This course introduces students to fundamental skills and contextual knowledge for working with molten glass in a contemporary visual arts and/or design context.

Students will learn to manipulate and transform hot glass in response to set projects across areas of glass blowing, hot glass casting, and cold working. They will also develop knowledge of historical underpinnings for glass in contemporary practices though lectures, seminar discussions, and contextual research. This course supports materials and ideas explorations through the interface of embodied learning and conceptual inquiry. It forms part of the foundation for a specialist glass practice, while supporting non-specialist explorations of the properties and possibilities of the medium in broader visual arts and design contexts.
Work health and safety instruction is integrated throughout the syllabus.

Learning Outcomes

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

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

1. competently utilise a range of hot glass working skills and technologies in response to projects;
2. explore materials and techniques through speculative process enquiry;
3. reflectively investigate the relationships between concepts and processes; and
4. engage with the historical and theoretical contexts relevant to hot glass forming projects.

Research-Led Teaching

This course draws on the research of Academic Staff and the expertise of Technical Officers to introduce students to practice-led research methodologies informed by studio glass.

Field Trips

Field trips may be organised outside of class time and participation will be on a voluntary basis.

Additional Course Costs

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

OPTIONAL WORKSHOP FEE

This Workshop Fee is for additional access to the workshop and use of equipment, tooling and consumable items during extra hours. It is not essential to course completion. Payment of the Workshop Fee is optional, but if a student chooses not to pay it, access to the workshops outside of stated course hours is not allowed.

MATERIAL FEE

Each workshop sources appropriate specialist materials, which are made available to students to facilitate their working effectively, efficiently and safely within our programs. The School of Art & Design is able to supply materials that don’t compromise ANU obligations under the Work Health and Safety Act 2011 (WHS), and that have been assessed as suitable for each course. 

The Material Fee is payable for the School of Art & Design to supply materials that become your physical property. You can choose to pay the Materials Fee and have these materials supplied to you 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.

Students have the choice of acquiring these materials from a supplier other than the School of Art & Design, however students should note that many materials may not be WHS compliant (and therefore are not approved for use in the workshops), or are not available for individuals to purchase because they must be supplied and stored in a particular way in order to meet WHS regulations.

http://soad.cass.anu.edu.au/required-resources-and-incidental-fees 

Examination Material or equipment

Students will present completed works in response to set projects as per assessment task descriptions. This includes portfolio of completed works and supporting materials in the form of drawings, tests, models and visual journals, as well as digital submissions as relevant. All physical works will be set up for assessment and a record of submissions uploaded to Wattle. All assessments requirements will be discussed during class. Teaching staff is available for any question related to the assessment process throughout the semester.

Required Resources

To access the workshop, you must wear closed-toe (fully covered) non-flammable shoes. In the hot shop, you please wear natural fibre clothing (cotton long pants and long sleeve tee shirts are recommended). In addition, please bring a refillable personal water bottle for hydration.

Recommended Resources

Readings, technical notes and links to additional materials will be provided through the course Wattle site.

Additionally, visit the ANU recommended resources and the Learning Platforms information page to become familiar with broader ANU resources, delivery and assessment platforms.

Staff Feedback

Students will be given feedback in the following forms:

