This course introduces students to fundamental skills and contextual knowledge for working with molten glass in a contemporary visual arts and/or design context.

Students will learn to manipulate and transform hot glass in response to set projects across areas of glass blowing, hot glass casting, and cold working. They will also develop knowledge of historical underpinnings for glass in contemporary practices though lectures, seminar discussions, and contextual research. This course supports materials and ideas explorations through the interface of embodied learning and conceptual inquiry. It forms part of the foundation for a specialist glass practice, while supporting non-specialist explorations of the properties and possibilities of the medium in broader visual arts and design contexts.
Work health and safety instruction is integrated throughout the syllabus.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

Upon successful completion of this course, students will have the knowledge and skills to:

1. competently utilise a range of hot glass working skills and technologies in response to projects;
2. explore materials and techniques through speculative process enquiry;
3. reflectively investigate the relationships between concepts and processes; and
4. engage with the historical and theoretical contexts relevant to hot glass forming projects.

Research-Led Teaching

This course introduces students to practice-led research methodologies.

Field Trips

Field trips may be organised outside of class time and participation will be on a voluntary basis.

Additional Course Costs

OPTIONAL WORKSHOP FEE:

This Workshop Fee is for additional access to the workshop during designated invigilated practice sessions. It includes use of equipment, tools and consumable items outside of class time. Payment of the Workshop Fee is optional, but if a student chooses not to pay it, access to the workshops and equipment outside of stated course hours is not allowed.

ADDITIONAL MATERIAL FEE:

Most materials needed to complete the course are included in the Workshop Fee. Additional materials may be purchased by paying a the appropriate Material Fee to the School of Art . Students have the choice of acquiring these materials from a supplier other than the School of Art, however students should note that many materials may not be WHS compliant (and therefore are not approved for use in the workshops), or are not available for individuals to purchase because they must be supplied and stored in a particular way in order to meet WHS regulations.

http://soad.cass.anu.edu.au/required-resources-and-incidental-fees 

Examination Material or equipment

Students will present completed works, support materials, visual journals and contextual research in response to set projects as per assessment task descriptions. Additional self-directed research and experimentation is highly encouraged. All materials will be set up and/or documented for upload to Wattle ahead of nominated assessment sessions. All assessments requirements will be discussed during class, and teaching staff is available for any question related to the assessment process throughout the semester.

Required Resources

To complete the hands-on component of this course, you will need to wear closed (toe-covered) non-flammable shoes, natural fibre clothing (cotton long pants and long sleeve tee shirts are recommended), and a refillable personal water bottle for hydration.

Recommended Resources

Readings, technical notes and links to additional materials will be provided through the course Wattle site.

Additionally, visit the ANU recommended resources and the Learning Platforms information page to become familiar with broader ANU resources, delivery and assessment platforms.

Staff Feedback

Students will be given feedback in the following forms:

