This course examines the history of art collecting and collections from their origins in temple treasuries, through the private collections of the mediaeval worlds of Europe and Asia, to the role of patrons and princes, past and present in the establishment of art collections and policies. The impact of world exploration and empire on the development of collections and the evolution of public collections are major themes. In addition, contemporary issues regarding collection development will be addressed. The impact of social, political and ethical environments on museum collecting, display and documentation will be explored with particular reference to Australian collections.

Learning Outcomes

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

1. outline and present orally and in written form major themes of collecting history;
2. use electronic resources to find and share information regarding international laws relating to cultural heritage, and discuss their impact on collecting;
3. interpret and critically evaluate commentary, written and oral, related to art collecting internationally;
4. develop hypotheses regarding potential subtexts within the material itself; and
5. identify, analyse and describe contemporary factors affecting art collection development.

Field Trips

Subject to COVID restrictions, there may be two tutorials based on field trips to public institutions: the National Gallery of Australia and the National Museum of Australia. Both these institutions are located near the centre of Canberra.

Additional Course Costs

Materials necessary for producing essays and tutorial presentations.

Recommended Resources

Preliminary Reading

Joseph Alsop, The rare art traditions: the history of art collecting and its linked phenomena wherever these have appeared, New York: Princeton University Press/Harper & Row, 1982

Jonathon Brown, Kings and Connoisseurs: collecting art in seventeenth century Europe, Princeton: Princeton University Press, 1994.

Indicative Reading List

Museum International - Journal of International Council of Museums (ICOM)

Journal of the History of Collections

Journal of Museum Management and Curatorship.

Staff Feedback

Students will be given feedback in the following forms in this course: written comments on essays, verbal comments to the whole class, to groups and individuals.

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.

Other Information

Referencing requirements

Referencing Guidelines for essay writing and further information on how and why to cite your sources can be found at:

http://art-cass.anu.edu.au/current_students/referenceguide.php

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction: themes, issues and background.Spolia, translation, and transformation (ONLINE)	THIS WEEK LECTURES WILL BE DELIVERED ONLINE - NO TUTORIALS
2	Religious collections (ONLINE)	THIS WEEK LECTURES WILL BE DELIVERED ONLINE - NO TUTORIALS
3	Princely and aristocratic collections	Sign up for video presentation schedule
4	World Fairs: Empire and manufacturing
5	Private collections
6	Public collections	Collection history essay due
7	Collecting for the National Capital	Video presentations (2 X hours of tutorial this week)
8	Academic collections	Collection history essay returnedVideo presentations (2 X hours of tutorial this week)
9	Collection inventories: Metadata and taxonomies	Video presentations
10	The art market
11	Provenance
12	Repatriation

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
Recorded presentation	20 %	*	*	1,3, 4,5
Short essay: collection history (1,500 words)	30 %	28/03/2025	11/04/2025	1,3,4,5
Long essay: repatriation (2,500 words)	40 %	30/05/2025	14/06/2025	1,2,3,4,5
Engaged learning	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

See Engaged Learning task above

Assessment Task 1

Recorded presentation

Students are required to create an 8-10 minute video presentation, to be played for discussion in tutorials.

The presentation will focus on a work of art, an historical artefact, a scientific specimen or other object (or of a related group of objects) held in an Australian public collection. It will address the work’s origins, its maker, its material/s, its aesthetic/historical/scientific significance, its ownership and exhibition history, and the manner of its public presentation and interpretation by the custodian museum/gallery.

The presentation should include visual material and run for no more than 8-10 minutes; when the presentation in screened in tutorials, you are expected to involve your colleagues in discussion and take questions at the end.

Value: 20%

Presentations can be recorded with Zoom, PowerPoint, or any other suitable video software, and will be screened in intensive ‘symposium tutorials’, to be held in weeks 4 & 5 and 7, 8 & 9. Students will book a time to screen their tutorial paper by writing their name and chosen artist/object on the Google Sheet tutorials linked to Wattle.

Rubric

	FAIL	PASS	CREDIT	DISTINCTION	HIGH DISTINCTION
Organisation of material (LO1, 3)	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 of subject matter (LO1, 3)	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 (LO1, 3)	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 (LO1, 3)	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 (LO1, 3)	Significantly over/under time.	Out of time. Not sufficiently summarised.	Pressed for time, but well summarised.	Well timed.	Perfectly timed.

