The way we dress and present ourselves to the world is the most fundamental and enduring form of human cultural expression. Fashion Histories explores the history of clothes and fashion design from a variety of cultural, social, historical, political, and theoretical perspectives. Themes include: dressing for power, haute couture, street fashion, subcultures, cultural appropriation, body modification, and gender expression.

Learning Outcomes

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

1. demonstrate critical thinking about bodily adornment, clothes, and cultural expression;
2. understand the history of dress and how it relates to the fashion industry;
3. engage with theory and practice of making clothes and other body ornaments; and
4. speak with confidence about the role of dress in human cultural expression.

Research-Led Teaching

This course relates to the research and publishing agendas of both the course lecturer and tutor.

Field Trips

Some visits will be made to the NGA Fashion collection during tutorial times

Additional Course Costs

Associated costs relating to transport/parking at NGA

Examination Material or equipment

N/A

Required Resources

N/A

Recommended Resources

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	Introduction: Decorating Bodies
2	History of Materials
3	Modification: Shaping the Body
4	Adornment: Tattoos and Cosmetics	Assessment 1: Costume analysis due
5	Dressing for Court
6	The Birth of the Fashion Industry 1: the Eighteenth Century
7	Dandies and Aesthetes
8	Haute Couture
9	Counter-Culture and Street Fashion	Assessment 2: Fashion collection review due
10	The Fashion Industry 2: Brands and Supermodels
11	Cultural Appropriation or Appreciation?
12	Gender Expression	Assessment 3: Fashion trend video presentation due

Tutorial Registration

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

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Costume analysis (1000 words)	25 %	16/08/2024	LO1, LO3
Fashion collection review (2000 words)	50 %	04/10/2024	LO1, LO2, LO3
Fashion trend video presentation (5 minutes)	25 %	25/10/2024	LO2, LO4

* 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
• Extenuating Circumstances Application
• 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

Students are expected to attend lectures and tutorials weekly.

Examination(s)

N/A

Assessment Task 1

Costume analysis (1000 words)

Write a 1000-word analysis of a 'costume' or set of clothing of their choice. Responses must be framed as an argument about the cultural significance of the costume/clothing and should include:

1) discussion of the materials

2) how the materials are assembled

3) the relationship of the costume/clothing to the body of the wearer

4) the cultural context of the costume/clothing

5) how the costume/clothing relates to individual or collective expression

The task requires object analysis and demonstrated research of secondary literature (peer-reviewed scholarly books, journal articles, exhibition catalogues etc). The written assignment must be presented with footnotes and bibliography in the Chicago Manual of Style (not in-text citations).

'Costume analysis' requires students to analyse the clothing, jewellery, hair, and other forms of adornment of an historical figure to demonstrate "critical thinking about bodily adornment, clothes, and cultural expression" (LO 1), and to analyse how those items were made to "engage with theory and practice of making clothes and other body ornaments" (LO 3).

Rubric

	Fail	Pass	Credit	Distinction	High Distinction
Object analysis (LO1)	Little engagement with the object	More focussed on description than analysis, without using elements of the object and its materiality to support the argument	Good analytical approach to the object, but tends to reach conclusions without fully basing them on elements of the object and its materiality	Very good analytical approach, with conclusions based on distinct elements of the object and its materiality	Excellent analytical approach, with conclusions strongly grounded on distinct elements of the object and its materiality
Knowledge of materials (LO3)	Poor understanding of materials and fabrication processes	Fair understanding with explanation of materials and fabrication processes	Good understanding with analysis of materials and fabrication processes	Very good understanding with critical comparative of materials and fabrication processes	Excellent understanding with original critical comparative analysis of materials and fabrication processes
Historical knowledge (LO3)	Poor understanding of historical and cultural context with little evidence of research	Some understanding of historical and cultural context with evidence of research	Good understanding of historical and cultural context with evidence of research in quality peer-reviewed academic publications	Very good understanding of historical and cultural context with evidence of developed research in quality peer-reviewed academic publications	Excellent understanding of historical and cultural context with evidence of sustained and detailed research in quality peer-reviewed academic publications
Argument (LO1/LO3)	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
Organisation (LO1/LO3)	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 (LO1/LO3)	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 (LO1/LO3)	Inadequate referencing Images inadequately labeled	Adequate referencing and image labelling but with some mistakes and inconsistencies Use of the Chicago Style Manual and footnotes	Good referencing and image labelling with few mistakes Use of the Chicago Style Manual and footnotes	Careful referencing and image labelling with almost no mistakes Use of the Chicago Style Manual and footnotes Effective use of quotes	Meticulous referencing and image labelling Use of the Chicago Style Manual and footnotes Excellent and balanced use of quotes

Assessment Task 2

Fashion collection review (2000 words)

Write a 2000-word review of a fashion collection. The review must be framed as an argument about the cultural significance of the collection following the normal protocols of academic essay writing and will cover some or all of the following:

1) background of the fashion house/brand

2) the atelier/production processes used by the house

3) background of the designer

4) theme and inspiration for the collection

5) details of the materials, fabrication techniques, embellishments, and colours the collection

6) the presentation of the collection on the runway and other marketing/advertising campaigns

7) significance of the collection in relation to overall fashion trends of the time

8) the critical reception of the collection

9) how the collection inspired other, or future collections by the same house

10) how the collection inspired mainstream fashion

Pay attention to what constitutes a collection, and how the idea of fashion collections fits within the history of fashion. The task requires object analysis and demonstrated research of secondary literature (peer-reviewed scholarly books, journal articles, exhibition catalogues etc). The written assignment must be presented with footnotes and bibliography in the Chicago Manual of Style (not in-text citations).

