This course introduces students to the development of modernism in Indian, Indonesian and Japanese art. Whereas the dominant discourse of art history from a Euro-American perspective tends to consign non-western modernist art to a marginal status and treats it as derivative, this course argues that modernism in particular Asian countries follows trajectories that are regionally specific and culturally diverse, responding to political, technological and social transformations. At the same time, the course addresses the complex interrelations between these non-western modernisms and the development of Euro-American modernism.

Concentrating on a century of artistic practices from the later nineteenth century onwards, the course will offer students an introduction to visual practices, historical approaches and theoretical formulations relating to this material. Colonial and postcolonial histories of art, as well as relations between art practice and nationhood will form the core of the inquiry.

Learning Outcomes

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

1. demonstrate familiarity with the major trajectories in modernist art in India, Indonesia and Japan, c. 1860-1960;
2. analyse the work of significant artists in formal and contextual terms;
3. understand historical, political and aesthetic issues that relate to individual artists, periods or movements;
4. understand major theoretical issues that underpin the work of Asian modernist artists; and
5. present well-researched and competent oral and written discussions pertaining to the course material.

Research-Led Teaching

Teaching in this course stems from active involvement in this field since 1996.

Field Trips

N/A

Additional Course Costs

N/A

Examination Material or equipment

N/A

Required Resources

N/A

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	Introduction: the Idea of Asia	Tutorials commence
2	Pre-modern traditions in Asian art	Reading group
3	Colonial representations of Asia	Reading group
4	Japanese art after the Meiji Restoration	Reading group; student presentations
5	"Asia is One!" Pan-Asianism in Japan and India	Reading group; student presentations
6	Modernism in Japanese art	Annotated bibliography due; student presentations
7	Screening 1: Kurasawa Akira, Kumonosu Jo	Annotated bibliography feedback available; student presentations
8	Modernism in Indian art	Reading group; student presentations
9	Screening 2: Satyajit Ray, Apur Sansar	Reading group; student presentation
10	Modernism in Indonesian art	Reading group; student presentations
11	Post-1945 developments 1	Reading group; student presentations
12	Post-1945 developments 2	Reading group; student presentations
13	Assessment period	Essay due

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Annotated bibliography	25 %	01/09/2022	1, 3, 4, 5
Tutorial presentation	20 %	*	2, 3, 5
Essay	45 %	03/11/2022	1, 2, 3, 4, 5
Participation (10%)	10 %	*	1, 2, 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 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

As above.

Examination(s)

N/A

Assessment Task 1

Annotated bibliography

Choose one of the essay topics circulated on Wattle, and construct an annotated bibliography (approx. 1000 words), including six scholarly sources relevant to the chosen topic. Summarise the main points of each source and reflect on the arguments advanced by the author. The word count does not include bibliographic citations and footnotes.

Due date: 1 September

Rubric

Criteria	Weight	Comment
Number and relevance of sources	10	The assignment contains the required number of sources. The sources are scholarly, and relevant to the subject being studied and the chosen essay topic.
Number and length of annotations	10	The assignment contains the required number of annotations. The annotations are of sufficient length, satisfying the requirements of the assignment.
Observance of citation standards	10	Citations are consistent with Chicago A.
Clarity of analysis in annotations	40	The annotations demonstrate clear understanding of the main points of each source, and present reflection on the main argument(s) advanced by the author.
Quality of written expression	30	The quality of written expression demonstrates appropriate use of language, structure, spelling and grammar.

Assessment Task 2

Tutorial presentation

Prepare and deliver an illustrated talk featuring the work of an individual artist or group active in Asia between c. 1860 and 1970. Nominate your preferred week for the presentation (max. 3 students in any week). Submit slides and text via Wattle.

