With a focus on drawing the human form in a studio environment, Figure & Life enables students to develop an understanding of the principles of observational drawing. Relevant to students with any level of experience and from all visual arts and design disciplines, this course introduces a range of skills and concepts to support future specialised practice-led research. Each week students are presented with different tasks and approaches to seeing and drawing the human body by identifying space, shape, form, line, gesture, expression, movement, colour, tone and composition. The experience of drawing is broadened by testing a variety of drawing mediums and techniques through haptic exploration. In class students build up a substantial portfolio of work for assessment. A deeper knowledge of drawing in context of historical and contemporary art and design practices is furthered through weekly tutorial slide presentations and critical reflections. Additional weekly activities also assist students to demonstrate progressive development and gain confidence through guided drawing projects.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- identify and apply a range of processes and approaches to seeing and drawing the human form from life;
- demonstrate an understanding of the principles of observational drawing in context of historical and contemporary practices in the visual arts and design;
- utilise a variety of drawing mediums and techniques to explore space, shape, form, line, gesture, movement, colour, tone and composition;
- clearly show progressive development of drawing skills and conceptual ideas through guided drawing projects;
- articulate a developing visual literacy through creative works, verbal discussion and written critical reflection.
Research-Led Teaching
This course is taught by research-focused academic staff with high-profile art historical and art and design practices and who apply observational drawing skills to their field of research in diverse ways.
Additional Course Costs
There is a student workshop fee of $40.00 per student which covers all supplied materials used in class for 12 weeks. Instructions for payment will be on the course wattle page. Students are expected to supply their own materials for the independent drawing activities outside of class, and the suggested items will be listed on the Wattle site, including an A3 drawing sketch book/visual diary.
Examination Material or equipment
Figure and Life supplies drawing easels and other drawing furniture and employs professional life models for the drawing activities in class.
If you require special equipment as per an EAP please contact the convener.
Required Resources
An A3 drawing sketch book/visual diary.
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.
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 | Line & Marks | Classes begin and all activities for assessable items 1,2 + 3 begin. The workshop material fee should be paid by week 2. |
| 2 | Context & Composition | |
| 3 | Structure & Shape | Professional Life models in class begin |
| 4 | Proportion & Perspective | All activities for assessable items 1,2, 3 conclude and are submitted end of week 4 for grading before the census date on 31 August. |
| 5 | Light & Tone | |
| 6 | Still Life (Time & Space) | All activities for assessable items 4 + 5 begin. |
| 7 | Rhythm & Colour | |
| 8 | Movement & Volume | |
| 9 | Aesthetics & Identity | All activities for assessable items 4+5 conclude |
| 10 | Final composition project | All activities for assessable items 6 begin. Assessable items 4+5 are submitted end of week 10. |
| 11 | Final composition project | |
| 12 | Final composition project | All activities for assessable items 6 conclude and are submitted end of week 13. |
Tutorial Registration
Through My Timetable, the course only allows 20 students per class.
Assessment Summary
| Assessment task | Value | Due Date | Return of assessment | Learning Outcomes |
|---|---|---|---|---|
| IN-CLASS PORTFOLIO WEEKS 1-5 | 10 % | 19/08/2022 | 26/08/2022 | 1, 3 , 4 |
| WEEKLY INDEPENDENT DRAWING PRACTICE WEEKS 1-5 | 10 % | 19/08/2022 | 26/08/2022 | 1, 3 , 4 |
| WRITTEN CRITICAL REFLECTION WEEKS 1-5 (500 words) | 10 % | 26/08/2022 | 02/09/2022 | 5 |
| IN-CLASS PORTFOLIO WEEKS 6-9 | 30 % | 14/10/2022 | 28/10/2022 | 1,2,3,4,5 |
| WEEKLY INDEPENDENT DRAWING PRACTICE WEEKS 6-9 | 20 % | 14/10/2022 | 28/10/2022 | 1,2,3,4,5 |
| FINAL COMPOSITION PROJECT - WEEKS 10-12 | 20 % | 28/10/2022 | 15/11/2022 | 1,2,3,4,5 |
* 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
Students are expected to participate actively in the course in person, which includes consistent drawing practice, regular reading of assigned resources and engaging with class lessons and online forums in a timely manner. Satisfactory attendance is understood as missing no more than one tutorial session during the semester without documentary evidence of illness or extraordinary misfortune.
