What is the best way to approach the research, writing, and display of works of art, artefacts, and material culture? What are the ideas that underpin the kind of projects that we undertake as art historians and curators? Theories of Art History and Curatorial Studies provides an overview of methods and theories that allow us to answer those questions. The course provides students with essential tools that will equip them to develop a focussed individual research project, with assessments that will encourage students to develop and pursue their own interests. We will explore various approaches and examine in-depth the methodological strategies and institutional critiques adopted by art historians and curators. These include iconographic, semiotic, formalist, and socially/ethically engaged methods as well as critical theory, queer theory, feminist, and post-colonial critiques.

Learning Outcomes

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

1. critically examine approaches to art history and curatorial studies;
2. engage with contemporary art historical and curatorial methods and theories for research project design;
3. engage with contemporary art historical and curatorial methods and theories for writing; and
4. speak with confidence about the latest approaches and ethics of art history and curatorial studies, and defend particular view points.

Research-Led Teaching

Seminars will be delivered by staff and associates of the School of Art & Design, and by external creative practitioners, experts and professionals. Course content is consequently informed by the research expertise of academics and the professional experience of individuals working in the field.

Field Trips

n/a

Additional Course Costs

n/a

Examination Material or equipment

n/a

Required Resources

n/a

Recommended Resources

n/a

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	The Eye and the Hand Introductions Course overview Visual cultures and material cultures
2	The Lives of the Artists Biographic approaches to art history Case-study analysis in the use of biography Identifying a research topic
3	Cracking the Code Iconography and iconology The "innocent eye" and the "period eye" Computational methods for art-historical scholarship
4	Art on the Move Theories of mobility and exchange "Transculturation" and the social life of things Case-study analysis in the study of cultural diplomacy
5	Significant Forms Formalist approaches to art history "Significant form" and "medium-specificity" Exercise in formalist analysis	Assessment 1 (Research Question) due
6	Old Mistresses Feminist approaches to art history Case-study analysis in the application of feminist theory Writing a research plan
7	Art for the People Marxist approaches to art history The social history of art Using archival sources
8	Reorienting the Canon Post-colonial approaches to art history "Third space" and "strategic essentialism" Case-study analysis in the application of post-colonial theory	Assessment 2 (Research Plan) due
9	Presentation Day	Assessment 3 (Proposal Presentation) due
10	Signs, Systems, and Sign-Systems Semiotic approaches to art history The social history of sign-systems Case-study analysis in the curating of Conceptual Art
11	The Life of an Object Object biographies Provenance research Writing an extended research proposal
12	More-than-Human Futures New Materialism and eco-criticism Looking beyond the human in art-historical scholarship Final thoughts

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 Question (1000 words)	25 %	18/08/2025	1,2,3
Research Plan (500 words)	15 %	22/09/2025	1,2,3
Proposal Presentation (10 minutes)	25 %	03/10/2025	1,2,4
Extended Proposal (2000 words)	35 %	03/11/2025	1,2,3

* 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 ‘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

Students are required to attend and actively participate in seminars each week.

Examination(s)

n/a

Assessment Task 1

Research Question (1000 words)

Students will choose a research topic, identify a research question suitable for an Honours thesis project, and write a 1,000 word justification in relation to one or more of the approaches to art history and curatorial studies covered in the course. This will require students to critically examine approaches to art history and curatorial studies (LO1), and to engage with contemporary art-historical and curatorial methods and theories for research project design (LO2).

