• Class Number 8467
  • Term Code 3560
  • Class Info
  • Unit Value 6 units
  • Mode of Delivery In Person
  • COURSE CONVENER
    • Dr Keren Hammerschlag
  • Class Dates
  • Class Start Date 21/07/2025
  • Class End Date 24/10/2025
  • Census Date 31/08/2025
  • Last Date to Enrol 28/07/2025
  • TUTOR
    • Susie Russell
SELT Survey Results

Art and Colour: Pigment and Politics (ARTH3005)

This course offers a technicolour history of art. It focus on the history of colour in art, visual, and material culture, and addresses the importance of colour in science, religion, and politics. Attention is paid to the nature of artists' materials, and how these materials have shifted over time in response to new colour technologies. It addresses the relationship of colour production to environmental degradation and pollution. A major theme will be the vexed relationship of pigment to race, racial politics, and colonialism. Topics for examination include: colour versus line; pigment, materiality and new colour technologies; whiteness, blackness and the racialisation of skin, hair and eye colour; colour symbolism; from black and white to colour in print, photography and film; florescence and transparency; colourful landscapes; abstraction; gold, greyscale, and the rainbow.

Learning Outcomes

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

  1. demonstrate a critical understanding of the central role of colour in art, art history, visual and material culture studies;
  2. think critically about the relationship of pigment to politics;
  3. assume a transdisciplinary approach to understand colour across art, science, and technology; and
  4. engage with theoretical approaches which foreground materiality, environmentalism, critical race studies, and colonialism. 

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 2-hour seminar + 1-hour tutorialSeeing Colour / The Colours of the Rainbow
2 2-hour seminar + 1-hour tutorialSkin Colour / Melanin
3 2-hour seminar + 1-hour tutorialWhite, Yellow, Gold
4 2-hour seminar + 1-hour tutorialBlack and Brown
5 2-hour seminar + 1-hour tutorialRed and Pink Assessment 1 [Colour Biographies] Due: 22 August 2025
6 2-hour seminar + 1-hour tutorialBlue and Green
7 2-hour workshop + 1-hour tutorialRGB+ / Light Source exhibition at the Drill Hall
8 Colourful Film Screenings ('The Wizard of Oz' and 'Wicked') + 1-hour tutorial
9 2-hour seminar + 1-hour tutorialGrey, Greyness and Greyscale Assessment 2 [Reviews] Due: 3 October 2025
10 2-hour seminar + 1-hour tutorialPolychromy and Technicolour
11 2-hour seminar + 1-hour tutorialDyes / Dyeing and Patriotic Colours
12 2-hour seminar + 1-hour tutorialLight and Colour
13 Assessment 3 [Essays] Due: 31 October 2025

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
Colour Biography 25 % 22/08/2025 1,2,3,4
Exhibition, book or film review 20 % 03/10/2025 1,2,4
Research Essay 35 % 31/10/2025 1,2,3,4
20 % * 1,2,3,4

* 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:

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 ‘Canvas’ 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

20% of the overall grade is participation. This involves actively and thoughtfully participating in class activities and discussions, and responding to readings and reading questions.

Assessment Task 1

Value: 25 %
Due Date: 22/08/2025
Learning Outcomes: 1,2,3,4

Colour Biography

Students will be required to select a pigment (e.g. vermillion, lead white, indigo), then tell the story of its discovery, production and use over time. Word limit: 1,500


SEE RUBRIC FOR FINAL RESEARCH ESSAY

Assessment Task 2

Value: 20 %
Due Date: 03/10/2025
Learning Outcomes: 1,2,4

Exhibition, book or film review

Students will select a film, exhibition or book in which colour features prominently. They will then be required to critically evaluate it, making sure to pay attention to the ways colour (or its absence) are presented.

Word limit: 1,000


Rubric

CRITERIAFAILPASSCREDITDISTINCTIONHIGH DISTINCTION

RESEARCH AND KNOWLEDGE

(LO 1,2,3,4)

Observations general and impressionistic.