Examination(s)
All work undertaken in class and as independent study is to be documented and submitted online at the due date for assessment. Rubrics are provided for each assessment item. Please keep a copy of the assignments for your records. All the original material, drawings, sketchbooks and written work should be kept by the student in case it is required for in person assessment or re-examination.
Assessment Task 1
Learning Outcomes: 1, 3 , 4
IN-CLASS PORTFOLIO WEEKS 1-5
Lessons in weeks 1-5 will introduce the student to the course and the fundamentals of observational drawing through active listening and participation in the weekly class lessons. In weeks 4+5 lessons will focus around a professional life model. The in-class drawing lessons, weekly resources and activities are set to help students develop their confidence and observational drawing skills while studying the human form, and by broadening their knowledge and visual literacy by participating in activities in which they can learn from their peers.
Students are expected to fulfil the weekly drawing activities in their A3 visual diary (no smaller). Students will be expected to document all of the work they have completed in their visual diary and up-load the images to a OneNote document. The wattle site will provide information on how to document and upload your work.
The following items are required to be documented and submitted online by end of week 5 and assessed according to the rubric provided.
- Week 1-5 independent drawing tasks that have been attempted or completed.
Rubric
| CRITERIA/ LEARNING OUTCOMES ASSESSMENT ITEM 1 | HIGH DISTINCTION 80 – 100% | DISTINCTION 70-79% | CREDIT 60-69% | PASS 50-59% | N (FAIL) 0- 49% |
|---|---|---|---|---|---|
Prepared to learn and use the materials and processes to explore different approaches to observational drawing through guided drawing lessons with demonstrable outcomes. [LO 1,3,4] | The student is consistently prepared to learn and use the materials and processes to explore different approaches to observational drawing through guided drawing lessons with exceptional demonstrable outcomes. | The student is always prepared to learn and use the materials and processes to explore different approaches to observational drawing through guided drawing lessons with highly demonstrable outcomes. | The student is frequently prepared to learn and use the materials and processes to explore different approaches to observational drawing through guided drawing lessons with consistently demonstrable outcomes. | The student is sometimes prepared to learn and use the materials and processes to explore different approaches to observational drawing through guided drawing lessons with a narrow range of demonstrable outcomes. | The student is rarely prepared to learn and use a range of materials and processes to explore different approaches to observational drawing through guided drawing lessons with a poor range of demonstrable outcomes. |
Demonstrate a range of progressive development in their observational drawing skills applied in-class lessons. [LO 1,3,4] | The student demonstrates an outstanding range of progressive development in their observational drawing skills applied in-class lessons. | The student demonstrates a wide range of progressive development in their observational drawing skills applied in-class lessons. | The student demonstrates an appropriate range of progressive development in their observational drawing skills applied in-class lessons. | The student demonstrates a limited range of progressive development in their observational drawing skills applied in-class lessons. | The student fails to demonstrates a limited range of progressive development in their observational drawing skills applied in-class lessons. |
Apply observational drawing skills to explore ways of seeing and drawing the human form from life in class with demonstrable outcomes. [LO 1,3,4] | The student actively questions and listens to clarify task requirements and identifies and uses feedback and peer learning as a strategy to improve drawing skills with a consistently excellent demonstrable outcomes. | The student actively questions and listens to clarify task requirements and identifies and uses feedback and peer learning as a strategy to improve drawing skills with consistently high demonstrable outcomes. | The student frequently actively questions and listens to clarify task requirements and identifies and uses feedback and peer learning as a strategy to improve drawing skills with consistently satisfactory demonstrable outcomes. | The student rarely actively questions and listens to clarify task requirements, or identifies and uses feedback and peer learning as a strategy to improve drawing skills and inconsistent demonstrable outcomes. | The student never actively questions and listens to clarify task requirements or identifies or uses feedback and peer learning as a strategy to improve drawing skills and has little or no demonstrable outcomes. |
Actively question and listen to clarify task requirements and identify and use feedback and peer learning as a strategy to improve drawing skills with demonstrable outcomes. [LO 1,3,4] | The student actively questions and listens to clarify task requirements and identifies and uses feedback and peer learning as a strategy to improve drawing skills with a high level of demonstrable outcomes. | The student actively questions and listens to clarify task requirements and identifies and uses feedback and peer learning as a strategy to improve drawing skills with consistently demonstrable outcomes. | The student frequently actively questions and listens to clarify task requirements and identifies and uses feedback and peer learning as a strategy to improve drawing skills with appropriate demonstrable outcomes. | The student rarely actively questions and listens to clarify task requirements, or identifies and uses feedback and peer learning as a strategy to improve drawing skills and has few demonstrable outcomes. | The student never actively questions and listens to clarify task requirements or identifies or uses feedback and peer learning as a strategy to improve drawing skills and has little or no demonstrable outcomes. |