• On-going verbal feedback during weekly classes and optional debrief sessions

• Staff and peer feedback during scheduled seminar discussions and reviews

• Staff feedback notes following indicative assessment and final assessment

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	10-11 Seminar, meet in the glass workshop Arch Space Class introduction, induction to workshop spaces and competency training discussion. Hot Shop WHS Q&A and gathering demonstration. 11-1, 2-4, 4-6 Studio Tutorials: Task 1 Skills 101 (Gather)	Available via Wattle (self-paced) from Wednesday 15th Feb Lecture: Introduction to course syllabus and WHS. Reading 1
2	10-11 Seminar, meet in the glass workshop Arch Space Reading and Lecture discussion: Task 1 and Mining glass Hot Shop demonstrations and competency training 11-1, 2-4, 4-6 Studio Tutorials: Task 1 Skills 101 (Gather and Shape)	Available via Wattle (self-paced) Lecture: Task 1 and Mining Glass Competency training and demonstrations recaps Gather 3 influential visual references, reflect on their significance ahead of next week's post Attend self-directed practice session / progress journal and documentation
3	9:15-10 drop-in sessions: competency training with Nadege (see wattle for roster) 10-11 Seminar, meet in the glass workshop Arch Space Hot and cold demonstrations 11-1, 2-4, 4-6 Studio Tutorials: Task 1 Skills 101 (Gather / Shape/ Inflate)	Available via Wattle (self-paced) Post: 3 influential references and review all posts Practical demonstrations recaps Attend self-directed practice session(s) / progress journal and documentation
4	9:15-10 drop-in sessions: competency training with Nadege (see wattle for roster) 10-11 Seminar: Lecture and reading discussion and Task 2 Hot Shop demonstrations and competency training 11-1, 2-4, 4-6 Studio Tutorials: Task 1 Skills 101 (Gather/ Shape/ Inflate) and Mining Glass	Available via Wattle (self-paced) Locating contemporary practice part 1 Reading 2 Practical demonstrations recaps Attend self-directed practice session / progress journal and documentation
5	9:15-10 drop-in sessions: competency training with Nadege (see wattle for roster) 10-11 Seminar: Task \Hot glass, kiln and cold shop demonstrations 11-1, 2-4, 4-6 Studio Tutorials: Task 1 and intro to Task 2 Skills Extended (Vessel)	Available via Wattle (self-paced) Locating contemporary practice part 2 Practical demonstrations recaps Attend self-directed practice session(s) / progress journal and documentation
6	9:15-10 drop-in sessions with Nadege: competency training with Nadege (see wattle for roster) 10-11 Seminar: Lecture discussion and week 7 reviews and assessments Q&A Kiln and cold shop demonstrations: Surface and Assembly 11-1, 2-4, 4-6 Studio Tutorials: Task 2 Skills Extended (Vessel)	Available via Wattle (self-paced) Review and rational guidelines Prepare for assessment week 7 Begin to investigate ideas for Task 2, develop drawings and models Attend self-directed practice session(s) / progress journal and documentation
7	9:00-10 set up your work for assessment today 10-11 Seminar: Student mid semester reviews discussion, assessment overview Hot shop demonstration: Assembly 11-1, 2-4, 4-6 Studio Tutorials: Reviews and Task 2 Skills Extended (Vessel)	Set up all works, models and journals for review of progress and assessment Investigate possible topics for Task 3, gather contextual research materials Attend hands-on practice session(s) / progress journal and documentation
8	9:15-10 drop-in sessions on request see wattle 10-11 Seminar Hot and cold shop demonstration: Assembly 11-1, 2-4, 4-6 Studio Tutorials: Task 2 Skills Extended (Vessel/ Surface/ Assembly)	Available via Wattle (self-paced) Lecture: Material Meaning; Objects of Concern Object(s) of Concern brain-storming boards Attend hands-on practice session(s) / progress journal and documentation
9	9:15-10 drop-in sessions on request see wattle 10-11 Seminar: Object(s) of Concern group discussion 11-1, 2-4, 4-6 Studio Tutorials: Task 2 Skills Extended Vessel/ Surface / Assembly	Available via Wattle (self-paced) Group presentation guidelines and additional course materials Prepare team presentation for week 10 Attend self-directed practice session(s) / progress journal and documentation
10	9:15-10 drop-in sessions on request see wattle 10-11 Seminar: Demonstrations: Object(s) of Concern 11-1, 2-4, 4-6 Studio Tutorials: Finalise task 2 and transition to Task 3	Submit your pre-recorded Object(s) of Concern group presentation via Wattle Attend self-directed practice session(s) / progress journal and documentation
11	9:15-10 drop-in sessions on request see wattle ?10-11 Seminar: Group presentations: Object(s) of Concern 11-1, 2-4, 4-6 Studio Tutorials: Task 3 Object(s) of Concern	Available via Wattle (self-paced) Statement guidelines Attend self-directed practice session(s) / progress journal and documentation
12	9:15-10 drop-in sessions on request see wattle ?10-11 Seminar: Demonstrations on request: Object(s) of Concern Q&A on final assessments and WHS competency 11-1, 2-4, 4-6 Studio Tutorials: Task 3 Object(s) of Concern	Attend self-directed practice session(s) / progress journal and documentation
13	Study week, finalise all projects
14	Assessment week	Assessment 7/6/23 through 8/6/23 Digital record submission due 9 AM 9/6/23 via Wattle

Tutorial Registration

Registration for tutorials will be confirmed week 1 during Seminar, 9-11.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Portfolio of studio work: Skills 101	30 %	19/04/2023	1,2,3,4
Portfolio of studio work: Skills extended	30 %	07/06/2023	1,2,3,4
Portfolio of studio work: Object(s) of concern	20 %	07/06/2023	1,2,3,4
Studio Theory: Object(s) of Concern group presentation and participation	10 %	13/05/2023	3,4
Visual Journal and documentation	10 %	07/06/2023	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

Student participation is a requirement of the Glass workshop. It is key in developing skills and knowledge relevant to the material, and essential in acquiring safe working methods. It is assessed in every project outlined above, through attendance and active participation in technical classes, self-directed invigilated sessions, seminars and scheduled workshop activities. Glass students are also asked to participate in a weekly clean up, time tbd.

