This course introduces key concepts, methodologies, and debates in contemporary craft and design for students of the humanities and the arts, from their ancient origins and historic development, through the enduring legacies of the modernist canon, to the new materialisms of the twenty-first century. Focusing on the conjoined themes of making and display, we will examine the fundamental points of tension between handmade and mechanised production, the unique and the mass-produced, the studio and the factory, and the intersection of craft and design with digital platforms and technologies, from Instagram to 3D printing. A wide range of contemporary craft and design practices and ideas across Australia, Asia, Europe, and the Americas will be considered in terms of cultural context, social significance, historical inheritance, and systems of value (aesthetic, economic, political, spiritual and individual).

Learning Outcomes

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

1. demonstrate understanding of key issues in contemporary craft and design;
2. relate key issues in contemporary craft and design to broader scholarly debates;
3. analyse and interpret contemporary craft and design objects; and
4. present written and oral arguments about contemporary craft and design.

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

N/A

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	Tuesday 20 February/Wednesday 21 February: What is Craft? | What is Design? Introductions Defining key terms Course overview
2	Tuesday 27 February/Wednesday 28 February: Visual & Material Cultures | Hand & Mind Disciplinary paradigms of "visual culture" and "material culture" Tensions between physical and intellectual forms of labour The "thinking hand"
3	Tuesday 5 March/Wednesday 6 March: The Gobelins Manufactory & Royal Artisans in Louis XIV's France (Robert Wellington) | Studio Craft, Workshops & Guilds History of workshop and guild production in the arts The Studio Craft Movement Contemporary forms of workshop and guild organisation	Presentations
4	Tuesday 12 March/Wednesday 13 March: Industrial Design, Factories & Mass Production | Form & Function History of industrialisation and factory-based production Designing for industry Modernist Design	Presentations
5	Tuesday 19 March/Wednesday 20 March: Contemporary Textile Practices (Misako Nakahira & Lucy Irvine) Contemporary textiles, with a focus on weaving Relational knowledge-making Materials-based inquiry	Assessment 1 (Object Analysis) due
6	Tuesday 26 March/Wednesday 27 March: Contemporary First Nations Craft & Design (Sarah Scott) | Works, Objects, Artefacts, Specimens Indigenous practices and understandings of craft and design Key terms in material culture analysis History of museological classification	Presentations
7	Tuesday 16 April/Wednesday 17 April: Authenticity & Tradition | Experiences & Tourist Art The invention of tradition The concept of "authenticity" in heritage studies and art history The place of craft and design in an "experience economy"	Presentations
8	Tuesday 23 April/Wednesday 24 April: Bio-Design, Ethics & the Anthropocene (Alia Parker) | Enchantment & New Materialisms The practice of design with living organisms and waste streams Ethical making The place of craft and design in "new materialist" theory	Presentations
9	Tuesday 30 April/Wednesday 1 May: Everyday Aesthetics | Kitsch Commercial design Finding beauty in everyday things The concept of "kitsch"	Presentations
10	Tuesday 7 May/Wednesday 8 May: Designing for Community Resilience (Naomi Hay) | Repair & Reuse Sustainability in contemporary craft and design practice Circular economies History of repair and reuse	Presentations
11	Tuesday 14 May/Wednesday 15 May: Craftivism | The Politics of the Handmade Activism in craft and design Political history of craft and design The Arts & Crafts Movement and the Bauhaus	Presentations
12	Tuesday 21 May/Wednesday 22 May: Abstracting Craft (and Design) | Dematerialised & Outsourced Art Digital approaches to craft and design practice The concept of "dematerialisation" in modern and contemporary art The use of outsourced labour by contemporary artists	Assessment 2 (Essay) due

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Object Analysis	25 %	18/03/2024	02/04/2024	3,4
Essay	45 %	27/05/2024	10/06/2024	1,2,3,4
Tutorial Presentation	20 %	*	*	1,3,4
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

Object Analysis

For this task, students will be required to choose a contemporary craft and/or design object to which they have ready access and then present a written analysis of its visual and material qualities, form and function, affiliation with various systems of value, social and cultural contexts, and the practices of making and display with which it is associated.

Value: 25%

Word limit: 1000

Submission date: 18 March 2024

Assessment return: 2 April 2024

Rubric

CRITERIA	FAIL	PASS	CREDIT	DISTINCTION	HIGH DISTINCTION
CHOICE OF OBJECT	Chosen object does not fit the task requirements and displays little relevance to the task.	Adequate choice of object but may not display a clear logic or enable strong connections with key concepts.	Solid choice of object that enables good connections with key concepts but that could demonstrate more critical thinking	Good choice of object with strong connections to key concepts.	Excellent choice of object, making 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 object within relevant systems of value, social and cultural contexts, or practices of making and display.	Some limited positioning of chosen object within relevant systems of value, social and cultural contexts, or practices of making and display, but overall brief or lacking clear relevance.	Solid situation of chosen object within relevant systems of value, social and cultural contexts, or practices of making and display, demonstrating a good understanding but could lacking in detail.	Identifies and selects systems of value, social and cultural contexts, or practices of making and display that are very relevant for the chosen object, demonstrating a clear understanding.	Identifies and selects systems of value, social and cultural contexts, or practices of making and display that are extremely relevant for the chosen object, demonstrating a sophisticated level of understanding.
ARGUMENT	Lacks any 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.
INDEPENDENT RESEARCH	Displays no evidence of independent research.	Displays little evidence of independent research and relies primarily on sources that are not scholarly.	Displays good evidence of independent research with reference to an adequate range of relevant scholarly sources.	Displays very good evidence of independent research, with reference to a solid 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 consulted used very effectively to support the argument.
STRUCTURE AND ORGANISATION	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.
CLARITY OF 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 2

Essay

This task will require students to select and respond to one of several pre-assigned essay questions that will provide them with an opportunity to demonstrate understanding of key issues in contemporary craft and design, to relate those issues to broader scholarly debates, and to analyse and interpret relevant craft and design objects.

Value: 45%

Word limit: 2500

Submission date: 27 May 2024

Assessment return: 10 June 2024

Rubric

CRITERIA	FAIL	PASS	CREDIT	DISTINCTION	HIGH DISTINCTION
RESEARCH AND KNOWLEDGE	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 the 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 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.
WRITING	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 3

Tutorial Presentation

Students will select a contemporary craft and/or design object, issue or methodology to analyse and interpret in class, briefly demonstrating their understanding of that object, issue or methodology and then leading a group discussion.

Value: 20%

Duration: 8-10 minutes

Submission date: In tutorials throughout the semester

Assessment return: 1 week following delivery of presentation

Rubric

CRITERIA	FAIL	PASS	CREDIT	DISTINCTION	HIGH DISTINCTION
Conveys object analysis and interpretation in an effective and engaging manner	Inadequate analysis and interpretation of chosen object with no attempt to show understanding of relevant methodologies and issues.	Adequate analysis and interpretation of chosen object with some attempt to show understanding of relevant methodologies and issues but lacking in clarity and purpose.	Thoughtful analysis and interpretation of chosen object that demonstrates 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 object that demonstrates 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 object.	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 4

Participation

This task 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.

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 assessment items 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 two 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

Assignments may not be resubmitted.

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