• On-going verbal feedback during weekly classes and optional debrief sessions

• Staff and peer feedback during scheduled seminar discussions and reviews

• Staff feedback notes following indicative assessment and final assessment

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	9-11 Seminar: · Introduction to course syllabus, discussion on Tasks 1, 3 and 4 · Work Health and Safety overview · Intro to the glass workshop studios 11-1 and 2-4 Tutorials: Task 1a, Mining Glass, Gather/ Shape	• read prescribed text and post your response week 2
2	9-11 Seminar: · Lecture: Locating contemporary practice part 1 and Mining Glass brain-storm · Hot glass demonstration 11-1 and 2-4 Tutorials: Task 1a, Mining Glass Gather/ Shape	• gather 3 influential visual references, reflect on their significance ahead of next week's discussion • hands-on practice
3	9-11 Seminar: · Students present: Influences · Review of equipment, WHS proficiency · Cold shop demonstration 11-1 and 2-4 Tutorials: Task 1a, Mining Glass, Gather/ Shape	• class presentation • hands-on practice
4	9-11 Seminar: · Lecture: Locating contemporary practice part 2 · Hot glass demonstration 11-1 and 2-4 Tutorials: Task 1b, Mining Glass, Inflate/ Vessel	• hands-on practice
5	9-11 Seminar: · Hot glass, kiln and cold shop demonstrations 11-1 and 2-4 Tutorials: Task 1b, Mining Glass, Inflate/ Vessel	• hands-on practice
6	9-11 Seminar: · Introduction to Task 2 Object(s) of concern, discussion on week 7 reviews · Review of equipment, WHS proficiency 11-1 and 2-4 Tutorials: Task 1b, Mining Glass, Inflate/ Vessel	• investigate ideas for Cast/Layer and develop positive model • investigate topics for Task 2, gather contextual research materials • hands-on practice
7	9-11 Seminar: · Student reviews 11-1 and 2-4 Tutorials: Task 1b, Mining Glass, Inflate/ Vessel	• set up all works, models and journals for review of progress and indicative assessment, submit all work in progress 20/4/22 • hands-on practice
8	9-11 Seminar: · Lecture: Material Meaning · Pitch your topic for Objects of Concern (2mn) · Group discussion on Cast/ Layer 11-1 and 2-4 Tutorials: Task 1b, Mining Glass, Inflate/ Vessel	• pitch your topic in class (2mn) • finalise positive model for Cast/Layer • hands-on practice
9	9-11 Seminar: · Hot and kiln glass demonstration Cast/ Layer 11-1 and 2-4 Tutorials: Task 1c, Mining Glass, Cast/ Layer	• finalise team presentation for week 10 • hands-on practice
10	9-11 Seminar: · Group presentations: Object(s) of Concern 11-1 and 2-4 Tutorials: Task 1 continues , Task 2 Object(s) of Concern begins	• class presentation • hands-on practice
11	9-11 Seminar: · Debrief sessions on student project 11-1 and 2-4 Tutorials: Task 2 Object(s) of Concern	• submit a digital record of Object(s) of Concern presentation via Wattle • hands-on practice
12	9-11 Seminar: · Q&A on final presentations · WHS proficiency 11-1 and 2-4 Tutorials: Task 2 Object(s) of Concern	• hands-on practice
13	Study week, Finalise all projects	• hands-on practice
14	Assessment week	Final assessment submission date 8/6/22

Tutorial Registration

Registration for tutorials will be confirmed week 1 during Seminar, 9-11.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Portfolio of studio work: Mining Glass part 1 Review	20 %	20/04/2022	1,2,3,4
Portfolio of studio work: Mining Glass part 2 Final	30 %	08/06/2022	1,2,3,4
Portfolio of studio work: Object(s) of concern	20 %	08/06/2022	1,2,3,4
Portfolio of studio work: Visual Journal	10 %	08/06/2022	2,3.4
Studio Theory group presentation: Object(s) of Concern	5 %	11/05/2022	3.4
Documentation and Studio Theory	15 %	08/06/2022	3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. 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

Student participation is a requirement of the Glass workshop. It is key in developing skills and knowledge relevant to the material, and essential in acquiring safe working methods. It is assessed in every project outlined above, through attendance and active participation in technical classes, self-directed invigilated sessions, seminars and scheduled workshop activities. Glass students are also asked to participate in a weekly clean up, time tbd.

Assessment Task 1

Portfolio of studio work: Mining Glass part 1 Review

20% of Class Grade. Indicative assessment.

“Mining Glass” provides an introduction to methods, techniques and technologies for transforming glass in the hot shop (hot glass studio). It engages students with hands-on skills acquisition through technical assignments, while emphasising the importance of looking, sensing and playing in mining the properties and qualities of the material in the context of a Visual Arts and/or Design practice.

To do well, students will need to demonstrate the development of fundamental skills by completing set assignments, show engagement with the materials qualities and properties of glass by 'testing' ideas through parallel self-directed material explorations and explain the relationships between works and ideas by linking them to relevant contextual frameworks in a 50 to 150 words rational accompanying the self-directed experiments for final assessment. The Visual Journal will accompany discussions, review and final submissions (see Task 4).

Part 1 assessment comprises:

• Task 1a Gather / Shape
• Task 1b Inflate / Vessel in progress
• Mining Glass self-directed experiments and accompanying Rational (50-150 words paragraph. Submit draft for review Week 7)

Presentation requirements: Assignment works and experiments, supporting material (drawings, tests, models) and contextual research will be presented for review and indicative assessment week 7. A record of your review work must be uploaded to Wattle.

Further detail will be provided in Project Notes and discussed in class week 1.

