This course introduces key concepts and methods in the history of art, design, and curatorial studies for students of humanities and art and design practice. You will explore how images and objects shape ways of seeing, imagining and knowing the world, and consider how they establish cultural meaning through material, form and ideas. Art and design—primarily from Europe, Asia and Australia—will be considered in terms of cultural beliefs, social meaning, historical experience and systems of knowledge. Focussing on the themes of time and place, the course will examine cultural practices in terms of history (context, continuity, change), knowledge (reason, imagination, belief), meaning (mediums, symbols, aesthetics) and experience (materiality, subjectivity, sociality).
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- identify and apply the principal methodologies of art history and curatorial studies;
- analyse the visual, historical and theoretical aspects of a broad range of visual culture;
- identify major cultural themes and historical paths in World art;
- research and access information about art history and theory; and
- present written and oral arguments about the ideas that inform art and design from a wide range of periods and cultures.
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 | 2 Lectures (50 min each): Histories of Art: OriginsThe European Canon; The beginnings of the Western Desert Art movement, batik and Emily Kam Kngwarray’s art practice Plus 1 x 1 hour tutorial. | |
| 2 | 2 Lectures (50 min each): Classical Antiquity: Form and PatternArt and the Everyday in the Ancient World; Classical Antiquity Plus 1 x 1 hour tutorial. | |
| 3 | 2 Lectures (50 min each): The Sacred and the SecularArt and Culture of the Ming Dynasty; Medieval Art and CulturePlus 1 x 1 hour tutorial. | |
| 4 | 2 Lectures (50 min each): New Perspectives Renaissance Narratives; Renaissance Portraiture. Plus 1 x 1 hour tutorial. | Assessment 1 Due: 14 March 2024, 5pm. |
| 5 | 2 Lectures (50 min each): Trade and ExchangeThe Dutch Golden Age; Diplomatic Objects and the Art of Gift Giving. Plus 1 x 1 hour tutorial. | |
| 6 | 2 Lectures (50 min each): Art’s InsidersThe Academy; Essay Writing SkillsPlus 1 x 1 hour tutorial. | Assessment 2, Part 1 Due: 28 March 2024, 5pm. |
| 7 | 2 Lectures (50 min each): Material Cultures Court Culture; Fabric and Fashion Plus 1 x 1 hour tutorial. | |
| 8 | 2 Lectures (50 min each): The Built Environment and the Objects Contained WithinMuseums, Collections and the World; Ceramics and SocietyPlus 1 x 1 hour tutorial. | |
| 9 | 2 Lectures (50 min each): Exploration and ExploitationEncounters on the Frontier; Blackness or the devil cloth: The image of the Black in ArtPlus 1 x 1 hour tutorial. | |
| 10 | 2 Lectures (50 min each): Historiography and CuratorshipThe History of Art History in Australia; Know My Name Plus 1 x 1 hour tutorial. | Assessment 2, Part 1 Due: 6 May 2024, 5pm. |
| 11 | 2 Lectures (50 min each): The Art Around UsLandscape Painting and the Industrial Revolution; Exhibition Reviewing: Roundtable Plus 1 x 1 hour tutorial. | |
| 12 | 2 Lectures (50 min each): Beginning and ConclusionsThe Beginnings of Photography; Final ReflectionsPlus 1 x 1 hour tutorial. | |
| 13 | Assessment 3 Due: 30 May 2024, 5pm. |
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 |
|---|---|---|---|
| Research Questionnaire | 25 % | 14/03/2024 | 1,2 |
| Research Essay: Essay Plan and Final Essay | 40 % | 06/05/2024 | 1,2,3,4,5 |
| Exhibition Review | 25 % | 30/05/2024 | 1,2,3,4,5 |
| 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:
- 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
10% of the overall grade is participation. This involves participating in class activities and discussions, and responding to readings and reading questions.
Assessment Task 1
Learning Outcomes: 1,2
Research Questionnaire
This exercise is designed to introduce students to essential research tools that they will use to support the development of essays, class presentations and other forms of academic writing. It introduces them to the reference system set out in the Chicago Manual of Style. It encourages them to assess various resources and distinguish between general sources (such as Wikipedia) and those that support research of a university standard. The questionnaire uses a series of simple exercises and questions to guide students to resources (library catalogues, searchable databases, museums, reference works) that they will regularly use during their study at ANU.
