This advanced research seminar provides students the opportunity to study the topics of current research by staff and associates of the Centre for Art History and Art Theory. The topic of the seminar will change each semester to align with the course convenor's work, allowing students to develop professional research skills, by aligning their study and assessments with the course convenor's expertise.

Learning Outcomes

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

1. evaluate a subfield of art history and curatorial studies in relation to its historiography and public discourse;
2. design a professional research project;
3. question how to make a substantive contribution to research; and
4. work collaboratively to a professional standard as part of a research team.

Research-Led Teaching

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

Field Trips

There will be field trips in Week 4 and Week 12 to the Australian War Memorial.

Additional Course Costs

n/a

Examination Material or equipment

n/a

Required Resources

n/a

Recommended Resources

n/a

Staff Feedback

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

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

Student Feedback

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

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Excavating the Archive: Artistic and Curatorial Practices of Memory and Reimagination Introduction and overview of the course
2	Introduction to the Australian War Memorial Lecture: Anthea Gunn, Curator
3	Artists and History. Memory and Reimagination I
4	Site visit Australian War Memorial
5	Artists and History. Curatorial propositions
6	Artists and History. Memory and Reimagination II	Submission of Task 1, Initial proposal draft
7	Artists and History. Audience Engagement,Draft feedback sessions with staff, AWM
8	Artists and History. The commissioned artist.
9	Artists and History. Memory and Reimagination III
10	Artists and History. Memory and Reimagination IV
11	Individual and Peer Feedback on Research Presentation
12	Presentation of Final Projects, Australian War Museum	Submission of Task 2 [Curatorial Project Proposal Presentation]
13	Exam Period	Submission of Task 3 [Final Curatorial Project Proposal]

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
Curatorial Research Proposal [Draft Assignment]	30 %	28/08/2025	1,2,3
Group presentation	20 %	30/10/2025	2,3,4
Final Curatorial Project Proposal	50 %	06/11/2025	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

Participation will be assessed for each student on an individual basis according to the level of engagement they demonstrate in class, measured not only by their attendance but also by the extent to which their contribution to group discussions shows an understanding of key issues in contemporary artistic practice as well as an ability to link those issues to broader debates.

Examination(s)

There are no examinations for this course.

Assessment Task 1

Curatorial Research Proposal [Draft Assignment]

Curatorial Research Proposal [Draft Assignment]

Assessment task 1 is a proposal for the final major project, which will creatively and critically propose an curatorial, art historical or communication proposal for the Australian War Memorial. Students will work in groups (up to four people per group) to develop their project ideas, however they will write and submit individual proposals for Assessment task 1. The proposal should include their own individual contribution to the project, and how that will support the project's broader goals.

A template for Assessment task 1 will be provided on Canvas to help scaffold the proposal and project development. It should address the following sections:

Project description

Use brief, simple language to describe what you plan to do. This should present a compelling, engaging introduction to your project and your ideas.

Project goals and objectives

Describe what the project's goals and objectives are, and why they are important. The goals can be empirical, analytical and/or creative (strong projects may include a range of different types of goals)

Theoretical background

What are the most important theories and concepts (from across art history and curatorial studies) that will inform your project? How will your project apply and engage with these theories? You should draw on texts from the course, supplemented with independent research.

Methodology

Provide a plan of what you plan to do, and what methodologies you plan to use. Clearly articulate why your chosen methodology will help you achieve your goals. This could include a timeline to completion and/or a research plan. For those working in a team, your methodology section should clearly indicate what your role will be, and how you will collaborate with team members and group resources.

Statement of contribution

Explain how and why your project will contribute to the public programming of the Australian War Memorial.

Potential risks and challenges

Are there any potential risks or challenges that you can foresee for your project or your group? What strategies might you use to resolve them, if needed?

Students will receive individual feedback on their proposal that they can use to refine and develop their final group project.

