• Class Number 3790
  • Term Code 3430
  • Class Info
  • Unit Value 6 units
  • Mode of Delivery In Person
  • COURSE CONVENER
    • Dr Sarah Scott
  • LECTURER
    • Dr Sarah Scott
  • Class Dates
  • Class Start Date 19/02/2024
  • Class End Date 24/05/2024
  • Census Date 05/04/2024
  • Last Date to Enrol 26/02/2024
SELT Survey Results

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

Last year, alongside Dr Caroline Jordan and Dr Helen McDonald I edited 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 Australian 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

Whether you are on campus or studying online, 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: Dr Sarah Scott. Introduction to course. Main themes. Lecture Two: Dr Elisa deCourcy "writing" Indigenous perspectives into broader histories of colonial photography Tutorials (Tutorial relates to this week's lecture). Readings and tutorial questions will be posted on wattle.
2 Lecture One: Dr Sarah Scott Julie Gough - Tense Past and beyondLecture Two: Dr Sarah Scott Breathing Space and Colonial statues the international debate Tutorials (Tutorial relates to this week's lecture). Readings and tutorial questions will be posted on wattle. Discussion forum post contribution this week (100 words+)
3 Lecture One: The Settler Colonial record of First Nations farming practices. Jonathan Jones - contemporary art relating to First Nations agricultural practices. (shorter lecture)Lecture Two. Professor Bill Gamma AM FASSA. Meet outside Old Canberra House at 10.55 for looking at traces of First Nations practices in the landscape. Tutorials (Tutorial relates to this week's lecture). Readings and tutorial questions will be posted on wattle.
4 Sarah Scott - Introduction to Bill Onus - collaboration and dialoguescreening of ABLAZE (Umbrella Entertainment 2022) Tiriki Onus and Alec Morgan (directors) Tutorials (Tutorial relates to this week's lecture). Readings and tutorial questions will be posted on wattle. Discussion forum post contribution this week (100 words+)
5 INTERLOCUTORSLecture One: Dr Sarah Scott. Albert Namatjira and Margaret PrestonLecture Two: Sarah Scott. Papunya Tula and Emily Kngwarray Tutorials. Please note that we will be meeting at the NGA foyer for tutorials this week to view Emily Kngwarray and Vincent Namatjira exhibitionsAssignment One Due 18 March.
6 Lecture One. Live Zoom. Blak Power: 50 years of First Nations Superheroes in Australian Art. exhibition and catalogue. Discussion with Woppaburra, Kanomie artist Jonathan Saunders in discussion with Petrit Abazzi, Director of the Northern Centre for Contemporary Art, Darwin. Lecture Two: TBA Tutorials (Tutorial relates to this week's lecture). Readings and tutorial questions will be posted on wattle. Discussion forum post contribution this week (100 words+)
7 COLLABORATIONS AND DIALOGUESarah Scott : EXHIBITIONS Brenda L Croft Exhibitions (TBC)
Tutorials (Tutorial relates to this week's lecture). Readings and tutorial questions will be posted on wattle.
8 LAWYERS Anna Stewart Yates - Native Title and art as evidence. Carl Vail (TBC) Tutorials - Meet in foyer NMA meet to look at Ngurrara canvas and review exhibitions design at NMA. Discussion forum post contribution this week (100 words+)
9 Lecture One: Dr Sarah Scott. The role of art centres. Lecture Two (TBC). Live cross to Kate Murphy and Gurindji artists at Gurindji owned and run Karungkarni Art and Culture, Kalkiringi, Victoria River, Northern Territory.  Tutorials (Tutorial relates to this week's lecture). Readings and tutorial questions will be posted on wattle.
10 9.00-10.30 Yuwaalaraay woman, cultural practitioner and researcher Jilda Andrews and Sarah Scott in Discussion. Beyond Colonialism towards the future. After Norman Tindale and Katherine Langlow Parker. Tutorials (Tutorial relates to this week's lecture). Readings and tutorial questions will be posted on wattle. Assignment Two due 6 May Discussion forum post contribution this week (100 words+)
11 Representations - Screening of Jedda (in part) and Night Criesbrief discussion of representation in art. Tutorials (Tutorial relates to this week's lecture). Readings and tutorial questions will be posted on wattle.
12 Review: Unpacking the main themes Tutorials (Tutorial relates to this week's lecture). Readings and tutorial questions will be posted on wattle. Assignment Three due 22 May Discussion forum post contribution this week (100 words+)

