This course offers a critical and practical introduction to post-digital photographic culture, at a time when social media and photoshop has radically transformed the meaning, agency and value of images. Students will learn experimental approaches to digital image-making, with a focus on postproduction techniques and methods for manipulating, staging and exhibiting contemporary photomedia in print and on-screen. The course will contextualise a range of practitioners working in photography and related media since the 1990s, and focusing on questions of authorship, appropriation, copyright and methodologies for subverting image culture.

Learning Outcomes

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

1. use software and hardware appropriate to digital photomedia practice;
2. demonstrate an understanding of the expressive and experimental possibilities of imaging technologies;
3. evaluate the effectiveness of technical and artistic methodologies in their own work and the work of others; and
4. recognise relationships between concept and process in the production of creative works.

Research-Led Teaching

The course introduces students to critical developments in digital visual culture in contemporary art, and is taught by researchers from the Computational Culture Lab in the School of Art and Design.

Additional Course Costs

Student contribution amounts under the Higher Education Support Act 2003 (HESA) and tuition fees support the course described in the Class Summary and include tuition, teaching materials, and student access to the workshops for the stated course hours. The Material Fee is payable to the School of Art & Design to supply consumables and materials that become your physical property. The Additional Materials Fee is payable for Materials you use in addition to those supplied as part of the course. You can purchase additional material from the Workshop and take advantage of the GST-free status. These materials are also WHS and workshop process compliant.

Students have the option to obtain After hours Access to workshop and studio spaces outside of class delivery. After hours Access is defined as access to workshop and studio spaces outside of business hours between 6.00pm and 10:00pm Monday to Friday and 9am – 4pm Saturday - Sunday. It is afforded to students by paying an After hours Access Fee each semester. For further information and to Pay Materials and Access Fees go to: https://soad.cass.anu.edu.au/required-resources-and-incidental-fees

Students may choose to pay for a discounted subscription to RunwayML and additional credits for processing time on RunwayML servers. Subscriptions are organised through your lecturer and can be cancelled at any time. More information is available here: https://runwayml.com/educators/

Required Resources

This course will be delivered in ANU computer labs. You will need an external hard disk or USB key to store and back-up your work. To avoid file loss/corruption: is recommended you backup your work to three places: 1) the cloud: your ANU storage space online 2) an external hard disk or USB key 3) a second external hard disk or USB key (or home computer).

Recommended Resources

Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction to the course: Course outline, structure, materials and assessments. Workshop on Digital File Management and Key terms	Assessment 1: Studio Tasks Introduced
2	Reforming Images: Layers, Blending, Colour Theory, Lighting in Photoshop
3	Future Fictions: Selections, Masking, Compositing Tools in Photoshop
4	Machine Learning and the image: ML basics, datasets, copyright and ethics issues	Studio Tasks 1 & 2 due
5	Choose your own adventure: other emerging technologies for creating digital images
6	Class Review of Tasks 1-4Introduction to Assessment 2: PresentationsIntroduction to Assessment 3: The Major Project	Studio Tasks 3 & 4 due
7	Major Project Pitches & feedback: 1-1 tutorials online	Major Project Pitch Due, Formative Feedback given
8	The Online Image: artist strategies in the image circulation ageSupervised studio practice + feedback + presentations	In-class Presentations by groups 1 & 2
9	Close reading in groups: key short readings on the digital image. Read in groups and report back.Supervised studio practice + feedback + presentations	In-class Presentations by groups 3 & 4
10	Supervised studio practice + feedback + presentationsPresenting Digital Work: installation and dissemination ideas	In-class Presentations by groups 5 & 6
11	Major Project 1:1 Tutorials	Work in Progress Review
12	Presentation and Group Critique for Major Project	Assessment 3 due

Tutorial Registration

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

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Studio Task Portfolio	30 %	25/03/2024	1,2,3
Class Presentations	20 %	14/05/2024	2,3,4
Critical Reflection	50 %	21/05/2024	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 ‘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

Participation is an assessed component of Tasks 1 and 2, and is outlined in the rubrics for these assessment items. This includes engagement with group work in the form of a class presentation, and participation in class discussions, group critiques and communication with your tutor and peers.

Assessment Task 1

Studio Task Portfolio

During weeks 1-6, you will undertake a series of small in-class projects exploring the photographic image through methods of reconfiguration, re-presentation, manipulation and montage. Each task will be introduced with a short lecture, demonstration, and written brief shared in class and on Wattle. 

Tasks 1 and 2 are due in Week 4.

Tasks 3 and 4 are due in Week 6.

In addition, all students are asked to present and share the outcomes studio tasks with the cohort in Week 6. 

