In this course students will explore the relationships between visual arts themes and areas of medium-specific practice. Students will learn how to direct their personal ideas, developing skills while identifying and articulating contextual links. The outcomes for this course will be the development and shaping of a personal methodology culminating in the creation of new works.

Based on an Independent Work Proposal (IWP), students will explore and develop creative works relevant to their chosen project. Students will be supported though group sessions across several disciplines as well as tutorials, demonstrations, and discussions within each Workshop.

The strength of this course rests in its integration of traditional skills learning and contemporary approaches to visual arts practice. A student's documentation and communication of their project's evolution will be integral to their studies. A weekly and cross-disciplinary forum will provide for critical and contextual discussions relevant to their academic and visual arts development.

Work Health and Safety (WHS) instruction is an integral part of this course and will be handled within each Workshop.

This course is delivered by the following School of Art & Design disciplines: Ceramics, Furniture, Glass, Jewellery and Object, and Textiles.

Learning Outcomes

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

1. demonstrate thorough knowledge of the processes, terminology, forms, and materials relevant to the selected Workshop, and apply skills and knowledge to the making of creative works;
2. work independently and/or collaboratively in a Workshop environment in response to project demands;
3. develop and evaluate concepts and processes by thinking creatively, critically, and reflectively;
4. demonstrate high level competencies and understanding in relation to speaking and writing about the independent project; and
5. reflect on social, ethical, cultural, technological, and environmental issues of creative practice considering local and international perspectives.

Research-Led Teaching

This course guides students through developing their own practice-led research methodology. The culmination in an independent work proposal requires exploring, thinking and consolidating a critical direction through a studio-based enquiry. Refined execution and considered presentation as well as experimental development all contribute defining the potential direction of the IWP. Students are asked to consistently re-examine the relationship between the manifestation of their own work its aspirations and the critical contexts they are researching. By affiliating their enquiry with a key theme presented by the SoA&D Research hubs, students are learning to position their own research within a wider contemporary field of creative and critical practice. 

Field Trips

NA

Additional Course Costs

REQUIRED RESOURCES AND INCIDENTAL FEES

Dear Student,

The School of Art & Design provides additional access to the workshop areas and use of equipment, tooling and consumable items during extra hours. For this access the School charges the Optional Workshop Fee. This is not a compulsory fee and is not essential to course completion, however if a student chooses not to pay it, access to the workshop areas and equipment outside of stated course hours is not allowed.

The School of Art & Design supplies materials that become your physical property on payment of the relevant material fee. You can choose to pay the Materials Fee and have these materials supplied through the School of Art & Design, allowing you to take advantage of the GST-free bulk purchasing power of the ANU. These materials are also WHS compliant.

Please go to the payment portal located on the Required Resources and Incidental Fees page here on the School of Art & Design website. Follow the prompts to the payment portal, select the relevant discipline and the fee you wish to pay for. 

If you need assistance please contact the Technical Officer in the relevant discipline or at the administration offices of the School of Art & Design.

Thank you

School of Art & Design

Examination Material or equipment

Please see Wattle for assessment submission points online and for the co-ordination of on campus install of final works for assessment. Participation and engagement are assessed throughout the semester.

Required Resources

Student contribution amounts under the Higher Education Support Act 2003 (HESA) and tuition fees support the course described in the Course Outline and include tuition, teaching materials and student access to the workshops for the stated course hours.

Students are requested to refer to the School of Art website for information: http://soa.anu.edu.au/required-resources-and-incidental-fees

Wattle. Ensure that your details are correct as Wattle will be the primary method of communication between lecturers and students and assessment submission point.

Recommended Resources

Please see Wattle for readings and recommended resources

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). 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.

