This studio-based course explores a range of experimental approaches to drawing and its relationship to contemporary art practice. Drawing is everywhere – it is a way of describing and making sense of the world, our dreams, emotions and actions. In this studio-based course students work with drawing to develop independent projects that explore drawing as both an autonomous contemporary practice and as a tool and process which informs interdisciplinary approaches to making. Using a range of materials and processes, combined with lectures and seminars, students will work through a series of projects aimed at developing a broader understanding of the extraordinary range of possibilities offered by drawing. Work health and safety (WHS) instruction is an integral component of this course. 

Students may complete this course twice for a maximum credit value of 12 units, provided they enrol in a different topic in each instance/semester. Please note that the course content, assessment structure, and reading list will change depending on the topic and the expertise of the lecturer convening the course. Please refer to the class summary for the specific term in which you wish to enrol for a detailed description.

Topics may include, but are not limited to, the following:

• Drawing Beyond the Line

This course explores interdisciplinary and expanded possibilities of drawing in contemporary art practice. Focusing on process and materiality, projects include experimentation with drawing that is indexical, sculptural, animated, mechanical and kinetic. It introduces students to different modes and meanings of drawing that emerge through unconventional media and methods of mark-making. Studio practice will be tied to research into relevant contextual frameworks introduced in lectures, readings and discussion.

• Narrative and Meaning with Drawing

Learning Outcomes

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

1. demonstrate competency with a range of advancing technical skills in relation to studio area & contemporary art practice; 
2. independently explore the potential of material/s & methods relevant to the studio area and set projects; 
3. recognise and analyse precedents and influences on artistic practice; and 
4. evaluate chosen studio methodologies on the outcomes of studio projects

Field Trips

Occasional excursions may be scheduled throughout the semester.

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 and university equipment for the stated course hours.

The Course 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.

For further information and to Pay Materials and Access Fees go to: https://soad.cass.anu.edu.au/required-resources-and-incidental-fees  

Examination Material or equipment

In addition to the physical presentation of the work students may use a laptop or tablet to present supporting material.

Required Resources

Students are expected to purchase basic art materials for this course, including a notebook / visual diary, pens and pencils. In addition, some projects require students to source their own alternative materials, as outlined in project guidelines.

Costs may be incurred for scheduled excursions.

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:

• Individual feedback in studio class time
• Group critique sessions
• Class discussions
• Via email if requested

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	No in-person class. Asynchronous activity with provided pre-course study & materials packProject 1: Indexical drawing	Independent study contributes towards assessment tasks.
2	Lecture: Project 1 and Course IntroductionStudio practice: Scale and compositionFeedback meetings with lecturer	Independent study and participation in class activities contribute towards assessment tasks.
3	Lecture: Drawing in SpaceProject 1studio critique session	Independent study and participation in class activities contribute towards assessment tasks.
4	Project 2: Drawing in SpaceStudio practice: 3D Tape drawingsFeedback meetings with lecturer	Project 1 dueIndependent study and participation in class activities contribute towards assessment tasks.
5	Studio practice: 2D Tape drawingsFeedback meetings with lecturer	Independent study and participation in class activities contribute towards assessment tasks.
6	Project 2 studio critique sessionProject 3: Research task assigned	Project 2 dueIndependent study and participation in class activities contribute towards assessment tasks.
7	Lecture: Collaborative DrawingProject 4: Independent Work Project (IWP) – Drawing with non-human collaboratorsStudio practice: Wall Drawings	Independent study and participation in class activities contribute towards assessment tasks.
8	TBC: Class visit and curator talk at National Gallery of Australia	Project 3: Research task dueIndependent study and participation in class activities contribute towards assessment tasks.
9	Lecture: Chance and ControlStudio practice: Drawing with non-human collaboratorsIWP proposal feedback meetings	Independent study and participation in class activities contribute towards assessment tasks.
10	Studio practice: IWPFeedback meetings with lecturer	Independent study and participation in class activities contribute towards assessment tasks.
11	Studio practice: Project 4 IWP critique session	Independent study and participation in class activities contribute towards assessment tasks.
12	IWP refinement and feedback meetings	Independent study and participation in class activities contribute towards assessment tasks.
13	Examination Period	Project 4: Independent Work Projects due.

Tutorial Registration

N/A

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Project 1: Indexical Drawing	15 %	18/08/2026	31/08/2026	1, 2, 4
Project 2: Drawing in Space	25 %	04/09/2026	21/09/2026	1, 2, 3, 4
Research Project	15 %	30/09/2026	14/10/2026	2, 3
Major Project: Chance and Control	45 %	05/11/2026	09/12/2026	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 ‘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

Studio teaching time: 4 hours per week

Independent study: 6 hours per week minimum

Students are expected to engage in class exercises and studio practice, mastering skills and techniques. An adventurous, experimental, individual and technically competent approach is encouraged. Personal research is a key requirement in the development of your independent project.