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
Wall label (x1 200-300 words) Artwork labels (x4 100-150 words each) 20% of overall course mark. 20 % 18/03/2024 01/04/2024 1,2,4,5
Assignment two: Catalogue Essay 2000 words + list of twelve works 40% of overall course mark 40 % 06/05/2024 13/05/2024 1,2,3,4,5
Assignment 3: Theoretical Essay of 1500 words. 30% of overall course mark 30 % 23/05/2024 06/06/2024 1,2,3,4,5
6 posts in online forum discussion 100 word + and contribution to weekly face to face tutorial discussions 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:

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.

Assessment Task 1

Value: 20 %
Due Date: 18/03/2024
Return of Assessment: 01/04/2024
Learning Outcomes: 1,2,4,5

Wall label (x1 200-300 words) Artwork labels (x4 100-150 words each) 20% of overall course mark.

Choose four works from different mediums (art, design, oral history, newspapers, sound recordings, films etc). 

Write One Introductory panel of 200-300. 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'. You can narrow this down to a more specific theme given that this is such a vast one as long as it relates in some way to the broader theme. It is the first label that you would see at the beginning of your exhibition and introduces the main themes for the room exhibition. Think creatively and imaginatively about this exhibition concept. 

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 - or they can be another form if relevant. 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. Specify the cultural institution or other location that you are planning your exhibition for. A label for the NMA will be different from a label for the NGA. Do fieldwork - look at exhibitions in the cultural institutions in Canberra. The labels will follow the template provided below. 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 including footnotes and a bibliography following Chicago Style(notes and bibliography) https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html will be required. Referencing is not included in the word count. 

Please also complete the background reading regarding what makes a good exhibition label provided on the wattle website.

Due: 18 March by 10.00 pm. Return date: 1 April.

Rubric

Key Rubric criteriafailpasscreditdistinctionhigh distinction

Strength and innovative nature of main exhibition theme idea LO 1, 2

unclear core exhibition theme and not innovative in conception

Adequate core exhibition theme with some innovation utilised in the conception of the idea

Well conceived core exhibition theme which is innovative in character

very strong exhibition theme which is very innovative and original in character.


Excellent exhibition theme reflecting innovation, sophistication and originality of concept


Clarity of writing for an informed general public audience . LO 3,4

poorly written with many spelling and grammatical errors.

Adequately written with some grammatical and spelling errors.

Well written with clarity. Usually correct spelling and grammar.

Fluently written label with minimal grammatical and spelling errors.

Highly articulate and clear writing written in an elegant, easy to understand, concise style. No grammatical or spelling errors.

Referencing and correctly using the template utilised on the wattle website LO4

Inadequate referencing and image labelling and not following the label template on the wattle site.

Adequate referencing and image labelling with adequate following of the label template on the wattle website.

Well written referencing and image label using the label template on wattle.

Very effective referencing and very strong image label that follows the label template on wattle very closely.

Excellent referencing following Chicago notes and bibliography style - and image labelling exactly following the label template on the wattle site.

research and knowledge LO4

Does not include a bibliography or any visual analysis. Little knowledge of label item.

Adequate range of sources. Relies mostly on internet sites. Adequate knowledge of label item and some visual analysis.

Good range of references but some significant sources missed. Good understanding of the label item including visual analysis.

References include a good range including catalogues or peer reviewed items. Very good knowledge of label item with strong visual analysis.

Thoroughly researched including reference to key sources. Excellent knowledge of label item supported by visual analysis.

Assessment Task 2

Value: 40 %
Due Date: 06/05/2024
Return of Assessment: 13/05/2024
Learning Outcomes: 1,2,3,4,5

Assignment two: Catalogue Essay 2000 words + list of twelve works 40% of overall course mark

Overview:

Once again this is an opportunity to explore the cross-currents theme central to this course in an innovative and creative way. 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/ oral histories/ archival material etc and works that you would see for your proposed exhibition.

