ARTS 1007 - The Enquiring Mind: Freedom and Media

North Terrace Campus - Semester 1 - 2016

Liberty and freedom are fundamental values in Australia and many countries, and regularly appear in news stories and public debates. This course explores how ideas and concepts around liberty are mediated by technology, media formats, and social-political formations. It takes an interdisciplinary perspective by drawing from various approaches and disciplines in the Faculty of Arts to explore how research and enquiry are undertaken in these different disciplinary contexts. The course also builds important academic literacies directly into the curriculum through regular Small Group Discovery Experiences, where students explore areas of interest guided by an expert academic. In this way, students develop their skills and confidence in undertaking their own independent research, thus preparing them for success in their chosen program of study in the Faculty of Arts.

  • General Course Information
    Course Details
    Course Code ARTS 1007
    Course The Enquiring Mind: Freedom and Media
    Coordinating Unit Arts Faculty Office
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact 3 hours per week
    Available for Study Abroad and Exchange Y
    Restrictions Students enrolled in Faculty of Arts Programs
    Assessment Annotated Bibliography 10%, Research Essay 30%, Group Report 15%, Group presentation 15%, Primary analysis blog 10%, Pre-lecture tests 10%, Seminar presentation 10%
    Course Staff

    Course Coordinator: Dr Chad Habel



    Dr Chad Habel 
    Professor Han Balthussen
    Dr Anna Goldsworthy
    Professor Aaron Corn
    Dr Douglas Bardsley

    Seminar times (click here for full Course Planner details)
    Monday 2pm-4pm Lower Napier LG 24 (20772): Charles Bodman Rae:  
    Tuesday 8am-10am Lower Napier LG 24 (20764): Benjamin Madden:
    Tuesday 10am-12pm Lower Napier LG 24 (22903): Aaron Corn:
    Tuesday 12pm-2pm Lower Napier LG24 (20773): Tiziana Torresi:
    Tuesday 2pm-4pm Lower Napier LG24 (20765): Benjamin Madden:
    Wednesday 10am-12pm Lower Napier LG 24 (20762): Martin Bailey:
    Wednesday 12pm-2pm Lower Napier 24 (20768):Charles Bodman Rae:
    Wednesday 2pm-4pm Lower Napier LG 24 (20761): Kirsty Whitman:
    Thursday 2pm-4pm Lower Napier LG 24 (20767): Martin Bailey:
    Friday 10am-12pm Lower Napier 24 (20770): Anthony Pak Poy:
    Friday 1pm-3pm Lower Napier LG 24 (20766): Chad Habel:

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    Upon successful completion of this course, students should be able to:
    1 Undertake research that is relevant to the real world
    2 Locate, access and evaluate information including both primary and secondary source material
    3 Develop scholarly arguments using evidence 
    4 Argue, in writing and orally, a position using evidence based on research
    5 Cite sources both in text and orally, and provide a complete reference list
    6 Engage in scholarly discussions via technology
    7 Analyse contemporary issues across disciplines
    8 Analyse primary 'texts' such as video, images, music, games, literature and visual art
    9 Collaborate in small groups to discover knowledge
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 3, 7
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1 - 9
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    1 - 9
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    6, 9
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1, 5, 9
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    3, 6, 8, 9
  • Learning Resources
    Required Resources
    The Course Reader will be available from the Image and Copy Centre in the basement of the Wills Building and must be ordered online via the Online Shop (see The cost is only $15 - ensure you are logged in with your student password to access the Reader for purchase. You then collect your printed Reader from the Image and Copy Centre: Level 1, Hughes Building. The Course Reader is the crucial resource for this course. You are required to bring the Course Reader (or sections of it) to class to consult it frequently for discussions during Seminar tasks. You will also need to draw on readings to provide evidence for discussion and other class activities.

    In this Course Reader you will find the set readings assigned for each week in the course, which along with the lecture provide you with the essential preparation for seminars. The links to these Readings are also available on MyUni under the Weekly folders, but it is strongly recommended that you buy a copy of the Course Reader to avoid having to print off readings every week or read from the screen.

    Recommended Resources
    Additional Readings are recommended for each Seminar Topic to assist with your essay and/or report writing. These are available via MyUni in the 'Assessment' folder.

    An addition to the Recommended Resources, it is expected that you will undertake independent research via the Web and especially on the University's Article Database via the Library website: The University has access to a number of academic journals that have full text articles available online. Use Academic OneFile, Academic Search Complete, Project Muse and JSTOR databases (on the Library’s catalogue) to locate articles in these journals.

    Further resources are also available via the Library Guide which has been customised for this course in particular:
    Online Learning
    This course uses MyUni extensively, so it is very important that you log in early and regularly. Preparation for lectures and seminars is essential to get the most out of these valuable learning opportunities, and often this preparation takes place online, via MyUni. You need to complete this preparation in the week before the lecture. In addition, much of the work you undertake in your teams (in the second half of the semester) is recorded and documented on MyUni, and this contributes to your grades for that part of the course.