Rubric

Assessment criteria	High Distinction (80-100)	Distinction (70-79)	Credit (60-69)	Pass (50-59)	Fail (0-49)
1. Demonstrates a command of introductory hot glass working skills and technologies through completed technical assignments and self-directed experiments	Assignments and experiments consistently demonstrate an exceptional command of introductory skills and technologies. Technical assignments are precise, very well executed.	Assignment works and experiments demonstrate a high command of introductory skills and technologies. Technical assignments are consistent and controlled, well executed.	Assignment works and experiments showcase a broad range of introductory skills at a competent level. Works show clear progression in controlling the medium.	Assignment works presented showcase a limited range of skills at an adequate level for this level of study. Limited experiments show promise.	Assignment works presented do not evidence sufficient skills development; skills are below standard for this level of study.
2. Explores the aesthetic, metaphorical and/or conceptual possibilities of the medium through speculative hot glass investigations	The self-directed explorations presented for Mining Glass are highly inventive and iterative. They demonstrate strategic decision making through material development and display resolution.	The self-directed explorations are iterative and engage the material's unique potentials. They show curious and convincing investigations of material qualities and properties.	The self-directed explorations are adequately engaging the material's qualities and properties through a range of experiments. Shows promising starts for potential lines of enquiry.	The self-directed explorations show limited investigation of the qualities and properties of the medium.	Little to no experimentation is presented for Mining Glass.
3. Reflectively investigates the relationships between concepts and processes through material, formal and contextual analysis	The relationships between concepts and processes inform the development and resolution of self-directed material experiments. An insightful and lucid articulation of these relationships and the decisions made is articulated in the Visual Journal and Rational.	Clear relationships between concepts and processes demonstrated in works and articulated in discussions. Concise and poignant articulation of these relationships recorded in Visual Journal and Rational.	Works reveal relationships between concepts and processes and links are visible in Visual Journal, mentioned in Rational.	Relationships between concept and process are beginning to inform the works but are not yet clearly articulated in Visual Journal and / or Rational.	Fails to recognise the relationships between concepts and processes.
4. Identifies historical and theoretical contexts relevant to assignments and self-directed experiments for Task 1, Mining Glass	Critically engaged research into historical and theoretical contexts underpins the development of works and ideas.	Historical and or contemporary contexts inform the development of the works, links are evident in Journals and reflections.	Contextual research sets a basic framework for the material investigations.	Minimal contextual research is undertaken. It is yet to contribute to the development of works.	Insufficient engagement with historical and contemporary contexts undermines overall progress.

Assessment Task 2

Portfolio of studio work: Mining Glass part 2 Final

“Mining Glass” provides an introduction to methods, techniques and technologies for transforming glass in the hot shop (hot glass studio). It engages students with hands-on skills acquisition through technical assignments, while emphasising the importance of looking, sensing and playing in mining the properties and qualities of the material in the context of a Visual Arts and/or Design practice.

To do well, students will need to demonstrate the development of fundamental skills by completing set assignments, show engagement with the materials qualities and properties of glass by 'testing' ideas through parallel self-directed material explorations and explain the relationships between works and ideas by linking them to relevant contextual frameworks in a 50 to 150 words rational accompanying the self-directed experiments for final assessment. The Visual Journal will accompany discussions, review and final submissions (see Task 4).

Mining Glass Part 2 comprises

• Task 1b Inflate / Vessel final submission
• Task 1c Cast / Layer
• Mining Glass self-directed experiments final and accompanying Rational (50-150 words paragraph. Revised final submission Week 14)

Presentation requirements: Assignment works and experiments, supporting material (drawings, tests, models) and contextual research will be presented for final assessment week 14. A record of your final submission must be uploaded to Wattle.

Further detail will be provided in Project Notes and discussed in class. Feedback will be provided following week 7 review of Part 1.

