This course begins with a focus on life painting, working with models in the studio. Further skills in drawing and painting across a range of paint media are developed using both observational and interpretive approaches to composition and colour. The studio projects foster the integration of material practice with growing conceptual and art historical knowledge. Studio theory provides a conceptual, historical and contemporary context through lectures and student presentations. Work health and safety (WHS) instruction is an integral part of this course.

Learning Outcomes

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

1. utilise a range of skills relevant to Painting in response to Workshop projects;
2. explore the potential of materials used in Painting Workshop projects;
3. produce work which recognises relationships between concept and processes in painting; and
4. engage with historical and theoretical contexts relevant to Painting Workshop projects.

Research-Led Teaching

This course draws on basic principles and practices in historical and contemporary painting to inform practice-led research with emphasis on the exploration space and composition.

Field Trips

N/A

Additional Course Costs

There is no additional fee for this course.

Students will be required to supply their own materials for this course. A list will be available on Wattle and a link to a supplier will enable students to receive a discount.

If you need assistance please contact the Technical Officer in the relevant discipline or at the administration offices of the School of Art & Design.

Examination Material or equipment

N/A

Required Resources

Required Resources and Incidental Fees – ANU School of Art

Student contribution amounts under the Higher Education Support Act 2003 (HESA) and tuition fees support the course described in the Course Outline and include tuition,

teaching materials and student access to the workshops for the stated course hours.

Students are requested to refer to the School of Art website for information: http://soa.anu.edu.au/required-resources-and-incidental-fees.

Each workshop sources appropriate specialist materials, which are made available to students to facilitate their working effectively, efciently and safely within our programs. The

School of Art is able to supply materials that don’t compromise ANU obligations under the Work Health and Safety Act 2011 (WHS), and that have been assessed as suitable for

each course.

The Material Fee is payable for the School of Art to supply materials that become your physical property. You can choose to pay the Materials Fee and have these materials

supplied to you through the School of Art, allowing you to take advantage of the GST-free bulk purchasing power of the ANU. These materials are also WHS compliant.

Students have the choice of acquiring these materials from a supplier other than the School of Art, however students should note that many materials may not be WHS compliant

(and therefore are not approved for use in the workshops), or are not available for individuals to purchase because they must be supplied and stored in a particular way in order to

meet WHS regulations.

Recommended Resources

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

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

Staff Feedback

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

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

Student Feedback

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

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction to oil painting. Simple forms in a composition.	Introduction to oil paintingVisual Diary entries
2	Introduction to oil painting: Drapery composition: in Monochrome	Introduction to oil paintingVisual Diary entries
3	Introduction to oil painting: Drapery composition: Mixing and layering colours.	Introduction to oil paintingVisual Diary entries
4	The Model in an interior: Studies of the life model exploring flesh tones.	The Model in an interiorVisual Diary entries
5	The Model in an interior . Life model/underpainting working from life.	The Model in an interiorVisual Diary entries
6	The Model in an interior: Life model/ body of paint working from life.	The Model in an interiorVisual Diary entries
7	The Model in an interior: Life model/ Glazing and bringing the composition to resolution.	The Model in an interior FINISHEDVisual Diary entries
8	Cubism: Life in Motion. Life model/employing the Cubist strategy of understanding forms in space.	Cubism: Life in Motion continuedVisual Diary entries.
9	Cubism: Life in Motion. Life model/understanding dynamic figure/ground relationship. Exploring rhythm and transparency in the composition.	Cubism: Life in Motion FINISHEDVisual Diary entries.
10	Postmodernism: Consumed by Desire. Making a painting based on the look of an original collage to create a dynamic composition that incorporates different styles of imagery.	Postmodernism: Consumed by Desire Visual Diary entries.
11	Postmodernism: Consumed by Desire: Developing the collage aesthetic using a range of painterly qualities.	Postmodernism: Consumed by Desire continuedVisual Diary entries.
12	Postmodernism: Consumed by Desire: Resolving the painting	Postmodernism: Consumed by Desire FINISHEDVisual Diary entries.

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	Return of assessment	Learning Outcomes
Visual Diary part Weeks 1 - 6 inclusive	10 %	01/09/2023	18/09/2023	1,2,3,4
The Model in an Interior	30 %	22/09/2023	29/09/2023	1,2,3
Cubism: Life in Motion	25 %	07/11/2023	17/11/2023	1,2,3
Postmodernism: Consumed by Desire	25 %	07/11/2023	17/11/2023	1,2,3,4
The Visual Diary part 2 (weeks 6 - 12)	10 %	07/11/2023	17/11/2023	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

Students are required to attend scheduled lectures and to participate in studio workshops, local excursions, class discussions and critiques. You are required to devote at least 10 hours per week to this coursework - 4 hours in class and 6 hours towards independent research and homework.

Examination(s)

Students will be given a scheduled time to present their works to be assessed in the examination period. This date is subject to change.

Assessment Task 1

Visual Diary part Weeks 1 - 6 inclusive

Presentation requirements: The Visual Diary needs to be a separate book, specifically for this course and is to be presented at the end of week 6 for assessment of the first 6 weeks and at the examine period. Contribution to the workshop and engagement in critiques is part of an ongoing class assessment.