Participation in the weekly classes is essential to fulfilling the learning outcomes of this course. If you cannot attend all of the scheduled classes, please consider a different course.

Examination(s)

All studio work and accompanying documentation is assessed physically. In addition to the presentation of physical work students may upload digital material or a laptop or tablet to present supporting material.

Assessment Task 1

Project 1: Indexical Drawing

This project brings together surfaces, objects, and drawing tools to explore methods of frottage that create an indexical trace of the world around you. Starting with experimentation of multiple surfaces and methods, you will then develop your investigation by refining selected techniques into a resolved body of work that conceptually responds to the context it references. 

Assessment will take place in Week 4. After the critique session in Week 3 you can leave your work up and/or make any adjustments before it is assessed in Week 4. Your physical work should be installed as a final series of work on the wall along with all your experiments and work in progress on tables. Extra supporting material should include a 100-word artist statement, and any other research, notes or tests that contributed to your project. Supporting material can be submitted physically (eg. visual diary, printed statement) or digitally (documents uploaded to canvas). 

Due: Week 4

Value: 15%

Rubric

Criteria	HD	D	CR	P	F
Frottage technique and material experimentation Iterative use of media and surfaces to develop indexical mark making ?(LO1, 2)	Extensive investigation of frottage (40+ pieces) made by experimenting and innovating with multiple surfaces, tools, and paper at various scales.  Continuous testing, analysis, and repetition demonstrates thorough exploration and refinement of the process.	A large number (20+) of frottage pieces are made using a range of surfaces, tools, and paper. Testing, analysis, and repetition demonstrates exploration of the process, with room for refinement.	The student creates frottage work from less than ten surfaces with a limited selection of materials. Willingness to try difference surfaces and materials, but evidence of analysis and iteration is lacking.	Frottage drawings are made from less than 3 different surfaces using basic drawing materials. Minimal evidence of testing, analysis, or repetition to explore the process.	Incomplete or missing work. Little or no experimentation. Minimal understanding of materials and technique.
Composition and context Consideration of scale, format, and context to create an intentional series of work  ?(LO1, 2, 4)	The relationships between different elements are deeply considered to plan resolved compositions. The series conceptually responds to the context it references in sophisticated ways. Experimentation with different formats and scales informs careful selection of pieces to build a cohesive body of work.	The relationships between different elements are considered when planning compositions. The series conceptually responds to the context it references. Experimentation with different formats and scale is evident. Works are selected to build a series.	The relationships between different elements of compositions are considered but inconsistent. A predefined idea rather than experimentation guides decision-making around format and scale. A series of works is presented, with room to be more selective.	The work presented is unresolved due to limited consideration of composition and a lack of experimentation with the relationship between different elements of the work.	The series presented is incomplete and/or does not consider composition.
Independent study  Documentation of independent exploratory practice  (LO1, 2, 4)	Documentation of work in progress includes tests, notes and reflections, demonstrating thorough independent exploratory practice that influences final works.	Documentation of work in progress includes tests, notes and reflections, demonstrating consistent independent exploratory practice.	Documentation of work in progress demonstrates a reliance on predetermined ideas rather than independent exploration.	Documentation of work in progress demonstrates minimal independent exploration.	Exploratory practice to develop final works is not documented.
Studio contributions Participation in class activities (LO1, 2, 4)	The student contributes carefully constructed feedback to peers’ works. Feedback is acted on and evaluated for project development.	The student contributes constructive feedback to peers’ works when prompted. Feedback is listened to and considered.	The student attends but does not actively contribute to critique sessions. Feedback is listened to but may not be considered or tested.	The student is often absent from class. Feedback is avoided or not considered.	The student does not attend class.

Assessment Task 2

Project 2: Drawing in Space

Project 2: Drawing in Space

This project explores the concept of ‘Drawing in Space’ through two activities that encourage you to reconsider drawing as a dynamic and spatial practice that engages with sensory, spatial and material conditions. The first part of this project will expand drawing beyond the boundaries of the page by using tape as three-dimensional linework. You will then reinterpret the spatial drawing back into a two-dimensional collage or work on paper informed by creative documentation. 

Assessment will take place in Week 6. After the critique session in Week 6 you can leave your work up and/or make any adjustments before it is assessed. Your physical work should be installed as a final series of work on the wall along with all your experiments and work in progress on tables. Extra supporting material should include a 100-word artist statement, and any other research, notes or tests that contributed to your project. Supporting material can be submitted physically (eg. visual diary, printed statement) or digitally (documents uploaded to canvas). 