Learning outcomes being assessed:
- research and access information about art history and theory; and
- present written and oral arguments about the ideas that inform art and design from a wide range of periods and cultures.
Rubric
| Criteria | Fail | Pass | Credit | Distinction | High Distinction |
|---|---|---|---|---|---|
RESEARCH AND KNOWLEDGE (LO1) | Research tasks incomplete or incorrect (in relation to specific number and kind of sources required by exercise) | Adequate range of research sources Relies on internet sites (blogs, journalism, aggregators) rather than scholarly publications | Good range of references but missing key sources Sources support address to questions but are primarily reported information | Wide range of sources consulted Shows good level of skill in using research resources Shows understanding of how sources support address to questions | Thoroughly researched, consulting all the major sources Shows independent perspective and initiative in identifying and using research resources |
ARGUMENT (LO2) | 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 (LO1) | Does not discuss relevant art work | Visual analysis tends to be general or impressionistic. Too reliant on summary of published sources. | Visual analysis is targeted and structured in its reporting. The reader is effectively directed towards key elements of the art work. | Visual analysis is purposeful, coherent and effectively communicates key characteristics of the art work | Visual analysis is astute and independent, with a strong sense of engagement and inquiry |
ORGANISATION (LO2) | 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 questions Usually remains focused on the topic | Clear organisation of ideas, with key components (observations, analysis, conclusion) evident Remains focused on the topic | Strong organization with a purposeful structure, direct statement of observations and analysis Systematic address to the terms of the questionnaire | Excellent organisation Logical succession of observations and ideas A sense of an independent voice and agenda |
WRITING (LO1&2) | Poorly written with many spelling and grammatical errors | Adequately written essay Usually correct grammar and spelling | Well written. 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 (LO1&2) | Inadequate referencing No use of the Chicago Style Manual | Adequate referencing but with some mistakes and inconsistencies Use of the Chicago Style Manual | Good referencing with few mistakes Use of the Chicago Style Manual | Careful referencing almost no mistakes Use of the Chicago Style Manual | Meticulous referencing Use of the Chicago Style Manual |
Assessment Task 2
Learning Outcomes: 1,2,3,4,5
Research Essay: Essay Plan and Final Essay
Part One (value: 10%): Essay Plan. Total word count approx. 700 words.
A. Note which question you have decided to answer.
B. In no more than 4 sentences, summarise your argument. E.g. ‘In this essay I will be arguing that …’ (approx. 200 words)
C. List three sources that you have consulted, properly referenced. They should be books and / or peer-reviewed journal articles. Not websites, Wikipedia pages or blogs. In one paragraph per example, describe each source and explain why it is relevant to your argument. You can use course readings as your texts. (approx. 500 words total).
D. List three artistic examples that will be featured in your essay (artist, date of production or exhibition, medium, dimensions and location).
Part Two (value 30%): Final Essay.
Essays should be formatted in a 12-point font, with double line spacing, and page numbers. Include a bibliography or list of references, and notes citing the sources of all quotations, paraphrases, and references to specific ideas and arguments. Use the Chicago Manual of Style as your guide for formatting of references. Captions to illustrations should include artist name, title of work, date medium and measurements (use online museum catalogues as a model).
Remember to implement the feedback offered on essay plan.
Word limit: 1,500 words. This total excludes footnotes, bibliography, captions to illustrations.
Learning outcomes being assessed:
- identify and apply the principal methodologies of art history and curatorial studies;
- analyse the visual, historical and theoretical aspects of a broad range of visual culture;
- identify major cultural themes and historical paths in World art;
- research and access information about art history and theory; and
- present written and oral arguments about the ideas that inform art and design from a wide range of periods and cultures.