Rubric

Assessment criteria	High Distinction (80-100)	Distinction (70-79)	Credit (60-69)	Pass (50-59)	Fail (0-49)
1. Demonstrates a command of introductory hot glass working skills and technologies through completed technical assignments and self-directed experiments	Assignments and experiments consistently demonstrate an exceptional command of introductory skills and technologies. Technical assignments are precise, very well executed.	Assignment works and experiments demonstrate a high command of introductory skills and technologies. Technical assignments are consistent and controlled, well executed.	Assignment works and experiments showcase a broad range of introductory skills at a competent level. Works show clear progression in controlling the medium.	Assignment works presented showcase a limited range of skills at an adequate level for this level of study. Limited experiments show promise.	Assignment works presented do not evidence sufficient skills development; skills are below standard for this level of study.
2. Explores the aesthetic, metaphorical and/or conceptual possibilities of the medium through speculative hot glass investigations	The self-directed explorations presented for Mining Glass are highly inventive and iterative. They demonstrate strategic decision making through material development and display resolution.	The self-directed explorations are iterative and engage the material's unique potentials. They show curious and convincing investigations of material qualities and properties.	The self-directed explorations are adequately engaging the material's qualities and properties through a range of experiments. Shows promising starts for potential lines of enquiry.	The self-directed explorations show limited investigation of the qualities and properties of the medium.	Little to no experimentation is presented for Mining Glass.
3. Reflectively investigates the relationships between concepts and processes through material, formal and contextual analysis	The relationships between concepts and processes inform the development and resolution of self-directed material experiments. An insightful and lucid articulation of these relationships and the decisions made is articulated in the Visual Journal and Rational.	Clear relationships between concepts and processes demonstrated in works and articulated in discussions. Concise and poignant articulation of these relationships recorded in Visual Journal and Rational.	Works reveal relationships between concepts and processes and links are visible in Visual Journal, mentioned in Rational.	Relationships between concept and process are beginning to inform the works but are not yet clearly articulated in Visual Journal and / or Rational.	Fails to recognise the relationships between concepts and processes.
4. Identifies historical and theoretical contexts relevant to assignments and self-directed experiments for Task 1, Mining Glass	Critically engaged research into historical and theoretical contexts underpins the development of works and ideas.	Historical and or contemporary contexts inform the development of the works, links are evident in Journals and reflections.	Contextual research sets a basic framework for the material investigations.	Minimal contextual research is undertaken. It is yet to contribute to the development of works.	Insufficient engagement with historical and contemporary contexts undermines overall progress.

Assessment Task 3

Portfolio of studio work: Object(s) of concern

20% of Class Grade.

How can Object(s) made of glass help you speak to important and timely issues? What key concerns might you address through glass and team work this semester?

We will address examples through Seminar discussions, and you will be asked to

• pitch a topic to be investigated in a class brain-storming session (2mn, week 8), not graded

• collaborate to develop a contextual framework for your proposed investigation (*PPT presented in week 10, record submitted digitally week 11, graded as part of Documentation and Studio Theory)

• address your key concern through the development and presentation of a work or body of work in glass. that expends on the methods and skills introduced.

This work will be informed by the team's contextual research and form part of a pop up exhibition presented in the workshop for final assessment.

• provide a short artist statement (150-200 words) to accompany your final presentation

• upload a record of your work and statement to Wattle

Presentation requirements: the finished project, supporting material (drawings, tests, models), contextual research and artist statement will be presented for final assessment, and a record of your final submission uploaded to Wattle.

Further detail will be provided in Project Notes and discussed in class week 6.

Rubric

Assessment criteria	High Distinction (80-100)	Distinction (70-79)	Credit (60-69)	Pass (50-59)	Fail (0-49)
1.Demonstrates a command of introductory hot glass / cold and or kiln working skills and technologies, as relevant to project.	The work demonstrates an exceptional command of introductory glass skills and technologies as relevant to concepts.	The work demonstrates a high command of introductory glass skills and technologies as relevant to concepts.	The work showcases a broad range of relevant introductory glass skills at a competent level.	The work presented showcases a limited range of skills at an adequate level for this level of study.	The work presented does not evidence sufficient skills development; skills are below standard for this level of study.
2. Explores materials and techniques through speculative process enquiry	The work demonstrates an inventive and rigorously iterative exploration of materials and techniques.	The work demonstrates a speculative and analytical engagement with materials and techniques.	Material explorations clearly inform the development of the work.	The development of the work includes limited material explorations.	Little to no material experimentation undertaken in the development of final work.
3. Reflectively investigates the relationships between concept and processes in models and final work	The relationships between concepts and processes inform the development and resolution of Task 2. An insightful and lucid articulation of these relationships and the decisions made is captured in the Visual Journal and summarised in the Artist Statement.	Clear relationships between concepts and processes demonstrated in works and articulated in discussions. Concise and poignant record captured in Visual Journal and Artist Statement.	Works reveal relationships between concepts and processes. Links are clearly emergent in discussions and / or writing.	Relationships between concept and process are beginning to inform the works but are not yet clearly articulated in discussions and / or writing.	Fails to recognise the relationships between concepts and processes.
3. Engages with the historical and theoretical contexts relevant to Task 2	Critically engaged research into historical and theoretical contexts underpins the development of works and ideas. Links are clearly articulated in discussions and writing.	Historical and or contemporary contexts inform the development of the works. Links are evident in Journals and discussions.	Contextual research sets a coherent framework for the development of the works.	Minimal contextual research is undertaken. It is yet to contribute to the development.	Insufficient engagement with historical and contemporary contexts hinders overall progress.