Due: Week 6

Value: 25%

Rubric

Criteria	HD	D	CR	P	F
Spatial engagement Experimentation with materials to expand three-dimensional line work into an installation space (LO1, 2, 4)	Materials are used in inventive ways to expand drawing into three-dimensional space. The materiality of the line is fundamental to the process and drives experimentation. An installation space is actively sought out for its specific effect and contribution to the work and is deeply integrated into its production.	Materials are used creatively to expand drawing into three-dimensional space. The materiality of the line informs parts of the drawing process. An installation space is chosen for how it will affect and contribute to the work, but the relationship between drawing and space is not fully integrated.	Introduced material approaches are used to expand drawing into three-dimensional space. The materiality of the line is not vital to the drawing process. An installation space is chosen without considering how it will affect and contribute to the work and remains separate to the production of the work.	The work has potential to expand drawing into three-dimensional space. The materiality of the line is not considered. The installation space is used without understanding how it will affect and contribute to the work and is not considered part of the work.	The potential to expand drawing into three-dimensional space is not explored or engaged with. The work is not installed adequately. A relationship between drawing and space is not recognised.
Creative recording and reinterpretation Translation of three-dimensional installation into two-dimensional  work on paper (LO1, 2, 4)	The installation is recorded in a large variety of ways (photos, sketches, video, and more). One or more of these techniques informs the development of a new two-dimensional interpretation in ways that expand and deepen understanding of drawing and space.	The installation is recorded using a variety of techniques (photos, sketches, video). Documentation informs the development of a two-dimensional interpretation that relates to ideas of drawing and space.	The installation is recorded using more than one technique. Documentation is used to produce a two-dimensional interpretation, but the connection between the installation and the work on paper is not fully developed.	The installation is recorded using a single technique. A two-dimensional interpretation is attempted, but it does not demonstrate a meaningful connection to the original installation or understanding of drawing and space.	The installation is not adequately recorded. A two-dimensional interpretation is not produced or does not relate to the installation.
Independent study  Documentation of independent exploratory practice  ?(LO1–4)	Documentation of work in progress includes tests, notes and artist references, demonstrating thorough independent exploratory practice that influences final works.	Documentation of work in progress includes tests, notes and artist references, demonstrating consistent independent exploratory practice.	Documentation of work in progress demonstrates a reliance on predetermined ideas rather than independent exploration.	Documentation of work in progress demonstrates minimal independent exploration.	Exploratory practice to develop final works is not documented.
Studio contributions Participation in class activities ?(LO1–4)	The student contributes carefully constructed feedback to peers’ works. Feedback is acted on and evaluated for project development.	The student contributes constructive feedback to peers’ works when prompted. Feedback is listened to and considered.	The student attends but does not actively contribute to critique sessions. Feedback is listened to but may not be considered or tested.	The student is often absent from class. Feedback is avoided or not considered.	The student does not attend class.

Assessment Task 3

Research Project

In this task you will select and research an example of experimental drawing in contemporary art at the National Gallery of Australia. You will be assessed on an in-person 5-minute presentation at the Gallery in Week 8.

Due: Week 8

Value: 15%

Rubric

Criteria	HD	D	CR	P	F
Contextual awareness ?Identify and reflect on examples of experimental drawing practice within contemporary art (LO 3, 4)	Examples of experimental drawing practice are independently identified from a range of sources. Artworks are analysed and evaluated to inform a critical reflection contextualised by a broader framework of contemporary art.	Examples of experimental drawing practice are independently identified from a range of sources. Artworks are analysed and reflected on with links drawn to other contemporary artworks.	Examples of experimental drawing practice are introduced to the student rather than independently identified. Artworks are described rather than analysed to form basic reflections. There is limited understanding of how examples are related to a contemporary art framework.	Examples of experimental drawing practice need to be introduced to the student. Artworks are described but not reflected on. An understanding of how examples are related to a contemporary art framework is not demonstrated.	The student does not identify or reflect on examples of experimental drawing practice.
Research and engagement Reflect on relevant theoretical and philosophical framework (LO 3)	A range of relevant material including journal articles, essays, podcasts, interviews are referenced to build a comprehensive review of the topic.	Relevant material including journal articles, essays, podcasts, interviews to explore the general topic.	The student looks only to familiar sources for theoretical material. References are unrelated to the topic.	The student is not familiar with relevant theoretical material. References are unrelated to the topic.	There is no evidence of engagement with theoretical material.
Research-informed analysis ?Explain research and articulate a position on a topic (LO 3, 4)	The student clearly articulates their research in detail. Responses to questions indicate well-formulated positions on the topic.	The student clearly articulates broad research. Responses to questions indicate thought out positions on the topic.	The student can explain their research. Responses to questions indicate that a position on the topic is still developing.	The student can speak about their research but explanations are unclear. Responses to questions indicate an unformed position on the topic.	The presentation does not explain research.
Academic referencing Use academic referencing where required ?(LO 3)	Academic referencing is used correctly.	Academic referencing is used correctly, with some mistakes.	Academic referencing requires further attention to the style guide.	Academic referencing is inconsistent.	Academic referencing is not used.