Little evidence of direct engagement with the film/exhibition/book and the relevant aesthetic and cultural debates.

Observations general and impressionistic.

Some engagement with the film/exhibition/book .

Demonstrates adequate understanding of the film/exhibition/book.

Observations purposeful.

Good understanding of the film/exhibition/book and its major themes.

Observations sharply focused and original.

Thorough knowledge of the major aims and perceptive analysis of major points of the film/exhibition/book.

Evident knowledge of the wider context and history.

Observations are complex and nuanced

Sophisticated understanding of the major aims and awareness of complexities of film/exhibition/book.

Engages with wider art historical, intellectual, aesthetic and institutional histories.

ARGUMENT

(LO 1,2,3,4)

Lacks any argument or conclusions.

Does not respond to the terms of the assignment.

Sound attempt at an argument.

Adequately addresses terms of the

assessment.

Clearly stated argument which addresses the terms of the assessment convincingly.

Strong argument that presents a wide range of convincing points.

Highly sophisticated and lucid argument.

Comprehensive and insightful.

VISUAL / TEXTUAL ANALYSIS

(LO 1,2,3,4)

Tends to general and overview statements.

Gives attention to examples with basic analysis.

Visual / textual analysis integrated in a basic manner.

Comprehensive visual analysis / textual of examples.

Visual / textual analysis successfully integrated into overall argument.

Discerning visual / textual analysis of examples.

Visual / textual analysis astutely integrated into overall argument.

Excellent choice of examples with highly perceptive visual / textual analysis.

Visual / textual analysis integrated into the overall argument in a compelling and seamless manner.

ORGANISATION

(LO 1,2)

Unstructured and unconnected observations

Does not respond to the

terms of the assignment

Adequate arrangement of ideas.

Usually remains focused on the topic.

Clear organisation of ideas.

Remains focused on the topic.

Strong organisation.

Consistent and purposeful articulation of ideas and information.

Excellent organisation.

Engaging and impactful articulation of ideas and information.

WRITING

(LO 1,2)

Poorly written with many spelling and grammatical errors.

Adequately written with usually correct grammar and spelling.

Well written essay.

Usually correct grammar and spelling.

Fluently written.

Minimal grammatical and spelling errors.

Highly articulate and written in an eloquent style.

Comprehension

enhanced by grammar and spelling.

REFERENCING

(LO 1,4)

Inadequate referencing.

Images inadequately labeled.

Adequate referencing and image labeling but with mistakes and inconsistencies.

Good referencing and image labeling with few mistakes.

Careful referencing and image labeling with almost no mistakes.

Effective use of quotes.

Meticulous referencing and image labeling.

Excellent and balanced use of quotes.

Assessment Task 3

Value: 35 %
Due Date: 31/10/2025
Learning Outcomes: 1,2,3,4

Research Essay

Word limit: 2,500


Rubric

CRITERIAFAILPASSCREDITDISTINCTIONHIGH DISTINCTION

RESEARCH AND KNOWLEDGE

(LO 1,2,3,4)

Little indication of research drawing on formal, scholarly material.

Little knowledge of major themes.

Does not include a bibliography.

Adequate range of research sources.

Relies on internet sites (blogs, journalism, aggregators) rather than scholarly publications.

Adequate understanding of the topic.

Good range of references but missing key sources.

Shows understanding of key research issues in the essay question but tends towards overview rather than reflective engagement.

Wide range of sources, including peer reviewed journals, but missing some key authors.

Thorough knowledge of the major issues and perceptive analysis of major points.

Uses research sources to develop and drive an argument.

Thoroughly researched, consulting all the major sources, including peer reviewed journals, principle monographs and exhibition catalogues.

Sophisticated understanding of the major issues and awareness of complexities.

Uses research sources to develop an independent argument.

ARGUMENT

(LO 1,2,3,4)

Lacks any argument

and does not

address the terms of

the essay question.

The terms of the

question are

addressed but

argument tends to

observation and

impression.