Assessment Task 4

Portfolio of studio work: Visual Journal

10% of class grade.

Students will maintain an annotated Visual Journal to support all Tasks and demonstrate idea explorations through sketching, drawing, modelling, reflecting etc. This Visual Journal also contains the contextual research underpinning developing ideas, as well as reflections on the links to contextual research. This is presented for grading at review (week 7 indicative assessment) and final assessment (week 14), and accompanies all discussions in class.

Presentation requirements: This journal can exist in a physical or digital form. We strongly advise students maintain a sketchbook, as well as a digital document that captures the progression of ideas -including scans or photos from sketchbook- for final online submission.

Rubric

Assessment Criteria	High Distinction (80-100)	Distinction (70-79)	CRedit (60-69)	Pass (50-59)	Fail (0-49)
2. Explores materials and techniques through speculative process enquiry	The Visual Journal captures a range of experimental and iterative investigations in glass -and other media as relevant to the student's developing practice-. Their connections to conceptual and contextual research is analysed. Annotations connect them to developmental sketches and models, as well as contextual frameworks.	The Visual Journal captures experimental processes in glass -and other media as relevant to the student's developing practice-. These are annotated and connect to conceptual developments explored through sketching and modelling, and contextual research.	The Visual Journal captures some experimental processes in glass -and other media as relevant to the student's developing practice-. Some annotations connect them to conceptual and contextual research.	The Visual Journal captures limited material explorations. It contains idea development in the form of sketches, drawings, models, etc. Limited contextual research.	the Visual Journal is underused, and does not adequately support the development of the works.
3. Reflectively investigates the relationships between concepts and processes	Visual Journal contains weekly reflections and annotation. These articulate sophisticated analysis of the works, and how processes and concepts connect.	Visual Journal contains weekly reflections. It contains clear analysis of the works, and how processes and concepts connect.	Visual Journal contains regular reflections. It contains notable attempts to connect processes and concepts.	Visual Journal contains rare reflective statements. It contains some attempts to connect processes and concepts.	Visual Journal fails to investigate the relationships between processes and concepts.
4. Engages with the historical and theoretical contexts relevant to hot glass forming projects.	Visual Journal contains sophisticated independent research into relevant historical and or contemporary contexts. It locates the student's enquiry in or across broader debates, within and outside the field of glass. Reflections on these connections are lucid and begin to explain the relevance of the work to contemporary discourses.	Visual Journal locates the student's enquiry into a current contextual framework, within and outside the field of glass. Reflections on the connections between work and contexts show active engagement with contemporary and historical issues.	Visual Journal locates the student's enquiry into a relevant contextual framework. Reflections begins to articulate the works' connections to contemporary trends, within and outside the field of glass.	Visual Journal contains limited self-directed engagement with relevant contextual frameworks. It captures and engages pertinent references presented in Seminar.	Visual Journal fails to engage with the historical and theoretical contexts relevant to projects.

Assessment Task 5

Studio Theory group presentation: Object(s) of Concern

5% of class grade

How can Object(s) made of glass help you speak to important and timely issues? What key concerns might you address through glass and team work this semester?

You will collaborate with peers to develop a contextual framework for your proposed investigation

Presentation requirements: 15 mn PPT Group presentation Week 10, digital submission week 11.

