What makes works of art special? Is it because they are unique, original, or rare? What about works of art that are multiple rather than singular: copies, casts, serials, sets, mechanical reproductions and digital works? How then might these multiples encourage us to engage with art differently? This course addresses these questions through a historical, theoretical, and technical investigation of multiples. You will explore diverse ways of making and circulating art, and consider how the meaning, impact and value of art works is affected by multiplication. The course will be delivered with a combination of lectures, seminars and field trips. You will engage with studios and workshops at the School of Art and Design, collections of Canberra’s national cultural institutions, and the historical and theoretical expertise of the Centre for Art History and Art Theory to investigate the cultural and historical contexts of multiple works of art and design.

Learning Outcomes

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

1. distinguish and understand the historical development of technical processes for multiples;
2. understand the theories relating to multiples, sets, analogue and digital copies;
3. be familiar with the place of multiple works of art and design historically;
4. research, access, and critically evaluate information on multiples; and
5. speak and write with confidence on multiple works of art and design.

Recommended Resources

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

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

Staff Feedback

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

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

Student Feedback

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

Class Schedule

Week/Session	Summary of Activities	Assessment
1	2 x 1 hour lecture + 1 x 1hour tutorialOriginals and Multiples Course Overview and Terminology
2	2 x 1 hour lecture + 1 x 1hour tutorialInterpreting the Object Collection, Context, Value
3	2 x 1 hour lecture + 1 x 1hour tutorialEarly Photography Seals and Coins
4	2 x 1 hour lecture + 1 x 1hour tutorialEarly Printmaking in Asia Religious Icons
5	2 x 1 hour lecture + 1 x 1hour tutorialPhotographySeeing Double	Assessment 1 Due Friday 11:59pm, 22 August 2025.
6	2 x 1 hour lecture + 1 x 1hour tutorialCeramics in AsiaSculptures and Casts
7	2 x 1 hour lecture + 1 x 1hour tutorialHistory of Relief PrintmakingAustralian Relief Prints
8	2 x 1 hour lecture + 1 x 1hour tutorialHistory of Intaglio PrintmakingAustralian Intaglio Prints
9	2 x 1 hour lecture + 1 x 1hour tutorialHistory of Planographic PrintmakingAustralian Planographic Prints
10	2 x 1 hour lecture + 1 x 1hour tutorialPrinting Making Activity	Assessment 2 Due Friday 11:59pm, 10 October 2025.
11	2 x 1 hour lecture + 1 x 1hour tutorialArtists' BooksZines
12	2 x 1 hour lecture + 1 x 1hour tutorialChallenging the MultipleDigital Art
13	Exam Period	Assessment 3 Due Wednesday 11:59pm, 29 October 2025

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
Creative interpretation exercise – field notes and analysis	20 %	22/08/2025	1,3,4,5
Theoretical essay	50 %	10/10/2025	1,2,3,4,5
Exhibition Proposal	20 %	29/10/2025	2,3,4,5
	10 %	*	1,2,3,4,5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Extenuating Circumstances Application
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘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

10% of the overall grade is participation. This involves actively and thoughtfully participating in class activities and discussions, and responding to readings and reading questions.

Assessment Task 1

Creative interpretation exercise – field notes and analysis

This assessment takes the form of a 1000 word paper. 

Students select an experimental method of analysis and apply it to the interpretation of one ‘multiple’ artwork of their choosing. 

Value: 20%

SEE RUBRIC FOR THEORETICAL ESSAY

Assessment Task 2

Theoretical essay

This assessment takes the form of a 2000 word paper. 

Students will be required to demonstrate the art historical value of using an artwork's multiple nature to inform interpretation.

