This studio-based course offers a critical and practical introduction to video, with a focus on the experimental possibilities of the digital moving image in contemporary art
and culture. The class will unpack how social, technical and cultural shifts have impacted on film and video, and introduce the work of practitioners approaching the medium
from radically different positions. Through a series of practical projects, students will explore a range of conceptual, technical and aesthetic strategies and gain practical
experience in editing video, managing the timeline and methods of presentation and dissemination. Please note that the course has an intensive focus on the possibilities of
editing and postproduction, with limited focus on video capture and the camera which is covered in other courses in the School of Art and Design.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- use fundamental skills in video production in response to workshop briefs;
- demonstrate an understanding of the expressive and experimental possibilities of video art, editing and postproduction;
- critically appraise the effectiveness of technical and artistic strategies of their own video work and the works of others;
- explain the relationship between concept and process in moving image artworks; and
- apply historical, contemporary and theoretical contexts relevant to video art.
Field Trips
Occasional excursions may be scheduled throughout the semester.
Examination Material or equipment
Workshop and personal equipment can be used for examination of digital work.
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:
- Individual feedback in studio practice class time
- Group critique sessions
- Class discussions
- Wattle forum posts
- Via email if requested
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 | Seminar: Course overview and introduction to portfolio tasks Demonstration and Portfolio task 1: Looping and layering | Independent practice and participation in class activities contributes to assessment tasks. |
| 2 | Artwork screening Demonstration and Portfolio task 2: Short cuts | Independent practice and participation in class activities contributes to assessment tasks. |
| 3 | Reading discussion Demonstration and Portfolio task 3: Foley | Independent practice and participation in class activities contributes to assessment tasks. |
| 4 | Artwork screening Demonstration and Portfolio task 4: Long shots | Independent practice and participation in class activities contributes to assessment tasks. |
| 5 | Reading discussion Demonstration and Portfolio task 5: Group project | Independent practice and participation in class activities contributes to assessment tasks. |
| 6 | Introduction to Major Project and Proposal guidelines Screening of Portfolio works | Students to share portfolio works with the class Portfolio due (40%) |
| 7 | Artwork screenings Proposal meetings | Students to share reference artworks relevant to major projects Project proposal feedback. |
| 8 | Individual feedback meetings Studio practice on major project | Independent practice and participation in class activities contributes to assessment tasks. |
| 9 | Individual feedback meetings Studio practice on major project | Independent practice and participation in class activities contributes to assessment tasks. |
| 10 | Screening and critique session | Students to share rough cuts / work in progress with the class |
| 11 | Individual feedback meetings Studio practice on major project | Independent practice and participation in class activities contributes to assessment tasks. |
| 12 | Critique session for summative group feedback on major projects | Students to share major work with the class |
| 13 | Examination period | Submission of major project (40%) Critical reflection due (20%) |
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 |
|---|---|---|---|---|
| Portfolio | 40 % | 31/03/2023 | 19/04/2023 | 1, 2, 4 |
| Major Project | 40 % | 09/06/2023 | 29/06/2023 | 1 - 4 |
| Critical reflection | 20 % | 09/06/2023 | 29/06/2023 | 2 - 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 in the weekly classes is required to meet the learning outcomes of this course.
Examination(s)
Examination procedures will include online submission and screenings of video work.
Assessment Task 1
Learning Outcomes: 1, 2, 4
Portfolio
A portfolio of videos responding to set tasks, demonstrating editing and montage techniques introduced in class.
Submission requirements:
- Each task to be submitted as a final work in .mp4 format.
- Documentation and reflection of work in progress to be submitted in an accompanying Powerpoint document using the example template provided on Wattle.
