnings in the future.
Draws solid conclusions about what student has learned, and how they might apply learnings in the future. Could be developed further.
Draws some conclusions about student’s learnings, but not in depth
Does not draw any meaningful conclusions.
CLARITY OF WRITTEN EXPRESSION
Highly articulate, written in an eloquent style.
Very minimal grammatical and spelling errors
Minimal grammatical and spelling errors.
Usually correct grammar and spelling.
Adequately written, but with errors in grammar and spelling.
Poorly written with many spelling and grammatical errors.
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.
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.
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
Victorian art and visual culture, visual medical humanities, gender and the body
Dr Keren Hammerschlag