Rubric

Criteria	Fail	Pass	Credit	Distinction	High Distinction
Relevance and engagement with course 15%	No relation to course material	Tangentially relevant to course material;  basic engagement	Clearly relevant to course material; substantial engagement	Highly relevant to course material;  thorough engagement	Extremely relevant to course material; thorough and insightful engagement
Visual analysis and presentation 20%	Poor and/or incorrect visual analysis; no slides/texts used	Usually correct but incomplete visual analysis. Limited use of slides/texts	Good visual analysis but with some gaps  Good use of slides/texts	Solid visual analysis, fully exploring the case study Slides/texts used discerningly	Thorough and insightful visual analysis  Excellent use of slides/texts
Demonstrated ability to cross-reference with other works, texts, etc. 20%	No cross-referencing demonstrated	Minimal or superficial cross-referencing demonstrated	Good cross-referencing, but without much nuance	Cross-referencing is purposeful and adds nuance to analysis	Imaginative cross-referencing, contributing to sophisticated analysis
Demonstrated engagement with relevant scholarly material 15%	No engagement demonstrated	Passing engagement demonstrated	Good engagement with relevant scholarly material	Thorough grasp of relevant scholarly material	Excellent command of relevant scholarly material
Structure and duration 15%	Unclear structure Unable to keep to time	Keeps to time, but without strong structure	Keeps to time  Well-structured presentation	Keeps to time  Purposeful and clear structure	Keeps to time  Imaginative and  sophisticated structure
Delivery 15%	Inaudible/spoken too fast No engagement with audience	Audible with some pauses Basic engagement with audience	Clearly spoken and well-paced Deliberate engagement with audience	Effectively spoken with persuasive delivery Thoughtful engagement with audience	Informative and engaging delivery Engages audience with enthusiasm

Assessment Task 3

Essay

Write a 2500-word essay on a topic chosen from the list posted on Wattle. Your essay should include appropriate images, and cite all sources using footnotes or endnotes according to the Chicago style. Please include a bibliography of all sources consulted (regardless of whether these appear in footnotes/endnotes). The designated word limit is exclusive of citations, captions, bibliography, etc.

Due date: 03 November

Rubric

CRITERIA	FAIL	PASS	CREDIT	DISTINCTION	HIGH DISTINCTION
RESEARCH AND KNOWLEDGE 20%	·       Insufficient research; does not include a bibliography ·       Little knowledge of major themes	·       Adequate range of sources  ·       Adequate understanding of the topic	·       Good range of references (but missing significant sources)  ·       Good understanding of the topic and major issues	·       Wide range of sources, including peer reviewed articles, but missing some authors  Thorough knowledge of the major issues and perceptive analysis of major points	·       Thoroughly researched, consulting all the major sources  Sophisticated understanding of the major issues and awareness of complexities
ARGUMENT 20%	·       Lacks any argument and does not address the assessment criteria	·       Sound attempt to write an argument	Clearly stated argument which addresses the assessment criteria convincingly	Strong argument that presents a wide range of convincing points	Highly sophisticated and lucid argument that addresses the assessment criteria comprehensively and insightfully
VISUAL ANALYSIS 15%	·       Does not discuss relevant works of art	·      Basic analysis of works of art Visual analysis integrated in a basic manner	·       Suitable choice of works with  comprehensive visual analysis Visual analysis successfully integrated into the overall argument	·       Suitable choice of images with discerning visual analysis Visual analysis astutely integrated into the overall argument	·       Excellent choice of images, with highly perceptive visual analysis  Visual analysis integrated into the overall argument in a compelling and seamless manner
ORGANISATION 20%	·       Little or no structure ·      Off topic	·       Adequate arrangement of ideas Not always focused on the topic	·       Clear organisation of ideas ·       Good use of paragraphing ·       Good introduction and conclusion ·       Remains focused on the topic	·       Strong organisation ·       Effective use of paragraphing and topic sentences ·       Logical paragraphs Effective introduction and conclusion	·       Excellent organisation ·       Extremely logical paragraphs with highly effective use of topic sentences Engaging and highly effective introduction and conclusion
WRITING 15%	Poorly written with many spelling and grammatical errors	·       Adequately written but with incorrect grammar and spelling	·       Well written essay with usually correct grammar and spelling	·       Fluently written essay Minimal grammatical and spelling errors	·       Highly articulate and written in an eloquent style  Comprehension enhanced by grammar and spelling
REFERENCING 10%	·       Inadequate referencing ·       Images inadequately labeled Chicago Style Manual not used	·       Adequate referencing and image labelling but with mistakes and inconsistencies. Use of the Chicago Style Manual and footnotes with mistakes	·       Good referencing and image labeling with few mistakes. Use of the Chicago Style Manual and footnotes	·       Careful referencing and image labeling with almost no mistakes ·       Use of the Chicago Style Manual and footnotes ·       Effective use of quotes	·       Meticulous referencing and image labeling  ·       Use of the Chicago Style Manual and footnotes Excellent and balanced use of quotes

Assessment Task 4

Participation (10%)

Participation will be assessed on the basis of students' engagement with the course material during classroom activities (lectures and tutorials), engagement with designated readings and contribution to tutorial discussion.

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