Rubric
| Criteria | HD | D | CR | P | F |
|---|---|---|---|---|---|
Demonstrate technical skill with video production techniques | All portfolio tasks are resolved using assigned techniques. Approaches to timing and composition indicate close attention to intricate details of the video timeline and format. All works use appropriate file management and exporting conventions. | All portfolio tasks are completed using assigned techniques. Approaches to timing and composition are achieved through effective use of the video timeline and format. All works use appropriate file management and exporting conventions. | Portfolio tasks are partially complete and/or do not clearly demonstrate the assigned techniques. Approaches to timing and composition are still developing through skills with the video timeline and format. File management and exporting conventions are inconsistent. | Portfolio tasks are incomplete and do not clearly demonstrate the assigned techniques. An understanding of timing and composition is not clearly demonstrated through the video timeline and format. File management and exporting conventions are inadequate. | The portfolio is incomplete and the tasks do not demonstrate the assigned techniques. The works do not engage with timing and composition. Files are not managed or exported correctly. |
Experiment with approaches to editing and post production to express a concept or mood | Multiple approaches to each task are tested and evaluated to understand how editing can expand the meaning of original footage. Experiments inform decision-making to develop concepts or moods that are enhanced through post production techniques. Sound and imagery are both incorporated as expressive elements. | Different approaches to each task are attempted to test how editing can change the meaning of original footage. Concepts or moods are developed in response to experiments and conveyed through post production techniques. Sound and imagery are both incorporated as expressive elements. | A minimal number of different approaches to each task are attempted. An understanding of how editing can change the meaning of original footage is beginning to emerge. Predetermined ideas rather than experimentation inform the concept or mood. Sound and imagery are used in varying expressive capacities. | The portfolio lacks evidence of experimentation with different approaches to tasks. The works do not engage with editing to change the meaning of original footage. Concepts or moods are unclear. Sound and imagery are used inconsistently. | There is no evidence of experimentation with editing. The works do not engage with a concept or mood created by post production techniques. |
Participate in class discussion, group activities, and feedback opportunities. | Informed positions help generate productive and insightful dialogue in class discussions. The student leads shared learning and problem solving in group activities. Carefully constructed feedback is given in critique sessions. Feedback is acted on for development of work. | Well-developed ideas and responses are shared in class discussions. The student is reliable and generously contributes to shared learning and problem solving in group activities. Constructive feedback is given to peers’ works when prompted. Feedback is listened to and considered. | Contributions to class discussions rely on prompting and ideas are not fully formed or clearly articulated. The student relies on others in group activities. The student attends but does not actively contribute to critique sessions. Feedback is listened to but not usually considered or tested. | The student attends but does not actively contribute to class discussions. Participation in group activities is not clearly demonstrated. The student is often absent from critique sessions. Feedback is avoided or not considered. | The student does not participate in class discussion or group activities. The student does not attend critique sessions or feedback opportunities. |
Documentation of work in progress and reflection on editing and montage in the video art discipline | Documentation includes screenshots, images, notes and reflection on exhibitions or online viewing, demonstrating engagement with course material as well as an extensive amount of independent exploratory practice to develop and influence works. | Documentation includes screenshots, images, notes and reflection on exhibitions or online viewing to demonstrate engagement with course material as well as developing independence with exploratory practice. | Documentation includes limited material that demonstrates engagement with course content only. Exploratory practice to develop final works relies on predetermined ideas rather than responding to influences and experimentation. | Documentation of work in progress demonstrates minimal exploratory practice to develop final works. | Exploratory practice to develop final works is not documented. |
Assessment Task 2
Learning Outcomes: 1 - 4
Major Project
A resolved moving image work produced in response to the project brief introduced in class and developed through the proposal, discussion, and feedback.
Submission requirements:
- Final work to be submitted in .mp4 format.
- Documentation and reflection of work in progress to be submitted in an accompanying Powerpoint document using the example template provided.
Rubric
| Criteria | HD | D | CR | P | F |
|---|---|---|---|---|---|
Create a moving image artwork that utilises skills in editing and montage techniques | The project advances editing skills introduced in class as well as independently learnt techniques developed through self-directed practice. Juxtaposition between clips and relationships between imagery and sound build an artwork that creates and explores original connections and ideas. | The project uses editing skills introduced in class, and independently learnt skills are emerging through the project. Juxtaposition between clips, and relationships between imagery and sound are used effectively to convey ideas through the work. | The project uses editing skills introduced in class without further independent innovation. Basic juxtaposition between clips, and relationships between imagery and sound are implemented. Ideas are conveyed figuratively rather than through montage. | The project uses some of the editing skills introduced in class. Juxtaposition between clips, and relationships between imagery and sound are unplanned and do not convey ideas. | The project is incomplete or not submitted. |
Express an artistic concept through experimental and creative editing and montage processes | Continuous experimentation with unconventional methods explores inventive ways of expressing the proposed concept. The student innovates with combinations of audiovisual elements to build self-expression that transcends the original material. | Experimentation with methods is used to explore different ways of expressing the proposed concept. The student combines audiovisual elements in ways that change and add to the original material. | Experimentation with editing and montage methods is limited to introduced and conventional approaches. The student combines audiovisual elements to alter but not conceptually expand the original material. | Basic editing and montage methods are used without experimentation. The student combines audiovisual elements without expressing an artistic concept in the work. | The student does not use editing and montage to express artistic concepts. |