Assessment Task 2
Learning Outcomes: 1, 3 , 4
WEEKLY INDEPENDENT DRAWING PRACTICE WEEKS 1-5
Each week there will be a set of drawing tasks which assist the student to independently practice observational drawing outside of class, ie: homework. By undertaking these drawing tasks the student is practicing drawing and preparing themselves for each week's in-class lesson. The weekly drawing tasks are designed to reflect the student's development of observational drawing practice and are also linked to the weekly slideshow to help the student build on their knowledge and visual literacy through the study of a range of artists, works of art, concepts and drawing as practice. Independent drawing practice forms a significant part of assessing the student's engagement with the course against the learning outcomes. Students are expected to follow all the independent drawing tasks in week 1-5 as a bare minimum. Students are encouraged to draw every day - at least 4-5 hours per week. Students may contribute extra drawing practice each week for assessment if the drawings demonstrate an extended engagement with the course.
Students are expected to fulfil the weekly drawing activities in their A3 visual diary (no smaller). Students will be expected to document all of the work they have completed in their visual diary and up-load the images to a OneNote document. The wattle site will provide information on how to document and upload your work.
The following items are required to be documented and submitted online by end of week 5 and assessed according to the rubric provided.
- Week 1-5 independent drawing tasks that have been attempted or completed.
Rubric
| CRITERIA/ LEARNING OUTCOMES ASSESSMENT ITEM 2 | HIGH DISTINCTION 80 – 100% | DISTINCTION 70-79% | CREDIT 60-69% | PASS 50-59% | N (FAIL) 0- 49% |
|---|---|---|---|---|---|
Effective use of time to practice drawing and undertake all tasks with effort. [LO 1,3,4] | The student demonstrates a consistent effective use of time to practice drawing and undertake all tasks with exceptional effort. | The student demonstrates a consistent effective use of time to practice drawing and undertake all tasks with a high level of effort. | The student demonstrates a good effective use of time to practice drawing and undertake some tasks with appropriate effort. | The student demonstrates a poor effective use of time to practice drawing and undertake some tasks with minimal effort. | The student fails to demonstrates an effective use of time to practice drawing or undertakes few tasks with no effort. |
Identifies and uses independent drawing tasks as a strategy to problem solve and progressively improve skills with a range of outcomes. [LO 1,3,4] | The student consistently identifies and uses independent drawing tasks as a strategy to problem solve and progressively improve skills with an excellent range of outcomes. | The student clearly identifies and uses independent drawing tasks as a strategy to problem solve and progressively improve skills a with a broad range of outcomes. | The student frequently identifies and uses independent drawing tasks as a strategy to problem solve and progressively improve skills with developing range of outcomes. | The student rarely identifies and uses independent drawing tasks as a strategy to problem solve and progressively improve skills with a limited range of outcomes. | The student fails to identify and use independent drawing tasks as a strategy to problem solve and progressively improve skills with a poor range of outcomes. |
Preparedness to study and contextualise the weekly resources through the drawing tasks. [LO 1,3,4] | The student demonstrates a high level of consistent preparedness to study and contextualise the weekly resources through the drawing tasks. | The student demonstrates a clearly consistent preparedness to study and contextualise the weekly resources through the drawing tasks. | The student demonstrates an appropriate preparedness to study and contextualise the weekly resources through the drawing tasks. | The student demonstrates a lack of preparedness to study and contextualise the weekly resources through the drawing tasks. | The student failed to demonstrate preparedness to study and contextualise the weekly resources through the drawing tasks. |
Assessment Task 3
Learning Outcomes: 5
WRITTEN CRITICAL REFLECTION WEEKS 1-5 (500 words)
Each week from 1-5 there will be a task that links to the weekly resources and requires students to contribute a written critical reflection to their class's online forum. Students will be expected to contribute a minimum of 3 individual posts (at least 100 words each - not more or less), and will be expected to briefly reply in response to at least 5 other student posts (one each week) across weeks 1-5. This activity is designed to enable students to build their skills in independent writing, visual analysis, observation and group discussion. (500 words min - 1-2 hour per week) A separate class forum will be available to students in each class.