Assessment Task 4

Major Project: Chance and Control

Project 4: Independent Work Project – Chance and Control

This project identifies and works with the intersection of chance and control in experimental drawing. 

We will begin with a group activity to create one of Sol LeWitt’s instructional wall drawings. Then, you will experiment in creating work with a ‘non-human collaborator’ – a tool, material, or process that guides the production of the work in ways you cannot fully control. 

You will use this investigation to develop a proposal for an Independent Work Project (IWP). This is an opportunity for you to further refine techniques and ideas introduced in class through a self-directed exploration of a concept and approach related to chance and control. While there is significant room for experimentation, you should also develop parameters to direct the process toward resolved and meaningful works.

Assessment will take place in the ANU Examination period. Your physical work should be installed as a final series of work on the wall along with all your experiments and work in progress on tables. Extra supporting material should include a 100-word artist statement, and any other research, notes or tests that contributed to your project. Supporting material can be submitted physically (eg. visual diary, printed statement) or digitally (documents uploaded to canvas). 

Due: Examination period

Value: 45%

Rubric

Criteria	HD	D	CR	P	F
Collaborative drawing Develop an understanding of agency within collaborative drawing processes (LO1, 2)	Collaborative tasks are initiated and completed to explore varying roles and forms of agency in the drawing process. Reflection on tasks leads to an understanding of shared agency that informs original drawing methodologies.	Collaborative tasks are engaged with to explore varying roles and forms of agency in the drawing process. Reflection on tasks leads to an understanding of shared agency that informs further experiments.	Participation in collaborative tasks is inconsistent, resulting in limited explorations of the varying roles and forms of agency in drawing. An understanding of shared agency will benefit from further reflection on the process.	There is minimal participation in collaborative tasks. Explorations and/or understanding of the varying roles and forms of agency in drawing is not clearly demonstrated.	The student does not demonstrate an understanding of agency within collaborative drawing processes.
Self-directed planning Plan and produce a body of work in response to a project brief ?(LO1, 2, 4)	The aims, process and intended outcomes of the work are planned in detail and carried through.	The aims, process and intended outcomes of the work are well thought through.	The aims, process and intended outcomes of the work are not planned in advance.	The student responds to the project brief without planning the aims, process or intended outcomes of the work.	The student does not plan or produce an independent project.
Conceptual engagement Connect studio practice to a conceptual framework (LO2, 3, 4)	The student works independently to identify and research an original approach to the project brief. The body of work closely interweaves a concept into studio practice.	The student works independently to identify a relevant approach to the project brief. The body of work effectively translates a concept through studio practice.	The student relies on guidance to develop an appropriate approach to the project brief. The body of work is developing a connection between a concept and studio practice.	The body of work presents a concept that is unconnected to studio practice.	There is no conceptual framework to the project.
Independent study  Documentation of independent exploratory practice  ?(LO1–4)	Documentation of work in progress includes tests, notes and artist references, demonstrating thorough independent exploratory practice that influences final works.	Documentation of work in progress includes tests, notes and artist references, demonstrating consistent independent exploratory practice.	Documentation of work in progress demonstrates a reliance on predetermined ideas rather than independent exploration.	Documentation of work in progress demonstrates minimal independent exploration.	Exploratory practice to develop final works is not documented.
Studio contributions Participation in class activities ?(LO1–4)	The student contributes carefully constructed feedback to peers’ works. Feedback is acted on and evaluated for project development.	The student contributes constructive feedback to peers’ works when prompted. Feedback is listened to and considered.	The student attends but does not actively contribute to critique sessions. Feedback is listened to but may not be considered or tested.	The student is often absent from class. Feedback is avoided or not considered.	The student does not attend class.

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

Where necessary, online submission will be facilitated through Canvas .

Hardcopy Submission

All studio work and accompanying documentation is physically presented and assessed except where otherwise stated. Please note that in the event of implementing Covid safe work practices such as working from home, it may be necessary for student work to be documented and uploaded for remote assessment.

Late Submission

Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Returning Assignments

Students will take work with them following assessment.

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

N/A

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