'Fashion collection review' asks students to analyse and contextualise a fashion collection from the twentieth or twenty-first century to "demonstrate critical thinking about bodily adornment, clothes, and cultural expression" (LO 1); "Understand the history of dress and how it relates to the fashion industry (LO 2); and "engage with theory and practice of making clothes and other body ornaments" (LO 3).

Rubric

	Fail	Pass	Credit	Distinction	High Distinction
Object analysis (LO1/LO2)	Little engagement with the object	More focussed on description than analysis, without using elements of the object and its materiality to support the argument	Good analytical approach to the object, but tends to reach conclusions without fully basing them on elements of the object and its materiality	Very good analytical approach, with conclusions based on distinct elements of the object and its materiality	Excellent analytical approach, with conclusions strongly grounded on distinct elements of the object and its materiality
Knowledge of materials (LO2/LO3)	Poor understanding of materials and fabrication processes	Fair understanding with explanation of materials and fabrication processes	Good understanding with analysis of materials and fabrication processes	Very good understanding with critical comparative of materials and fabrication processes	Excellent understanding with original critical comparative analysis of materials and fabrication processes
Historical knowledge (LO1/LO2)	Poor understanding of historical and cultural context with little evidence of research	Some understanding of historical and cultural context with evidence of research	Good understanding of historical and cultural context with evidence of research in quality peer-reviewed academic publications	Very good understanding of historical and cultural context with evidence of developed research in quality peer-reviewed academic publications	Excellent understanding of historical and cultural context with evidence of sustained and detailed research in quality peer-reviewed academic publications
Argument (LO1/LO2/LO3)	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
Organisation (LO1/LO2/LO3)	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 (LO1/LO2/LO3)	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 (LO1/LO2/LO3)	Inadequate referencing Images inadequately labeled	Adequate referencing and image labelling but with some mistakes and inconsistencies Use of the Chicago Style Manual and footnotes	Good referencing and image labelling with few mistakes Use of the Chicago Style Manual and footnotes	Careful referencing and image labelling with almost no mistakes Use of the Chicago Style Manual and footnotes Effective use of quotes	Meticulous referencing and image labelling Use of the Chicago Style Manual and footnotes Excellent and balanced use of quotes

Assessment Task 3

Fashion trend video presentation (5 minutes)

Make a short video presentation about a fashion trend of no more than 5 minutes. The format of the presentation must be a recorded presentation with spoken script. However, you can be creative within this format. Students for whom English is a second language can include closed caption subtitles if you are concerned about the clarity of your spoken English. The presentation should include:

1) Analysis of the trend (it could be anything from any historical period! body piercings/tattoos/high wigs/narrow waists/shoulder pads/Wide-leg pants/crocs/leather jackets)?

2) When the trend first appeared (was it in high fashion or street wear or part of a sub-culture)?

3) how the trend was taken up in different ways in various fashion markets?

4) When did it go out of style and was there a reaction against it?

The video presentation will be submitted to wattle in a form that can be accessed by the tutor. Either as a video file, or as a link to a video uploaded online.

'Fashion trend video presentation' allows students to trace a particular fashion trend that interests them by situating it historical, culturally, and theoretically through a short video presentation screened in tutorials throughout semester. This will allow them to demonstrate an understanding of "the history of dress and how it relates to the fashion industry" (LO 2), and to "speak with confidence about the role of dress in human cultural expression (LO 4).

Rubric

	Fail	Pass	Credit	Distinction	High distinction
Organisation of material (LO2)	No structure and sequence of information. Cannot understand presentation	Poor organisation. Difficult to follow presentation.	Easy to follow information. Presented in a logical sequence. Includes introduction, exposition/argument, and conclusion.	Information presented in logical, interesting sequence. Good introduction, exposition/argument, and conclusion	Information is perfectly structured facilitating class understanding. Interesting introduction, well-developed exposition/argument, and clear conclusion.
Knowledge of subject matter (LO2)	Limited understanding of the topic	Some understanding of the topic. Some incorrect information given	General understanding of material presented. Clear purpose, overview, and conclusion	Strong understanding of material presented. Thorough well-stated purpose, overview, and conclusion	Superior understanding of information incorporating critical analysis of material. Clearly stated strong and credible purpose, overview, and conclusion
Use of visual aids (LO4)	Poor visual aids	Limited or irrelevant visual aids	Appropriate visual aids	Very good visual aids that enhance presentation	Excellent visual aids that enhance presentation
Clear delivery (LO4)	Inaudible. Spoken too quickly. No pauses.	Frequent incorrect pronunciation of names or key terms. Awkward pauses.	Clear voice. Pronunciation of names or key terms. mostly correct. Well paced delivery. Good use of pausing	Effective, interesting delivery. Well-paced with good diction, tone, pausing and pronunciation.	Informative, well-paced delivery. Excellent diction, tone, pausing and pronunciation.
Timing (LO4)	Significantly over/under time.	Out of time. Not sufficiently summarised.	Pressed for time, but well summarised.	Well timed.	Perfectly timed.

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. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Extensions and Penalties

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

Privacy Notice

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

Distribution of grades policy

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

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

Support for students

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

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Accessibility 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 supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students