Assessment Task 1

Portfolio of studio work: Skills 101

30% of Class Grade.

Skills 101 introduces methods, techniques, and technologies for transforming glass in the hot shop (hot glass studio). It encourages hands on skills’ acquisition through technical assignments, while emphasising the importance of looking, sensing and playing in mining the properties and qualities of the material in the context of a Visual Arts and/or Design practice.

To do well, students will demonstrate fundamental skills’ acquisition through assignment works (Gather/ Shape/ Inflate), show engagement with the materials qualities and properties of glass by 'testing' ideas through parallel self-directed material explorations (Mining Glass portfolio of works) and explain the relationships between works and ideas, by linking their experiments to relevant conceptual and or contextual frameworks in a 100 to 150 words rational.

 

Task 1 assessment comprises:

• Gather / Shape / Inflate (portfolio of assignment works)
• Mining Glass (portfolio of self-directed experiments)
• Mining Glass Rational (100-150 words)

Note: WHS compliance and Competency Training underpin all Hot Glass activities, and compliance is integrated in all Portfolio of Studio Work assessments.

The Visual Journal will accompany discussions, review and final studio portfolio submissions (see Task 5).

Presentation requirements: Assignment works and experiments, supporting material (drawings, tests, models) and contextual research will be presented for review week 7. A record of your review work must be uploaded to Wattle. Further details will be provided in Project Notes and discussed in class.

Rubric

Assessment criteria	High Distinction (80-100)	Distinction (70-79)	Credit (60-69)	Pass (50-59)	Fail (0-49)
1. Demonstrates a command of introductory hot glass working skills and technologies through completed technical assignments and self-directed experiments	Activities, assignments and experiments consistently demonstrate an exceptional command of all introductory skills and technologies. Technical assignments are precise, very well executed. WHS and competency training is integrated and applied seamlessly.	Activities, assignment works and experiments demonstrate a high command of introductory skills and technologies. Technical assignments are consistent and controlled, well executed. WHS and competency training is rigorously engaged and applied.	Assignment works and experiments showcase a broad range of introductory skills at a competent level. Activities and works show clear progression in controlling the medium. WHS and competency training is completed and generally applied.	Assignment works presented showcase a limited range of skills at an adequate level for this level of study. Limited experiments and hands on activities show progressing skills acquisition. Engagement with WHS and competency training is in progress and generally applied with some minor lapses/ reminders necessary.	Assignment works presented do not evidence sufficient skills development; engagement in activities and skills are below standard for this level of study. Engagement with WHS and competency training is insufficient, does not show capacity to apply WHS and competency training guidelines independently.
2. Explores the aesthetic, metaphorical and/or conceptual possibilities of glass through speculative studio based investigations	The self-directed explorations presented for Mining Glass are highly inventive and iterative. They demonstrate strategic decision making through material development and display resolution.	The self-directed explorations are iterative and engage the material's unique potentials. They show curious and convincing investigations of material qualities and properties.	The self-directed explorations are adequately engaging the material's qualities and properties through a range of experiments. Shows promising starts for potential lines of enquiry.	The self-directed explorations show limited investigation of the qualities and properties of the medium.	Little to no experimentation is presented for Mining Glass.
3. Reflectively investigates the relationships between concepts and processes through material, formal and contextual analysis	The relationships between processes and ideas inform the development and resolution of self-directed material experiments. An insightful and lucid articulation of these relationships and the decisions made is articulated in the Visual Journal and Rational.	Clear relationships between concepts and processes demonstrated in works and articulated in discussions. Concise and poignant articulation of these relationships recorded in Visual Journal and Rational.	Works reveal relationships between concepts and processes and links are visible in Visual Journal, mentioned in Rational.	Relationships between concept and process are beginning to inform the works but are not yet clearly articulated in Visual Journal and / or Rational.	Fails to recognise the relationships between concepts and processes.
4. Identifies historical and theoretical contexts relevant to assignments and self-directed experiments for Task 1	Critically engaged research into historical, technical and or theoretical contexts extends class discussions and underpins the development of works and ideas.	Historical and or contemporary contexts inform the development of the works, links are evident in Visual Journals and reflections.	Contextual research sets a basic framework for the material investigations. Effectively draws on Seminar class materials to support the developing works.	Minimal contextual research is undertaken. It is yet to contribute to the development of works.	Insufficient engagement with historical and contemporary contexts undermines overall progress.