Value: 50%

Rubric

CRITERIA	FAIL	PASS	CREDIT	DISTINCTION	HIGH DISTINCTION
RESEARCH AND KNOWLEDGE LO 1,2,3,4	Little indication of research drawing on formal, scholarly material. Little knowledge of major themes. Does not include a bibliography.	Adequate range of research sources. Relies on internet sites (blogs, journalism, aggregators) rather than scholarly publications. Adequate understanding of the topic.	Good range of references but missing key sources. Shows understanding of key research issues in the essay question but tends towards overview rather than reflective engagement.	Wide range of sources, including peer reviewed journals, but missing some key authors. Thorough knowledge of the major issues and perceptive analysis of major points. Uses research sources to develop and drive an argument.	Thoroughly researched, consulting all the major sources, including peer reviewed journals, principle monographs and exhibition catalogues. Sophisticated understanding of the major issues and awareness of complexities. Uses research sources to develop an independent argument.
ARGUMENT LO 1,2,3,4	Lacks any argument and does not address the terms of the essay question.	The terms of the question are addressed but argument tends to observation and impression. Does not develop an independent perspective on the topic. Argument is not forcefully stated or developed.	Clearly stated argument which addresses the terms of the question purposefully. Argument developed in a systematic structure of proposition, evidence and conclusion. Argument tends to report or summarise opinion.	Strong argument that presents a wide range of convincing points. The argument is proposed directly and is consistently addressed. Argument developed in a systematic structure of proposition, evidence and conclusion.	Highly sophisticated and lucid argument that addresses the essay question comprehensively and insightfully. The argument develops an independent perspective on the question, supported by astute use of evidence and analysis.
VISUAL ANALYSIS LO 1,2,3,5	Does not discuss relevant art works. Limited number of art works discussed.	Includes a suitable choice of images with a basic analysis. Visual analysis tends to be illustrative, without argumentation and elaboration.	Suitable choice of images with purposeful visual analysis. Visual analysis directly supports the development of argument (as proposition and evidence).	Suitable choice of images with close attention to visual analysis. Visual analysis astutely integrated into the overall argument, consistently initiating and propelling an address to the essay question.	Excellent choice of images, with highly perceptive visual analysis. Visual analysis integrated into the overall argument in a compelling and seamless manner.
ORGANISATION LO 1,4,5	Does not directly address the essay question. Little or no structure of argument and analysis. Disconnected observations, impressions or reporting of material.	A simple arrangement of ideas into a basic address to the question. Key components (introduction, statement of argument, analysis, conclusion) may be missing or out of balance. Usually remains focused on the topic.	Clear organisation of ideas, with key components (introduction, statement of argument, analysis, conclusion) evident. Remains focused on the topic. May be some imbalance or disconnection of elements (e.g. over-long introduction, buried thesis, sudden shifts of topic). Good use of paragraphing.	Strong organisation with a purposeful structure, direct statement of argument, systematic progress through evidence towards conclusion. A sense, in introduction and conclusion, that the author has an agenda. Effective use of paragraphing and topic sentences to propel the essay from introduction through to conclusion.	Excellent organisation. Extremely logical paragraphs with highly effective use of topic sentences. Engaging and highly effective introduction and conclusion.
WRITING LO 5	Poorly written with many spelling and grammatical errors.	Adequately written essay. Usually correct grammar and spelling.	Well written essay. Usually correct grammar and spelling.	Fluently written essay. Minimal grammatical and spelling errors.	Highly articulate and written in an eloquent style. Comprehension enhanced by grammar and spelling.
REFERENCING LO 4	Inadequate referencing. Images inadequately labeled.	Adequate referencing and image labeling but with some mistakes and inconsistencies. Use of the Chicago Style Manual and footnotes.	Good referencing and image labeling with few mistakes. Use of the Chicago Style Manual and footnotes.	Careful referencing and image labeling with almost no mistakes. Use of the Chicago Style Manual and footnotes. Effective use of quotations.	Meticulous referencing and image labeling. Use of the Chicago Style Manual and footnotes. Excellent and balanced use of quotations.

Assessment Task 3

Exhibition Proposal

This assessment takes the form of a 1000 word exhibition proposal. 

Students will write a proposal for an exhibition that celebrates the art of the multiple. 