The following items are required to be documented and published on the online class forum by end of week 5 and assessed according to the rubric provided.
- minimum of 3 individual posts that respond to one of the weekly questions (100 words only - please don't go over the word limit, and only one post per week, consecutively or across 5 weeks)
- minimum of 5 individual responses to another students post (one each week)
Rubric
| CRITERIA/ LEARNING OUTCOMES ASSESSMENT ITEM 3 | HIGH DISTINCTION 80 – 100% | DISTINCTION 70-79% | CREDIT 60-69% | PASS 50-59% | N (FAIL) 0- 49% |
|---|---|---|---|---|---|
Articulates a developing visual literacy through three coherent written critical reflections responding to the weekly tasks, that demonstrate a developing visual literacy and observational skills. [LO 5] | The student provides three articulate, coherent written critical reflections responding to the weekly tasks that demonstrate they are developing exceptional visual literacy and observational skills. | The student provides a three articulate, coherent written critical reflections responding to the weekly tasks that demonstrate they are developing a high level of visual literacy and observational skills. | The student provides at least three critical reflections responding to the weekly tasks that demonstrate they are developing satisfactory visual literacy and observational skills. | The student provides one or two critical reflections responding to the weekly tasks that demonstrate they are developing some visual literacy and observational skills. | The student fails to provides one or two critical reflections responding to the weekly tasks that demonstrate they are developing visual literacy and observational skills. |
Participates in the online discussion forum by responding to 5 other student posts that contribute to learning and encourage further class discussion. [LO 5] | The student provides thoughtful, engaged and highly articulate responses to other students posts that contribute to learning and encourage further class discussion. | The student provides thoughtful, engaged and articulate responses to other students posts and contributes to learning and encourage further class class discussion. | The student provides a range of thoughtful responses to other students posts and contributes to learning and class discussion. | The student provides one or two brief responses to other students posts with minimal effort. | The student fails to provides responses to other students posts, or engage in class learning or discussion. |
Assessment Task 4
Learning Outcomes: 1,2,3,4,5
IN-CLASS PORTFOLIO WEEKS 6-9
Lessons in weeks 6-9 will further develop a student's observational drawing skills and extend their understanding of life drawing through the study of a professional life model in a studio environment. The in-class drawing lessons, weekly resources and activities are set to help students develop their confidence and observational drawing skills while studying the human form, and by broadening their knowledge and visual literacy by participating in activities in which they can learn from their peers. Students will be expected to document all of the work they have completed in each class through the guided lesson plans and up-load the images to a OneNote document. The wattle site will provide information on how to document and upload your work.
The following items are required to be documented and submitted online by end of week 10 and assessed according to the rubric provided.
- Weeks 6-9 in-class portfolio will be submitted at the end of week 10 on line and assessed according to the rubric provided.
