This course introduces the history of key materials and techniques associated with the practice of art and design through history, with a focus on the role that changing contexts of display have played in our understanding of these disciplines. We will examine various processes and media used by artists and designers, from ceramics and textiles to painting and digital fabrication, across a wide range of historical, cultural, and political contexts, from early modern studioli and wunderkammer to contemporary art galleries and online collection databases.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- identify and describe frequently used materials and techniques associated with the practice of art and design;
- analyse and interpret the relationship between materials, techniques, and contexts of display;
- relate key issues in the study of materials, techniques, and contexts of display to broader scholarly debates; and
- present written and spoken arguments about the use and understanding of various materials, techniques, and contexts of display.
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 a field trip in Week 5 to the exhibition "Materiality...But Not as We Know It" at the Canberra Museum & Gallery.
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 | Wednesday 24 July/Thursday 25 July: Framing Art & Design
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| 2 | Wednesday 31 July/Thursday 1 August: Clay
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| 3 | Wednesday 7 August/Thursday 8 August: Dyes & Fibres
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Presentations |
| 4 | Wednesday 14 August/Thursday 15 August: Wax
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Presentations |
| 5 | Wednesday 21 August/Thursday 22 August: Materiality...but not as we know it
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Presentations |
| 6 | Wednesday 28 August/Thursday 29 August: Charcoal
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Assessment 1 (Case-Study Analysis) due | Presentations |
| 7 | Wednesday 18 September/Thursday 19 September: Pigments & Binders
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Presentations |
| 8 | Wednesday 25 September/Thursday 26 September: "Seeing Red" | Medicine & Alchemy
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Presentations |
| 9 | Wednesday 2 October/Thursday 3 October: Synthetics
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Presentations |
| 10 | Wednesday 9 October/Thursday 10 October: Energy
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Presentations |
| 11 | Wednesday 16 October/Thursday 17 October: Light
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Presentations |
| 12 | Wednesday 23 October/Thursday 24 October: Undersea
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Assessment Summary
| Assessment task | Value | Due Date | Learning Outcomes |
|---|---|---|---|
| Case-Study Analysis | 30 % | 26/08/2024 | 1,2,4 |
| Tutorial Presentation | 20 % | 17/10/2024 | 1,4 |
| Essay | 40 % | 04/11/2024 | 1,2,3,4 |
| Participation | 10 % | * | 1,2 |
* 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
- Special Assessment Consideration Guideline and General Information
- 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
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 craft and design as well as an ability to link those issues to broader debates.
Examination(s)
There are no examinations for this course.
Assessment Task 1
Learning Outcomes: 1,2,4
Case-Study Analysis
For this task, students will be required to complete a reflective written analysis of a historical or contemporary material or display context of their choice. This will enable development of research writing skills associated with the creation, materiality, and display of works of art and design.
Value: 30%
Word limit: 1500
Submission date: 26 August 2024
Rubric
| CRITERIA | FAIL | PASS | CREDIT | DISTINCTION | HIGH DISTINCTION |
|---|---|---|---|---|---|
CHOICE OF CASE-STUDY | Case-study does not fit the task requirements and displays little relevance to the assessment aims. | Adequate choice of case-study but may not display a clear logic or enable strong connections with key concepts. | Solid choice of case-study that enables connections with key concepts but that could show a greater depth of critical thinking. | Good choice of case-study with strong connections to key concepts and depth of critical analysis. | Excellent choice of case-study with sophisticated and insightful connections to key concepts. |
ANALYSIS | Inadequate analysis that lacks required detail and understanding. | Analysis is basic and underdeveloped, making use of a limited range of strategies, capacities, and formal elements. | Solid analysis but limited in variety, range, or depth, with a lack of consistency across the argument. | Informed and consistent analysis, demonstrating a diverse range of relevant strategies, capacities, and formal elements. | Discerning and perceptive analysis that draws on an extensive assortment of strategies, capacities, and formal elements. |
CONTEXTUALISATION | Does not adequately situate chosen case-study within relevant systems of value, social and cultural contexts, or practices of making and display. | Some limited positioning of the case-study within relevant systems of value, social/cultural contexts, or practices of making and display, but overall brief or lacking clear relevance. | Solid situation of case-study within relevant systems of value, social and cultural contexts, or practices of making and display, demonstrating a good understanding but lacking in detail. | Identifies and selects systems of value, social and cultural contexts, or practices of making and display very relevant to the case-study, demonstrating a clear understanding. | Identifies and selects systems of value, social and cultural contexts, or practices of making and display extremely relevant to the chosen case-study, showing a sophisticated level of understanding. |
ARGUMENT | Lacks a clear argument. | Does not present a strong argument. | Clearly stated argument but could be developed more critically and with a greater degree of depth. | Presents a strong argument. | Presents an excellent, independent argument. |
RESEARCH | Displays no evidence of independent research. | Displays little evidence of independent research and relies primarily on sources that aren't scholarly. | Displays solid evidence of independent research with reference to an adequate range of relevant scholarly sources. | Displays good evidence of independent research, with reference to a wide range of scholarly sources used effectively to support the argument. | Displays excellent evidence of independent research, with reference to a diverse range of scholarly sources used very effectively to support the argument. |
STRUCTURE | Little to no structure. | Adequate structure and organisation, but lacking clarity. | Good overall organisation and structure, with some lapses in clarity. | Very good organisation and structure. | Excellent organisation and structure. |
WRITTEN EXPRESSION | Poorly written with many spelling and grammatical errors. | Adequately written, but with errors in grammar and spelling. | Well written. Usually correct grammar and spelling. | Fluently written. Minimal grammatical and spelling errors. | Highly articulate, written in an eloquent style with very few grammatical and spelling errors. |
Assessment Task 2
Learning Outcomes: 1,4
Tutorial Presentation
In groups of 2-3, students will briefly introduce and analyse a historical or contemporary technique of their choice, demonstrating their understanding of key issues and then leading an open discussion. This will enable development of spoken communication skills and the presentation of research in a concise form.
