This course offers postgraduate coursework students the opportunity to work on the subject of a curatorial project undertaken by a member of staff, or a research associate in the Centre for Art History and Art Theory (CAHAT). Students will have the opportunity to reflect upon a research-led exhibition or public program that is in development, allowing them access to real-world examples of exhibition development and collaboration between academics and the GLAM sector. The content of the course will differ each year, subject to the projects in development by CAHAT staff and associates.

Learning Outcomes

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

1. question how research is presented to the public
2. critically evaluate the practical and conceptual premises of the exhibition
3. demonstrate an understanding of exhibition logistics including transport, care, and installation of works of art
4. identify the audience for exhibitions and public programs related to the project

Research-Led Teaching

This course draws upon my practical experience gained as a curator, programmer and researcher of modern and contemporary art from Southeast Asia and its diasporas. (please see research interests above).

Field Trips

N/A

Additional Course Costs

N/A

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	Session 1, 22 February, 10-1Introduction to curating Case studies of traditional modes of curating.New formats of curating  Session 2, 22 February, 2-5The Curatorial Premise: How are curatorial Concepts developed? Session 3, 23 February, 10-1Show Me the Money: Budgets, funding and curatorial practice Session 4, 23 February, 2-5Making the Magic: the logistics behind curating exhibitions. Group activities	First Assignment. Project Proposal Due Friday 8 March 5pmv
2	Session 1, 21 March, 10-1 Extensions and Afterlives; exhibition programming and content creation. documenting and archiving. Session 2, 21 March, 2-5Contemporary debates in curating: Examination of case studies. Session 3, 22 March, 10-1Student Sharing: Exhibitions we liked. Student presentations Session 4, 22 March, 2-5Student Sharing Continued + Guest lecture by Nithya Nagarajan (artist, performance maker and curator).	Second Assignment. Logistics report Due Thursday 21 March 5 PMSession 3, 22 March, 10-1 - Student presentations 10 minsSession 4, 22 March, 2-5 - Student presentation 10 minsThird Assignment due Week 7, Public Program. Due Friday 19 April 5pm
3	Session 1, 2 May 10-1Student presentations : Project proposals. Group Critiques. Session 2, 2 May, 2-5Student presentations : Project proposals. Group Critiques. Session 3, 10-1Guest Lecture by Sophia Cai, Student presentations : Project proposals. Group Critiques. Session 4, 2-5Student presentations : Project proposals. Group Critiques.	Each session: Student presentations 20 minutes, 5 slides.Final Assignment: Final Project Plan due week 10: Friday 10 May 5 PM

Tutorial Registration

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

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Project proposal (1500 words) 20%	20 %	08/03/2024	18/03/2024	1,2,3
Logistics report (1500 words) 20%	20 %	21/03/2024	04/04/2024	4
Public program proposal (1500 words) 20%	20 %	19/04/2024	03/05/2024	1,2,3
Final project plan (3000 words) 35%	35 %	10/05/2024	24/05/2024	1,2,3,4
Discussion Participation 5%	5 %	*	*	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:

• 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.

Assessment Task 1

Project proposal (1500 words) 20%

For the first assignment, students are required to develop a proposal that outlines an independent curatorial project. This should elaborate on their project concept and rationale and provide details on its format and target audience. The proposal should also include an initial artist shortlist with a supporting rationale. Please include Chicago Style footnotes and a Bibliography.

