This course introduces students to working with clay through ceramic processes and techniques. It has an emphasis on using different clay bodies, surface decoration techniques and glaze application. Aspects of form and function will be explored through themes referencing both historical and contemporary ceramics. Ceramics will be considered in relation to the broader arena of visual art, craft, design and contemporary concerns related to materials and place. Work health and safety (WHS) instruction is an integral part 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:

• Introduction to Wheelformed Ceramics

Wheelformed ceramics focuses on the fundamentals of wheel throwing. This includes throwing with terracotta and white stoneware clays, for the making of both tableware and sculptural objects. There is an emphasis on practise as well as experimentation, with a mindfulness towards being resourceful with materials and firing. Thrown work is decorated by working into and onto the surface of the clay using carving, incision, underglaze, oxides and glaze. Practical workings with clay are underscored by lessons on kiln loading and firing. There are weekly lectures which incorporate examples of artists who work with clay on the wheel across both traditional and experimental techniques. There is an emphasis on experimenting with materials, surfaces and form and on considering the politics and poetics of material origins and transformations that are inherent in ceramic practices.

• Introduction to Handformed Ceramics

In Handformed ceramics, there is a focus on the fundamentals of hand building, including pinching, slab forming, coiling and extruding. There is also exploration of various surface decorating techniques, including carving, incision, underglaze, oxides and glaze. Practical workings with clay are underscored by lessons on kiln loading and firing. This course has weekly lectures which incorporate examples of artists who work with clay across traditional ceramic techniques as well as through experimental sculptural and conceptual practices. There is an emphasis on experimentation with materials, surfaces and form and in exploring the politics and poetics of material origins and transformations that are inherent in ceramic practices. 

Learning Outcomes

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

1. identify and use basic techniques and principles appropriate to ceramics;
2. employ safe and professional studio work processes using the specialised equipment;
3. explore and evaluate the creative possibilities of materials and techniques in response to set projects; and
4. develop works that respond to contemporary ceramic theories and art practices.

Research-Led Teaching

This course is taught with methods and processes that pertain to practice-led research. Students will engage in hands-on research in the studio, as well as contextual research. The course equips students to creatively integrate practice and concepts through the exploration of materials and techniques and to identify historical and theoretical concepts for their work.

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.

There will be a material fee for this course. 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  

Examination Material or equipment

Mid-semester and final assessment for this course will be conducted by exam, in which the student presents all project work completed during the semester, including tests, developmental works and visual journal. The assessment timetable will be published on wattle towards the end of semester. Final studio projects and the visual journal are assessed during exam week.

Recommended Resources

See list in Wattle.

Staff Feedback

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

• Whole class critique
• Individual verbal comments from lecturer
• Formative and summative feedback at assessment points
• Written feedback on assessment tasks

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.