Other Information

Class attendance is essential for completing this course.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Tuesday 9.00-1.00 Whole cohort teaching in SoA&D lecture theatre. Introductory lecture, discussion and activities.	WHS: general and workshop specific Course overview Introduction: Task 1 Mini Project: What's missing?
2	Tuesday 9.00-1.00 Studio-based enquiry, supervisor and group contact (roughly discipline specific grouping)	WHS: general and workshop specific Task 1 Mini Project: What's missing?
3	Tuesday 9.00-1.00 Studio-based enquiry, supervisor and group contact (roughly discipline specific grouping)	Task 1 Mini Project: What's missing?
4	Tuesday 9.00 -1.00 Whole cohort teaching in SoA&D lecture theatre review and reflect on Task 1 Mini Project Research Hub lectures	Submission: Task 1 Mini Project: What's missing? via Wattle by 9am Monday 14th March Introduction: Task 2a Folio of Studio-based enquiry: Where are you?
5	Tuesday 9.00-1.00 Studio-based enquiry, supervisor and group contact (thematic grouping) Book tech trouble shooting consultation Book discipline specific tutorial	Task 2a Folio of Studio-based enquiry: Where are you?
6	Tuesday 9.00-1.00 Studio-based enquiry, supervisor and group contact (thematic grouping)	Task 2a Folio of Studio-based enquiry: Where are you?
7	Tuesday 9.00 -1.00 Studio-based enquiry, supervisor and group contact (thematic grouping)	Task 2a Folio of Studio-based enquiry: Where are you?
8	Tuesday 9.00-10.00 Whole cohort teaching in SoA&D lecture theatre, IWP discussion and activities. 10.00-10.30 Set up Task 2a outcomes for group critique 10.30-1.00 Supervised critique (random grouping)	Completion: Task 2a outcomes presented for critique, participation in critique is assessed. Introduction: Task 2b Folio of Studio-based enquiry: Where next?, Task 3a&b The Independent Work Proposal: pre-recorded presentation and written paper
9	Tuesday 9.00 -1.00 ?Studio-based enquiry, supervisor and group contact (thematic grouping) Book tech trouble shooting consultation Book discipline specific tutorial	in class: Task 2b Folio of Studio-based enquiry: Where next? independent study: Task 2b, 3a&b The independent Work Proposal
10	Tuesday 9.00 -1.00 Studio-based enquiry, supervisor and group contact (thematic grouping)	in class: Task 2b Folio of Studio-based enquiry: Where next? independent study: Task 2b, 3a&b The independent Work Proposal
11	Tuesday 9.00 -1.00 Studio-based enquiry, supervisor and group contact (thematic grouping)	in class: Task 2b Folio of Studio-based enquiry: Where next? Task 3b discuss draught IWP with your supervisor independent study: Task 2b, 3a&b The independent Work Proposal Submission: Task 3a IWP pre-recorded presentation via Wattle by 9am Monday May 16th
12	Tuesday 9.00-1.00 Whole cohort teaching in SoA&D lecture theatre Watch IWP presentations in small groups and provide peer critique Studio tours of Task 3a development and outcomes Class review and reflection	Completion: Task 3a is completed through peer feedback. Participation in peer critique and class review is assessed
14	exam period: Independent completion of Task 2a&b and Task 3b prior to submission for assessment. Workshop access and TO support to be negotiated.	Submission: Task 2a&b Folio of studio based enquiry via Wattle by 9am Monday 6th June *Covid depending* Final artwork outcomes of Task 2a&b to be installed for assessment in SoA&D Workshops between 9am -10am Tuesday 7th June and deinstalled between 9am-10am Wednesday 8th June. Task 3b Independent Work Proposal written paper via Wattle/Turnitin by 9am Monday 6th June

Tutorial Registration

Studio-based tutorials are scheduled within class time. Please consult the class overview for further details.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Mini Project: What's Missing?	20 %	14/03/2022	22/03/2022	1,2,3,4
Folio of studio-based enquiry: a) Where are you? b) Where next?	50 %	06/06/2022	*	1,2,3,4,5
The Independent Work Proposal a)Pre-recorded presentation b)Written Paper	30 %	06/06/2022	*	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 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 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

Participation is assessed as part of this course. The standard of participation to aspire to is generous and insightful, sharing with the class or your group highly relevant examples of artist, ideas, parallel investigations, readings and cultural contexts. Please commit to building the skills to provide your peers with well considered feedback. Be a good listener. Whilst conversations need to be rigorous and opinions are very welcome, each contribution needs to be respectful and thoughtfully delivered. Be each others best resource and make class and group engagement exciting and dynamic!

Assessment Task 1

Mini Project: What's Missing?

Value: 20%

Details of task:

• Before diving into your IWP development, ask yourself: what is missing? Which processes or methods from your degree so far would you like to return to? Is there an area of research or theory that you really need to know more about? Will it nag at you otherwise...if only I had... Well, this is the time to underpin your project with the satisfaction that you did. 
• What will you nominate to do for the next 25 hours of the course? This includes 8 hours of class time and at least 15 hours of independent investigation. How will you use this time to strengthen your conceptual and literal skill set?  