Rubric

Assessment Criteria	High Distinction (80-100)	Distinction (70-79)	CRedit (60-69)	Pass (50-59)	Fail (0-49)
3-. Recognise relationships between concept and process in glass	Collaborative presentation seamlessly outlines shared topic, as well as distinctly rich individual input from participants. Rigorous and insightful research informs presentation of the proposed relationships between processes and concepts. Includes original analysis of the ways in which glass can be vehicle for meaning and help raise questions.	Collaborative presentation coherently outlines shared topic and weaves input from participants. Clear understanding of the connections between processes and concepts relevant to proposed 'Concern'. Includes relevant analysis of the ways in which glass can be vehicle for meaning. Questions are articulated.	Group presentation outlines connections between concepts and processes, materials and ideas through limited but pertinent examples. Individual inputs and positions are cited. Includes relevant examples of the ways in which glass can be vehicle for meaning. Questions are emergent.	Group presentation proposes links between concepts and processes, materials and ideas through examples. Individual inputs and positions require clarification. Provides limited examples of the ways in which glass can be vehicle for meaning, needs to clarify motivating questions.	Group presentation fails to make a convincing argument. Does not clearly connect exisiting 'Concern' with potential enquiry in glass.
4. Identify historical and theoretical contexts relevant to course projects	Presentation supported by current and sophisticated references, research cited in PPT.	Pertinent and engaged analysis of works and reference materials in relation to theme. Presentation supported by current cited research.	Pertinent examples of visual and text based references. Analysis is developing. Citations are recorded.	Limited but relevant examples of visual references. Text based research needs to expand. Analysis is limited. Citations are inconsistent.	Insufficient engagement with contexts underpinning the proposed project.

Assessment Task 6

Documentation and Studio Theory

20% of class grade.

Documentation:

Each student is expected to maintain a Class notes folder that contains

Technical notes including WHS information and relevant studio specific information addressed in class.

Seminar notes

Class hand-outs and broader contextual research* (*not directly related to your Portfolio of studio work).

In addition, you must document all final task submissions (take images of your work) and submit in an annotated PPT or PDF format, as records of your submissions on Wattle.

Studio Theory: Seminar lectures and discussions will introduce historical and contemporary context for class projects. Students will actively research relevant sources of inspiration for their material investigations, and contribute images, comments and a group presentation to the Seminar discussions.

Detailed guidelines will be discussed in class and posted on Wattle for the following tasks:

Influences: submit 3 annotated visual references Week 3 (not graded).

Pitch your topic: 2mn input into class discussion Week 8 (not graded).

Object(s) of Concern: 150-200 words Artist statement, submission week 14.

Presentation requirements: Class participation in Studio Theory will be assessed weekly. All other submission dates will be discussed in class and posted on Wattle.

Rubric

Assessment Criteria	High Distinction (80-100)	Distinction (70-79)	CRedit (60-69)	Pass (50-59)	Fail (0-49)
3. Recognise relationships between concept and process in glass	Rigorous and insightful observation of the relationships between processes and concepts is evidenced in the lucid analysis of works and reference materials, though discussions and submitted tasks.	Clear understanding of the connections between processes and concepts, evidenced through pertinent and engaged analysis of works and reference materials, though discussions and submitted tasks.	Explores the connections between concepts and processes by linking works and reference materials, though discussions and submitted tasks.	An understanding of the relationships between concept and process is beginning to emerge in discussions and / or submissions.	Does not recognise relationships between concept and process.
4. Identify historical and theoretical contexts relevant to course projects	Consistent and sophisticated contextual research informs and drives seminar participation and task submissions.	Engaged and relevant research into contexts informs seminar participation and task submissions.	Contextual research to date supports progression of ideas and material research. It is reflected in submissions but engagement in seminar remains modest.	Research to date supports a developing awareness of a broader context for material explorations. Engagement with conceptual and theoretical contexts is limited. Too little engagement in seminar.	Random or limited independent contextual research sits outside of the project's scope.

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

Studio theory tasks (image submissions) will be uploaded through Wattle. 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

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.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Returning Assignments

Studio-based work will not be held by staff after assessment. Staff will keep the digital record of works submitted via Wattle. Physical journals will be returned one week after final due date.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Resubmission of works is not common in a studio-based course, as students can seek feedback on projects throughout the semester. Requests for resubmission will be handled on a case-by-case basis.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students