- Class Number 4386
- Term Code 3230
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Ashley Eriksmoen
- Ashley Eriksmoen
- 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
This course provides students with a broad view of contexts that underpin and continue to shape critical design and contemporary practice for artists, designers, and craftspeople. The course theme "Materiality and Value" encompasses topics and issues that impact makers and the outcomes of making, such as labour, value, utility, and materiality. The overarching theme allows for trans-disciplinary, practice-based responses. Students will demonstrate and apply critical thinking and studio theory to projects through individual and/or collaborative work.
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:
- demonstrate a critical awareness of the impact of Materiality and Value on making;
- engage in a practice-based approach to the exploration of given themes through experimentation, fabrication, and presentation of works;
- address and engage with historical and theoretical concepts regarding the given theme(s); and
- identify and interrogate the contextual relevance of artists and designers that inform their own creative practice.
Additional Course Costs
No materials fees apply to this course. Students will need to select and provide their own project materials.
Readings and web links will be provided through Wattle and the Art & Music Library.
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). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||Unpacking Materiality from Modernist Applications to Inherent Properties; Seminar and discussion/exercise.||Work on Speculative Exercise and do your weekly written reflection (100-150 words)|
|2||Interrogating Materiality; Discussion of readings, artist references, and presentation of practice-based speculative exercise/ material exploration.||Work on Speculative Exercise and do your weekly written reflection (100-150 words)|
|3||Creation and Subversion of Conventional Craft Value. Seminar and discussion/exercise: White Elephant Party! Critique of Speculative exercise.||Task 1-A Speculative Exercise 1 due, and weekly written reflection (100-150 words)|
|4||Craft/Art as Vehicle; pre-recorded lecture will be available online (90 minutes). No class meeting.||Work on Speculative Exercise and do your weekly written reflection (100-150 words)|
|5||Hyper-Materiality, Material Phenomenon, and Sensorial Experience; Seminar and discussion/exercise.||Work on Speculative Exercise and do your weekly written reflection (100-150 words)|
|6||New Materialities and Meanings: Digital/Industrial/Virtual Making; Seminar and discussion/exercise; Speculative Exercise Critique||Task 1-B Speculative Exercise 2 due, and weekly written reflection (100-150 words); Join a Presentation Group and think about your Independent Project ideas.|
|7||Pitch initial ideas for Independent Projects; Form and Meet with Presentation Groups||Work on Group Presentations|
|8||Progress check-ins and Group Meetings||Work on Group Presentations|
|9||Group Presentations. Class is +30 minutes to make-up for Week 4||Task 3 Group Presentations due as PowerPoints submitted to Wattle|
|10||Group Presentations. Class is +30 minutes to make-up for Week 4||Work on Independent Project|
|11||Independent Project progress check-ins||Work on Independent Project|
|12||Independent Project installation and viewing/critique||Independent Project plus full documentation due during Final Assessment Period beginning 2 June|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Speculative Exercises (LOs 1-4)||30 %||11/03/2022||25/03/2022||1-4|
|Written Reflections (LOs 1, 3, 4)||20 %||22/04/2022||06/05/2022||1, 3, 4|
|Group Presentations (LOs 1, 3,||20 %||06/05/2022||20/05/2022||1, 3|
|Independent "Menu" Project (LOs 1-4)||30 %||02/06/2022||30/06/2022||1-4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic 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
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 Integrity . 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 is compulsory throughout the course. Participation in Weeks 1-7 will consist of presenting practice-based exercises in class, participating in group discussions of readings, discussing project ideas and decisions in tutorials, and completing weekly written reflections. Participation in Weeks 8-12 will consist of active engagement in Group Presentations and in Studio Visits/Progress Critiques. Participation is evident in engagement with the portfolio and written tasks as well as in the engagement with discussion in class. The course will accommodate both in-person and remote learning.
All Portfolio outcomes, including support materials such as sketchbooks, experimental works, and final works, are to be presented in the final assessment of the examination period. Further instruction will be provided regarding Portfolio submission. Written work and Group Presentation materials will be submitted via Wattle.
Assessment Task 1
Learning Outcomes: 1-4
Speculative Exercises (LOs 1-4)
There are 2 Speculative Exercises in this task, which consists of documentation and submission of Speculative Exercises #1 due in Week 3 (15%) , and Speculative Exercise #2 due in Week 6 (15%). Specific details of tasks will be provided via Wattle.