Format: Use the Powerpoint template to guide you through planning, documenting and reflecting on your project. 

This task is designed to develop your project management skills which involve planning and communicating with your supervisor and the Tech team and organising your own time. Other skills for developing independent practice include being aware of and documenting key moments of ideation and decision making, as well as reflecting on your own work methods. Reflection on work methods is key to developing an independent methodology. 

Rubric

Criteria	HD 80-100	D 70-79	CR 60-69	P 50-59	F 50-59
Project organisation  LO 1,2	Demonstrates excellent time management. The project plan is detailed and realistic. The resources required are clearly identified and then fully utilised.	Demonstrates good time management skills. The project plan is thorough. The resources required are identified and then well utilised.	Demonstrates time management skills. The project plan is complete but lacks some clarity or realistic expectation. Resources are identified and utilised.	Has completed the project plan and reported on resource usage but at a minimum. Has made adequate use of time.	Has not completed project plan or adequately reported on resource usage. How time has been spent is not clearly reported.
Material and conceptual engagement LO 1,3,4	Demonstrates a consistent commitment to the chosen area of investigation. The project is well-documented and communicates moments of ideation, key decisions and progress in both images and writing with a level of criticality.	Demonstrates a commitment to the chosen area of investigation. The project is well-documented and communicates moments of ideation, key decisions and progress in both images and writing with clarity.	Demonstrates some good engagement with the chosen investigation. The project documentation covers moments of ideation, key decisions in both images and writing which make progress tangible.	Demonstrates basic engagement with chosen investigation.   The project documentation provides evidence of progress through images and in writing though the narrative of ideation and key decisions is not well communicated.	Engagement is either difficult to discern or conducted at an inadequate level. The project documentation makes poor use of images and text leaving the assessor confused about what was undertaken.
Reflection   LO 2,3,4	Every reflective prompt is responded to with insight and honesty. These demonstrate that the student is already developing an independent methodology.	Every prompt is responded to and shows some insight and honest reflection.   This demonstrates that the student is laying solid groundwork for developing an independent methodology.	Most prompts are responded to, but/or lack insight and honest reflection. Demonstrates relevant reflective skills that need further developed.	Not all prompts are responded to or are only answered at a basic level. Attempts reflection but needs to understand the depth and rigor required.	Not all prompts are responded to. Reflection is inadequately demonstrated.

Assessment Task 2

Folio of studio-based enquiry: a) Where are you? b) Where next?

Value: 50%

Details of task:

2a) Where are you? (20%)

• Consider the hub presentations, select one of the four key questions to affiliate your project with. This will determine your thematic crit group and supervision from Week 5 onwards.  
• Choose 1 academic reading and 2 artworks by two different artists that are of interest to you and relevant to your chosen key question/theme.  
• Map out your field of interest including the text, artworks and the key question – how do they complement or contradict each other? Where would you like to position your own work on this map? How might you explore these similarities and differences, how might you combine your interests together and respond to them critically? 
• Develop and deliver an artwork or series of works as your critical response.  

2b) Where next? (30%)

• Analyse the outcomes of Task 2a) and reflect upon the strengths and weaknesses of the project. Did the results work out the way you had hoped? Revisit your decision making, think about how you resolved the work and consider what you would do differently. What questions does the work raise for you? What aspects feel most exciting and rich to pursue further? Or, has the experience opened a different approach?  
• Building on this analysis, create a body of work that further tests the potential of material processes, presentation formats, concepts and critical contexts. This investigation and its outcomes will inform you of the crux of your IWP: the what, the how, the why and a fuller sense of where next. 
• As you begin to draft your IWP (task 3a&b) continue to test the potential of the proposal through this studio-based enquiry.

Format: Use the Powerpoint template as a guide to document the development and delivery of your studio-based enquiry. The expectation is that you will be filling this in on a weekly basis and using it as part of your ongoing reflection of your progress. Please note: This format does not preclude seeing the work in real life in Weeks 8 & 12 there will be an opportunity to view and crit the work of your peers. Covid depending, the final outcomes of Assessment Task 2a and 2b will be assessed in person. Participation and engagement will be assessed during whole class and group crits.