Rubric

Criteria	Fail	Pass	Credit	Distinction	High Distinction
strength of project concept, including artist shortlist and rationale for selection of artists.	Unclear project concept with unconvincing selection of artists and an unconvincing rationale for selection of artists.	Adequate project concept with adequate selection of artists and some rationale for selection of artists.	Clear project concept with clear selection of appropriate artists and a reasonable supporting rationale for selection of artists	Strong organisation of project concept with a convincing selection of artists accompanied by a strong supporting rationale for the selection of artists.	Excellent organisation of project concept with a thoroughly thought out selection of artists accompanied by an excellent support rationale for the selection of artists.
Clarity of format for curatorial project and identification of target audience	Unclear format and failure to identify and pitch to appropriate target audience.	Adequate format with some identification of appropriate target audience and some specific targeting of that audience in the curatorial project proposed.	Clear format with clear identification of appropriate target audience and clear specific targeting of that audience in the curatorial project proposed.	Strong format with convincing identification of appropriate target audience and strong specific targeting of that audience in the curatorial project proposed.	Excellent fprmat with very focused targeting of appropriate audience within the curatorial project proposed.
Organisation	Little or no structure Aimlessly rambles Completely off proposal/plan.	Adequate arrangement of ideas Usually remains focused on proposal/ plan.	Clear organisation of ideas Good use of paragraphing Remains focused on the proposal/ plan.	Effective use of paragraphing and topic sentences Logical paragraphs very focused on the proposal/plan clearly outlining the activities and steps involved.	Excellent organisation Extremely logical paragraphs with effective use of topic sentences. Excellent logical paragraph structure. Writing is entirely focused on the proposal/plan clearly outlining the activities and steps involved.
Writing	Poorly written with many spelling and grammatical errors.	Adequately written. 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 in Chicago Manual Of Style format with footnotes and Bibliography	Inadequate referencing Incorrect referencing system.	Adequate referencing but with some mistakes and inconsistencies. Use of the Chicago Style Manual and footnotes.	Good referencing with few mistakes. Use of the Chicago Style Manual and footnotes.	Careful referencing with almost no mistakes Use of the Chicago Style Manual and footnotes.	Meticulous referencing and image labelling Use of the Chicago Style Manual and footnotes.

Assessment Task 2

Logistics report (1500 words) 20%

For the second assignment, students are required to submit a report that reflects on the logistics considerations of their curatorial project and details their plans to meet these requirements. There may include considerations like artwork production and material sourcing, technical installation and artwork maintenance among others.

Rubric

Criteria	Fail	Pass	Credit	Distinction	High Distinction
Clarity of logistics	Logistics outlined are unclear. Not well thought out logistical plan.	Adequate outlining of logistics and understanding of what the plan involves.	Clear utilising of logistics and understanding of what the plan involves with logical steps.	Strong utilising of logistics and understanding of what the plan involves with logical steps.	Sophisticated understanding of steps involved in logistics behind exhibition and other elements written with great clarity.
Organisation	Little or no structure Aimlessly rambles Completely off proposal/plan.	Adequate arrangement of ideas Usually remains focused on proposal/ plan.	Clear organisation of ideas Good use of paragraphing Remains focused on the proposal/ plan.	Strong organisation Effective use of paragraphing and topic sentences Logical paragraphs very focused on the proposal/plan clearly outlining the activities and steps involved.	Excellent organisation Extremely logical paragraphs with effective use of topic sentences. Excellent logical paragraph structure. Writing is entirely focused on the proposal/plan clearly outlining the activities and steps involved.
Writing	Poorly written with many spelling and grammatical errors.	Adequately written. 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.

Assessment Task 3

Public program proposal (1500 words) 20%

For the third assignment, students are required to submit a program plan to complement their curatorial project. This should include a proposed line-up of activities with a supporting rationale and speaker or guest shortlist. Each program proposed should also consider its target audience. Please include Chicago Style Referencing and a Bibliography.