Visual Diary Weeks 1-6 inclusive

Details of tasks:

This task will be assessed according to the following criteria:

• Homework activities
• Exploration of materials
• Your ability to undertake basic contextual research relevant to your project and discipline.
• Evidence of critical reflection on the progress of your class projects.
• Evidence of a basic knowledge of the technical, historical and/ or theoretical context for your work.
• Your engagement with relevant developments in the broader context of visual arts and design. 

Your visual diary should demonstrate your curiosity, initiative and engagement with this course- you need a separate visual diary for each course you are enrolled in. It is a place to make weekly drawings and technical notes, lecture & seminar notes, research and your own thoughts and to paste in images related to the course, images from shows you’ve seen etc . At least half your diary should be taken up with drawings. These can be sketches, diagrams or studies from life, from art history or from your imagination and can incorporate collage elements, mixed media etc. Add some new material every week. Bringing all this together helps focus and extend your experience of the course in a personalised way, it also helps your lecturer develop insight into your sensibility and interests

Assessed: Visual diary tasks and research for Weeks 1 to 6 inclusive

Value 10%

Rubric

CRITERIA	HD	D	C	P	F
Utilisation of skills LO 1	Consistently applies all skills to an exceptionally high level	Consistently applies all skills to a high level	Applies a broad range of skill at a competent level	Applies a limited range of skills at an adequate level	Technical skills below standard
Explore materials LO 2	Utilises a very high level of exploratory and inventive material processes.	Demonstrates a thorough exploration of material processes.	Developing attempts to explore materials.	Satisfactory knowledge of materials and processes.	Unsatisfactory knowledge and implementation of materials and processes.
Recognise relationship between materials and processes LO 3	Insightful and independent thinking evident in work and articulated in discussion.	Clear relationships demonstrated in work and well articulated in discussion.	Competent accounting concepts and processes.	Basic grasp of concepts and processes	Lack of understanding between concept and process.
Identify and evaluate historical and contemporary painting contexts. LO 4	high level of critical awareness evident in work and/or through discussion.	Significant level of critical awareness evident in work and/or through discussion.	A competent level of critical awareness evident in work and /or through discussion	Not clearly revealed through work or in discussion.	Work shows no research or critical evaluation

Assessment Task 2

The Model in an Interior

The Model in an Interior is a painting task based in real life observation and traditional composing of a figurative painting in an interior. This task develops the students technical painting acumen in the areas of: seeing positive and negative shapes, developing a composition, painting application following pictorial order from underpainting to body of paint and glazing. It involves learning colour mixing and the use of tonal and colour contrasts to create a sense of the figure in a space.

Details of task:

The Model in an interior painting from a life model (Week 4-7)

Unifying figure and ground whilst controlling contrast and spatial depth.

Assessed: The week 4 studies of the model and the final painting of The Model in an Interior on stretched canvas

Value: 30%

Presentation requirements: The works are to be submitted for assessment at the end of Week 7 and are to be presented for group critiques and at the examine period.

Rubric

CRITERIA	HD	D	C	P	F
Composition: accounting for positive and negative space, based from observation LO 1	Insightful and independent thinking evident in work and  articulated in discussion	Clear relationships demonstration in work and well articulated in discussion	Competent accounting for concepts and process	Basic grasp of concepts and processes	Lack of understanding between concept and process
Utilisation of paint handling skills - use of underpainting, body of paint and glazing LO 2	Consistently applies all skills to an exceptionally high level	Consistently applies all skills to a high level	Applies broad range of skills at a competent level	Applies limited range of skills at an adequate level	Technical skills below standard
Controlling tonal and colour contrasts LO 3	Consistently applies controlling contrast skills to an exceptionally high level	Consistently applies controlling contrast skills to a high level	Applies broad range of controlling contrast skills at a competent level	Applies limited range of controlling contrast skills at an adequate level	Technical controlling contrast skills below standard

Assessment Task 3

Cubism: Life in Motion

Cubism: Life in Motion is a painting task that utilises the ground breaking Cubist strategy to initiate and make a dynamic composition by including several different viewpoints in one static painting. Understanding Cubism depends on the dynamic exchange that occurs between the figure and the ground when observed by the artist over time.

Details of task:

• The create a painting based on the model of analytical cubism.
• To move around the subject observing the change in the figure and ground relationship from different viewpoints
• To demonstrate the problem solving regarding the translating of simultaneous viewpoints onto the flat surface of the picture plane.
• Bring all compositional elements into a coherent unified picture.

Assessed: Cubist painting on canvas

Value: 25%

Presentation requirements: The independent works are to be presented for group critiques and at the examination period.

