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.

Learning Outcomes

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

1. identify and articulate an advanced critical awareness of the impact of Materiality and Value on making;
2. engage in independent exploration of a practice-based approach to given themes through experimentation, fabrication, and presentation of works;
3. research and analyse historical and theoretical concepts regarding the given theme(s); and
4. 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.

Required Resources

Readings and web links will be provided through Wattle and the Art & Music Library.

Recommended Resources

Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	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 Summary

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

Policies

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

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

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.

Examination(s)

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

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.

Rubric

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

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.

Rubric

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

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.

Rubric

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

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.

Rubric

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
Interrogation and synthesis of relevant contextual references (LOs 3, 4) ARTV6061 students will be directed to provide additional written documentation in support of this criteria as directed on Wattle.	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

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

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

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Extensions and Penalties

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

Privacy Notice

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

Distribution of grades policy

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

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

Support for students

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

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