Wordcount: 1500 words

Value: 30%

Due Date: 28th of August

Rubric

CRITERIA	FAIL	PASS	CREDIT	DISTINCTION	HIGH DISTINCTION
Project description LO2	The proposal lacks a coherent practical structure, and the project description appears unfocused and underdeveloped in terms of clarity.	The project lacks a clearly defined framework and remains overly generalised. Further refinement is needed to enhance its clarity, practical relevance, and specificity.	The proposal presents a solid foundational framework with clear potential for further development. However, the project description would benefit from improved clarity, conciseness, and a more focused articulation of its practical implementation.	The proposal articulates a focused and feasible framework, supported by a clear and concise project description.	The proposal presents an original, realistic, and well-focused framework, conveyed through a clear, concise, and persuasive project description.
Project goals and objectives LO2	The proposal lacks clearly defined goals and objectives, and does not demonstrate adequate engagement with the AWM	The goals and objectives demonstrates a basic level of engagement, employing a limited range of strategies, capacities, and formal elements. However, it would benefit from further development and deeper critical exploration.	The goals and objectives demonstrate some engagement with relevant theories and engagement with the AWM though this connection could be further developed. While the goals and objectives are articulated, they lack clarity and would benefit from more precise formulation.	The goals and objectives demonstrate some engagement with relevant theories and engagement with the AWM though this connection could be further developed. While the goals and objectives are articulated, they lack clarity and would benefit from more precise formulation.	The goals and objectives demonstrate an advanced and insightful use of relevant theories and engagement with the AWM.. The goals and objectives are articulated with creativity and critical depth, while remaining realistic and achievable.
Contextual Framework LO 1, 2	Demonstrates little to no understanding of theories and concepts that are relevant to the proposal. Analysis of theoretical background is insufficient and poorly developed.	Demonstrates limited understanding of theories and concepts that are relevant to the proposal. Key references may be missing. Limited analysis of key theoretical concepts/issues.	Demonstrates a solid understanding of some key theories and concepts that are relevant to the proposal. Analysis of key theoretical concepts/issues could be developed in more depth.	Demonstrates a very good understanding of key theories and concepts that are relevant to the proposal. Provides informed analysis of key theoretical concepts/issues.	Demonstrates a comprehensive understanding of key theories and concepts that are relevant to the proposal. Provides independent and original analysis of key theoretical concepts/issues.
Methodology LO 2	Project plan is unclear, illogical or unrealistic. It is not clear what they project is, and what methodologies will be employed. Project goals and methods are insufficiently linked.	Logic and planning of project needs improvement. More consideration needs to be given to feasibility, timeline and workflow. Unclear how methodologies will support the project's goals.	A solid project plan is included, but it needs development and clarity. More consideration needs to be given to feasibility, timeline and workflow. Proposed methodologies may not be fully feasible, relevant, or thoroughly thought through. Stronger arguments need to be made about how the chosen methodologies will support the project's goals.	A strong argument, supported effectively with critical analysis. A good project plan is included, which can be refined further. Consideration is given to feasibility, timeline and workflow. Proposed methodologies are realistic and relevant. The applicability and suitability of the methodologies are argued for well. Good connections made to project goals.	An excellent, realistic project plan is included. Strong consideration is given to feasibility, timeline and workflow. Proposed methodologies are imaginative, realistic and relevant. The applicability and suitability of the methodologies are convincingly argued for. Very good connections made to project goals.
RESEARCH LO1, LO2, LO3	No evidence of independent and informed research.	Little evidence of independent and informed research, relying on untrustworthy sources.	Solid evidence of independent and informed research, drawing on a good range of relevant and trustworthy sources.	Clear evidence of independent and informed research, drawing on a wide range of relevant and trustworthy sources to support the argument.	Clear evidence of sophisticated and discerning research, making use of a diversity of relevant and trustworthy sources to support and enrich the argument.
STRUCTURE LO2	Little to no structure.	Adequate structure, but lacking clarity and purpose.	Good overall organisation, with some lapses in clarity.	Very good organisation and structure.	Excellent organisation and structure.
WRITTEN EXPRESSION LO2	Poorly written with spelling and grammatical errors throughout.	Adequately written, with some errors in grammar and spelling.	Well written and usually correct grammar and spelling.	Fluently written with minimal grammatical and spelling errors.	Highly articulate, written in an eloquent style with very few grammatical and spelling errors.

Assessment Task 2

Group presentation

Students will present their final project as a group to the class and staff at the AWM in the final week of semester, using feedback to develop their proposal and following the structure of Exhibition Proposals at the AWM. (An example will be provided on Canvas and discussed in class.) Presentations will be maximum 10 minutes in length, and will be assessed as a group. Students are encouraged to use audio-visual materials in their presentation, but they must discuss any specific requirements with the course convener in advance of Week 12. Groups will upload presentation slides to Canvas after class.

Time limit: 10 minutes (equiv. to approximately 1,000 words)

Value: 20%

Due Date: 30th of October

Rubric

CRITERIA	FAIL	PASS	CREDIT	DISTINCTION	HIGH DISTINCTION
Articulates project goals and outcomes in an effective and engaging manner LO 2, 3, 4	Fails to clearly describe and present the final project for the audience. Little to no articulation of the goals and/or outcomes of the project, and their relationship.	Presentation of the final project is limited and/or unclear at points. Doesn't sufficiently articulate the goals and/or outcomes of the project, and their relationship.	Describes the final project, but clarity of presentation may fall down at points. Outlines the projects goals and/or outcomes, but doesn't make enough critical connections between the two.	Presents the final project in a way that is clear and engaging. Clearly outlines what the project's goals were, and considers how the project's final outcomes realised or diverged from its goals.	Presents the final project in a way that is sophisticated and highly engaging. Clearly outlines what the project's goals were, and intelligently analyses how the project's final outcomes realised or diverged from its goals.
Reflects on how the final project responds to key themes of the course LO 1, 2, 3, 4	Fails to reflect on how the final project responds critically to key themes/topics of the course.	May identify one or more key theme/topic of the course, but doesn't effectively reflect on how the final project responds to it.	Reflects on how the final project responds to at least key theme of the course. Could be done with more depth or rigour.	Reflects carefully and precisely on how the final project responds to key themes of the course.	Reflects critically and analytically on how the final project responds to key themes of the course.
Demonstrates engagement with the AWM and contributions to their overall programming LO 1, 2, 3, 4	Presentation gives no sense of what the contributions are .	Presentation gives some sense of what the contributions are, but is not clearly anchored in the remit of the AWM.	Presentation gives a clear sense of the contribution, and is anchored in the remit of the AWM.	Presentation gives a very good sense of an innovative contribution with potential to engage new audiences.	Presentation gives a highly developed sense of an innovative contribution with an described potential around how to engage new audiences.
Structure and duration of presentation LO 4	Lacking any significant structure or organisation. Does not keep to time	Adequately structured but needs work. Does not use time effectively.	Effective presentation, but structure could convey ideas more clearly. May not keep to time or use time effectively.	Effective presentation, but structure could convey ideas more clearly. May not keep to time or use time effectively. Very effective, clear and well structured presentation. * Keeps to time.	Extremely effective, imaginative and well structured presentation. Keeps to time.
POTENTIAL LIMITATIONS LO2, LO3	No attempt to identify the potential limitations or challenges of the project.	Identifies some limitations or challenges, but only in a brief and cursory manner.	Identifies several relevant limitations and challenges, though could have further elaborated the strategies proposed to address them.	Clearly identifies a range of relevant limitations and challenges as well as potential strategies to address them.	Clearly and effectively identifies a wide range of relevant limitations and challenges, with potential strategies to address and overcome them.

