We are in an extraordinary moment in Australia. Art historians, art museums, artists and critics are responding to Black Lives Matter, the continuing destruction of First Nations sacred sites and are attempting to move towards reconciliation between First Nations and non-Indigenous peoples. In this course you will critically examine settler/non-Indigenous artists and/or First Nations artists and creators in visual culture more broadly (designers, photographers, dancers, and film-makers) who have engaged through their art in cross-cultural activity, within the colonial, modernist or contemporary periods.You will study the places and people and the circumstances that led to the production of artworks involving interactions between non-Indigenous artists and First Nations art and culture. The course will also address how the meaning of the artworks changed over time, for example, in relation to contemporary First Nations re-evaluation, repatriation and reception of historical works. Finally, you will be provided with knowledge of best practice concerning collaboration between non-Indigenous and First Nations artists and curators. You will experience works first hand through visits to the national galleries and museums, and will listen to both First Nations and non-Indigenous voices as part of this course.

Learning Outcomes

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

1. demonstrate an understanding of the historical development and political context of the cross-currents in First Nations and non-Indigenous art from the Colonial period to the present day;
2. critique the appropriation and representation of First Nations art and culture in non-Indigenous art and design;
3. identify best practice and demonstrate knowledge of the role of collaborations between First Nations and non-Indigenous artists and curators;
4. research, access and critically evaluate the links between First Nations and non-Indigenous art and design; and
5. speak and write with confidence about cross-currents in First Nations and non-Indigenous art.

Research-Led Teaching

Alongside Dr Caroline Jordan and Dr Helen McDonald I am editing a volume for Routledge which looks specifically at the question of Cross-currents in Australian First Nations and non-Indigenous art. The book contains a chapter by me looking at the work of Wiradjuri/Yorta Yorta designer, entrepreneur and activist Bill Onus - compared with Settler appropriator in design: Byram Mansell. My life and work involves active discussion and collaboration with Australian First Nations people. I am an active ally of Australian First Nations people and previously taught Australia First Nations art and culture led by Gurindji, Malign and Mudburra researcher, writer, curator and artist Professor Brenda L. Croft. I have also spent several years in the Northern Territory and am on the board of the Northern Centre for Contemporary Art which presents both Australian First Nations and non-Indigenous cultures.

Field Trips

TBA

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	Lecture One: Introduction to course. Background. Addressing the Main Themes. Lecture Two: Elisa deCourcy "writing" Indigenous perspectives into broader histories of colonial photography.
2	Lecture One: Colonialism and First Nations Critique - an overview. - Lecture Two: Case Study: Gurindji/Malngin/Mudburra Professor Brenda L. Croft on Still in My Mind: Gurindji Location, Experience, Visuality
3	Colonialism and First Nations Critique two: Lecture One: Background re: Trawoolway artist, curator and writerJulie Gough and her critique of colonial art and culture including discussion of Breathing Space and more broadly - the question of Statues in Australia. . . Lecture Two: Visiting Lecturer Julie Gough (online on zoom from London). . .
4	Appropriation of First Nations Art and Culture Lecture One (short) and its critique. A National Art? Aboriginal Art and Australian Modernism. The special case of Bill Onus. Lecture Two: showing of the film ABLAZE.	Assignment One due Friday 17 March
5	Lecture One: Overview From appropriation to collaboration in design: Australian Settler art and design appropriations. Lecture two: The rise and rise of Australian First Nations fashion. Visiting lecturer Nucoorilma/Ngarabal/Biripi researcher Associate -Professor Fabri Blacklock (UNSW - on ZOOM) TBC
6	Lecture One: Cultural Fraud and Cultural Misrepresentation: Elizabeth Durack, Eddie Burrup and others. . . Lecture Two: Carl Vail Cultural Fraud TBC
7	Representations of First Nations People: Culture and critique. Watch Films by Charles Chauvel, Jedda (1955) and Tracey Moffatt, Night Cries: A Rural Tragedy (1990)
8	Dr Sarah Scott Lectures one and two: Representations of First Nations people in Non-Indigenous Modernist Settler art - and its critique	Assignment Two due 28 April
9	Dr Sarah Scott Lectures One and Two. Artists and Anthropologists: Interlocutors - Daisy Bates, Donald Thomson, Geoffrey Bardon and others
10	Dr Sarah Scott: Artists, anthropologists and Interlocutors 2.
11	Collisions and Collaborations between First Nations artists and Non Indigenous artists. Walagulu artist and researcher Aidan Hartshorn (date TBC). Lecture Two: The case of Wendy Garden, Therese Ritchie and the Borroloola community. Wendy Garden on Zoom from Darwin.
12	Collaborations and Collisions: Australian First Nations art and culture inside cultural institutions. Where to from here? Yuwaalaraay cultural practitioner and researcher, ANU, Dr Jilda Andrews (date TBC)	Assignment Three due Thursday 25 May

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	Return of assessment	Learning Outcomes
Four artwork labels (100-150 words each approx) and one wall label of 200-300 words.	20 %	17/03/2023	03/04/2023	1,2,4,5
Catalogue essay of 2000 words for general public with list of 12 artworks/ designs/ photos (may also include exerpts of relevant films).	40 %	28/04/2023	15/05/2023	1,2,3,4,5
Theoretical essay of 1500 words	30 %	25/05/2023	12/06/2023	1,2,3,4,5
Participation	10 %	*	*	1,2,3,5

* 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 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.

