What is the best way to approach the research, writing, and display of works of art, artefacts, and material culture? What are the ideas that underpin the kind of projects that we undertake as art historians and curators? Approaches to Art History and Curatorial Studies provides an overview of methods and theories that allow us to answer those questions. The course provides students with essential tools that will equip studies to develop a focussed individual research project, with assessments that will encourage students to develop and pursue their own interests. We will explore various approaches and examine in depth the methodological strategies and institutional critiques adopted by art historians and curators. These include iconographic, semiotic, formalist, and socially/ethically engaged methods; critical theory, queer theory, feminist, and post-colonial critiques.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- critically examine approaches to art history and curatorial studies;
- engage with contemporary art historical and curatorial methods and theories for research project design;
- engage with contemporary art historical and curatorial methods and theories for writing; and
- speak with confidence about the latest approaches and ethics of art history and curatorial studies, and to defend particular view points.
Research-Led Teaching
Lectures will be based on the research expertise of those who deliver them.
Field Trips
Visits to local galleries and museums may be part of the course.
Additional Course Costs
N/A
Examination Material or equipment
N/A
Required Resources
N/A
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 | Ethics and Aesthetics/Identifying a topic | |
| 2 | Iconography and Iconology/What is a research question? | |
| 3 | Marxism and Critical Theory/Archives and Libraries: sources for research | |
| 4 | Post-Structuralism/Writing the state of the field: literature reviews | Assessment 1 due |
| 5 | Art History and the Aftermath of Colonisation/Project Planning: developing a project outline | |
| 6 | Feminist and Queer Critiques/Research Ethics | |
| 7 | Material Culture and Transdisciplinarity/Audience | Assessment 2 due (Presentations) |
| 8 | Institutional Critique/The right to speak: whose stories are you telling? Decolonisation. | (Presentations) |
| 9 | Ecocriticism and Planetary Futures/Private and Public: ethics of display and publication | (Presentations) |
| 10 | Art, Science, and Medicine/Collaboration and Co-Creation | (Presentations) |
| 11 | Digital Tools and Methods/Alternative outputs: publishing research | (Presentations) |
| 12 | Contemporaneity/So What? Connecting your work to the big issues of the day |
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 |
|---|---|---|---|---|
| Identifying a research question (1000 words) | 25 % | 16/08/2024 | 02/09/2023 | 1,2 |
| Research plan (500 words) | 15 % | 19/09/2024 | 07/10/2024 | 2,3 |
| Research proposal presentation (3-5 mins) | 25 % | 17/10/2024 | * | 4 |
| Extended research proposal (2000 words) | 35 % | 01/11/2024 | 25/11/2024 | 1, 2, 3 |
* 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 lectures and tutorials each week.
Examination(s)
N/A
Assessment Task 1
Learning Outcomes: 1,2
Identifying a research question (1000 words)
IDENTIFYING A RESEARCH QUESTION: Students will choose a research topic, identify a research question for an honours thesis project, and write a 1,000 word justification in relation to one or more of the approaches to art history and curatorial studies covered in the course. This will require students to critically examine approaches to art history and curatorial studies (LO1), and to engage with contemporary art historical and curatorial methods and theories for research project design (LO2).
Rubric
| Criteria | Fail (0-49) | Pass (50-59) | Credit (60-69) | Distinction (70-79) | High Distinction (80-100) |
|---|---|---|---|---|---|
RELEVANCE | Question is not relevant to the field of art history and curatorial studies. Either impossible to answer, or too obvious to require research. | Question is broadly relevant to the field of art history and curatorial studies. Question might be difficult to answer, or the answer might be a bit too obvious. | Question is relevant to the field of art history and curatorial studies. Question can be answered, but might lead to broad conclusions. | Question responds to recent state of the field of art history and curatorial studies. Answers to the question will build upon the existing literature, and might promise to offer a new perspective on an interesting problem. | Question engages in a nuanced and sophisticated way with the state of the field of art history and curatorial studies. Answers promise to deliver new knowledge. |
SCOPE | The scope of the question is either too broad to answer adequately in an honours project, or too narrow to offer any real insight beyond the immediate case study. | The question might be a little too broad for an honours project and require a more focussed approach, or too narrow and need to open up beyond the limitations of the case study. | The scope of the question is sound for an honours project. It might be a little too broad or too narrow to offer any real insight that will further research on the topic in hand. | The question is well suited to an honours project. It can be adequately addressed within the scope of the research and writing of an honours thesis, and it promises to build upon existing literature. | The question is perfectly suited to an honours project. It can be addressed within the scope of the research and writing of an honours thesis, and it promises to deliver new insights on the topic. |