Does not develop an

independent

perspective on the

topic.

Argument is not

forcefully stated or

developed.

Clearly stated argument

which addresses the

terms of the question

purposefully.

Argument developed in

a systematic structure of

proposition, evidence

and conclusion.

Argument tends to

report or summarise

opinion.

Strong argument that

presents a wide range of

convincing points.

The argument is

proposed directly and is

consistently addressed.

Argument developed in

a systematic structure of

proposition, evidence

and conclusion.

Highly sophisticated and

lucid argument that

addresses the essay

question

comprehensively and

insightfully.

The argument develops

an independent

perspective on the

question, supported by

astute use of evidence

and analysis.

VISUAL ANALYSIS

(LO 1,2,3,4)

Does not discuss

relevant art works.

Limited number of

art works discussed.

Includes a suitable

choice of images

with a basic

analysis.

Visual analysis

tends to be

illustrative, without argumentation and

elaboration.

Suitable choice of

images with purposeful

visual analysis.

Visual analysis directly

supports the

development of

argument (as

proposition and

evidence).

Suitable choice of

images with close

attention to visual

analysis.

Visual analysis astutely

integrated into the

overall argument,

consistently initiating

and propelling an

address to the essay

question.

Excellent choice of

images, with highly

perceptive visual

analysis.

Visual analysis

integrated into the

overall argument in a

compelling and

seamless manner.

ORGANISATION

(LO 1,2)

Does not directly

address the essay

question.

Little or no structure

of argument and

analysis.

Disconnected

observations,

impressions or

reporting of material.

A simple

arrangement of

ideas into a basic

address to the

question.

Key components

(introduction,

statement of

argument, analysis,

conclusion) may be

missing or out of

balance.

Usually remains

focused on the topic.

Clear organisation of

ideas, with key

components

(introduction, statement

of argument, analysis,

conclusion) evident.

Remains focused on the

topic.

May be some imbalance

or disconnection of

elements (e.g. over-long

introduction, buried

thesis, sudden shifts of

topic).

Good use of

paragraphing.

Strong organisation with

a purposeful structure,

direct statement of

argument, systematic

progress through

evidence towards

conclusion.

A sense, in introduction

and conclusion, that the

author has an agenda.

Effective use of

paragraphing and topic

sentences to propel the

essay from introduction

through to conclusion.

Excellent organisation.

Extremely logical

paragraphs with highly

effective use of topic

sentences.

Engaging and highly

effective introduction

and conclusion.

WRITING

(LO 1,2)

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

(LO 1,4)

Inadequate

referencing.

Images inadequately

labeled.

Adequate

referencing and

image labeling but

with some mistakes

and inconsistencies.

Use of the Chicago

Style Manual and

footnotes.

Good referencing and

image labeling with few

mistakes.

Use of the Chicago Style

Manual and footnotes.

Careful referencing and

image labeling with

almost no mistakes.

Use of the Chicago Style

Manual and footnotes.

Effective use of

quotations.

Meticulous referencing

and image labeling.

Use of the Chicago Style

Manual and footnotes.

Excellent and balanced

use of quotations.

Assessment Task 4

Value: 20 %
Learning Outcomes: 1,2,3,4

Rubric

CRITERIAFAILPASSCREDITDISTINCTIONHIGH DISTINCTION

RESEARCH AND KNOWLEDGE

(LO 1,2,3,4)

Little indication of research drawing on formal, scholarly material.

Little knowledge of major themes.

Does not include a bibliography.

Adequate range of research sources.

Relies on internet sites (blogs, journalism, aggregators) rather than scholarly publications.

Adequate understanding of the topic.

Good range of references but missing key sources.

Shows understanding of key research issues in the essay question but tends towards overview rather than reflective engagement.

Wide range of sources, including peer reviewed journals, but missing some key authors.

Thorough knowledge of the major issues and perceptive analysis of major points.

Uses research sources to develop and drive an argument.