Rubric
| CRITERIA | FAIL | PASS | CREDIT | DISTINCTION | HIGH DISTINCTION |
|---|---|---|---|---|---|
RESEARCH AND KNOWLEDGE (LO1,2,3,4) | Little indication of research drawing on formal, scholarly material Little knowledge of major themes Does not include a bibliography (when required) | 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 (LO5) | 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 (LO1,2,3,4) | 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, with examples paired with contentions of argument, without 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 (LO5) | 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 organization 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 (LO5) | 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 (LO4,5) | 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 3
Learning Outcomes: 1,2,3,4,5
Exhibition Review
Write an 800-word exhibition review of 'Emily Kam Kngwarray' at the National Gallery of Australia or 'Ralph Heimans: Portraiture, Power, Influence' at the National Portrait Gallery.
This is an exercise in applied art historical critique aimed at introducing you to writing about exhibitions for a non-specialist, interested public audience.
Learning outcomes being assessed:
- identify and apply the principal methodologies of art history and curatorial studies;
- analyse the visual, historical and theoretical aspects of a broad range of visual culture;
- identify major cultural themes and historical paths in World art;
- research and access information about art history and theory; and
- present written and oral arguments about the ideas that inform art and design from a wide range of periods and cultures.
Rubric
| CRITERIA | FAIL | PASS | CREDIT | DISTINCTION | HIGH DISTINCTION |
|---|---|---|---|---|---|
RESEARCH AND KNOWLEDGE (LO1,2,3,4) | Exhibition observations general and impressionistic Little evidence of direct engagement with the exhibition and the art contained within it | Exhibition observations general and impressionistic Some engagement with exhibition Adequate understanding of the show | Exhibition observations purposeful Good understanding of the show and its major themes | Exhibition observations sharply focused and original Thorough knowledge of the major aims and perceptive analysis of major points of the show Evident knowledge of the wider context and history | Exhibition observations are complex and nuanced Sophisticated understanding of the major aims and awareness of complexities Engages with the wider art historical and institutional history |
ARGUMENT (LO5) | 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 ANALYSIS (LO1,2,3) | Tends to general and overview statements | Gives attention to examples with basic analysis Visual analysis integrated in a basic manner | Comprehensive visual analysis of examples Visual analysis successfully integrated into overall argument | Discerning visual analysis of examples Visual analysis astutely integrated into overall argument | Excellent choice of examples with highly perceptive visual analysis Visual analysis integrated into the overall argument in a compelling and seamless manner |
ORGANISATION (LO5) | 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 (LO5) | 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 (if specifically required) (LO4,5) | 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 4
Learning Outcomes: 1,2,3,5
Rubric
| CRITERIA | FAIL | PASS | CREDIT | DISTINCTION | HIGH DISTINCTION |
|---|---|---|---|---|---|
RESEARCH AND KNOWLEDGE (LO1,2,3,4) | Exhibition observations general and impressionistic Little evidence of direct engagement with the exhibition and the art contained within it | Exhibition observations general and impressionistic Some engagement with exhibition Adequate understanding of the show | Exhibition observations purposeful Good understanding of the show and its major themes | Exhibition observations sharply focused and original Thorough knowledge of the major aims and perceptive analysis of major points of the show Evident knowledge of the wider context and history | Exhibition observations are complex and nuanced Sophisticated understanding of the major aims and awareness of complexities Engages with the wider art historical and institutional history |
ARGUMENT (LO5) | 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 ANALYSIS (LO1,2,3) | Tends to general and overview statements | Gives attention to examples with basic analysis Visual analysis integrated in a basic manner | Comprehensive visual analysis of examples Visual analysis successfully integrated into overall argument | Discerning visual analysis of examples Visual analysis astutely integrated into overall argument | Excellent choice of examples with highly perceptive visual analysis Visual analysis integrated into the overall argument in a compelling and seamless manner |
ORGANISATION (LO5) | 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 (LO5) | 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 (if specifically required) (LO4,5) | 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 |
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).
- 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 all ANU students
Convener
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Research InterestsVictorian Art and Visual Culture, Visual Medical Humanities |
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Dr Keren Hammerschlag
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Instructor
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Dr Keren Hammerschlag
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Tutor
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Mark Shepheard
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Tutor
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Research InterestsVictorian Art and Visual Culture, Visual Medical Humanities |
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Sarah Hodge
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