Other Information

Referencing requirements

https://academicskills.anu.edu.au/resources/handouts/referencing-basics

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Lecture: Introduction to clay and the field of ceramicsPrep. for semester: WHS, tour of workshop, ceramics materials fees, wattle site tour, overview of course and assessments, class reps.Discussion: Introduction to assessment task 1 – comparative essay. How to select artists etc. Demo:  Tile making using slab roller and rolling by hand. Flat tiles 10 x 10, and round tiles for glaze tests. Also: modelling, texture and mark making, clean edges. Student activities: Making of test tiles and exploring surface techniques.	Read up on assessment tasks  Select your two artists for Assessment Task 1, choose an example of their artwork to bring to class for group discussion in Wk 2. Read and sign SOAD WHS induction. Finish the first two tiles for Assessment Task 2a. Readings
2	Lecture: Ceramic form and processDiscussion: Readings. Comparative study key points.Small group discussion: discuss your two selected artists and the central argument of your comparison.Assessment Task 2b - 'Giving and Receiving' two vessels introduction & discussion.Demo: Pinch pots, coil building principles and techniques, joining clay. Surface techniques.Student activities:Work on practical clay forming activities in class, consultations with teacher. Commencement of studio work coil building. Application of surface onto tiles.	Continue Task 2bReadings
3	Lecture: Approaches to ceramicsDiscussion: Readings. Demo: Firm slab construction method. Introduction to clay extruder. Student activities: Continue working on practical clay forming activities in class, consultations. Commence firm slab construction vessel	Continue work on studio activities. Readings
4	Lecture: Ceramic surfaceDiscussion: Readings. Intro to kin packing, firing a bisque. Demo: Recap surface application techniques. Student activities:Practical clay forming and surface activities, individual consultationsContinue to work on Assessment Task 2a - decorating tiles 1,2,3,4 Continue to work on Task 2b 'Giving and Receiving' vessel activity	Continue to work on studio activities Readings.
5	Lecture: Ceramic surface 2Discussion: Readings. Assessment Task 3 Visual Research Proposal 'Bodies of Clay'. Demo: Line blending stain colour into glaze. Student activities:Practical clay forming and surface, consultations. Commence Assessment Task 2c colour line blend tests (use a mask)Continue to work on other tasks, Assessment Task 2a, 2b	Think about ideas for your Visual Research Proposal and an artist that is of interest/ relates to your ideas. Prepare to informally discuss your ideas in small groups in Wk 6. Continue to work on studio projectsComplete Assessment Task 2d (Quiz) due in Wk 6. Readings
6	Lecture: Bodies of ClayDiscussion: Readings, brainstorm ideas in groups. Glaze test resultsDemo: Glaze preparation and application.Student activities:Practical clay forming and surface, consultations.Continue working on Assessment Task 2 studio projects; tiles, two vessels. Glaze bisque fired work and kiln packing. Mount glaze line blend tests on template; documentation and evaluation. Work out timeline to finish practical projects to match kiln firing schedule during mid-semester teaching break.	Note: Assessment Task 2d online quiz is due this weekFind it in the Assessment Tasks on the course index bar (on the left of the Wattle site) as Assessment Task 2dComplete your Assessment Task 2 studio activities for assessment in Wk 7Complete your Assessment Task 3 Visual Research Proposal for assessment and presentation in Wk 7Watch practical demo videos under week 6 in Wattle. Readings
7	Assessment and Student Presentations No Lecture.No Discussion.No Demo.Student activities:Set up Assessment Task 2 portfolio of studio projects in large front room. Use half a table each lined with butchers paper. Write your name on the paper, identify assessment work and supporting work, the two words you used to inspire your tile project, the ideas behind your 2 vessels 'Giving and Receiving' and any other information. Your visual journal should be presented with your work. All work will be assessed by your lecturers and be available for collection from 6pm.Presentations: Assessment Task 3 - Visual Research ProposalGive a 3-5 minute presentation to the class of your two ideas (using your poster that has already been uploaded to Wattle).	Assessment Task 2a, 2b, 2c work due: set up for assessment in class 30%Assessment Task 5: Visual journal due: include in set upAssessment Task 3: Research Proposal 10% and class presentation due Develop a more detailed timeline for your Bodies of Clay project to discuss in class next week. Consider the following: What techniques and materials do you need to test? What surface techniques are you going to use to express your ideas? How long will it take for your work to dry and get fired? Readings
8	Lecture: Developing a conceptDiscussion: Readings/videos. Developing a timeline for your project. Individual and small group discussion of material testing, concept and realisation, process and timing.Demo: Extended forming techniques.Extended surface decorating techniques.Student activities: Start 'Bodies of Clay' project.Consultations.	Continue working on project. Readings
9	Lecture: Expanded ceramics: video, sound and social practice.Discussion: Readings and videos. Artist approach to sound, social practice, video. Demo: using Zoom sound recorders or iPhones. Student activities: Continue 'Bodies of Clay' project.Consultations.	Continue working on project. Readings
10	Lecture: Repair, mend, regenerate Discussion: Readings, repair. Elective studio activities. Demo: No demo. Student activities: Continue Bodies of Clay project and your chosen elective exercise.	Continue Bodies of Clay project and your chosen elective exercise.Readings
11	Lecture: Context and site Discussion: Readings – tile works and site. Bodies of Clay assessment task with Digital Catalogue. Demo: photographing/installing artworks. Student activities: Continue to work on Bodies of Clay project, and complete elective exercises.1 on 1 progress consultation catchup meetings.	Continue to work on Bodies of Clay project, and complete elective exercises. Check your workflow:W11: Last week to start work on greenware items.W12: Last week to have greenware dry and ready for bisque firing.W13: Finalise all studio projects, final firings. W14: Assessment weekReadings: No reading.
12	Lecture: Installing and documentingDiscussion: Assessment guidance and discussion. Digital Catalogue: Design considerations for presentation. Critiquing your work. Critical reflection. Discussion of kiln firing schedule.Demo: No demo.Student activities: Individual consultations. Finalising Bodies of Clay project and elective studio activity.	Finalising projects and instal. No reading.

