Each year a world-leading researcher is selected by a competitive process for the Sir William Dobell Visiting Chair award in the ANU Centre for Art History and Art Theory. This advanced research seminar provides students the opportunity to study the topics of current research by the Sir William Dobell Visiting Chair. The seminar will change each semester to align with the visiting fellow's work, allowing students to develop professional research skills by aligning their study and assessments with the Chair's research.

Learning Outcomes

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

1. evaluate the state of a subfield of art history and curatorial studies;
2. design an advanced research project;
3. recognise the distinction between research outputs and research outcomes; and
4. work collaboratively as part of a research team

Research-Led Teaching

Material in this course is directly related to the lecturer's research and publishing agenda.

Field Trips

N/A

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	Introduction: A New World View
2	Transatlantic Slavery
3	The Frontier: Eighteenth-Century British America and the Pacific
4	The Aesthetics of Empire in Nineteenth-Century Britain and America: Extraction
5	The Aesthetics of Insurgency: India and Jamaica	Assessment 2 due
6	Indigenous Australian Art and the British Empire
7	The British Empire and Orientalism
8	The Aesthetics of Empire in Late Nineteenth-Century Europe
9	Combatting Communism: Twentieth-Century American Empire
10	The American Empire in the Middle East
11	Comparing Empires: Britain and America
12	Presentations	Assessment 3 in class

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
Weekly reading presentations (1,000 words)	20 %	*	*	1,4
Annotated Bibliography (2,000 words)	20 %	21/08/2024	31/08/2024	1
Final Presentation (2,000 words)	20 %	23/10/2024	30/10/2024	2,3
Final Essay (4,000 words)	40 %	07/11/2024	21/11/2024	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.

Assessment Task 1

Weekly reading presentations (1,000 words)

Each week, students will present on one of the readings assigned for the course.  

Rubric

	Fail	Pass	Credit	Distinction	High Distinction
Goal 1: Articulates central point of the text in a clear manner. (LO1)	Little to no articulation of the central point of a text in a clear manner.  Shows little to no understanding of the text.	Presentation of the text is limited and/or unclear at points.  Doesn’t sufficiently articulate the central point of the text and/or communicate that clearly	Describes the text, but clarity of presentation may fall down at points. Outlines the text, but doesn’t make enough critical or clarifying points about it.	Presents the text in a way that is clear and engaging. Clearly outlines what the text’s goals were, and considers how the text realised or diverged from its goals. Offers generative material for further discussion.	Presents the text in a way that is sophisticated and highly engaging. Clearly outlines what the text’s goals were, and intelligently analyses how the text realised or diverged from its goals. Finds nuances in the text and offers generative material for further discussion.
Goal 2: Reflects on how the text relates to key themes of the course. (LO1)	Fails to refect on how the text responds critically to key themes/topics of the course.	May identify one or more key theme/topic of the course, but doesn’t effectively reflect on how the text responds to it.	Reflects on how the text responds to at least key theme of the course. Could be done with more depth or rigour.	Reflects carefully and precisely on how the text responds to key themes of the course.	Reflects critically and analytically on how the text responds to key themes of the course.
Goal 3: Structure and duration of presentation. (LO4)	Lacking any significant structure or organisation. Does not keep to time	Adequately structured but needs work. Does not use time effectively.	Effective presentation, but structure could convey ideas more clearly. May not keep to time or use time effectively.	Very effective, clear and well-structured presentation. Keeps to time.	Extremely effective, imaginative and well structured presentation. Keeps to time.

Assessment Task 2

Annotated Bibliography (2,000 words)

This assignment requires ten sources and your own annotations on them (2,000 words). These annotations can be in bullet-point form, provided that you also include summaries of your sources at the top of each annotation. Be sure that each of these are scholarly sources—e.g. Wikipedia, museum websites, and/or Smarthistory do not count. Ideally your ten sources will consist of academic books, book chapters, peer-reviewed articles (online or print), dissertations, and other scholarly materials. 

Rubric

	Fail	Pass	Credit	Distinction	High Distinction
Goal 1:  Choice of texts (LO1)	Choice of texts does not reflect the task requirements, and/or displays little relevance to the task.	Adequate choice of texts, but may not display a clear logic. Doesn’t enable strong connections/comparisons to be made.	Solid choice of texts, enabling some good connections/comparisons to be made. Choice could demonstrate more critical/independent thinking.	Very good choice of texts, enabling strong connections/comparisons to be made.	Excellent choice of texts, enabling sophisticated connections/comparisons to be made.
Goal 2:  Analysis (LO1)	Inadequate level of analysis, lacking required detail and/or understanding.	Analysis is basic and underdeveloped. Analyses a very limited range of strategies, capacities and formal elements of the media texts.	Solid analysis, but a little limited in the variety, range or depth. Level of analysis may not be consistent across all examples.	Good, informed, consistent analysis. Analyses a range of different strategies, capacities and formal elements of the media texts.	Discerning and perceptive analysis, presented at an extremely high level.  Analyses a range of relevant strategies, capacities and formal elements of the media texts.
Goal 3: Contextualisation of chosen texts. (LO1)	Does not adequately contextualise chosen media texts in terms of relevant historical, social, artistic and/or theoretical factors.	Offers some, but limited contextualisation of media texts in terms of some historical, social, artistic and/or theoretical factors. Brief and/or lacking clear relevance.	Contextualises media texts well in terms of relevant historical, social, artistic and/or theoretical factors. Demonstrates a good level of understanding, but could be more detailed.	Identifies and selects historical, social, artistic and/or theoretical contexts that are very relevant to the chosen texts. Contextualises very well, demonstrating a very good level of understanding.	Identifies and selects historical, social, artistic and/or theoretical contexts that are extremely relevant to the chosen media texts. Contextualises extremely well, demonstrating a sophisticated level of understanding.
Goal 4: Application of textual analysis. (LO1)	Provides no analysis about how, or whether, a given text will be useful in the final essay.  Demonstrates little to no understanding of where the final essay will contribute to extant literature.	Provides little to no analysis about how, or whether, a given text will be useful in the final essay.  Demonstrates little understanding of where the final essay will contribute to extant literature.	Provides limited analysis about how, or whether, a given text will be useful in the final essay.  Demonstrates only a basic understanding of where the final essay will contribute to extant literature.	Provides some analysis about how, or whether, a given text will be useful in the final essay.  Demonstrates a general understanding of where the final essay will contribute to extant literature.	Provides a clear analysis about how, or whether, a given text will be useful in the final essay.  Demonstrates a superior understanding of where the final essay will contribute to extant literature.