|CRITERIA||HD 80-100||D 70-79||CR 60-69||P 50-59||F 0-49|
Choices of the object, material, and process demonstrate critical awareness of the impact of materiality and/or value on perception (LO 1)
Consistently demonstrates critical awareness to an exceptionally high level
Usually demonstrates critical awareness to a high level
Demonstrates developing critical awareness to a proficient level
Attempts to unpack the project themes, but does not provide substantiated critical rationale and/or is limited to personal reflection
Fails to engage critically with the project themes
Practice-based approach is speculative and experimental in discovering materials and methods appropriate to student's conceptual aims (LO 2)
Consistently engages in practice-based approach at an exceptionally high level with substantial independent investigation and documentation of speculative experimental practice
Engages in practice-based approach at a high level with independent investigation and documentation of speculative experimental practice
Engages in practice-based approach at a proficient level that begins to challenge or extend existing competencies with materials and processes
Engages in a developing practice-based approach at an adequate level without evidence of sufficient experimentation
Fails to engage in a speculative approach to practice-based methods sufficient for the satisfactory completion of the exercise
Reflection and synthesis of knowledge relates project to historical and theoretical concepts and the work of other artists (LOs 3, 4)
Consistently address and engages with historical and theoretical concepts and the works of other artists at an exceptionally high level, and derives on-point examples through examples provided in class, on Wattle, and through independent investigation
Address and engages with historical and theoretical concepts and the works of other artists at a high level, and derives relevant examples through examples provided in class, on Wattle, and/or through independent investigation
Address and engages with historical and theoretical concepts and the works of other artists providing some relevant examples through examples provided in class and/or on Wattle, but may not have unpacked the references in a critical manner that demonstrates synthesis of knowledge
Attempts to identify historical and theoretical concepts and the works of other artists but does not critically engage with the examples
Fails to identify historical and theoretical concepts and the works of other artists as relevant to the project
Assessment Task 2
Learning Outcomes: 1, 3, 4
Written Reflections (LOs 1, 3, 4)
The Written Reflections will demonstrate the student's understanding of weekly seminar themes through weekly written reflections regarding Seminars for Weeks 1-6 (minimum 100 words/week), and a written "through-line" reflection (min. 400 words) assimilating and extending on those themes that will inform one's practice-based project for the rest of the semester. The written reflection is not a formal essay. It should include both personal reactions and critical/analytical responses to the introduced themes. The minimum total word count is 1000 words, and the absolute maximum to be submitted is 1500 words (if you are more prolific in your journalling and reflections on the course, the excess writing can be submitted as part of your visual diary/portfolio). The assignment is cumulative across Weeks 1-6, and is due prior to class in Week 7. Assignment submission is through Wattle.
|CRITERIA||HD 80-100||D 70-79||CR 60-69||P 50-59||F 0-49|
Apply the What?-So What?-Now What? framework to weekly written reflections on seminar topics in a way that demonstrates understanding (LOs 1, 3, 4)
Consistently exceptional written reflection that is always substantiated with pertinent examples and independent investigation and thinking
Considered written reflection that is supported by examples and some evidence of independent investigation and thinking
Written reflection that is complete for all 6 weeks and provides some specific examples, demonstrates an awareness and an attempted or developing understanding of the weekly topics
Written reflection is inconsistent across the 6 weeks, provides limited specific examples, demonstrates a developing awareness of the weekly topics
Written reflection is incomplete, or fails to provide relevant examples that demonstrate satisfactory awareness of the weekly topics
Identifies and expands on a Through-Line that shows up across the seminar topics, and writes an insightful reflection on that theme with proper references (LOs 1, 3, 4)
Consistently exceptional written reflection that gives a clear and convincing argument for a targeted through-line. The writing is always substantiated with pertinent examples and independent investigation and thinking, and proper citations
Well written reflection that clearly identifies a through-line. The writing is substantiated with relevant examples and independent investigation and thinking, and proper citations
Written reflection identifies a through-line, but it may be less clear, vague or fractured in its argument. The writing is complete and attempts to provide relevant examples and citations but may lack consistency
Written reflection is developing, may include an overall summary that does not pick out a specified through-line, or may be redundant of the weekly reflections and lack original thinking, consistency, relevant examples, or proper citations
Written reflection is incomplete, or fails to identify any through-line, to provide relevant examples that demonstrate awareness of course themes, or lacks citations.
Assessment Task 3
Learning Outcomes: 1, 3
Group Presentations (LOs 1, 3,
Group Presentations will occur in Weeks 9-10. Groups will collaborate to prepare slide talks on specific themes of the course, further investigating and interrogating the contexts of materiality and value as it impacts and informs practice-based works and practitioners. Groups will sub-divide the presentation into sections to allow individual contributions to be identified; the marks for group work will take into consideration: overall cohesiveness/coordination of the presentation by the group; quality and relevance of individual contributions/sections; self-evaluation and peer review. Presentations will be 25 minutes long, with 5 minutes for questions/discussion. Presentation is 20% of overall mark. Assignment submission of slide talk in pdf format plus speaking notes is due via Wattle on day of talk.