Tutorial Registration

Wattle advises that Tutorial groupings will be automatically created from MyTimetable without any need for manual assignment.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Written Comparative Case Study	10 %	12/03/2025	1,4
Portfolio of Studio Projects - ideation and process explorations in clay	30 %	16/04/2025	1, 2, 3
Visual Research Proposal and Presentation on the theme 'Bodies of Clay'	10 %	16/04/2025	2, 3, 4
Bodies of Clay studio project and Digital Catalogue	40 %	04/06/2025	1, 2, 3, 4
Visual Journal	10 %	04/06/2025	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 ‘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

Studio teaching time is 4 hours per week. Students should expect to spend at least an additional six hours per week undertaking independent research, experimentation, project development and documentation in addition to working in allocated teaching time.

Students are expected to attend all classes and to contribute to class discussions and critique sessions. This will be considered as part of the Studio Assessment of 80%. 

Examination(s)

Mid-semester and final assessment for this course will be conducted by exam, in which the student presents all project work completed during the semester, including tests, developmental works and visual journal. The assessment timetable will be published on Wattle towards the end of semester. Final studio projects and the visual journal are assessed during exam week.

Assessment Task 1

Written Comparative Case Study

A 600 word illustrated comparative case study based on selected artists linked to the course theme, 'Bodies of Clay'.

Rubric

COURSE MARKING CRITERIA	HD	D	CR	P	F
Technical skills: Utilise/analyse skills relevant to ceramics and contemporary art in response to workshop projects LO1	Critically discusses and analyses with an exceptional understanding, of how ceramic form, surface, and materials are utilised in the artworks in relation to conceptual framings.	Critically discusses and analyses with a superior understanding, of how ceramic form, surface, and materials are utilised in the artworks in relation to conceptual framings.	Critically discusses and analyses with a good understanding, of how ceramic form, surface, and materials are utilised in the artworks in relation to conceptual framings.	Critically discusses and analyses with a basic understanding, of how ceramic form, surface, and materials are utilised in the artworks in relation to conceptual framings.	Unsatisfactory evidence of understanding of how ceramic form, surface, and materials are utilised in the artworks
Concept and theory: Identify historical and theoretical art and ceramics contexts relevant to workshop projects, and recognise relationships between concept and theory in art and ceramics.  LO4	Demonstrates an exceptional understanding of the theoretical and historical underpinnings of the practices of the artists in question. Interprets and makes astute observations about similarities and differences in concepts and perspectives of the artists in question. Highly convincing arguments are consistently supported by evidence from academic sources.	Demonstrates a superior understanding of the theoretical and historical underpinnings of the practices of the artists in question. Interprets and makes sound observations about similarities and differences in concepts and perspectives of the artists in question. Very convincing arguments are often supported by evidence from academic sources.	Demonstrates a good understanding of the theoretical and historical underpinnings of the practices of the artists in question. Interprets and makes ok observations about similarities and differences in concepts and perspectives of the artists in question. Some convincing arguments are supported by evidence from academic sources.	Demonstrates an acceptable understanding of the theoretical and historical underpinnings of the practices of the artists in question. Interprets and makes some observations about similarities and differences in concepts and perspectives of the artists in question. Some arguments are made but there is limited support of evidence from academic sources.	Unsatisfactory evidence of understanding the historical, conceptual or theoretical contexts of the work and the field.