Rubric
| CRITERIA/ LEARNING OUTCOMES ASSESSMENT ITEM 4 | HIGH DISTINCTION 80 – 100% | DISTINCTION 70-79% | CREDIT 60-69% | PASS 50-59% | N (FAIL) 0- 49% |
|---|---|---|---|---|---|
Prepared to learn and use the materials and processes to explore different approaches to observational drawing through guided drawing lessons with demonstrable outcomes. [LO 1-5] | The student is consistently prepared to learn and use the materials and processes to explore different approaches to observational drawing through guided drawing lessons with exceptional demonstrable outcomes. | The student is always prepared to learn and use the materials and processes to explore different approaches to observational drawing through guided drawing lessons with highly demonstrable outcomes. | The student is frequently prepared to learn and use the materials and processes to explore different approaches to observational drawing through guided drawing lessons with consistently demonstrable outcomes. | The student is sometimes prepared to learn and use the materials and processes to explore different approaches to observational drawing through guided drawing lessons with a narrow range of demonstrable outcomes. | The student is rarely prepared to learn and use a range of materials and processes to explore different approaches to observational drawing through guided drawing lessons with a poor range of demonstrable outcomes. |
Demonstrate a range of progressive development in their observational drawing skills applied in-class lessons. [LO 1-5] | The student demonstrates an outstanding range of progressive development in their observational drawing skills applied in-class lessons. | The student demonstrates a wide range of progressive development in their observational drawing skills applied in-class lessons. | The student demonstrates an appropriate range of progressive development in their observational drawing skills applied in-class lessons. | The student demonstrates a limited range of progressive development in their observational drawing skills applied in-class lessons. | The student fails to demonstrates a limited range of progressive development in their observational drawing skills applied in-class lessons. |
Apply observational drawing skills to explore ways of seeing and drawing the human form from life in class with demonstrable outcomes. [LO 1-5] | The student consistently applies observational drawing skills to explore ways of seeing and drawing the human form from life in class with highly demonstrable outcomes. | The student always applies observational drawing skills to explore ways of seeing and drawing the human form from life in class with demonstrable outcomes. | The student frequently applies observational drawing skills to explore ways of seeing and drawing the human form from life in class with satisfactory demonstrable outcomes. | The student sometimes applies observational drawing skills to explore ways of seeing and drawing the human form from life in class but with limited demonstrable outcomes. | The student fails to apply observational drawing skills to explore ways of seeing and drawing the human form from life in class with limited demonstrable outcomes. |
Actively question and listen to clarify task requirements and identify and use feedback and peer learning as a strategy to improve drawing skills with demonstrable outcomes. [LO 1-5] | The student actively questions and listens to clarify task requirements and identifies and uses feedback and peer learning as a strategy to improve drawing skills with a consistently excellent demonstrable outcomes. | The student actively questions and listens to clarify task requirements and identifies and uses feedback and peer learning as a strategy to improve drawing skills with consistently high demonstrable outcomes. | The student frequently actively questions and listens to clarify task requirements and identifies and uses feedback and peer learning as a strategy to improve drawing skills with consistently satisfactory demonstrable outcomes. | The student rarely actively questions and listens to clarify task requirements, or identifies and uses feedback and peer learning as a strategy to improve drawing skills and inconsistent demonstrable outcomes. | The student never actively questions and listens to clarify task requirements or identifies or uses feedback and peer learning as a strategy to improve drawing skills and has little or no demonstrable outcomes. |
Identify with and use the weekly visual resources to experiment with materials, form, style composition and techniques that demonstrates a developing visual literacy. [LO 1-5] | The student clearly identifies with and uses the weekly visual resources to experiment with materials, form, style composition and techniques that demonstrates a consistent developing visual literacy. | The student clearly identifies with and uses the weekly visual resources to experiment with materials, form, style composition and techniques that demonstrates a progressive developing visual literacy. | The student often identifies with and uses the weekly visual resources to experiment with materials, form, style composition and techniques that demonstrates a satisfactory developing visual literacy. | The student rarely identifies with and uses the weekly visual resources to experiment with materials, form, style composition and techniques that demonstrates an inconsistent developing visual literacy. | The student fails to identify with and uses the weekly visual resources to experiment with materials, form, style composition and techniques that demonstrates an inconsistent developing visual literacy. |
Assessment Task 5
Learning Outcomes: 1,2,3,4,5
WEEKLY INDEPENDENT DRAWING PRACTICE WEEKS 6-9
Each week there will be a set of drawing tasks which assist the student to independently practice observational drawing outside of class, ie: homework. By undertaking these drawing tasks the student is practicing drawing and preparing themselves for each week's in-class lesson. The weekly drawing tasks are designed to reflect the student's development of observational drawing practice and are also linked to the weekly slideshow to help the student build on their knowledge and visual literacy through the study of a range of artists, works of art, concepts and drawing as practice. Independent drawing practice forms a significant part of assessing the student's engagement with the course against the learning outcomes. Students are expected to follow all the independent drawing tasks in week 1-5 as a bare minimum. Students are encouraged to draw every day - at least 4-5 hours per week. Students may contribute extra drawing practice each week for assessment if the drawings demonstrate an extended engagement with the course.