ORGANISATION | Little or no structure Aimlessly rambles Completely off topic | Adequate arrangement of ideas Usually remains focused on the topic. | Clear organisation of ideas Good use of paragraphing Good introduction and conclusion Remains focused on the topic | Strong organisation Effective use of paragraphing and topic sentences Logical paragraphs Effective introduction and conclusion | Excellent organisation Extremely logical paragraphs with effective use of topic sentences Engaging and highly effective introduction and conclusion |
WRITING | Poorly written with many spelling and grammatical errors | Adequately written. Usually, correct grammar and spelling | Well written. Usually, correct grammar and spelling | Fluently written. Minimal grammatical and spelling errors | Highly articulate and written in an eloquent style Comprehension enhanced by grammar and spelling |
REFERENCING IN CHICAGO MANUAL OF STYLE FORMAT WITH FOOTNOTES AND BIBLIOGRAPHY | Inadequate referencing Images inadequately labelled. Incorrect referencing system. | Adequate referencing and image labelling but with some mistakes and inconsistencies. Use of the Chicago Style Manual and footnotes | Good referencing and image labelling with few mistakes. Use of the Chicago Style Manual and footnotes. | Careful referencing and image labelling with almost no mistakes Use of the Chicago Style Manual and footnotes Effective use of quotes | Meticulous referencing and image labelling Use of the Chicago Style Manual and footnotes Excellent and balanced use of quotes |
Assessment Task 2
Learning Outcomes: 2,3
Research plan (500 words)
RESEARCH PLAN: A short research plan for an honours thesis or exhibition project will demonstrate how students engage with contemporary art historical and curatorial methods and theories for research project design (LO2). It will encourage students to begin to engage with contemporary art historical and curatorial methods and theories for writing (LO3)
Rubric
| Criteria | Fail (0-49) | Pass (50-59) | Credit (60-69) | Distinction (70-79) | High Distinction (80-100) |
|---|---|---|---|---|---|
RESEARCH QUESTION | Badly composed question irrelevant to the field of art history and curatorial studies. Answers to the question beyond the scope of research at an undergraduate/honours level | Question is relevant, but broad, general, or misdirected. Question has an obvious answer and does not require new research. | Question demonstrates an understanding of key ideas in the area of study. The answer might be a little obvious and over reliant on previously established ideas. | Question demonstrates a very good understanding of key ideas in the area of study. The answer to the question promises to build upon current ideas in the discipline of art history and curatorial studies. | Question demonstrates an excellent understanding of key ideas in the area of study. The answer to the question promises to create new knowledge in the discipline of art history and curatorial studies. |
STATE OF THE FIELD | Little knowledge of major themes that relate to the topic of the project. | Adequate knowledge of major themes that relate to the topic of the project. | Good knowledge of major themes that relate to the topic of the project, but not quite up to date, or lacking nuance. | Very good knowledge of major themes that relate to the topic of the project. Up to date and nuanced. | Excellent knowledge of major themes that relate to the topic of the project. Up to date and nuanced. Sophisticated understanding of contemporary debates 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 which addresses the assessment criteria convincingly. | Strong argument that presents a wide range of convincing points | Highly sophisticated and lucid argument that addresses the assessment criteria comprehensively and insightfully |
ORGANISATION | Little or no structure Aimlessly rambles Completely off topic | Adequate arrangement of ideas Usually remains focused on the topic. | Clear organisation of ideas Good use of paragraphing Good introduction and conclusion Remains focused on the topic | Strong organisation Effective use of paragraphing and topic sentences Logical paragraphs Effective introduction and conclusion | Excellent organisation Extremely logical paragraphs with effective use of topic sentences Engaging and highly effective introduction and conclusion |
WRITING | Poorly written with many spelling and grammatical errors | Adequately written. Usually, correct grammar and spelling | Well written. Usually, correct grammar and spelling | Fluently written. Minimal grammatical and spelling errors | Highly articulate and written in an eloquent style Comprehension enhanced by grammar and spelling |
REFERENCING IN CHICAGO MANUAL OF STYLE FORMAT WITH FOOTNOTES AND BIBLIOGRAPHY | Inadequate referencing Images inadequately labelled. Incorrect referencing system. | Adequate referencing and image labelling but with some mistakes and inconsistencies. Use of the Chicago Style Manual and footnotes | Good referencing and image labelling with few mistakes. Use of the Chicago Style Manual and footnotes. | Careful referencing and image labelling with almost no mistakes Use of the Chicago Style Manual and footnotes Effective use of quotes | Meticulous referencing and image labelling Use of the Chicago Style Manual and footnotes Excellent and balanced use of quotes |
Assessment Task 3
Learning Outcomes: 4
Research proposal presentation (3-5 mins)
RESEARCH PROPOSAL PRESENTATION The presentation will allow students to present a draft of their honours thesis or exhibition project plan to the class. This will demonstrate students ability to speak with confidence about the latest approaches and ethics of art history and curatorial studies, and to defend particular view points (LO4)
Rubric
| Criteria | Fail (0-49) | Pass (50-59) | Credit (60-69) | Distinction (70-79) | High Distinction (80-100) |
|---|---|---|---|---|---|