Assessment Task 2

Portfolio of Studio Projects - ideation and process explorations in clay

A series of exercises (2a, 2b + 2c) designed to build a portfolio of studio investigations in response to set projects. Includes two practical clay forming activities, an explorative glaze line test and a technical quiz. Detailed assessment descriptions and project details will be provided on Wattle. In undertaking the set activities you will acquire skills and knowledge about different aspects of studio research and ceramics practice through activities that develop your proficiency and creativity, specifically in material manipulation, tools and equipment use, technical processes and ideation for ceramic art and design. These activities will support your completion of other assessment tasks. 

Rubric

COURSE MARKING CRITERIA	HD	D	CR	P	F
Technical skills: Utilise/analyse skills relevant to ceramics and contemporary art in response to workshop projects LO1	Foundational ceramic skills and use of ceramic tools and equipment developed to an exceptional level. Hand building, finishing and decorating demonstrated to an exceptionally high standard.	Foundational ceramic skills and use of ceramic tools and equipment developed to a superior level. Hand building, finishing and decorating demonstrated to a superior standard.	Foundational ceramic skills and use of ceramic tools and equipment developed to a good quality level. Successful hand building, finishing and decorating demonstrated to a good quality standard.	Foundational ceramic skills and use of ceramic tools and equipment developed to a satisfactory level. Hand building, finishing and decorating are demonstrated to a satisfactory standard.	Foundational ceramic skills and use of ceramic tools and equipment are unsatisfactorily developed. Hand building, finishing and decorating demonstrated to an unsatisfactory standard.
Process and resolution: Explore and experiment with ceramics material/s used in workshop projects LO3	Methodically and experimentally demonstrates curiosity in exploring and testing ceramic materials to achieve exceptional project results.	Consistently demonstrates curiosity in exploring and using ceramic materials to achieve superior project results.	Regularly demonstrates curiosity in exploring and using ceramic materials to achieve good quality project results.	Occasionally demonstrates curiosity in exploring and using ceramic materials to achieve satisfactory project results.	Unsatisfactory exploration of ceramic materials evidenced in project works.
Concept and theory: Identify historical and theoretical art and ceramics contexts relevant to workshop projects, and recognise relationships between concept and theory in art and ceramics.  LO4	Studio work clearly and thoughtfully expresses concept through form, surface, material and process to an exceptional level. There is exceptional evidence of drawing on and responding to theoretical and historical precedents.	Studio work clearly and thoughtfully expresses concept through form, surface, material and process to a superior level. There is an superior level of evidence of drawing on and responding to theoretical and historical precedents.	Studio work expresses concept through form, surface, material and process to a good quality level. There is sound evidence of drawing on and responding to theoretical and historical precedents.	Studio work expresses concept through form, surface, material and process to a satisfactory level. There is occasional evidence of drawing on and responding to theoretical and historical precedents.	No evidence of conceptual content, in studio work, nor any reference to relevant theoretical and historical precedents.

Assessment Task 3

Visual Research Proposal and Presentation on the theme 'Bodies of Clay'

Prepare a 2 page A4 research proposal as a poster describing each of two concepts you are interested in developing for your 'Bodies of Clay' major studio project. Contextualise your proposal with references to other artists, research and images, and connect your concepts with material and technical processes including sketches. Include a 100w statement each to describe each concept.