This task firstly helps you identify your interests within a field of research and to develop a critical response through making artwork (Task 2a). This critical response is then extended through studio-based investigation and outcomes which test out ideas, processes and formats relevant to your IWP (Task 2b). Whilst it is important to understand the initial impetus for the work, the aim is to develop a methodology in which making an artwork becomes a means of exploring, thinking and consolidating your own focus and critical direction. Refined execution and considered presentation as well as experimental development all contribute defining the potential direction of the IWP. You will further apply the skills for independent project management from Task 1 to make the most of time and resources available.  

Rubric

Criteria	HD 80-100	D-70-79	CR 60-69	P 50-59	F 0-49
Project ambition  LO1-5	Ambitions of the project are well articulated and consistently pursued. Excellent use of time and resources.  Has set out to push conceptual and formal boundaries and has achieved this.	Ambitions of the project are clearly identified and pursued. Effective use of time and resources. Has achieved some success in pushing formal and conceptual boundaries.	There is an attempt to identify the ambitions of the project and use time and resources effectively. However, the student has played it safe or failed to successfully push boundaries they had hoped to surpass.	Ambitions of the project can be discerned but have not been directly identified. There is sufficient evidence of time and resources being adequately used but with basic aims	Ambitions of the project cannot be identified. There is insufficient evidence of time and resources being adequately used. Even basic aims have not been achieved.
Material and conceptual development LO 1-4	Visual and written documentation of development demonstrates extensive experimentation and a consistent progression of conceptual and formal qualities.	Documentation of development demonstrates a good level of experimentation and a clear progression of conceptual and formal qualities.	Documentation of development shows a degree of experimentation and there is a some progression of conceptual and formal qualities.	Documentation of development shows experimentation has been attempted with a basic level of progress from the project beginning to end.	Inadequate documentation demonstrates little to no experimentation. The project has not progressed from beginning to end.
Material and conceptual execution and presentation of final work LO 1-3	Final artwork demonstrates a high level of material and conceptual refinement.  Presentation of work deliberately communicates the aims of the artwork and demonstrates a high level of awareness of the viewer experience.	Final artworks are good but lack a further level of material and/or conceptual sophistication. The presentation of artworks has clearly been considered.	Final artworks are resolved to a decent standard. The presentation of artwork has been attempted but is not entirely successful as a means of display.	Final artworks are not entirely resolved but still show promise. The presentation distracts from the potential qualities of the work.	Final artworks are not resolved. The presentation is thoughtless.
Critical Approach LO 1-5	Research into the chosen thematic question, 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 thematic question, 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 thematic question, 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 thematic question, 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.
Reflection  LO 1-4	Every reflective prompt is responded to with insight and honesty. Demonstrates the development of a sophisticated  independent methodology, shows a nuanced understanding of the ideation, development and delivery of a project.	Every prompt is responded to and shows some insight and honest reflection.  Demonstrates the development of a solid independent methodology, shows a good understanding of the ideation, development and delivery of a project.	Most prompts are responded to but/or lack insight and sustained reflection. Demonstrates the beginning of an independent methodology, shows some good understanding of the ideation, development and delivery of a project.	Not all prompts are responded to or are only answered at a basic level. Attempts reflection but needs to understand the depth and rigor required to fully develop an independent methodology.	Not all prompts are responded to. Reflection is inadequately demonstrated. Concerns about ability to develop an independent methodology.
Participation and engagement   LO 1-5	Generous and insightful participation. Provides highly relevant examples. Asks pertinent questions and provides feedback with critical consideration.	Valuable participation.   Provides some relevant examples. Asks interesting questions and provides some quality feedback.	Notable participation.  Shows engagement through examples. Asks questions and attempts thoughtful feedback.	Some participation. Needs to consider relevance of feedback by listening more closely and becoming more critically aware.	Limited to no participation. Has provided disrespectful or totally irrelevant feedback.

Assessment Task 3

The Independent Work Proposal a)Pre-recorded presentation b)Written Paper

Value: 30%

Details of task:

3a) IWP pre-recorded presentation  10%

• Prerecord a 5-minute presentation that as succinctly as possible (in 3-4 minutes) sums up the objectives (the what), rationale (the why), Methods (the how) and the Context (the where) of your proposal.   
• Use images to indicate the future direction of your work both from your own studio investigations and from your research. This is not a presentation reporting on what you have done (this will be assessed by way of your folio) it is a sense of where you want to go next. 
• You can use text on the slides to communicate key concepts, questions, headings or quotes but do not overload the slides with text, especially if you are just going to read it out – have confidence that we are listening to your words and that the images expand your communication. 
• Identify 2-3 elements of your IWP that you still need to resolve and pose them as problems/questions/areas you specifically would like feedback on. Where are the gaps or uncertainties? Are there areas of confusion or difficult choices that still need to be made? These could be around materials, processes, context, presentation formats, having too many ideas and not being able to take one direction. 