Assessment Task 2

Short essay: collection history (1,500 words)

Compile a summary account of the motives, origins, development, contents (and, if relevant, dispersal) of a significant royal, ecclesiastical, aristocratic, private or public collection of art, scientific specimens or historical or other cultural artefacts. (It is recommended that if you are tackling a public collection you try and focus on a smaller institution such as a regional gallery or historical society, or a particularly specialised collection such as the CSIRO National Insect Collection or a restricted/specialist collection within a larger framework, such as the glass collections of the National Gallery of Victoria.)

Collections may be drawn from any period or ethnic/national tradition, inc. Australia. Comparisons should be made with other collections of the same period or which contain associated material.

Word limit: 1,500 words

Value: 30%

Presentation requirements: upload to Wattle via Turnitin portal

Rubric

Criteria	Fail	Pass	Credit	Distinction	High Distinction
RESEARCH AND KNOWLEDGE (LO5)	Does not include a bibliography (when required) Little knowledge of major themes	Adequate range of sources (when required) Relies mostly on internet sites Adequate understanding of the topic	Good range of references but missing significant sources (when required) Good understanding of the topic and major issues	Wide range of sources, including peer reviewed articles, but missing some authors (when required) Thorough knowledge of the major issues and perceptive analysis of major points	Thoroughly researched, consulting all the major sources, including peer reviewed journals (when required) Sophisticated understanding of the major issues and awareness of complexities
ARGUMENT (LO1, 4, 5)	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 (LO1, 3)	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 highly effective use of topic sentences Engaging and highly effective introduction and conclusion
WRITING (LO1, 3)	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 (LO1, 3)	Inadequate referencing Images inadequately labeled	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

Long essay: repatriation (2,500 words)

For the long essay, you will choose an object (group of objects) with a problematic provenance, and argue for or against its return.

Your essay must include a bibliography, citing the sources of all quotations, paraphrases, and references to specific ideas and arguments.

The essay is due on:

Marked essays will be returned on:

Assessment Rubrics: An Assessment Rubric is attached below, and available on Wattle.

Word limit (where applicable): 2,500 words.

Value: 40%

Presentation requirements: upload to Wattle via Turnitin portal

Estimated return date: 

Rubric

Criteria	Fail	Pass	Credit	Distinction	High Distinction
RESEARCH AND KNOWLEDGE (LO2, 4, 5)	Does not include a bibliography (when required) Little knowledge of major themes	Adequate range of sources (when required) Relies mostly on internet sites Adequate understanding of the topic	Good range of references but missing significant sources (when required) Good understanding of the topic and major issues	Wide range of sources, including peer reviewed articles, but missing some authors (when required) Thorough knowledge of the major issues and perceptive analysis of major points	Thoroughly researched, consulting all the major sources, including peer reviewed journals (when required) Sophisticated understanding of the major issues and awareness of complexities
ARGUMENT (LO1, 2, 3, 4, 5)	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
VISUAL ANALYSIS (LO1, 2, 4)	Does not discuss relevant images	Includes a suitable choice of images with a basic analysis Visual analysis integrated in a basic manner	Suitable choice of images with comprehensive visual analysis Visual analysis successfully integrated into the overall argument	Suitable choice of images with discerning visual analysis Visual analysis astutely integrated into the overall argument	Excellent choice of images, with highly perceptive visual analysis Visual analysis integrated into the overall argument in a compelling and seamless manner
ORGANISATION (LO1, 3)	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 highly effective use of topic sentences Engaging and highly effective introduction and conclusion
WRITING (LO1, 3)	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 (LO1, 3)	Inadequate referencing Images inadequately labeled	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 4

Engaged learning

Students must attend all lectures and tutorials and participate actively in the latter. Please note that participation includes regular reading (specified in weekly reading guides and uploaded to Wattle) and contributing to tutorial discussions and/or internet forums.

Assessment Rubrics: Not applicable

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

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

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.

Returning Assignments

Tutorial papers and essays will be graded on the Wattle site

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

Students who fail to obtain a passing grade, but are marked between 45 and 49%, will have the opportunity to resubmit on 19 June.

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