Assessment Task 3

Final Presentation (2,000 words)

Students will present their final papers to the seminar at the end of the semester. These presentations should be no more than 15 minutes, with 5 minutes provided for Q&A. Be sure to outline your argument in detail, using plenty of illustrations. Feedback from the final presentation must be incorporated into the final essay.

Rubric

	Fail	Credit	Pass	Distinction	High Distinction
Goal 1: Articulates central point of the project in a clear manner. (LO2, LO3)	Project description is unrealistic, or without a practical framework. Lacking in clarity and/or focus.	Project description and proposed framework are overly generalised. Improve needed in clarity, practicality and/or focus.	Articulates a solid framework for the proposed project, with clear potential for development. Project description may fall down in its clarity, concisely, practicality or focus.	Articulates a realistic and focused framework for the proposed project. Clear and concise in its description.	Articulates an original, realistic and focused framework for the proposed project. Clear, concise and convincing in its description.
Goal 2:  Reflects on how the project relates to key themes of the course. (LO2, LO3)	Fails to refect on how the project responds critically to key themes/topics of the course.	May identify one or more key theme/topic of the course, but doesn’t effectively reflect on how the project responds to it.	Reflects on how the project responds to at least key theme of the course. Could be done with more depth or rigour.	Reflects carefully and precisely on how the project responds to key themes of the course.	Reflects critically and analytically on how the project responds to key themes of the course.
Goal 3: Structure and duration of presentation. (LO2, LO3)	Lacking any significant structure or organisation. Does not keep to time.	Adequately structured but needs work. Does not use time effectively.	Effective presentation, but structure could convey ideas more clearly. May not keep to time or use time effectively.	Very effective, clear and well-structured presentation. Keeps to time.	Extremely effective, imaginative and well structured presentation. Keeps to time.

Assessment Task 4

Final Essay (4,000 words)

This final research essay builds upon the topic of the final presentation, and is the culmination of what you have learned in class. 

Rubric

	Fail	Pass	Credit	Distinction	High Distinction
Goal: Demonstrates a clear and informed connection to relevant themes/topics/element s of the course, (LO2, LO3)	Project displays no clear connection to relevant themes of the course.	Project displays some connections to relevant themes of the course, but they are generalised, limited or unfocused.	Project demonstrates a solid connection to at least one relevant theme/topic/element of the course.	Project demonstrates an informed connection to relevant themes/topics/element s of the course.	Project demonstrates a sophisticated, independent and informed connection to relevant themes/topics/element s of the course.
Goal 2: Guided by clear research goals, and uses a methodology and format that is effective in realising those goals. (LO2, LO3)	Project demonstrates no clear research goals.  Methodology is poorly conceived, format is not effective in realising research goals.	Project may demonstrate some research goals, but they are unclear and/or lacking focus or relevance. Choice of methodology and format is not effective in realising research goals, or may be poorly conceived.	Project displays some research goals, but they may be unclear or underdeveloped. Project has displayed a clear methodology, but its methods and format may not be entirely effective in realising its stated goals.	Project is informed by clear research goals that engage well relevant theoretical and critical frameworks. Project methodology and format is effective in realising its stated goals.	Project is informed by intelligent research goals that engage thoroughly and astutely with relevant theoretical and critical frameworks.  Project methodology and format is extremely well conceived and effective in realising its stated goals.
Goal 3: Engages with the chosen theme/topic in a critical, rigorous and principled way. (LO2, LO3)	Project does not engage with its theme/topic in a rigorous way. No evidence that the project is informed by critical engagement with relevant literature or scholarship. May be significant problems in the principled design of the project.	Little evidence that the project is informed by critical engagement with relevant literature or scholarship. Project is overall lacking rigour in its engagement with its chosen theme/topic.	Project demonstrates a careful and thoughtful engagement with its chosen theme/topic, but could demonstrate more critical rigour. Good evidence that the project is informed by engagement with relevant literature or scholarship. Could be demonstrated in more depth or detail.	Project demonstrates a rigorous and informed engagement with its chosen theme/topic. Very good evidence that the project is informed by critical engagement with relevant literature or scholarship.	Project demonstrates an independent, rigorous and informed engagement with its chosen theme/topic. Excellent evidence that the project is informed by outstanding critical engagement with relevant literature or scholarship.

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