Value: 20%

Rubric

CRITERIA	FAIL	PASS	CREDIT	DISTINCTION	HIGH DISTINCTION
Does the proposal have a clearly articulated curatorial rationale that responds to the set scenario? LO 4	No curatorial rationale is articulated, or it is very limited and/or incomplete.	Curatorial rationale is either underdeveloped or unclear. Very limited or unclear response to set scenario.	Curatorial rationale is well articulated and includes clear response to the set scenario. Could be developed with greater nuance and/or attention to detail.	Curatorial rationale is very well conceived and articulated. Connections and responses to set scenario are thoughtfully considered and well developed.	Curatorial rationale is extremely well conceived and compellingly articulated. An imaginative and/or highly informed response to scenario.
Does the proposal demonstrate why its chosen artworks support the curatorial rationale? LO 1,2,3,4	No clear demonstration of how chosen artworks fit the curatorial rationale.	Some connections made between chosen artworks and curatorial rationale, but unclear or underdeveloped.	Clearly articulates how chosen artworks fit and develop the curatorial rationale. Could be developed more critically, or could show greater depth/breadth of artwork choice.	Clearly and critically articulates why artworks have been chosen and how they support the curatorial rationale.	Clearly, critically & compellingly articulates why artworks have been chosen and how they support the curatorial rationale. Artwork choice is sophisticated and highly informed.
Does the proposal engage with current exhibition debates and discourse? LO 1,2,3	No evidence of engagement with relevant exhibition culture or history.	Some evidence of engagement with relevant exhibition culture and history.	Solid engagement with relevant exhibition culture and history.	Considered and informed engagement with relevant exhibition culture and history. Includes examples of exhibitions that relate to the given theme.	A sophisticated, critical and informed engagement with relevant exhibition culture or history. Includes examples of exhibitions that relate to the given theme. Evidence of a critical engagement and evaluation of key exhibitions of relevance.
Is the proposal well written and well researched? LO 4,5	Poorly written with spelling and grammatical errors. Poorly structured. No references.	Adequately written. Usually correct grammar and spelling. Adequate referencing.	Well written essay. Usually correct grammar and spelling. Good referencing.	Well written essay. Usually correct grammar and spelling. Good referencing.	Highly articulate and written in an eloquent style. Comprehension enhanced by grammar and spelling. Meticulous referencing.

Assessment Task 4

Rubric

CRITERIA	FAIL	PASS	CREDIT	DISTINCTION	HIGH DISTINCTION
Does the proposal have a clearly articulated curatorial rationale that responds to the set scenario? LO 4	No curatorial rationale is articulated, or it is very limited and/or incomplete.	Curatorial rationale is either underdeveloped or unclear. Very limited or unclear response to set scenario.	Curatorial rationale is well articulated and includes clear response to the set scenario. Could be developed with greater nuance and/or attention to detail.	Curatorial rationale is very well conceived and articulated. Connections and responses to set scenario are thoughtfully considered and well developed.	Curatorial rationale is extremely well conceived and compellingly articulated. An imaginative and/or highly informed response to scenario.
Does the proposal demonstrate why its chosen artworks support the curatorial rationale? LO 1,2,3,4	No clear demonstration of how chosen artworks fit the curatorial rationale.	Some connections made between chosen artworks and curatorial rationale, but unclear or underdeveloped.	Clearly articulates how chosen artworks fit and develop the curatorial rationale. Could be developed more critically, or could show greater depth/breadth of artwork choice.	Clearly and critically articulates why artworks have been chosen and how they support the curatorial rationale.	Clearly, critically & compellingly articulates why artworks have been chosen and how they support the curatorial rationale. Artwork choice is sophisticated and highly informed.
Does the proposal engage with current exhibition debates and discourse? LO 1,2,3	No evidence of engagement with relevant exhibition culture or history.	Some evidence of engagement with relevant exhibition culture and history.	Solid engagement with relevant exhibition culture and history.	Considered and informed engagement with relevant exhibition culture and history. Includes examples of exhibitions that relate to the given theme.	A sophisticated, critical and informed engagement with relevant exhibition culture or history. Includes examples of exhibitions that relate to the given theme. Evidence of a critical engagement and evaluation of key exhibitions of relevance.
Is the proposal well written and well researched? LO 4,5	Poorly written with spelling and grammatical errors. Poorly structured. No references.	Adequately written. Usually correct grammar and spelling. Adequate referencing.	Well written essay. Usually correct grammar and spelling. Good referencing.	Well written essay. Usually correct grammar and spelling. Good referencing.	Highly articulate and written in an eloquent style. Comprehension enhanced by grammar and spelling. Meticulous referencing.

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. 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.

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 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