Consider issues and ideas related to contemporary art in the presentation of the work | The student frames their project in relation to professional artists’ work. Implications of various modes of video art are explored. The student clearly articulates their decision of presentation format in reference to examples. | The student frames their project in relation to professional artists’ work. Various modes of video art are considered. The student can discuss their decision of presentation format in reference to examples. | The student is uncertain of how their project relates to other artworks. An awareness of various presentation modes of video art is shown but it is unclear whether or how the student’s decision making is informed by examples. | The student does not attempt to explain how their project relates to other artworks. The student demonstrates a basic understanding of the difference in video art presentation modes. Decision making is not informed by other examples. | The student does not consider issues of the discipline in the presentation of their work. |
Participate in class discussion, group activities, and feedback opportunities. | Developed ideas and informed positions help generate productive and insightful dialogue in class discussions. The student is proactive, reliable and leads shared learning and problem solving in group activities. Carefully constructed feedback is given to peers’ works in critique sessions. Feedback is acted on as an opportunity for further experimentation and development. | Thought-out ideas and responses are shared in class discussions. The student is reliable and generously contributes to shared learning and problem solving in group activities. Constructive feedback is given to peers’ works when prompted. Feedback is listened to and considered. | Contributions to class discussions rely on prompting and ideas are not fully formed or clearly articulated. The student relies on others in group activities, and is not always involved in shared learning and problem solving. The student attends but does not actively contribute to critique sessions. Feedback is listened to but not usually considered or tested. | The student attends but does not actively contribute to class discussions. Participation in group activities is not clearly demonstrated. The student is often absent from critique sessions. Feedback is avoided or not considered. | The student does not participate in class discussion or group activities. The student does not attend critique sessions or feedback opportunities. |
Documentation of work in progress and reflection on editing and montage in the video art discipline | Documentation includes screenshots, images, notes and reflection on exhibitions or online viewing to demonstrate engagement with course material as well as an extensive amount of independent exploratory practice to develop and influence works. | Documentation includes screenshots, images, notes and reflection on exhibitions or online viewing to demonstrate engagement with course material as well as developing independence with exploratory practice. | Documentation includes limited material that demonstrates engagement with course content only. Exploratory practice to develop final works relies on predetermined ideas rather than responding to influences and experimentation. | Documentation of work in progress demonstrates minimal exploratory practice to develop final works. | Exploratory practice to develop final works is not documented. |
Assessment Task 3
Learning Outcomes: 2 - 4
Critical reflection
A 500-word critical reflection on the major project, including:
- a summary of the conceptual rationale
- evaluation of the techniques used
- reference to relevant theoretical and philosophical frameworks
- artist references, with images
- a bibliography
Rubric
| Criteria | HD | D | CR | P | F |
|---|---|---|---|---|---|
Critically reflect on studio practice | The critical reflection clearly articulates and contextualises the conceptual and technical aims and outcomes of the project. Problematic and successful elements of the process and final work are identified and evaluated. Areas for future research are found, thought through, and proposed. | The critical reflection explains the conceptual and technical aims and outcomes of the project. Problematic and successful elements of the process and final work are identified and evaluated. Areas for future research are found and described. | The critical reflection describes the conceptual and technical outcomes of the project. The process and final work are discussed without a clear awareness of problematic and successful elements. Future directions for the work are briefly mentioned. | The critical reflection describes the project in basic terms. Descriptions of the process and final work lack detail and do not demonstrate an awareness of problematic and successful elements. Future directions for the work are not mentioned. | The critical reflection is incomplete or not submitted. |
Identify, analyse, and evaluate examples of editing and montage in video art | The student independently researches and identifies relevant examples of editing and montage in video art. Artworks are critically analysed, evaluated and connected to studio practice. | The student follows guidance to research and identify examples of editing and montage in video art. Artworks are described, analysed and connected to studio practice. | The student looks at introduced examples of editing and montage in video art, rephrasing course material in their analysis of the work. Artworks are described without a clear connection to studio practice. | The student relies solely on course material for examples of editing and montage in video art. Artworks are not referenced in relation to studio practice. | The student does not demonstrate analysis and evaluation of examples of editing and montage in video art. |
Reference and reflect on relevant theoretical and philosophical framework | A range of relevant material including journal articles, essays, podcasts, interviews are referenced in direct connection to specific elements of the proposal. Examples are used to contextualise the project within a video art framework. | A range of relevant material including journal articles, essays, podcasts, interviews are referenced to support the proposal. Examples are used to contextualise the project within a video art framework. | The student looks only to familiar sources for theoretical material. References are unrelated to the proposal and connections between the project and a video art framework are tenuous. | The student is not familiar with relevant theoretical material. References are unrelated to the proposal and do not contextualise the project within the video art discipline. | There is no evidence of engagement with theoretical material. |
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 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
Students are required to keep a copy of their own work.
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
N/A
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
Convener
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Research InterestsContemporary art, media arts, installation, moving image, drawing. |
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Dr Anna Madeleine Raupach
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Instructor
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Research Interests |
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Dr Anna Madeleine Raupach
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