Rubric

Criteria	Fail (0-49)	Pass (50-59)	Credit (60-69)	Distinction (70-79)	High Distinction (80-100)
RELEVANCE LO1	Question is not relevant to the field of art history and curatorial studies, cannot be answered, or wouldn't sustain research.	Question is broadly relevant to the field of art history and curatorial studies but could be difficult to answer or may not sustain research.	Question is relevant to the field of art history and curatorial studies, can be answered, but might lead to broad conclusions.	Question responds to a current topic or theme in the field of art history and curatorial studies, holds potential to build on the existing literature, and promises to offer a new perspective.	Question engages in a highly nuanced and sophisticated way with a current topic or theme in the field of art history and curatorial studies, holding great promise to deliver new knowledge.
SCOPE LO2	The scope of the question is either too broad to cover in a single project or too narrow to offer any real insight beyond the immediate case study.	The question might be a little too broad for a single project and so requires a more focussed approach, or too narrow with a need to expand beyond the limits of the case study.	The scope of the question is sound but might be a little too broad or too narrow to offer any real insight or build knowledge of the topic.	The scope of the question is appropriate and holds promise to build upon existing literature while offering real insight into the chosen topic.	The question has been thoughtfully formulated and promises to deliver a range of new insights into the chosen topic.
ORGANISATION LO2	Little or no structure.	Adequate organisation of ideas with a clear focus on the topic in general terms.	A clear organisation of key ideas and effective use of paragraphing, maintaining clear focus throughout on the chosen topic.	Strong organisation with effective paragraphing, use of topic sentences, and logical sequencing.	Excellent organisation, extremely effective use of paragraphing and of topic sentences to convey the argument in an engaging and sophisticated manner.
WRITTEN EXPRESSION LO3	Poorly written with spelling and grammatical errors throughout.	Adequately written, with some errors in grammar and spelling.	Well written and usually correct grammar and spelling.	Fluently written with minimal grammatical and spelling errors.	Highly articulate, written in an eloquent style with very few grammatical and spelling errors.

Assessment Task 2

Research Plan (500 words)

A short research plan suitable for an Honours thesis that will demonstrate how students engage with contemporary art-historical and curatorial methods and theories for research project design (LO2), and that will encourage students to begin engaging with contemporary art-historical and curatorial methods and theories for writing (LO3)

Rubric

Criteria	Fail (0-49)	Pass (50-59)	Credit (60-69)	Distinction (70-79)	High Distinction (80-100)
RESEARCH QUESTION LO1	Question is poorly composed and/or irrelevant to the field of art history and curatorial studies.	Question is relevant, but too broad in scope or doesn't require extended research to answer.	Question demonstrates an understanding of key ideas in the area of study, though may be too reliant on existing scholarship or too straightforward to answer.	Question demonstrates a very good understanding of key ideas in the area of study and promises to build upon current ideas in the field of art history and curatorial studies.	Question demonstrates an excellent understanding of key ideas in the area of study and promises to create new knowledge in the field of art history and curatorial studies.
STATE OF THE FIELD LO1	Knowledge of major themes relevant to the topic of the project has not been demonstrated.	Adequate knowledge of major themes relevant to the topic of the project has been demonstrated.	Good knowledge of major themes relevant to the topic of the project, but these could be brought more up-to-date and/or further nuanced.	Very good knowledge of major themes relevant to the topic of the project, demonstrating up-to-date knowledge and a good depth of nuance.	Excellent knowledge of major themes relevant to the topic of the project, building productively on current debates and demonstrating a highly nuanced awareness of complexities.
ARGUMENT LO2, LO3	No evidence of argument or critical engagement.	Sound attempt to write an argument and engage with the chosen topic.	A clearly stated argument that shows a solid grasp of the topic, though lacking a sense of the larger context for the research.	A strong argument that presents a wide range of convincing points, with a clear sense of the larger context for the research.	A highly sophisticated and lucid argument that shows great insight into the topic and effectively situates the key points raised within a broader academic context.
ORGANISATION LO2	Little or no structure.	Adequate organisation of ideas with a clear focus on the topic in general terms.	A clear organisation of key ideas and effective use of paragraphing, maintaining clear focus throughout on the chosen topic.	Strong organisation with effective paragraphing, use of topic sentences, and logical sequencing.	Excellent organisation, extremely effective use of paragraphing and of topic sentences to convey the argument in an engaging and sophisticated manner.
WRITTEN EXPRESSION LO3	Poorly written with spelling and grammatical errors throughout.	Adequately written, with some errors in grammar and spelling.	Well written and usually correct grammar and spelling.	Fluently written with minimal grammatical and spelling errors.	Highly articulate, written in an eloquent style with very few grammatical and spelling errors.

Assessment Task 3

Proposal Presentation (10 minutes)

The presentation will allow students to present a draft of their research plan to the group, demonstrating their ability to speak with confidence about core methods and theories of art history and curatorial studies, and to defend particular viewpoints (LO4).