Studio tasks 1 & 2 due Week 4 (15%):

1. Forming and Reforming Images: Using Photoshop Layers, Blending and Colour/Lighting to remake images

2. Future Fictions: use a range of compositing techniques to make an image representing a future world 

Studio tasks 3 & 4 due Week 6 (15%):

3. Machine Learning: generate a series of images or video using RunwayML 

4. Choose your own adventure: Find a digital manipulation/production/imaging technique, teach yourself the basics and make something with it

Rubric

CRITERIA	HD 80-100	D 70-79	CR 60-69	P 50-59	F 0-49
Development and application of a range of technical skills in digital imaging LO 1,2	All portfolio tasks are highly resolved using assigned techniques, evidencing close attention to intricate details, reflecting technical innovation and professional production values.	All portfolio tasks are completed using assigned techniques, which have been applied consistently and effectively across all tasks.	Portfolio tasks are mostly complete but may not clearly demonstrate the assigned techniques consistently. Some technical skills may be still developing and in need of further refinement.	Some tasks have been attempted, but may reflect only a basic grasp of techniques, or inconsistent production values.	The portfolio is incomplete and the tasks do not demonstrate the assigned techniques. The works do not engage with the task briefs.
Practical and conceptual experimentation in response to a creative brief LO 3, 4	Portfolio tasks evidence ambitious and experimental approaches to the briefs, reflecting a consistent engagement with the expressive and creative possibilities of image manipulation and post-production, underpinned by conceptual rigor.	Portfolio tasks reflect imaginative responses to the brief, that may be technically and conceptually playful, informed by testing and iteration.	Portfolio reflects an understanding of the expressive possibilities of post-production tools, with some experimentation. Predetermined ideas rather than experimentation may inform the concept or mood.	The portfolio lacks evidence of experimentation with different approaches to tasks and ideas. Imagery may be simplistic, and lack conceptual development in response to the brief.	There is little evidence of experimentation with post-photographic image production. The works may be highly derivative or literal, and fail to engage creatively with the assigned briefs.
Active participation and investigation of workshop content LO 2, 3	Participation is evidenced through productive and insightful dialogue in class discussions. Leads shared learning and problem solving in group activities. Carefully constructed feedback is given in critique sessions. Feedback is acted on for development of work.	Well-developed ideas and responses are shared in class discussions. Reliably and generously contributes to shared learning and problem solving in group activities. Constructive feedback is given to peers’ works when prompted. Feedback is listened to and considered.	Contributions to class discussions rely on prompting, and ideas are not fully formed or clearly articulated. Relies on others in group activities. The student attends but does not actively contribute to critique sessions. Feedback is listened to but not usually considered or tested.	Attends but does not actively contribute to class discussions. Participation in group activities is not clearly demonstrated. Is often absent from critique sessions. Feedback is avoided or not considered.	Does not participate in class discussion or group activities. Rarely attends critique sessions or engages with feedback opportunities.

Assessment Task 2

Class Presentations

In groups of 3-4, you and your peers will collaborate to make a “deep dive” presentation on a particular artwork made by an artist working in the area of post-photography. You will be allocated your group in week 6, and presentations will be delivered in class between weeks 8 and 11. 

Each presentation should cover the following:

• A discussion of the artist, their overall practice and their relationship to digital image culture. 
• A presentation of the selected work, including how it was developed, conceived, made. How does the work’s formal qualities (materials, scale, composition) communicate the underlying concept?
• What do other people have to say about the work (please include full references)? What do you think of it?
• How might we understand the work as a commentary on what photography is, its cultural and social value in 21st Century digital culture? 

Marking Criteria

• Research: Presentation contains coherent, accurate, referenced scholarship
• Analysis: Personal reflections and opinions are supported by evidence
• Presentation Skills: Well sequenced, scripted and well prepared. 

Presentation Requirements:

Your presentation is to be 10 minutes in length, and please include at least 10 slides and scripted notes. Supplementary material will be provided in class/Wattle to help you prepare for this assessment, and working in groups. 

The presentation must adhere to ANU academic policies regarding citation of sources and inclusion of a bibliography. http://academicskills.anu.edu.au/resources/handouts/referencing-style-guides