Assessment Task 3

Final Curatorial Project Proposal

For the final task, students will be invited to develop their ideas to a full Project Proposal in the style following professional curatorial proposals. The project should responds to the art-historical, theoretical, and artistic themes discussed throughout the course, and be tailored for the specific context of the Australian War Memorial. The goal of this assignment is to critically engage with how the Australian War Memorial can diversity its exhibition programme and audience base in response to the cultural and demographic shifts taking place in contemporary Australia.

Students will be assessed both on their ability to effectively convey the connection between the selected issue(s), the artistic use of certain materials, and a relevant theoretical framework; and on their ability to align with the conventions and aims of the chosen writing style. This summative project will build on the formative project proposal undertaken in Assessment Task 1, and the feedback received during Task 1 and Task 2. Groups are expected to meet with the course convener in the second half of semester, in order to receive further feedback and to give updates on the project's progress.

Students will collaborate in groups of up to four people per group. If a student prefers to complete the task individually (not in a group) this is also possible.

Wordcount: 3000 words

Value: 50%

Due Date: 6th of Nov

Rubric

CRITERIA	FAIL	PASS	CREDIT	DISTINCTION	HIGH DISTINCTION
RESEARCH LO1, LO2	No evidence of research or close engagement with the chosen topic.	Adequate range of sources but many of these are not trustworthy; engagement with the topic is adequate but misses key points.	Draws on a good range of relevant and trustworthy sources but overlooks key references; engagement is good, showing an evident familiarity with key points.	Draws on a wide range of relevant and trustworthy sources, including the key texts, and shows thorough knowledge of main points with a perceptive analysis.	Thoroughly researched, consulting all the major sources, with a high level of understanding of the key issues and awareness of complexities.
INNOVATION AND ENGAGEMENT LO1, LO3	No evidence of innovation or critical engagement.	Sound attempt to explore an innovative area and engage with the chosen topic.	A clearly stated innovtative proposal that shows a solid grasp of theories, though lacking a sense of the larger context for the proposal.	A strong proposal that presents a wide range of convincing points, with a clear sense of the larger context for the proposal.	A highly sophisticated and innovative proposal that shows great insight into the topic and effectively situates the key points raised within a broader institutional and/or curatorial context.
FORMAT/AUDIENCE LO2, LO4	The proposal shows no awareness of format relevant to exhibition proposals.	The writing format has been adopted but key aspects of the style aren’t apparent and the intended readers aren’t clearly addressed.	The writing format has been adopted effectively, with a good awareness of the key aspects of the style and its intended readers.	The writing format has been skilfully adopted, showing close familiarity with key aspects of the style and its intended readers, who are thoughtfully addressed.	A clear understanding of the writing format has been demonstrated, showing great insight into the intended readers and defining stylistic features.
ORGANISATION LO2	Little or no structure.	Adequate organisation of ideas with a clear focus on the topic in general terms.	A clear organisation of key ideas and effective use of paragraphing, maintaining clear focus throughout on the chosen topic.	Strong organisation with effective paragraphing, use of topic sentences, and logical sequencing.	Excellent organisation, extremely effective use of paragraphing and of topic sentences to convey the argument in an engaging and sophisticated manner.
WRITTEN EXPRESSION LO2	Poorly written with spelling and grammatical errors throughout.	Adequately written, with some errors in grammar and spelling.	Well written and usually correct grammar and spelling.	Fluently written with minimal grammatical and spelling errors.	Highly articulate, written in an eloquent style with very few grammatical and spelling errors.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

There are no hardcopy assignments in this course.

Late Submission

Late submission of assessment tasks without an extension will be penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks will not be accepted more than10 working days after the due date without an approved extension.

Referencing Requirements

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

Returning Assignments

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

Extensions and Penalties

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

Resubmission of Assignments

Resubmission of assignments is not permitted.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Accessibility for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students