Assessment Task 2

Portfolio of studio work: Skills extended

30% of Class Grade.

Skills extended equips students with the team-working and individual skills necessary to create glass vessels in the hot shop. Hot bit working and cold working methods are introduced though short assignments that encourage explorations of surface and form.

Task 2 comprises

• Vessel
• Surface
• Assembly

Note:

WHS compliance and Competency Training underpin all Hot Glass activities, and compliance is integrated in all Portfolio of Studio Work assessments.

The Visual Journal records the development of works, ideas and self directed enquiry throughout the semester. It will accompany discussions, review and final studio portfolio submissions, and support Documentation (see Task 5).

Presentation requirements: Final works and experiments, supporting material (drawings, tests, models) and contextual research will be presented for assessment week 14. A record of your final work must be uploaded to Wattle. Further details will be provided in Project Notes and discussed in class.

Rubric

Assessment criteria	High Distinction (80-100)	Distinction (70-79)	Credit (60-69)	Pass (50-59)	Fail (0-49)
1. Demonstrates a command of introductory hot glass working skills and allied processes and technologies through completed technical assignments and self-directed experiments	Works presented consistently demonstrate an exceptional command of the introductory skills and technologies introduced in class. Vessels, surface work and assembly project are very well executed, and extended through self-directed practice. WHS and competency training is integrated and applied seamlessly.	Works presented demonstrate a high command of introductory skills and technologies. Vessels, surface work and assembly project show control of processes introduced honed through self-directed practice. WHS and competency training is rigorously engaged and applied.	Works and experiments showcase a range of introductory skills across Vessel, Surface and Assembly. The objects and experiments produced show competent handling of materials. Skills progression is supported by practice. WHS and competency training is completed and applied.	Assignment works presented showcase a limited range of skills at a basic level for completion of this task. The works presented show engagement across processes supported by limited practice. Engagement with WHS and competency training is in progress and generally applied with some minor lapses/ reminders necessary.	Assignment works presented do not evidence sufficient skills development; skills are below standard for Task 2. Engagement with WHS and competency training is insufficient, does not show capacity to apply WHS and competency training guidelines independently.
2. Examines the role of proportions, surface and composition in activating blown and mixed-media explorations of the vessel.	The self-directed explorations of form, surface and assembly methods are highly speculative and iterative. The works demonstrate inquisitive and reflective approach to material explorations.	The self-directed explorations of form, surface and assembly methods are iterative. They show a rigorous self-directed investigation of material qualities and properties.	The self-directed explorations of form, surface and assembly methods are engaging all techniques introduced, and begin to examine original potentials through drawing and tests.	The self-directed explorations of form, surface and assembly methods show limited investigation of the formal qualities and technical possibilities associated with the medium.	Little to no experimentation presented for Task 2.
3. Reflectively investigates the relationships between studio-based works and how they might be read or interpreted through material, formal and contextual analysis	The relationships between concepts and material investigations inform the development and resolution of works. An insightful and lucid articulation of these relationships and the decisions made is articulated in Visual Journal annotations.	Clear relationships between concepts, processes and or formal qualities, demonstrated in works and articulated in discussions. Concise and poignant articulation of these relationships recorded in Visual Journal annotations.	Works reveal relationships between concepts, formal qualities and or processes. Links are visible in Visual Journal.	Relationships between concept and process are beginning to inform the works but are not yet articulated.	Fails to recognise the relationships between processes, formal material qualities and potential concepts.
4. Identifies historical and theoretical contexts relevant to assignments and self-directed experiments for Task 2	Critically engaged research into historical and theoretical contexts underpins the development of works and ideas.	Historical and or contemporary contexts inform the development of the works, links are evident in Journals and reflections.	Contextual research sets a basic framework for the material investigations.	Minimal contextual research is undertaken. It is yet to contribute to the development of works.	Insufficient engagement with historical and contemporary contexts undermines overall progress.

Assessment Task 3

Portfolio of studio work: Object(s) of concern

20% of Class Grade.