Value: 20%
Duration: 8-10 minutes
Submission date: In tutorials throughout the semester, from Week 3 until Week 11
Assessment return: 1 week following delivery of presentation
Rubric
| CRITERIA | FAIL | PASS | CREDIT | DISTINCTION | HIGH DISTINCTION |
|---|---|---|---|---|---|
Conveys analysis in an effective and engaging manner | Inadequate analysis and interpretation of chosen technique with no attempt to show understanding of relevant methodologies and issues. | Adequate analysis and interpretation of chosen technique with some attempt to engage with relevant methodologies and issues but lacking in clarity and purpose. | Thoughtful analysis and interpretation of chosen technique demonstrating a clear understanding of relevant methodologies and issues but could've more clearly articulated their connections. | Strong, engaging analysis and interpretation with an evident understanding of relevant methodologies and issues and a clear sense of purpose. | Excellent analysis and interpretation of chosen technique that shows a sophisticated depth of understanding of relevant methodologies and issues and analyses connections very effectively. |
Reflects on connections with the key themes of the course | No reference made to key themes discussed so far in the course. | Identified one or more key themes discussed so far in the course, but doesn't effectively reflect on their relevance for the chosen technique. | Reflects thoughtfully on at least one key theme of the course, but lacking depth and clarity. | Reflects carefully and precisely on relevant key themes of the course. | Reflects critically and analytically on relevant key themes of the course. |
Delegates group roles and areas of focus effectively (if undertaken in a group) | No delegation of roles and areas of focus. | Limited delegation of roles and areas of focus. | Clear delegation of roles and areas of focus. | Solid delegation of roles and areas of focus. | Excellent delegation of roles and areas of focus, used to enhance analysis and interpretation. |
Structure and duration | No sense of structure or logical organisation, does not keep to time. | Adequately structured but needs work, time could be used more effectively. | Effective structure but the key ideas could've bene more clearly conveyed, keeps to time but could've used more effectively. | Highly effective, clear and well structured, making a very effective use of time. | Extremely effective, imaginative and well structured presentation. |
Assessment Task 3
Learning Outcomes: 1,2,3,4
Essay
Students will select and respond to one of several pre-assigned essay questions that will provide them with an opportunity to demonstrate their understanding of key issues in the study of materials, techniques, and display contexts; to relate those issues to broader scholarly debates; and to analyse and interpret relevant case-study examples. This will enable development of core scholarly skills of research, analysis, and written argument.
Value: 40%
Word limit: 2000
Submission date: 4 November 2024
Rubric
| CRITERIA | FAIL | PASS | CREDIT | DISTINCTION | HIGH DISTINCTION |
|---|---|---|---|---|---|
RESEARCH | Does not include a bibliography. Little knowledge of major theoretical themes. | Adequate range of sources but these are mostly non-scholarly or online. Shows adequate understanding of topic. | Good range of references but missing key sources. Good understanding of the topic and key issues. | Wide range of sources. Thorough knowledge of key issues and perceptive analysis of main points. | Thoroughly researched, consulting all the major sources, with a high level of understanding of the key issues and awareness of complexities. |
ARGUMENT | Lacks any argument and does not address the assessment criteria. | Sound attempt to write an argument and adequately address the assessment criteria. | Clearly stated argument that addresses the assessment criteria convincingly. | Strong argument that presents a wide range of convincing points. | Highly sophisticated and lucid argument that addresses assessment criteria comprehensively and insightfully. |
CASE-STUDY ANALYSIS | Does not discuss relevant case-studies. | Includes a suitable choice of case-studies with basic analysis integrated in a straightforward manner. | Suitable choice of case-studies with a thorough analysis integrated into the overall argument. | Suitable choice of case-studies with a discerning analysis that has been astutely integrated into the argument. | Excellent choice of case-studies with perceptive analysis that has been integrated into the overall argument in a compelling and seamless manner. |
ORGANISATION | Little or no structure. | Adequate arrangement of ideas, generally retains a clear focus on the topic. | Clear organisation of ideas and effective use of paragraphing, with a clear focus throughout. | 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 | Poorly written with many spelling and grammatical errors. | Adequately written, but with errors in grammar and spelling. | Well written. Usually correct grammar and spelling. | Fluently written. Minimal grammatical and spelling errors. | Highly articulate, written in an eloquent style with very few grammatical and spelling errors. |
REFERENCING | Inadequate referencing. | Adequate referencing but with inconsistencies. | Good referencing, with a few mistakes. | Careful referencing with almost no mistakes. | Meticulous referencing. |
Assessment Task 4
Learning Outcomes: 1,2
Participation
Each student will be assessed 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.
Value: 10%
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 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.
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
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 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 undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Convener
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Research InterestsChinese art history; Contemporary Chinese art; Ceramics; Travel & Mobility; Trade & Exchange; Cultural Diplomacy; Object Biography |
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Alex Burchmore
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