Rubric

CRITERIA	HD 80-100	D 70-79	CR 60-69	P 50-59	F 0-49
Research and Content (Group grade) LO 2, 3, 4	Presentation content shows a thorough understanding of the topic. Substantive research effort is evident in locating relevant information and facts. Content is accurate and sequenced in a clear, logical way. All required elements are included and sources are properly cited.	Presentation content reflects a good understanding of the topic, drawing on a range of sources and presented in a coherent fashion. All required elements are included and sources are properly cited.	Presentation content shows an adequate understanding of the topic. Some research effort is evident in locating relevant information and facts. Content is mostly accurate and reasonably organized. May contain some inconsistencies in content or some connections may not be supported. Required elements are included and sources are properly cited for the most part.	Presentation content shows general understanding of the topic. There is limited evidence of research in locating relevant information and facts and/or supporting statements made. Content contains some inaccuracies, inconsistencies, misinterpretations, and/or is somewhat unclear. A required element may be missing and/or some sources may be improperly cited.	Presentation content shows a lack of understanding of the topic. There is inadequate evidence of research and insufficient relevant information and facts. Content is confusing and/or contains frequent inaccuracies. Required elements are missing and/or randomly organized. Sources, if included, generally lack proper citation format.
Presentation Design, Clarity and Organisation (Group grade) LO 1, 2, 4	Visuals are well designed, clear and easy to see/read with appropriate layout and selection of visuals and text on each slide. A consistent theme (or template) is evident throughout to produce a highly cohesive presentation. Basically free from errors (grammar, punctuation, spelling, formatting, etc.) on the slides.	Visuals are effectively designed and clear, including effective layout and selection of text and visuals for the most part. A theme (or template) is evident in the presentation for the most part to produce a cohesive presentation and/or there are minor errors (grammar, punctuation, spelling, formatting, etc.) on the slides.	Visuals are adequately designed and reasonably clear, with fairly good selection of text and visuals. There is evidence of a fairly consistent theme and the presentation is mostly cohesive but with some inconsistencies. Slides contain some errors of grammar, punctuation, spelling, formatting, etc.	Visuals generally include a mix of text and images but not consistently and/or with some lack of visual clarity. Theme (e.g., template) is not consistently evident throughout the presentation and/or there are some errors (grammar, punctuation, spelling, formatting, etc.) on the slides.	Slides generally lack visual appeal and are difficult to read, see and follow. Media, (e.g., images), if used, are rarely cited on each slide. No theme is evident and the presentation appears disjointed rather than unified and/or frequent errors (grammar, punctuation, spelling, formatting, etc.) on the slides
Communication and presentation delivery (group grade) LO 2, 3	Highly effective in delivering a well-polished and well-sequenced oral presentation within the time limit for the group to present (10 minutes total). All group members present and fully engaged. Preparation was strongly evident.	Very effective in delivering the oral presentation demonstrating good communication skills and generally close to the time limit for the group to present (10 minutes total). All group members presented and preparation was evident for the most part.	Somewhat effective in delivering the oral presentation demonstrating average communication skills. Slightly over/under the time limit. Some apparent inequality in contributions from group members, more preparation was needed.	Inconsistent presentation that reflects adequate communication skills, with some confusion regarding meaning and/or oversimplification.	Ineffective in delivering the oral presentation demonstrating below average/poor communication skills. Substantially over/under the time limit to present and/or not all members presented. Lack of preparation was evident.

Assessment Task 3

Critical Reflection

In week 6, you will embark on a major project on the theme of “Liquidity”  that will be submitted in Week 12, that will enable you to further develop the concepts and technical processes introduced in Assessment 1. The brief for this project will be provided on Wattle, and a lecture delivered in Week 6 introducing the project. 

In week 7 you will pitch your ideas and work to refine what your research project is about. Weeks 9-11 will be iterative feedback sessions where you are expected to substantially experiment and test your processes ready to report each week. 

We will look at a range of relevant artists in class, including Hito Steyerl, Jonas Lund, Patricia Piccinini, Sara Oscar, LaTurbo Avedon, Simon Denny, Anne de Vries, Trevor Paglen, Lorna Mills, Eva Papamargariti, Zach Blas, and more.

Value: 50% 

Presentation requirements: You will install and present the work in class in Week 12. Documentation in the form of: a) digital files and b) a 200-word artist statement will also be submitted to Wattle by midnight, 21st May 2024. 

Estimated return date: Marks and feedback will be returned via Wattle on the date of release Semester 1 exam results. 

Hurdle Assessment requirements: Be ready to pitch your ideas in week 7 

Rubric

CRITERIA	HD 80-100	D 70-79	CR 60-69	P 50-59	F 0-49
Independent exploration and application of a range of technical skills LO 1, 2	Outstanding application of well researched techniques/technical skills in support of a closely aligned concept with high quality outcomes.	Highly successful application of technical skills, carefully evaluated and aligned to the concept.	Technical skills are solid but may be applied inconsistently. Some technical errors present that may undermine overall quality of work and/or are not strongly aligned with the concept.	Technical skills are adequate, but may be poorly aligned with chosen concept/form, negatively impacting or distracting from the finished project.	Project reflects a poor grasp of digital imaging skills, shortcuts may have been taken, and impact of work may be seriously undermined by technical errors.
Conceptual Development and Research LO 3, 4	Breadth and depth of ideas generated and explored is extensive, with evidence of steady progress, testing and iterative work clearly used to inform project development. A refined and sophisticated relationship between form and content.	Project reflects critical engagement with project concept, supported by extensive production research, towards an innovative outcome	Project is aligned to the brief, but concept remains undeveloped, reflecting less ambitious production research.	Limited engagement with project brief, concept may be simplistic or highly derivative, reflecting a lack of research and engagement with course content.	Poor engagement with project brief, limited conceptual development reflecting a lack of engagement with course content.
Project resolution and outcome LO 1, 2, 3, 4	Outstanding work that reflects extensive problem solving and attention to detail, with ideas communicated clearly	High quality work that reflects extensive problem solving and attention to detail, with ideas communicated clearly	Good quality work that reflects some problem solving, but could be improved through further iteration or technical detail.	Adequate work that remains somewhat unresolved, requiring further refinement of ideas, imagery, or presentation.	Confusing, unfinished work that is poorly presented.

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