How can Object(s) made of glass help you speak to important and timely issues? What key concerns might you address through glass and team work this semester?

We will address examples through Seminar discussions, and you will be asked to

• contribute to online brain-storming boards, to be discussed in seminar session (week 9), not graded

• collaborate to develop a contextual framework for your proposed investigation (in preparation for Task 4 group presentations week 11, graded as part of Studio Theory)

• address your key concern through the development and presentation of a work or body of individual work in glass that expends on the methods and skills introduced.

This work will be informed by your team's contextual research and form part of a pop up informal exhibition (location tbc) for final assessment.

• summarise the ideas, questions and methods that informed your response to Task 3 in a short statement (150-200 words)

Presentation requirements: the finished project, supporting material (drawings, tests, models), contextual research and statement will be presented for final assessment, and a record of your final submission uploaded to Wattle.

Rubric

Assessment criteria	High Distinction (80-100)	Distinction (70-79)	Credit (60-69)	Pass (50-59)	Fail (0-49)
1.Demonstrates a command of introductory hot glass / cold and or kiln working skills and technologies, as relevant to project.	The work demonstrates an exceptional command of introductory glass skills and technologies as relevant to concepts. Demonstrates WHS competency in all areas of practice.	The work demonstrates a high command of introductory glass skills and technologies as relevant to concepts. Demonstrates WHS competency in all areas of practice.	The work showcases a broad range of relevant introductory glass skills at a competent level. Demonstrates WHS competency in most areas of practice.	The work presented showcases a limited range of skills at an adequate level for this level of study. Demonstrates WHS competency in nominated areas of practice.	The work presented does not evidence sufficient skills development; skills are below standard for this level of study. Fails to demonstrate WHS competency in most areas of practice.
2. Explores materials and techniques through speculative process enquiry	The work demonstrates an inventive and rigorously iterative exploration of materials, techniques and modes of display.	The work demonstrates a speculative and analytical engagement with materials, techniques. Modes of display support the reading of the work.	Material explorations clearly inform the development of the work. Modes of display are considered but need refinement.	The works showcase relevant material explorations, display considerations are not considered or left unresolved.	Little to no material experimentation undertaken in the development of final work.
3. Reflectively investigates the relationships between concept and processes in models and final work	The relationships between concepts and processes inform the development and resolution of Task 3. An insightful and lucid articulation of these relationships and the decisions made is captured in the Visual Journal and summarised in the Statement.	Clear relationships between concepts and processes demonstrated in works and articulated in discussions. Concise and poignant record captured in Visual Journal and Statement.	Works reveal relationships between concepts and processes. Links are clearly emergent in discussions and / or writing.	Relationships between concept and process are beginning to inform the works but are not yet clearly articulated in discussions and / or writing.	Fails to recognise the relationships between concepts and processes.
3. Engages with the historical and theoretical contexts relevant to Task 3	Critically engaged research into historical and theoretical contexts underpins the development of works and ideas. Links are clearly articulated in discussions and writing.	Historical and or contemporary contexts inform the development of the works. Links are evident in Journals and discussions.	Contextual research sets a coherent framework for the development of the works.	Minimal contextual research is undertaken. It is yet to contribute to the development.	Insufficient engagement with historical and contemporary contexts hinders overall progress.

Assessment Task 4

Studio Theory: Object(s) of Concern group presentation and participation

10% of class grade

How can Object(s) made of glass help you speak to important and timely issues? What key concerns might you address through glass and team work this semester?

You will collaborate with peers to develop a contextual framework for your proposed investigation

Presentation requirements: 15 mn PPT Group presentation (pre-recorded submission) Week 10.