Rubric

COURSE MARKING CRITERIA	HD	D	CR	P	F
Process and resolution: Explore and experiment with ceramics material/s used in workshop projects LO3	Presents an exceptionally considered and imaginative plan of how ceramic materials will be employed in practical work.	Presents a superior considered plan of how ceramic materials will be employed in practical work.	Presents a good quality plan of how ceramic materials will be employed in practical work.	Presents a satisfactory plan of how ideas and materials may be used in practical work. No concrete plan is presented.	Unsatisfactory consideration of how ceramic material is used.
WHS competency: Safe and Professional studio work processes are employed on all specialised equipment. Risks are understood and mitigated.  LO2	Presents an exceptionally considered plan of how ceramic materials and equipment will be worked with safely.	Presents an very well considered plan of how ceramic materials and equipment will be worked with safely.	Presents a good plan of how ceramic materials and equipment will be worked with safely, but will need to be refined.	Presents an ok plan of how ceramic materials and equipment will be worked with safely, but will need to be refined.	WHS plan is insufficient.
Concept and theory: Identify historical and theoretical art and ceramics contexts relevant to workshop projects, and recognise relationships between concept and theory in art and ceramics.  LO4	Critically discusses in depth how ceramic form, surface, materials and display will be used to create meaning. Exceptional relationships are established between ‘Bodies of Clay’ concept and planned outcome.Proposal identifies relevant historical, cultural and theoretical contexts and is exceptionally well supported by highly relevant academic research.	Critically discusses how ceramic form, surface, materials and display will be used to create meaning. Superior relationships are established between ‘Bodies of Clay’ concept and planned outcome.Proposal identifies relevant historical, cultural and theoretical contexts and is incredibly well supported by highly relevant academic research.	Discusses how ceramic form, surface, materials or display will be used to create meaning. Good quality relationships are established between ‘Bodies of Clay’ concept and planned outcome. Proposal identifies relevant historical, cultural and theoretical contexts and is well supported by highly relevant academic research.	Presents unresolved ideas of how some elements of ceramic form, surface, materials or display will be used to create meaning. Satisfactory relationships between ‘Bodies of Clay’ concept and planned outcome are not clear. Proposal doesn’t manage to identify enough relevant historical, cultural and theoretical contexts and is not well supported by highly relevant academic research.	Unsatisfactory discussion of how ceramic form, surface, materials or display will be used to create meaning, nor how it relates to any historical and theoretical contexts.

Assessment Task 4

Bodies of Clay studio project and Digital Catalogue

'Bodies of Clay': Execution and presentation of expressive ceramic works, a studio activity and a 750 word digital catalogue including a critical reflection and support material.

Conceive and create at least 2 ceramic works that respond to your ‘Bodies of Clay' proposal. Complete one further studio activity exploring an aspect of 'Bodies of Clay' from a list of options.

Guided by a template provided on Wattle, photograph and document your work in a digital catalogue including a critical reflection.

Rubric

COURSE MARKING CRITERIA	HD	D	CR	P	F
Technical skills: Utilise/analyse skills relevant to ceramics and contemporary art in response to workshop projects LO1	Ceramic skills and use of ceramic tools and equipment applied at an exceptional level.	Ceramic skills and use of ceramic tools and equipment applied regularly at a superior level	Ceramic skills and use of ceramic tools and equipment applied intermittently at a good quality level.	Ceramic skills and use of ceramic tools and equipment applied at a satisfactory level.	Technical skills are unsatisfactory.
WHS: Safe and Professional studio work processes are employed on all specialised equipment. Risks are understood and mitigated.  LO2	An exceptional level of WHS, is careful around other people, has undertaken all of the necessary inductions, understands the risks and how to mitigate them to an exceptional level.	A superior level of WHS, is careful around other people, has undertaken all of the necessary inductions, understands the risks and how to mitigate them to an superior level.	A good level of WHS, is not always careful around other people, has not undertaken all of the necessary inductions, does not fully understands the risks and how to mitigate them.	An ok level of WHS, however is not always careful around other people, has not undertaken all of the necessary inductions, does not fully understands the risks and how to mitigate them.	WHS is unsatisfactory.
Process and resolution: Explore and experiment with ceramics material/s used in workshop projects LO3	Methodically and experimentally demonstrates curiosity in exploring and testing ceramic materials and technology to achieve exceptional project results.	Methodically and experimentally demonstrates curiosity in exploring and testing ceramic materials and technology to achieve superior project results.	Methodically and experimentally demonstrates curiosity in exploring and testing ceramic materials and technology to achieve good quality project results.	Demonstrates some exploration and testing of ceramic materials and technology to achieve satisfactory results.	Unsatisfactory exploration of ceramic materials and technology evidenced in project works.
Concept and theory: Identify historical and theoretical art and ceramics contexts relevant to workshop projects, and recognise relationships between concept and theory in art and ceramics.  LO4	Studio work clearly and thoughtfully responds to the theme ‘Bodies of Clay’ through form, surface and material to an exceptional level. Digital Catalogue insightfully communicates the relationship between concept and process, and identifies and explains relevant historical and theoretical contexts. This is effectively supported by highly relevant academic resources.	Studio work clearly and thoughtfully responds to the theme ‘Bodies of Clay’ through form, surface and material to a high level. Digital Catalogue insightfully communicates the relationship between concept and process, and identifies and explores relevant historical and theoretical contexts. This is supported by very relevant academic resources.	Studio work clearly and thoughtfully responds to the theme ‘Bodies of Clay’ through form, surface and material to a good level. Digital Catalogue communicates the relationship between concept and process, and identifies some relevant historical and theoretical contexts. This is supported by relevant academic resources.	Studio work clearly and thoughtfully responds to the theme ‘Bodies of Clay’ through form, surface and material to an satisfactory level. Digital Catalogue occasionally communicates the relationship between concept and process, and occasionally  identifies and explains relevant historical and theoretical contexts. There is little evidence of relevant academic resources.	Knowledge of relationships or contexts is not evidenced and completed in project work or in the Digital Catalogue.