Rubric

Criteria	Fail	Pass	Credit	Distinction	High Distinction
Clarity of logistics	Logistics outlined are unclear. Not well thought out logistical plan.	Adequate outlining of logistics and understanding of what the plan involves.	Clear utilising of logistics and understanding of what the plan involves with logical steps.	Strong utilising of logistics and understanding of what the plan involves with logical steps.	Sophisticated understanding of steps involved in logistics behind exhibition and other elements written with great clarity.
Suitability of public programs and supporting rationale	Public program section is unclear and impractical to implement with an unconvincing rationale.	Adequate understanding of what is entailed in planning and enacting a public program with an adequate rationale to justify the approach.	Clear understanding of what is entailed in planning and enacting a public program accompanied by a clear rationale for the public program.	Strong understanding of what is entailed in planning and enacting a public program with well conceived realisable activities presented accompanied by a convincing rationale for the program.	Excellent understanding of what is entailed in planning and enacting a public program with imaginative and realisable activities presented and an excellent rationale highlight why the approach for the public program has been taken.
Organisation	Little or no structure Aimlessly rambles Completely off proposal/plan.	Adequate arrangement of ideas Usually remains focused on proposal/ plan.	Clear organisation of ideas Good use of paragraphing Remains focused on the proposal/ plan.	Strong organisation Effective use of paragraphing and topic sentences Logical paragraphs very focused on the proposal/plan clearly outlining the activities and steps involved.	Excellent organisation Extremely logical paragraphs with effective use of topic sentences. Excellent logical paragraph structure. Writing is entirely focused on the proposal/plan clearly outlining the activities and steps involved.
Writing	Poorly written with many spelling and grammatical errors.	Adequately written. 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 in Chicago Manual Of Style format with footnotes and Bibliography	Inadequate referencing. Incorrect referencing system.	Adequate referencing but with some mistakes and inconsistencies. Use of the Chicago Style Manual and footnotes.	Good referencing with few mistakes. Use of the Chicago Style Manual and footnotes.	Careful referencing with almost no mistakes Use of the Chicago Style Manual and footnotes	Meticulous referencing. Use of the Chicago Style Manual and footnotes.

Assessment Task 4

Final project plan (3000 words) 35%

For the final assignment of the course, students are required to build on the three preceding assignments to present a final project plan for their independent project. The final plan should be grounded upon a finetuned version of the original project proposal (Assignment 1), with a further developed plans for logistics and public programs (Assignments 2 and 3). The final plan should also reflect on potential afterlives of the project, including plans for archiving and documentation. Please include Chicago Style Referencing and a Bibliography.

Rubric

Criteria	Fail	Pass	Credit	Distinction	High Distinction
Clarity of logistics	Logistics outlined are unclear. Not well thought out logistical plan.	Adequate outlining of logistics and understanding of what the plan involves.	Clear utilising of logistics and understanding of what the plan involves with logical steps.	Strong utilising of logistics and understanding of what the plan involves with logical steps.	Sophisticated understanding of steps involved in logistics behind exhibition and other elements written with great clarity.
Suitability of public programs	Public program section is unclear and impractical to implement.	Adequate understanding of what is entailed in planning and enacting a public program.	Clear understanding of what is entailed in planning and enacting a public program.	Strong understanding of what is entailed in planning and enacting a public program with well conceived realisable activities presented.	Excellent understanding of what is entailed in planning and enacting a public program with imaginative and realisable activities presented.
Feasibility of plans for afterlife to the project	Little thought put into the afterlife of the project in terms of documentation.	Adequate planning in terms of the afterlife of the project and outlining of the documentation this would involve.	Clear planning in terms of the afterlife of the project and outlining of the documentation this would involve.	Strong planning in terms of the afterlife of the project and outlining of the documentation this would involve.	Excellent planning in terms of the afterlife of the project and outlining of the documentation this would involve
Organisation	Little or no structure Aimlessly rambles Completely off proposal/plan.	Adequate arrangement of ideas Usually remains focused on proposal/ plan.	Clear organisation of ideas Good use of paragraphing Remains focused on the proposal/ plan.	Strong organisation Effective use of paragraphing and topic sentences Logical paragraphs very focused on the proposal/plan clearly outlining the activities and steps involved.	Excellent organisation Extremely logical paragraphs with effective use of topic sentences. Excellent logical paragraph structure. Writing is entirely focused on the proposal/plan clearly outlining the activities and steps involved.
Writing	Poorly written with many spelling and grammatical errors.	Adequately written. 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 in Chicago Manual Of Style format with footnotes and Bibliography	Inadequate referencing. Incorrect referencing system.	Adequate referencing but with some mistakes and inconsistencies. Use of the Chicago Style Manual and footnotes.	Good referencing with few mistakes. Use of the Chicago Style Manual and footnotes.	Careful referencing with almost no mistakes Use of the Chicago Style Manual and footnotes Effective use of quotes.	Meticulous referencing. Use of the Chicago Style Manual and footnotes Excellent and balanced use of quotes.

Assessment Task 5

Discussion Participation 5%

As this is a hands-on practical course aimed at developing students’ individual curatorial practices, participation is an essential component of the course. Students are required to actively participate in group activities and discussions, and come prepared for required presentation sessions and group critiques.

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