In this course we interrogate the position, place, and appearance of the human body in art and artistic production across temporalities, geographies, disciplines, and media. The human body is examined in its myriad states: anatomised and whole, dead and alive, healthy, diseased and disabled, naked and dressed, real and ideal. Attention is paid to the various ways the body has been sexed and gendered through artistic representation, along with the way artists have challenged and reinforced gendered binaries and stereotypes through creative practice. Cross-cultural perspectives will work to de-centre dominant Euro-American models of the normalised human body, while a transdisciplinary approach will allow for an examination of the representation of the human body across art, science, medicine, and beyond. We take an object-based approach, with students being encouraged to find images and objects of interest to them for focused examination. Together we endeavour to engage with established methodologies and develop new ways of thinking critically and writing sensitively about images and objects that sit at the intersection of art history and gender studies.

Learning Outcomes

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

1. analyse critically representations of the human body as a central subject in the history of Western art;
2. examine the ways the human body has been sexed and gendered across temporalities, geographies, genres and media;
3. demonstrate understanding of the cultural and historical contexts of different visual representations of the human body, past and present;
4. apply theoretical approaches which foreground embodiment; and
5. experiment with the nature and practice of transdisciplinarity, as it relates to the representation of the human body.

Research-Led Teaching

This course relates directly to the research expertise of the convenor.

Recommended Resources

Whether you are on campus or studying online, there 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	Lectures (2 x 50 mins): The Turn to the Body in Art and Art History / Introducing Queer Theory.1 hr tutorial.
2	Lectures (2 x 50 mins): Know Thyself / Dissecting the Human Body.1 hr tutorial.
3	Lectures (2 x 50 mins): Faces / Hands.1 hr tutorial.
4	Lectures (2 x 50 mins): Affirmations of the Non-Visual / Displaying Disability. 1 hr tutorial.
5	Lectures (2 x 50 mins): A Bloody Mess / Queer Reproduction. 1 hr tutorial.	Assessment One Due: Object Analysis
6	Lectures (2 x 50 mins): The Nude / Life Drawing. 1 hr tutorial.	Life Drawing Tutorial
7	Lectures (2 x 50 mins): Hysterical Women / Decadent Men.1 hr tutorial.
8	Lectures (2 x 50 mins): Skin-Deep / Disembodiment.1 hr tutorial.
9	Lectures (2 x 50 mins): The Infant and Adolescent Body / The Aged Body (online delivery).1 hr tutorial.
10	Lectures (2 x 50 mins): Performance Art / Backs, Buttocks and Reproductive Organs Panel / 1 hr tutorial.	Assessment Two Due: Exhibition Proposal
11	Lectures (2 x 50 mins): Art and Drugs / The Corpse1 hr tutorial.
12	Lectures (2 x 50 mins): Body Based Art Projects at SOAD / The Corpse Part II (KH)1 hr tutorial.

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Object Analysis, value 25% (LO 1, 2, 3, 4)	25 %	19/08/2024	1,2,3,4
Exhibition Proposal, value 25% (LO 1, 2, 3, 4, 5)	25 %	08/10/2024	1,2,3,4,5
Final Research Essay, value 40% (LO 1, 2, 3, 4, 5)	40 %	21/10/2024	1,2,3,4,5
Class Participation, value 10% (LO 1, 2, 3, 4, 5)	10 %	*	1,2,3,4,5

* 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

10% of overall grade is based on participation in course tutorials.

Assessment Task 1

Object Analysis, value 25% (LO 1, 2, 3, 4)

Select an image or object that relates to one of the following themes: 

·       Know Thyself. 

·       Dissecting the Human Body. 

·       Faces and Hands. 

·       Faces versus Hands. 

·       Displaying Disability. 

In 1,000 words, answer the follow question: how is the human body represented in your chosen image or object? Your answer should include a close analysis of the image or object, including an attention to the formal qualities of the work (size, medium, colour, composition etc) and the object’s historical context. Make sure to include an illustration of your chosen image or object, along with credit line. Your bibliography should include no fewer than 5 reputable academic sources. 