Examination(s)

N/A

Assessment Task 1

Four artwork labels (100-150 words each approx) and one wall label of 200-300 words.

Choose four works of art or design currently on display in Canberra (source NGA, NMA, NPG, AWM, Drill Hall).

Write One Introductory panel of 300-400. This will clearly and concisely introduce the title and concept for your exhibition relating to the theme of 'cross currents in Australian First Nations and non-Indigenous art'. It is the first label that you would see at the beginning of your exhibition.

Write four 150 word labels, each relating to a particular artwork or design piece. The works may be Australian First Nations or non-Indigenous in origin. However, the four works will need to address both the crosscurrents theme and they must be logically linked. The language should be clear and straight forward targeted towards a reader/viewer who may not be familiar with the subject matter. The labels will follow the template and guidelines provided on the wattle site. The labels should also be based upon extensive research regarding the artist/designer, the work and the social/ political and historical context surrounding the work. Although in real life your labels would NOT have footnotes and a Bibliography - for this University exercise referencing will be required. Referencing is not included in the word count.

This assignment provides a platform from which to develop assignment

Assessment Task 2

Catalogue essay of 2000 words for general public with list of 12 artworks/ designs/ photos (may also include exerpts of relevant films).

Once again this is an opportunity to explore the cross-currents theme central to this course. The essay should be written in clear, concise, engaging language. It should follow the marking rubric and should be an opportunity to further explore and research the ideas, issues and artists/designers/ filmmakers and works that you would see for your proposed exhibition. You should discuss at least 3 of the works that you have chosen to include in the exhibition in your essay catalogue.

The twelve artworks listed should follow the template provided on the wattle website and can include the four works that you listed in your label assignment (assessment task 1) - or -if you have developed a different idea you are free to choose totally different works.

The second part of the assignment requires you to list 12 artworks. Please look at the template provided on the wattle website.

Rubric

Criteria	FAIL	PASS	CREDIT	DISTINCTION	HIGH DISTINCTION
RESEARCH AND KNOWLEDGE	Does not include a bibliography.  Little knowledge of major themes.	Adequate range of sources. Relies mostly on non-scholarly internet-sites. 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, including peer reviewed journals. Sophisticated understanding of the major issues and awareness of complexities.
ARGUMENT	Lacks any argument and does not address the assessment criteria.	Sound attempt to write an argument and adequately address the assessment criteria.	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	Does not discuss relevant images (at least 3).	Includes a suitable choice of images with a basic analysis. - Visual analysis integrated in a basic manner	Suitable choice of images 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	-Little or no structure -Aimlessly rambles. -Completely off topic.	Adequate arrangement of ideas. Usually remains 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	Poorly written with many spelling and grammatical errors.	Adequately written essay Usually correct grammar and spelling	Well written essay 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	Inadequate referencing. Images inadequately labeled.	Adequate referencing and image labelling but with some mistakes and inconsistencies. Attempts to use the Chicago Style Manual and footnotes.	Good referencing and image labeling with few mistakes. Uses the Chicago Style Manual and footnotes, but with errors.	Careful referencing and image labeling with almost no mistakes. Good use of the Chicago Style Manual and footnotes. Effective use of quotations.	Meticulous referencing and image labelling. Very good use of the Chicago Style Manual and footnotes. Excellent and balanced use of quotations.

Assessment Task 3

Theoretical essay of 1500 words

Choose one of the questions posted on the wattle website. You are also able to negotiate your own topic in consultation with the lecturer. The theoretical essay will draw upon the key themes of the course: ie Colonialism and First Nations Critique. Appropriation of First Nations Art and Culture and its critique. Representations of First Nations people and its critique. Interlocutors and Collaborations and Collisions. A Bibliography will be provided. The essays will be assessed on Research and Knowledge, Argument, Visual analysis (please include reference to 1-2 artworks to support your analysis), Organisation, writing and Referencing (Please Use Chicago Style).

Rubric

See	Rubric	For	Assessment	Task	2

Assessment Task 4

Participation

Participation will be assessed upon both participation in tutorial discussion and participation to online forum discussion. Discussions will be posted every second week and you will be expected to contribute at least 100 words in the six forums through the semester. Do this as you go and not at the end of the course!

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.

Returning Assignments

Assignments will be returned via the Wattle site.

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

No resubmission of assignments.

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