Rubric

CRITERIA	HD	D	C	P	F
Cubist Composition: accounting for figure and ground relationship in multiple viewpoints based from observation LO 1, 2	Insightful and independent thinking evident in work and  articulated in discussion	Clear relationships demonstration in work and well articulated in discussion	Competent accounting for concepts and process	Basic grasp of concepts and processes	Lack of understanding between concept and process
Unifying Pictorial elements: colour, contrast, brushstrokes, pattern & texture LO 3	Consistently unifies various pictorial elements to an exceptionally high level	Consistently unifies various pictorial elements to a high level	Applies broad range of unifying various pictorial elements at a competent level	Applies limited range of unifying various pictorial elements at an adequate level	Technical skills of unifying various pictorial elements below standard
Identify and evaluate historical Cubist context LO 4	High level of critical awareness evident in work and/or through discussion	Significant level of critical awareness evident in  work and/or through discussion	A competent level of critical awareness evident in work and/or through discussion	Not clearly revealed through work or in discussion	Work shows no research or critical evaluation

Assessment Task 4

Postmodernism: Consumed by Desire

Postmodernism: Consumed by Desire task addresses the art styles of the 20th Century and introduces the student to fundamentals of Postmodernism. The stage is set for creating a work that has a collage aesthetic and combines different painting styles and technical approaches.

Details of task:

1. To create a collage.
2. To create a painting that has the illusion of a collage and combines different painting materials, styles and technical approaches

to create an idiosyncratic work in which the conventions of a logical and consistent view and treatment of objects on the picture plane is challenged. 

Assessed: final collage and the illusion of the collage in the Postmodernist painting on canvas.

Value: 25%

Presentation requirements: The independent works are to be presented for group critiques and at the examine period.

Rubric

CRITERIA	HD	D	C	P	F
Explore painting materials and processes LO 2	Utilises a very high level of exploratory and inventive material processes.	Demonstrates a thorough exploration of material processes	Developing attempts to explore materials	Satisfactory knowledge of materials and processes	Unsatisfactory knowledge and implementation of material and processes
Incorporate illusion of collage elements LO 1	Consistently incorporates illusion of various collage elements to an exceptionally high level	Consistently incorporates illusion of various collage elements to a high level	Applies broad range to incorporating various collage elements at a competent level	Applies limited range to incorporating various collage elements at an adequate level	Technical skills of incorporating various collage elements below standard
Identify and evaluate historical and contemporary painting contexts/styles LO 4	High level of critical awareness evident in work and/or through discussion	Significant level of critical awareness evident in  work and/or through discussion	A competent level of critical awareness evident in work and/or through discussion	Not clearly revealed through work or in discussion	Work shows no research or critical evaluation
Composition: Relationship between materials and processes challenge the conventions of representational painting LO 3	Insightful and independent thinking evident in the relationship between materials and processes demonstrated in the work	Significant recognition of  relationships in between materials and processes demonstrated in the work	A competent level of awareness of the relationship between materials and processes evident in work	Basic grasp of the relationship between materials and processes in the work	Lack of understanding  between of the relationship between materials and processes

Assessment Task 5

The Visual Diary part 2 (weeks 6 - 12)

Presentation requirements: The Visual Diary needs to be a separate book, specifically for this course and is to be presented at examine period. Contribution to the workshop and engagement in critiques is part of an ongoing class assessment.

Visual Diary Tasks and Research Weeks 6 -12

Details of tasks:

This task will be assessed according to the following criteria:

Homework activities

Exploration of materials

Your ability to undertake basic contextual research relevant to your project and discipline.

Evidence of critical reflection on the progress of your class projects.

Evidence of a basic knowledge of the technical, historical and/ or theoretical context for your work.

Your engagement with relevant developments in the broader context of visual arts and design. 

Your visual diary should demonstrate your curiosity, initiative and engagement with this course- you need a separate visual diary for each course you are enrolled in. It is a place to make weekly drawings and technical notes, lecture & seminar notes, research and your own thoughts and to paste in images related to the course, images from shows you’ve seen etc . At least half your diary should be taken up with drawings. These can be sketches, diagrams or studies from life, from art history or from your imagination and can incorporate collage elements, mixed media etc. Add some new material every week. Bringing all this together helps focus and extend your experience of the course in a personalised way, it also helps your lecturer develop insight into your sensibility and interests.

Assessed: Visual diary tasks and research weeks 6- 12 inclusive

Value: 10%

Rubric

CRITERIA	HD	D	C	P	F
Utilisation of skills LO 1	Consistently applies all skills to an exceptionally high level	Consistently applies all skills to a high level	Applies broad range of skills at a competent level	Applies limited range of skills at an adequate level	Technical skills below standard
Explore materials LO 2	Utilises a very high level of exploratory and inventive material processes.	Demonstrates a thorough exploration of material processes	Developing attempts to explore materials	Satisfactory knowledge of materials and processes	Unsatisfactory knowledge and implementation of material and processes
Recognise relationship between materials and processes LO 3	Insightful and independent thinking evident in work and  articulated in discussion	Clear relationships demonstration in work and well articulated in discussion	Competent accounting for concepts and process	Basic grasp of concepts and processes	Lack of understanding between concept and process
Identify and evaluate historical and contemporary painting contexts LO 4	High level of critical awareness evident in work and/or through discussion	Significant level of critical awareness evident in  work and/or through discussion	A competent level of critical awareness evident in work and/or through discussion	Not clearly revealed through work or in discussion	Work shows no research or critical evaluation

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.

Returning Assignments

Folio will be available to be picked up after the exam period.

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