Students are expected to fulfil the weekly drawing activities in their A3 visual diary (no smaller). Students will be expected to document all of the work they have completed in their visual diary and up-load the images to a OneNote document. The wattle site will provide information on how to document and upload your work.
The following items are required to be documented and submitted online by end of week 10 and assessed according to the rubric provided.
- Week 6-9 independent drawing tasks that have been attempted or completed.
Rubric
| CRITERIA/ LEARNING OUTCOMES ASSESSMENT ITEM 5 | HIGH DISTINCTION 80 – 100% | DISTINCTION 70-79% | CREDIT 60-69% | PASS 50-59% | N (FAIL) 0- 49% |
|---|---|---|---|---|---|
Effective use of time to practice drawing and undertake all tasks with effort. [LO 1-5] | The student demonstrates a consistent effective use of time to practice drawing and undertake all tasks with exceptional effort. | The student demonstrates a consistent effective use of time to practice drawing and undertake all tasks with a high level of effort. | The student demonstrates a good effective use of time to practice drawing and undertake some tasks with appropriate effort. | The student demonstrates a poor effective use of time to practice drawing and undertake some tasks with minimal effort. | The student fails to demonstrates an effective use of time to practice drawing or undertakes few tasks with no effort. |
Identify and use independent drawing tasks as a strategy to problem solve and progressively improve skills with a range of outcomes. [LO 1-5] | The student consistently identifies and uses independent drawing tasks as a strategy to problem solve and progressively improve skills with an excellent range of outcomes. | The student clearly identifies and uses independent drawing tasks as a strategy to problem solve and progressively improve skills a with a broad range of outcomes. | The student frequently identifies and uses independent drawing tasks as a strategy to problem solve and progressively improve skills with developing range of outcomes. | The student rarely identifies and uses independent drawing tasks as a strategy to problem solve and progressively improve skills with a limited range of outcomes. | The student fails to identify and use independent drawing tasks as a strategy to problem solve and progressively improve skills with a poor range of outcomes. |
Preparedness to study and contextualise the weekly resources through the drawing tasks. [LO 1-5] | The student demonstrates a high level of consistent preparedness to study and contextualise the weekly resources through the drawing tasks. | The student demonstrates a clearly consistent preparedness to study and contextualise the weekly resources through the drawing tasks. | The student demonstrates an appropriate preparedness to study and contextualise the weekly resources through the drawing tasks. | The student demonstrates a lack of preparedness to study and contextualise the weekly resources through the drawing tasks. | The student failed to demonstrate preparedness to study and contextualise the weekly resources through the drawing tasks. |
Demonstrating a level of inventiveness, creativity, expression of ideas and imagination developing progressively across the weekly drawing tasks. [LO 1-5] | The student is consistently demonstrating an excellent level of inventiveness, creativity, expression of ideas and imagination developing progressively across the weekly drawing tasks. | The student is consistently demonstrating a high level of inventiveness, creativity, expression of ideas and imagination developing progressively across the weekly drawing tasks. | The student is clearly demonstrating a satisfactory level of inventiveness, creativity, expression of ideas and imagination developing progressively across the weekly drawing tasks. | The student has demonstrating a low level of inventiveness, creativity, expression of ideas and imagination developing progressively across the weekly drawing tasks. | The student has failed to demonstrate a level of inventiveness, creativity, expression of ideas and imagination developing progressively across the weekly drawing tasks. |
Assessment Task 6
Learning Outcomes: 1,2,3,4,5
FINAL COMPOSITION PROJECT - WEEKS 10-12
In WEEKS 10 - 12, the final composition project brings together all of the lessons undertaken throughout the semester and allows the student to synthesise their research and drawing skills into an individually driven compositional drawing project which is described on wattle and discussed in class. Preparation for the project is undertaken through three in-class lessons and through independent practice where required. It is accompanied by a 500-word critical reflection that describes the planning process and the aesthetic decisions the student has made to create the composition, and how their understanding of how particular artists have influenced this process of enquiry. This project demonstrates the full range of learning outcomes.