SEE RUBRIC FOR FINAL RESEARCH ESSAY

Assessment Task 2

Exhibition Proposal, value 25% (LO 1, 2, 3, 4, 5)

In 1,000 words, propose an exhibition that centres on the human body in art and visual culture. Your exhibition can be thematic; or it can focus on the work of a single artist or select group of artists. 

Your proposal should be organised under the following headings:

·       Exhibition Title and Proposed Venue.

·       Exhibition Description (this should include references to other comparable [real] exhibitions). 

·       Exhibition Rationale and Intended Audience (why this exhibition is necessary and important, and for whom). 

·       Exhibition Themes and Featured Exhibits (including between 5-15 images / objects for display, briefly described). 

·       Potential Ethical Issues and Possible Solutions

Rubric

Criteria	Fail	Pass	Credit	Distinction	High Distinction
Does the proposal have a clearly articulated curatorial rationale that responds to the set scenario? LO 1,2	No curatorial rationale is articulated, or it is very limited and/or incomplete.	Curatorial rationale is either underdeveloped or unclear. Very limited or unclear response to set scenario.	Curatorial rationale is well articulated and includes clear response to the set scenario. Could be developed with greater nuance and/or attention to detail.	Curatorial rationale is very well conceived and articulated. Connections and responses to set scenario are thoughtfully considered and well developed.	Curatorial rationale is extremely well conceived and compellingly articulated. An imaginative and/or highly informed response to scenario.
Does the proposal demonstrate why its chosen artworks support the curatorial rationale? LO 1	No clear demonstration of how chosen artworks fit the curatorial rationale.	Some connections made between chosen artworks and curatorial rationale, but unclear or underdeveloped.	Clearly articulates how chosen artworks fit and develop the curatorial rationale. Could be developed more critically, or could show greater depth/breadth of artwork choice.	Clearly and critically articulates why artworks have been chosen and how they support the curatorial rationale.	Clearly, critically & compellingly articulates why artworks have been chosen and how they support the curatorial rationale. Artwork choice is sophisticated and highly informed.
Does the proposal engage with current exhibition debates and discourse? LO 2,3,4	No evidence of engagement with relevant exhibition culture or history.	Some evidence of engagement with relevant exhibition culture and history.	Solid engagement with relevant exhibition culture and history.	Considered and informed engagement with relevant exhibition culture and history. Includes examples of exhibitions that relate to the given theme.	A sophisticated, critical and informed engagement with relevant exhibition culture or history. Includes examples of exhibitions that relate to the given theme. Evidence of a critical engagement and evaluation of key exhibitions of relevance.
Is the proposal well written and well researched? LO 1	Poorly written with spelling and grammatical errors. Poorly structured. No references.	Adequately written. Usually correct grammar and spelling. Adequate referencing.	Well written essay. Usually correct grammar and spelling. Good referencing.	Fluently written essay. Minimal grammatical and spelling errors. Careful referencing with few errors.	Highly articulate and written in an eloquent style. Comprehension enhanced by grammar and spelling. Meticulous referencing

Assessment Task 3

Final Research Essay, value 40% (LO 1, 2, 3, 4, 5)

Write a 2,000-word essay on one of the following themes:

·       The Art of Reproduction. 

·       Imaging the Corpse.

·       The Body Undressed. 

·       The Body in Pieces. 

·       Performing the Body.

Your essay should start with a research question. It is recommended that you discuss your research question with your tutor. Include your research question at the start of your essay. 

In the body of your essay, you should endeavour to answer your research question. 

Make sure to include between 3 and 5 artistic examples, which should be included in an image index. 

Bibliographies should have no less than 8 reputable academic sources. 