Format: 5-minute pre-recorded presentation submitted via Wattle. If the presentation is too large to load directly, submit a Word doc that includes the link. Include no more than 7 slides. The format of the captions for your images must follow the Chicago style. 

In this task, summing up in just a few minutes what your project will aim to achieve and what the main motivations and questions are calls for a high-level consolidation of ideas and a clear articulation of them. This is a great opportunity for peer problem solving by applying your critical awareness to each others work and to learn from each other's methods as you are near the end of your studio-based enquiry. This will inform the final version of the written IWP. 

3b) IWP written proposal 20%

• Read through the IWP guidelines on Wattle, begin by brainstorming responses to the what, why, how and where questions.  
• Continue to re-evaluate your objectives, rationale, methods and contexts through Task 2b – let this be an evolution rather than a last-minute piece of writing by reviewing the what/where/why/how/where regularly. 
• Refine your writing until it has clarity and criticality.  

Format: Written proposal of between 1200-1500 words. Project proposal must be fully footnoted using the Chicago style of referencing. Footnotes and bibliography must be formatted precisely using the Chicago style. Please refer to this link for further information: http://soad.cass.anu.edu.au/referencing-guidelines Please refer to Wattle for full IWP guidelines.  

 This task is the culmination of your learning in semester one and springboards your independent methodology and research for ARTV3034, ARTV3035 or ARTV3029. It demonstrates your critical understanding of relevant contexts and discourses, potential innovation in material and conceptual development and clear sense of your own working methodology ready for the final capstone project of your visual art degree.  

Rubric

Criteria	HD 80-100	D 70-79	CR 60-69	P 50-59	F 0-49
Project innovation   LO 1,3,4,5	Highly original and critically positioned project proposal	Exciting and a critically considered project proposal	Proposal shows potential but lack some ambition or critical relevance	Proposal has been completed and has tangible objectives but lacks potential innovation	Proposal has limited trajectory and shows no innovation
Evaluation   LO 1,3,4,5	Sophisticated ability to evaluate strengths and weaknesses and identify gaps. Further refined focus from presentation to paper	Good identification of strengths, weaknesses and gaps. Clear progression from presentation to IWP	Some strengths, weaknesses and gaps identified. Applied presentation feedback to written paper.	Some strengths, weaknesses and gaps identified. Limited progression from presentation to paper	Little to no strengths, weaknesses and gaps identified. No progression from presentation to paper
Communication  LO 2,4	Demonstrates excellent verbal, visual and written communication.	Demonstrates good verbal, visual and written communication.	Demonstrates some good verbal, visual and written communication, with a degree of clarity missing.	Has attempted verbal, visual and written communication, with some confusion or at a basic level.	Communication is mostly unclear or insufficient
Research   LO 1,3,4,5	Depth and application of extensive knowledge is demonstrated through outstanding research methods.	Depth and application of good knowledge is demonstrated through thorough research methods.	Depth and application of some good knowledge is demonstrated through developing research methods.	Depth and application of basic knowledge is demonstrated through developing research methods.	Insufficient depth and application of knowledge. Research methods not at academic standard.
Participation and engagement  LO 1-5	Generous and insightful participation. Provides highly relevant examples. Asks pertinent questions and provides feedback with critical consideration.	Valuable participation.   Provides some relevant examples. Asks interesting questions and provides some quality feedback.	Notable participation.  Shows engagement through examples. Asks questions and attempts thoughtful feedback.	Some participation. Needs to consider relevance of feedback by listening more closely and becoming more critically aware.	Limited to no participation. Has provided disrespectful or totally irrelevant feedback.

Academic Integrity

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.

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). This applies to the final artworks in Task 2a&2b which will be installed within SoA&D Workshops during the examination period.

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

Final artwork outcomes to be de-installed 9am-10am Wednesday 8th June.

Extensions and Penalties

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

Resubmission of Assignments

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