|CRITERIA||HD 80-100||D 70-79||CR 60-69||P 50-59||F 0-49|
Collaborate with group members to effectively plan, organise, research and deliver a unified and insightful group presentation (LOs 1, 3)
Evidence of an exceptionally well coordinated and articulate presentation through the intro, the conclusion, and the relevance and connection between the individual artists chosen. Consistently exceptional effort and cooperation as a team contributor as evidenced by the self and peer review
Evidence of a coordinated and articulate presentation through the intro, the conclusion, and the relevance and connection between the individual artists chosen. Strong and regular cooperation as a team contributor as evidenced by the self and peer review
Evidence of a planned presentation through the intro, the conclusion, and the relevance of individual artists chosen. Cooperation as a team contributor is satisfactory as evidenced by the self and peer review
The presentations intro, conclusion, and choices of individual artists reflect an attempt at coordination that is variable or partially lacking. Cooperation as a team contributor is minor or highly dependent on other members as evidenced by the self and peer review
Presentation lacks cohesive quality from insubstantial intro, conclusion or lack of connection or relevance of the individual artists. Cooperation and effort as team contributor absent or near absent as evidenced by self and peer review
Research both the overall concept and background of the theme of the group presentation, and link that to research on an individual artist (LOs 1, 3)
Exceptional, insightful and consistently thorough research and understanding of the presentation theme, individual artist and the connections between the broader theme and the individual are delivered concisely within the time frame and with proper citations
Thorough and insightful research connecting the presentation theme and the individual artist are delivered within the time frame and with proper citations
Research on the individual artist is relevant to the presentation theme and the connections are attempted or developing. The work of the individual artist is explained but limited in critical interrogation, the presentation is delivered within or close to the given time frame, and includes attempts at proper citations
Delivers information on an individual artist based on limited research, makes limited connections between the individual artist and the broader themes of the presentation topic, is over or under time constraint, or gives inconsistent or incorrectly formatted citations
Fails to deliver satisfactory research or insight on an individual artist, does not recognise or explain connections between the broader theme and the individual artist, is significantly over or under the time constraint, or does not give adequate citations.
Assessment Task 4
Learning Outcomes: 1-4
Independent "Menu" Project (LOs 1-4)
The Independent "Menu" Project enables each student to identify and investigate concepts, contexts, materials and processes of their own choosing to address the major themes of the course. Students will have in class opportunities to receive verbal feedback on progress from lecturers and peers. Detailed instructions on development and submission of the project will be provided via Wattle.
|CRITERIA||HD 80-100||D 70-79||CR 60-69||P 50-59||F 0-49|
Independent project planning, research, execution and presentation (LOs 1, 2)
Demonstrates excellent time management. The project plan is detailed and realistic. The materials and processes required are clearly identified and then fully explored. The project is executed and presented with an exceptionally high level of intentionality and care.
Demonstrates good time management skills. The project plan is thorough. The materials and processes required are identified and then well utilised. The project is executed and presented with a high level consideration.
Demonstrates time management skills. The project plan is complete but lacks some clarity or realistic expectation. materials and processes are identified and explored. The project is satisfactorily completed and provides a developing rationale for its mode of presentation
Has completed the project plan and reported on materials and processes investigations but at a minimum. Has made adequate use of time. The project is completed and presented, but is inconsistent in quality of execution or rationale
Has not completed project plan or adequately reported on materials and processes. How time has been spent is not clearly reported. The project is incomplete, the presentation is ill considered or not considered, and the quality of execution or rationale is inadequate
Appropriate "menu" choices supporting the concept, and articulation of relationships between "menu" choices (LOs 1, 2)
Exceptional insight and rationale is apparent and articulated in how menu choices support concepts and interrelate
Insight and rationale is clearly supported in how menu choices support concepts and interrelate
There is evidence of some rationale in how menu choices were made, and a developing understanding of how they support concepts and interrelate
Menu choices are identified and limited explanation or minimal substantiation is given to support how choices interrelate or support the concept
Menu choices are not identified, arbitrary, irrelevant, or a lack of rationale is given to support how choices interrelate or support the concept
Identification and understanding of relevant contextual references (LOs 3, 4)
Research into the chosen project, readings and artwork examples is extensive, relevant and academically rigorous. The relationship between the research context/s and the studio-based enquiry is continually re-examined and acutely analysed.
Research into the chosen project, readings and artwork examples is relevant and academically sound. The relationship between the research context/s and the studio-based enquiry is clearly examined and well analysed.
Research into the chosen project, readings and artwork examples has some relevance but lacks academic references. The relationship between the research context/s and the studio-based enquiry is beginning to be analysed.
Research into the chosen project, readings and artwork examples is limited in relevance and lacks academic references. Basic relationship between the research context/s and the studio-based enquiry.
Inadequate research and irrelevant examples. Relationship between the research context/s and the studio-based enquiry is tenuous.
Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.
The ANU commits to assisting all members of our community to 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 be familiar with the academic integrity principle and Academic Misconduct Rule, 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 Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.
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.
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.
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.
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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).
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