Rubric

Assessment Criteria	High Distinction (80-100)	Distinction (70-79)	CRedit (60-69)	Pass (50-59)	Fail (0-49)
3-. Recognise relationships between concept and process in glass	Collaborative presentation seamlessly outlines shared topic, as well as distinctly rich individual input from participants. Rigorous and insightful research informs presentation of the proposed relationships between processes and concepts. Includes original analysis of the ways in which glass can be vehicle for meaning and help raise questions.	Collaborative presentation coherently outlines shared topic and weaves input from participants. Clear understanding of the connections between processes and concepts relevant to proposed 'Concern'. Includes relevant analysis of the ways in which glass can be vehicle for meaning. Questions are articulated.	Group presentation outlines connections between concepts and processes, materials and ideas through limited but pertinent examples. Individual inputs and positions are cited. Includes relevant examples of the ways in which glass can be vehicle for meaning. Questions are emergent.	Group presentation proposes links between concepts and processes, materials and ideas through examples. Individual inputs and positions require clarification. Provides limited examples of the ways in which glass can be vehicle for meaning, needs to clarify motivating questions.	Group presentation fails to make a convincing argument. Does not clearly connect exisiting 'Concern' with potential enquiry in glass.
4. Identify historical and theoretical contexts relevant to course projects	Presentation supported by current and sophisticated references, research cited in PPT.	Pertinent and engaged analysis of works and reference materials in relation to theme. Presentation supported by current cited research.	Pertinent examples of visual and text based references. Analysis is developing. Citations are recorded.	Limited but relevant examples of visual references. Text based research needs to expand. Analysis is limited. Citations are inconsistent.	Insufficient engagement with contexts underpinning the proposed project.

Assessment Task 5

Visual Journal and documentation

10% of class grade.

Visual Journal:

Students will maintain an annotated Visual Journal to

• record and comment on class content including live and self-paced content (demonstrations, seminar lectures, readings, etc)
• record and reflect on self-directed material investigations,
• demonstrate idea explorations through sketching, drawing, modelling, reflecting etc.
• compile and reflect on the contextual research underpinning idea development

This must be presented for all assessments and accompany discussions in class.

Documentation:

In addition, all physical assessments will be accompanied by a digital record, submitted via Wattle.

Presentation requirements: This journal can exist in a physical or digital form. We strongly advise students maintain a sketchbook, as well as a digital document that captures the progression of ideas -including scans or photos from sketchbook- for final online submission.

Rubric

Assessment Criteria	High Distinction (80-100)	Distinction (70-79)	CRedit (60-69)	Pass (50-59)	Fail (0-49)
2. Explores materials and techniques through speculative process enquiry	The Visual Journal and Documentation capture a range of experimental and iterative investigations in glass -and other media as relevant to the student's developing practice-. Their connections to conceptual and contextual research is analysed. Annotations connect them to developmental sketches and models, as well as contextual frameworks.	The Visual Journal and Documentation capture experimental processes in glass -and other media as relevant to the student's developing practice-. These are annotated and connect to conceptual developments explored through sketching and modelling, and contextual research.	The Visual Journal and Documentation capture some experimental processes in glass -and other media as relevant to the student's developing practice-. Some annotations connect them to conceptual and contextual research.	The Visual Journal and Documentation capture limited material explorations. They contain idea development in the form of sketches, drawings, models, etc. Limited contextual research.	the Visual Journal is underused, and does not adequately support the development of the works. Documentation reflects limited to no engagement with speculative material enquiry.
3. Reflectively investigates the relationships between concepts and processes	VJ & D evidence weekly reflections and annotation. These articulate sophisticated analysis of course contents, works in progress, and the ways in which processes and concepts connect.	Visual Journal evidence weekly reflections. They contain clear analysis of course contents, and examine the ways in which processes and concepts connect in works.	Visual Journal and Documentation contain regular reflections. It contains notable attempts to connect processes and concepts.	Visual Journal and Documentation contain rare reflective statements. They contain some attempts to connect processes and concepts.	Visual Journal and Documentation fail to investigate the relationships between processes and concepts. They reflects limited to no reflective engagement with course content.
4. Engages with the historical and theoretical contexts relevant to hot glass forming projects.	Visual Journal and Documentation contain sophisticated independent research into relevant historical and or contemporary contexts. They locate the student's enquiry in or across broader debates, within and outside the field of glass. Reflections on these connections are lucid and begin to explain the relevance of the work to contemporary discourses.	Visual Journal and Documentation locate the student's enquiry into a current contextual framework, within and outside the field of glass. Reflections on the connections between work and contexts show active engagement with contemporary and historical issues.	Visual Journal and Documentation locate the student's enquiry into a relevant contextual framework. Reflections begins to articulate the works' connections to contemporary trends, within and outside the field of glass.	Visual Journal and Documentation contain limited self-directed engagement with relevant contextual frameworks. They capture and engage pertinent references presented in Seminar.	Visual Journal and Documentation fail to engage with the historical and theoretical contexts relevant to projects.

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

Studio theory tasks (image submissions) will be uploaded through Wattle. 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

Studio-based work will not be held by staff after assessment. Staff will keep the digital record of works submitted via Wattle. Physical journals will be returned one week after final due date.

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 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