Rubric

Criteria	Fail (0-49)	Pass (50-59)	Credit (60-69)	Distinction (70-79)	High Distinction (80-100)
SITUATING THE RESEARCH LO1, LO4	Inadequate articulation of the project goals with little or no attempt to introduce relevant theory or issues.	Adequate articulation of project goals with some attempt to introduce the relevant theory and/or issues involved, although lacking clarity and focus.	Thoughtful articulation of project goals that shows a clear understanding of the relevant theories and issues involved, but these could have been outlined in greater depth.	An engaging articulation of the project goals that shows a strong grasp of the relevant theories and issues involved, outlined clearly and effectively.	Excellent articulation of project goals that shows a sophisticated depth of understanding of relevant theory and issues, which are perceptively outlined and explained.
DEMONSTRATING KNOWLEDGE LO1, LO4	Limited understanding of the topic demonstrated.	Adequate understanding of the topic, but with some incorrect information.	Solid understanding of the topic with a clear purpose, overview, and conclusion.	Strong understanding of the topic with a thorough and well-stated purpose, overview, and conclusion.	Highly sophisticated understanding of the topic incorporating critical analysis of material and with a clearly, strong, and credible sense of purpose, overview, and conclusion.
VISUAL AIDS LO4	Poor visual aids.	Limited use of visual aids.	Appropriate visual aids.	Very good visual aids that enhance presentation.	Excellent visual aids that enhance presentation.
STRUCTURE AND DURATION LO2, LO4	No sense of structure or logical organisation, does not keep to time.	Adequately structured but needs work and time could have been used more effectively.	Effective structure but key ideas could've been more clearly conveyed and time could've been used more effectively.	Highly effective, clear and well-structured, with very productive use of time.	An extremely effective, imaginative, and well-structured presentation.

Assessment Task 4

Extended Proposal (2000 words)

The extended research proposal will allow students to critically examine approaches to art history and curatorial studies (LO1), engage with contemporary art historical and curatorial methods and theories for research project design (LO2), and engage with contemporary art historical and curatorial methods and theories for writing (LO3).

Rubric

Criteria	Fail (0-49)	Pass (50-59)	Credit (60-69)	Distinction (70-79)	High Distinction (80-100)
RESEARCH QUESTION LO1	Question is poorly composed and/or irrelevant to the field of art history and curatorial studies.	Question is relevant, but too broad in scope or doesn't require extended research to answer.	Question demonstrates an understanding of key ideas in the area of study, though may be too reliant on existing scholarship or too straightforward to answer.	Question demonstrates a very good understanding of key ideas in the area of study and promises to build upon current ideas in the field of art history and curatorial studies.	Question demonstrates an excellent understanding of key ideas in the area of study and promises to create new knowledge in the field of art history and curatorial studies.
STATE OF THE FIELD LO1	Knowledge of major themes relevant to the topic of the project has not been demonstrated.	Adequate knowledge of major themes relevant to the topic of the project has been demonstrated.	Good knowledge of major themes relevant to the topic of the project, but these could be brought more up-to-date and/or further nuanced.	Very good knowledge of major themes relevant to the topic of the project, demonstrating up-to-date knowledge and a good depth of nuance.	Excellent knowledge of major themes relevant to the topic of the project, building productively on current debates and demonstrating a highly nuanced awareness of complexities.
ARGUMENT LO2, LO3	No evidence of argument or critical engagement.	Sound attempt to write an argument and engage with the chosen topic.	A clearly stated argument that shows a solid grasp of the topic, though lacking a sense of the larger context for the research.	A strong argument that presents a wide range of convincing points, with a clear sense of the larger context for the research.	A highly sophisticated and lucid argument that shows great insight into the topic and effectively situates the key points raised within a broader academic context.
ORGANISATION LO2	Little or no structure.	Adequate organisation of ideas with a clear focus on the topic in general terms.	A clear organisation of key ideas and effective use of paragraphing, maintaining clear focus throughout on the chosen topic.	Strong organisation with effective paragraphing, use of topic sentences, and logical sequencing.	Excellent organisation, extremely effective use of paragraphing and of topic sentences to convey the argument in an engaging and sophisticated manner.
WRITTEN EXPRESSION LO3	Poorly written with spelling and grammatical errors throughout.	Adequately written, with some errors in grammar and spelling.	Well written and usually correct grammar and spelling.	Fluently written with minimal grammatical and spelling errors.	Highly articulate, written in an eloquent style with very few grammatical and spelling errors.

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

There are no hardcopy assignments in this course.

Late Submission

Late submission of assessment tasks without an extension will be penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks will not be accepted more than 10 working days after the due date without an approved extension.

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.

Returning Assignments

Assessment items will be returned via Wattle with feedback and grades 3 weeks after submission.

Extensions and Penalties

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

Resubmission of Assignments

Resubmission of assignments is not permitted

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