Assessment Task 5

Visual Journal

For this task you will actively keep a visual journal documenting your studio and ideas development, including your ongoing visual and practical research and explorations, ideas, information, technical documentation and sketches. It will include reflections and information about exhibitions visited, lectures, art/design works, books, journals, etc. The visual journal should reflect the development of your ideas over the semester, show experimentation, and critical reflection on your own work and that of other artists.

Rubric

COURSE MARKING CRITERIA	HD	D	CR	P	F
Technical skills: Utilise/analyse skills relevant to ceramics and contemporary art in response to workshop projects LO1	Ceramic skills and use of ceramic tools and equipment is analysed to an exceptional level.	Ceramic skills and use of ceramic tools and equipment is analysed to a superior level.	Ceramic skills and use of ceramic tools and equipment is analysed to a high level.	Ceramic skills and use of ceramic tools and equipment is analysed to an ok level.	Little or no documentation of development of ceramic skills, including technical information and use of ceramic equipment.
WHS: Safe and Professional studio work processes are employed on all specialised equipment. Risks are understood and mitigated.  LO2	There is an  exceptional number of notes on WHS which indicate a very high level of risk mitigation.	There are a number of notes on WHS which indicate understanding of risk and a commitment to safety.	There is an  acceptable amount of notes on WHS, indicating an understanding of the need for safetly.	There is a minimum amount of notes on WHS indicating that the level of understanding and commitment needs development.	Understanding of WHS is unsatisfactory.
Process and resolution: Explore and experiment with ceramics material/s used in workshop projects LO3	Comprehensively and insightfully documents the processes of material exploration and testing including clay, surface materials and glaze to an exceptional level. Insightful reflections are made about the resolution of the work.	Comprehensively and insightfully documents the processes of material exploration and testing including clay, surface materials and glaze to an exceptional level. Insightful reflections are made about the resolution of the work.	Comprehensively documents the processes of material exploration and testing including clay, surface materials and glaze to a good level. Interesting reflections are made about the resolution of the work.	Comprehensively documents the processes of material exploration and testing including clay, surface materials and glaze to a satisfactory level. Some reflections are made about the resolution of the work.	Unsatisfactory exploration of ceramic materials and technology evidenced in project works
Concept and theory: Identify historical and theoretical art and ceramics contexts relevant to workshop projects, and recognise relationships between concept and theory in art and ceramics.  LO4	Makes highly relevant reference to other artists and other academic research, in relation to own conceptual development and outcomes. Exceptional evidence of contextual, historical, and theoretical research, consistently and astutely linked to student’s own studio practice.	Makes very relevant reference to other artists and other academic research, in relation to own conceptual development and outcomes. Strong evidence of contextual, historical, and theoretical research, consistently and strongly linked to student’s own studio practice.	Makes relevant reference to other artists and other academic research, in relation to own conceptual development and outcomes. Evidence of contextual, historical, and theoretical research, consistently linked to student’s own studio practice.	Makes some relevant reference to other artists and other academic research, in relation to own conceptual development and outcomes. Minimal evidence of contextual, historical, and theoretical research, and only minimal linking between them and the student’s own studio practice.	Unsound evidence of research on other artists, theoretical and/or conceptual frameworks.

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

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

All submitted folio work should be collected 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

An assignment may be resubmitted on medical grounds

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