Thoroughly researched, consulting all the major sources, including peer reviewed journals, principle monographs and exhibition catalogues.

Sophisticated understanding of the major issues and awareness of complexities.

Uses research sources to develop an independent argument.

ARGUMENT

(LO 1,2,3,4)

Lacks any argument

and does not

address the terms of

the essay question.

The terms of the

question are

addressed but

argument tends to

observation and

impression.

Does not develop an

independent

perspective on the

topic.

Argument is not

forcefully stated or

developed.

Clearly stated argument

which addresses the

terms of the question

purposefully.

Argument developed in

a systematic structure of

proposition, evidence

and conclusion.

Argument tends to

report or summarise

opinion.

Strong argument that

presents a wide range of

convincing points.

The argument is

proposed directly and is

consistently addressed.

Argument developed in

a systematic structure of

proposition, evidence

and conclusion.

Highly sophisticated and

lucid argument that

addresses the essay

question

comprehensively and

insightfully.

The argument develops

an independent

perspective on the

question, supported by

astute use of evidence

and analysis.

VISUAL ANALYSIS

(LO 1,2,3,4)

Does not discuss

relevant art works.

Limited number of

art works discussed.

Includes a suitable

choice of images

with a basic

analysis.

Visual analysis

tends to be

illustrative, without argumentation and

elaboration.

Suitable choice of

images with purposeful

visual analysis.

Visual analysis directly

supports the

development of

argument (as

proposition and

evidence).

Suitable choice of

images with close

attention to visual

analysis.

Visual analysis astutely

integrated into the

overall argument,

consistently initiating

and propelling an

address to the essay

question.

Excellent choice of

images, with highly

perceptive visual

analysis.

Visual analysis

integrated into the

overall argument in a

compelling and

seamless manner.

ORGANISATION

(LO 1,2)

Does not directly

address the essay

question.

Little or no structure

of argument and

analysis.

Disconnected

observations,

impressions or

reporting of material.

A simple

arrangement of

ideas into a basic

address to the

question.

Key components

(introduction,

statement of

argument, analysis,

conclusion) may be

missing or out of

balance.

Usually remains

focused on the topic.

Clear organisation of

ideas, with key

components

(introduction, statement

of argument, analysis,

conclusion) evident.

Remains focused on the

topic.

May be some imbalance

or disconnection of

elements (e.g. over-long

introduction, buried

thesis, sudden shifts of

topic).

Good use of

paragraphing.

Strong organisation with

a purposeful structure,

direct statement of

argument, systematic

progress through

evidence towards

conclusion.

A sense, in introduction

and conclusion, that the

author has an agenda.

Effective use of

paragraphing and topic

sentences to propel the

essay from introduction

through to conclusion.

Excellent organisation.

Extremely logical

paragraphs with highly

effective use of topic

sentences.

Engaging and highly

effective introduction

and conclusion.

WRITING

(LO 1,2)

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

(LO 1,4)

Inadequate

referencing.

Images inadequately

labeled.

Adequate

referencing and

image labeling but

with some mistakes

and inconsistencies.

Use of the Chicago

Style Manual and

footnotes.

Good referencing and

image labeling with few

mistakes.

Use of the Chicago Style

Manual and footnotes.

Careful referencing and

image labeling with

almost no mistakes.

Use of the Chicago Style

Manual and footnotes.

Effective use of

quotations.

Meticulous referencing

and image labeling.

Use of the Chicago Style

Manual and footnotes.

Excellent and balanced

use of quotations.

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

Convener

Details Consulting Hours
Dr Keren Hammerschlag
U1071075@anu.edu.au

Research Interests


nineteenth-century art and visual culture, the visual medical humanities, gender and the body

Dr Keren Hammerschlag

By Appointment

Tutor

Details Consulting Hours
Susie Russell
susannah.russell@anu.edu.au

Research Interests

Susie Russell

By Appointment

Responsible Officer: Registrar, Student Administration / Page Contact: Website Administrator / Frequently Asked Questions