ORGANISATION | No structure and sequence of information. Cannot understand presentation | Poor organisation. Difficult to follow presentation. | Easy to follow information. Presented in a logical sequence. Includes introduction, exposition/argument, and conclusion. | Information presented in logical, interesting sequence. Good introduction, exposition/argument, and conclusion | Information is perfectly structured facilitating class understanding. Interesting introduction, well-developed exposition/argument, and clear conclusion. |
KNOWLEDGE | Limited understanding of the topic | Some understanding of the topic. Some incorrect information given | General understanding of material presented. Clear purpose, overview, and conclusion | Strong understanding of material presented. Thorough well-stated purpose, overview, and conclusion | Superior understanding of information incorporating critical analysis of material. Clearly stated strong and credible purpose, overview, and conclusion |
USE OF VISUAL AIDS | Poor visual aids | Limited or irrelevant visual aids | Appropriate visual aids | Very good visual aids that enhance presentation | Excellent visual aids that enhance presentation |
CLEAR DELIVERY | Inaudible. Spoken too quickly. No pauses. | Frequent incorrect pronunciation of names or key terms. Awkward pauses. | Clear voice. Pronunciation of names or key terms. mostly correct. Well-paced delivery. Good use of pausing | Effective, interesting delivery. Well-paced with good diction, tone, pausing and pronunciation. | Informative, well-paced delivery. Excellent diction, tone, pausing and pronunciation. |
TIMING | Significantly over/under time. | Out of time. Not sufficiently summarised. | Pressed for time, but well summarised. | Well timed. | Perfectly timed. |
Assessment Task 4
Learning Outcomes: 1, 2, 3
Extended research proposal (2000 words)
EXTENDED RESEARCH PROPOSAL The extended research proposal for an honours thesis or exhibition project will allow students to critically examine approaches to art history and curatorial studies (LO1), engage with contemporary art historical and curatorial methods and theories for research project design (LO2), and Engage with contemporary art historical and curatorial methods and theories for writing (LO3).
Rubric
| Criteria | Fail (0-49) | Pass (50-59) | Credit (60-69) | Distinction (70-79) | High Distinction (80-100) |
|---|---|---|---|---|---|
RESEARCH QUESTION | Badly composed question irrelevant to the field of art history and curatorial studies. Answers to the question beyond the scope of research at an undergraduate/honours level | Question is relevant, but broad, general, or misdirected. Question has an obvious answer and does not require new research. | Question demonstrates an understanding of key ideas in the area of study. The answer might be a little obvious and over reliant on previously established ideas. | Question demonstrates a very good understanding of key ideas in the area of study. The answer to the question promises to build upon current ideas in the discipline of art history and curatorial studies. | Question demonstrates an excellent understanding of key ideas in the area of study. The answer to the question promises to create new knowledge in the discipline of art history and curatorial studies. |
STATE OF THE FIELD | Little knowledge of major themes that relate to the topic of the project. | Adequate knowledge of major themes that relate to the topic of the project. | Good knowledge of major themes that relate to the topic of the project, but not quite up to date, or lacking nuance. | Very good knowledge of major themes that relate to the topic of the project. Up to date and nuanced. | Excellent knowledge of major themes that relate to the topic of the project. Up to date and nuanced. Sophisticated understanding of contemporary debates 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 which addresses the assessment criteria convincingly | Strong argument that presents a wide range of convincing points | Highly sophisticated and lucid argument that addresses the assessment criteria comprehensively and insightfully |
ORGANISATION | Little or no structure Aimlessly rambles Completely off topic | Adequate arrangement of ideas Usually remains focused on the topic | Clear organisation of ideas Good use of paragraphing Good introduction and conclusion Remains focused on the topic | Strong organisation Effective use of paragraphing and topic sentences Logical paragraphs Effective introduction and conclusion | Excellent organisation Extremely logical paragraphs with effective use of topic sentences Engaging and highly effective introduction and conclusion |
WRITING | 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 IN CHICAGO MANUAL OF STYLE FORMAT WITH FOOTNOTES AND BIBLIOGRAPHY | Inadequate referencing Images inadequately labelled. Incorrect referencing system. | Adequate referencing and image labelling but with some mistakes and inconsistencies. Use of the Chicago Style Manual and footnotes | Good referencing and image labelling with few mistakes. Use of the Chicago Style Manual and footnotes. | Careful referencing and image labelling with almost no mistakes Use of the Chicago Style Manual and footnotes Effective use of quotes | Meticulous referencing and image labelling Use of the Chicago Style Manual and footnotes Excellent and balanced use of quotes |
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
Convener
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Research InterestsCrosscurrents between Australian First Nations and non-Indigenous art and culture. Australian Modernist Art and its representation both within Australian and in a global contextExhibition historyArt PatronageAustralian First Nations Art and Culture |
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Dr Sarah Scott
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