The assignment is in two parts.

1) A list of twelve works in the exhibition that relates to the key idea behind the show and ALSO relates to the theme of Cross-Currents in some way. The works can include a range of material including: artworks, film items, material culture and photographs. You can list the four works that you included in assignment one if you are exploring the same idea. Include an image where possible. In the label include these details only: the artist/creator (language group if relevant), title of work, date, medium, size, collection, city where collection is located.

2) The second part of the assignment is the catalogue essay of 2000 words (2500 for postgraduates). I have also included a template for the labels on the wattle page. 

An exhibition often presents an argument or story about its particular theme. The aim of the catalogue essay is to explain what this key theme is, why it is important, how it relates to the broader cross-currents theme and how the works and items you have selected for your exhibition relate to the particular argument/ theme or story that you are putting forward in the exhibition. 

You only need to refer to three artworks in your catalogue essay. This is a way of showing the link between your idea and doing more detailed research and visual analysis concerning the three items mentioned in your essay. Although your catalogue essay will be written in accessible language - it IS expected that you undertake scholarly research looking at catalogues, refereed articles on the library databases, monographs of artists if relevant - to add depth to your research concerning the show. Please use Chicago style note referencing AND a Bibliography (not included in the 2000 word limit).

1) Look at examples of hard copy catalogue essays in the library. Most catalogue essays are in hard copy publications rather than online. 

However, there are also some good websites that may inspire you in terms of approach and I have included three catalogues that the AGNSW has put up on the web. 

https://www.artgallery.nsw.gov.au/media/downloads/files/Boomalli_cat_72dpi.pdf

https://www.artgallery.nsw.gov.au/education/online-catalogues/indigenous-

connections/

https://www.artgallery.nsw.gov.au/education/online-catalogues/mountford-gifts/

https://www.nma.gov.au/exhibitions/yiwarra-kuju-canning-stock-route/essays/drawing-line-sand

https://www.artlink.com.au/articles/3900/roads-cross-contemporary-directions-in-australian-/

https://www.ngv.vic.gov.au/exhibition/colony-frontier-wars/

https://theconversation.com/julie-goughs-tense-past-reminds-us-how-the-brutalities-of-colonial-settlement-are-still-felt-today-118923

https://www.nma.gov.au/defining-moments/resources/papunya-tula

Rubric

CRITERIAFAILPASSCREDITDISTINCTIONHIGH 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 (preferably 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

Value: 30 %
Due Date: 23/05/2024
Return of Assessment: 06/06/2024
Learning Outcomes: 1,2,3,4,5

Assignment 3: Theoretical Essay of 1500 words. 30% of overall course mark

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 or in First Nations Art and Culture and its critique. Representations of First Nations people and its critique. Interlocutors and Collaborations and Collisions. 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. https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html ).

Rubric

CRITERIAFAILPASSCREDITDISTINCTIONHIGH DISTINCTION

RESEARCH AND KNOWLEDGE

KNOWLEDGE

Does not include a

bibliography.  Little

knowledge of major theoretical 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 ( 3 or more).

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 4

Value: 10 %
Learning Outcomes: 1,2,3,5

6 posts in online forum discussion 100 word + and contribution to weekly face to face tutorial discussions

Participation will be assessed upon both participation in tutorial discussion and participation in online forum discussion. Discussion posts for the online forum 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.

Extensions and Penalties

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

Privacy Notice

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

Distribution of grades policy

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

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

Support for students

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

Dr Sarah Scott
61258960
U4689218@anu.edu.au

Research Interests


Crosscurrents between First Nations and non-Indigenous art and culture, Australian modernist art and its representation, Art patronage, Australian First Nations art and culture

Dr Sarah Scott

By Appointment
Sunday
Dr Sarah Scott
61255735
sarah.scott@anu.edu.au

Research Interests


Dr Sarah Scott

By Appointment
Sunday

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