The following items are required to be documented and submitted online by end of week 13, Friday 3 June (examination period) and assessed according to the rubric provided.
- Documentation of weeks 10-12 in-class lessons and preparation, planning and development of the final composition
- 500 word critical reflection
- A final composition that responds to the set task
Rubric
| CRITERIA/ LEARNING OUTCOMES ASSESSMENT ITEM 6 | HIGH DISTINCTION 80 – 100% | DISTINCTION 70-79% | CREDIT 60-69% | PASS 50-59% | N (FAIL) 0- 49% |
|---|---|---|---|---|---|
Demonstrate and effective use of time in and out of class to discuss, plan, develop and resolve the final composition project with effort. [LO 1-5] | The student has demonstrated an excellent effective use of time in and out of class to discuss, plan, develop and resolve the final composition project with effort. | The student has demonstrated an high level of effective use of time in and out of class to discuss, plan, develop and resolve the final composition project with effort. | The student has demonstrated an satisfactory level of effective use of time in and out of class to discuss, plan, develop and resolve the final composition project with effort. | The student has demonstrated a limited level of effective use of time in and out of class to discuss, plan, develop and resolve the final composition project with effort. | The student has not demonstrated an effective use of time in and out of class to discuss, plan, develop and resolve the final composition project with effort. |
Employ a level of inventiveness, creativity, expression of ideas and imagination to resolve the final composition. [LO 1-5] | The student has employed an excellent level of inventiveness, creativity, expression of ideas and imagination to resolve the final composition. | The student has employed a high level of inventiveness, creativity, expression of ideas and imagination to resolve the final composition. | The student has employed a satisfactory level of inventiveness, creativity, expression of ideas and imagination to resolve the final composition. | The student has employed a low level of inventiveness, creativity, expression of ideas and imagination to resolve the final composition. | The student has failed to employ a level of inventiveness, creativity, expression of ideas and imagination to resolve the final composition. |
Applied a level of practiced observational drawing skills to explore drawing the human form from life to create the final composition. [LO 1-5] | Applied an exceptional level of practiced observational drawing skills to explore drawing the human form from life to create the final composition. | Applied a high level of practiced observational drawing skills to explore drawing the human form from life to create the final composition. | Applied a satisfactory level of practiced observational drawing skills to explore drawing the human form from life to create the final composition. | Applied a low level of practiced observational drawing skills to explore drawing the human form from life to create the final composition. | Applied a poor level of practiced observational drawing skills to explore drawing the human form from life to create the final composition. |
Make informed, independent decisions about appropriate techniques and materials to represent ideas in the final composition. [LO 1-5] | The student has made excellent, informed, independent decisions about appropriate techniques and materials to represent ideas in the final composition. | The student has made clearly informed, independent decisions about appropriate techniques and materials to represent ideas in the final composition. | The student has made well informed, independent decisions about appropriate techniques and materials to represent ideas in the final composition. | The student has made poorly informed, independent decisions about appropriate techniques and materials to represent ideas in the final composition. | The student has failed to make informed, independent decisions about appropriate techniques and materials to represent ideas in the final composition. |
Described through a coherent written critical reflection, the meaning, influence, concept, technical processes and aesthetic decisions made to plan, develop and resolve the final composition. [LO 1-5] | The student has described through an exceptionally coherent written critical reflection, the meaning, influence, concept, technical processes and aesthetic decisions made to plan, develop and resolve the final composition. | The student has described through an highly coherent written critical reflection, the meaning, influence, concept, technical processes and aesthetic decisions made to plan, develop and resolve the final composition. | The student has described through an satisfactorily coherent written critical reflection, the meaning, influence, concept, technical processes and aesthetic decisions made to plan, develop and resolve the final composition. | The student has described through an inconsistently coherent written critical reflection, the meaning, influence, concept, technical processes and aesthetic decisions made to plan, develop and resolve the final composition. | The student has failed to describe through a coherent written critical reflection the meaning, influence, concept, technical processes and aesthetic decisions made to plan, develop and resolve the final composition. |
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
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.
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
Students are expected to take home any drawings undertaken in class at the end of semester. Any work left in the plan draws are disposed of before the next semester begins.
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
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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Tutor
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Research Interests |
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Julian Laffan
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