Rubric

Criteria	Fail	Pass	Credit	Distinction	High Distinction
RESEARCH AND KNOWLEDGE LO 1,2,3,4,5	Little indication of research drawing on formal, scholarly material. Little knowledge of major themes. Does not include a bibliography.	Adequate range of research sources. Relies on internet sites (blogs, journalism, aggregators) rather than scholarly publications. Adequate understanding of the topic.	Good range of references but missing key sources. Shows understanding of key research issues in the essay question but tends towards overview rather than critical engagement.	Wide range of sources, including peer reviewed journals, but missing some key authors. Thorough knowledge of the major issues and perceptive analysis of major points. Uses research sources to develop and drive an argument.	Thoroughly researched, consulting all the major sources, including peer reviewed journals, principle monographs and exhibition catalogues. Sophisticated understanding of the major issues and awareness of complexities. Uses research sources to develop an independent argument.
ARGUMENT LO 1,2,3,4,5	Lacks any argument and does not address the terms of the essay question.	The terms of the question are addressed but argument tends to observation and impression. Does not develop an independent perspective on the topic. Argument is not forcefully stated or developed.	Clearly stated argument which addresses the terms of the question purposefully. Argument developed in a systematic structure of proposition, evidence and conclusion. Argument tends to report or summarise opinion.	Strong argument that presents a wide range of convincing points. The argument is proposed directly and is consistently addressed. Argument developed in a systematic structure of proposition, evidence and conclusion.	Highly sophisticated and lucid argument that addresses the essay question comprehensively and insightfully. The argument develops an independent perspective on the question, supported by astute use of evidence and analysis.
VISUAL ANALYSIS LO 1,2,3,4,5	Does not discuss relevant art works. Limited number of art works discussed.	Includes a suitable choice of images with a basic analysis. Visual analysis tends to be illustrative, with examples paired with contentions of argument, without elaboration.	Suitable choice of images with purposeful visual analysis. Visual analysis directly supports the development of argument (as proposition and evidence).	Suitable choice of images with close attention to visual analysis. Visual analysis astutely integrated into the overall argument, consistently initiating and propelling an address to the essay question.	Excellent choice of images, with highly perceptive visual analysis. Visual analysis integrated into the overall argument in a compelling and seamless manner.
ORGANISATION LO 1	Does not directly address the essay question. Little or no structure of argument and analysis. Disconnected observations, impressions or reporting of material.	A simple arrangement of ideas into a basic address to the question. Key components (introduction, statement of argument, analysis, conclusion) may be missing or out of balance. Usually remains focused on the topic.	Clear organisation of ideas, with key components (introduction, statement of argument, analysis, conclusion) evident. Remains focused on the topic. May be some imbalance or disconnection of elements (e.g. over-long introduction, buried thesis, sudden shifts of topic). Good use of paragraphing.	Strong organisation with a purposeful structure, direct statement of argument, systematic progress through evidence towards conclusion. A sense, in introduction and conclusion, that the author has an agenda. Effective use of paragraphing and topic sentences to propel the essay from introduction through to conclusion.	Excellent organisation. Extremely logical paragraphs with highly effective use of topic sentences. Engaging and highly effective introduction and conclusion.
WRITING LO 1	Poorly written with many spelling and grammatical errors.	Adequately written essay. Usually correct grammar and spelling.	Well written essay. Usually correct grammar and spelling.	Fluently written essay. Minimal grammatical and spelling errors.	Highly articulate and written in an eloquent style. Comprehension enhanced by grammar and spelling.
REFERENCING LO 2,3,4	Inadequate referencing. Images inadequately labeled.	Adequate referencing and image labeling but with some mistakes and inconsistencies. Use of the Chicago Style Manual and footnotes.	Good referencing and image labeling with few mistakes. Use of the Chicago Style Manual and footnotes.	Careful referencing and image labeling with almost no mistakes. Use of the Chicago Style Manual and footnotes. Effective use of quotations.	Meticulous referencing and image labeling. Use of the Chicago Style Manual and footnotes. Excellent and balanced use of quotations.

Assessment Task 4

Class Participation, value 10% (LO 1, 2, 3, 4, 5)

Based on involvement in course tutorials. Includes doing the required reading, responding to lecture and tutorial material, and participating in tutorial discussions.

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. 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.

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.

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