    Announcements and Discussion Board

    Students should check MyUni on a regular basis for announcements and discussion on the Discussion Board. It is recommended that you 'Subscribe' to Discussion Forum threads (especially if you have left a post) in order to get updates when another post is made on that thread. General course questions will only be answered by the Course Coordinator via the Discussion Board on MyUni: check the Board to see if your question has already been answered, and then post your question if you don't have an answer yet. General course questions emailed to the Course Coordinator will receive a response asking you to post the question on MyUni.

    Lecture materials

    Lecture materials (recordings of lectures with lecture powerpoint slides) will be available on the MyUni to enable you to review lecture material. There are also important Resource Materials provided on MyUni to assist with key study skills and your assessment tasks: look in the 'Weekly Resources' folder each week, and the Assessment folders for assignment-specific resources.

    Pre-lecture Quizzes

    Pre-lecture quizzes are an essential way of demonstrating your preparation for lectures and seminars. As the name implies, each quiz must be completed before the lecture on that material. The Quiz for each week will be made available over a week before the lecture, and then will close at 1pm on the day of the lecture. Ensure you have completed each quiz before it closes to avoid missing out on the opportunity to get marks and show that you have prepared for the week ahead. When you have completed the Quiz you will be shown a 'Weekly Image' which you should save, download or print to take to class as it may be used for discussion.

    MyUni Teams

    In addition to all this individual work on MyUni, you will be required to register in a Team for the Climate Change Stakeholder activity. Although most of this work happens in the last half of the semester, you will be required to select your team in Week 1 and enrol in the Team on MyUni then, as this will be the group that you sit with in class. Part of the assessment for this part of the course involves the work that you demonstarte and document in your MyUni team so it is essential that you use the File Exchange, Wiki, and Discussion Board for your team. 

    A combination of online and offline activities comprises the 'System for Success': see the next section to ensure success in this course.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Preparation: The 'System for Success' in ARTS 1007. To get the full benefit of the lectures and seminars in this course, it is essential for you to complete the required preparation beforehand. Everything you need for each week's activities is located in the relevant folder under 'Weekly Content' on MyUni. To make it easier for you to see what needs to be done, we have summarised your preparatory activities in a simple system, as follows:

    1. Watch the ‘Pre-reading video’ in the relevant week on MyUni (don't worry, it’s short)
    2. Scan the ‘Pre-lecture quiz’ items so you know what information you are looking for when you start the readings
    3. Complete the Weekly Readings (allow 3 hours, but it might take longer)
    4. Complete the ‘Pre-lecture quiz’ in the relevant week on MyUni (allow 1 hour, but it might take longer)
    5. When the quiz is completed, access the Weekly Image and download, save or print it to bring to the Seminar
    6. Attend the lecture on Monday at 1pm in the Scott Lecture Theatre, and watch/listen to the recording to review the content
    7. Attend your weekly Seminar (don’t forget to bring the Weekly Image)
    8. Check MyUni at the end of the week for the Quiz Answers and Weekly Image sample analysis
    9. Rinse, repeat.

    By following this process every single week you will give yourself the best chance of optimal learning in this the lectures and seminars of this course.

    Lectures are content-rich presentations delivered by experts who are at the cutting edge of their research fields. They are supported by research-oriented, interactive small group-based seminars. The seminars focus on group discussion of lecture-based topics, followed by both independent and group learning via discussion, debate and structured learning tasks. There is a strong emphasis in this course on ‘small group discovery experiences’ (SGDEs) which enables students to work with each other in small groups (5-6) on set tasks. SGDEs require skill development facilitated by an experienced academic tutor and usually feed directly into assessment tasks.

    Group work is an essential and central part of this course: this requires respectful and inclusive behaviours on the part of group members when working in small groups and interacting with the larger seminar group to maximise the learning of all. Many of the individual assessments in this course are designed to contribute to overall group outcomes and discussion, and they often include evidence of effective groupwork in their assessment criteria.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Activity Hours per week
    (on average)
    Total hours
    Lecture 1 10
    Seminar 2 22
    Set Reading 3 36
    Pre-lecture Quizzes 1 10
    Assignments 6 72
    Total: 152
    Learning Activities Summary
    Lecture topic and lecturer Seminar activity SGDE: Discovery Learning
    Week 1 Different freedoms and the Libertarian tradition (Dr Chad Habel)
    Central question: Does Libertarianism go too far in its insistence on personal freedom above all else?
    Introduction to the Liberal tradition What is my purpose?
    Team forming, essay selection, define problems
    Week 2 Freedom of Speech and Self-Censorship in the Classical World (Professor Han Baltussen)
    Central question: What are the main differences between freedom of speech in  the classical world and our modern conception of personal freedom?
    Conceptions of freedom: classical and modern What information do I need?
    (Library guest session)
    Week 3 Native Tongue Title (public holiday: online lectures)
    Central question: If language fundamentally shapes our ideas and identities, how free are we to live how we want to?
    Linguistic self-determination How trustworthy is my information?
    Dtermining the credibility of selected sources; reflecting on research processes
    Week 4 Self-presentation and dress to express yourself (Dr Anna Goldsworthy)
    Central question: Should restrictions on self-presentation (for example, employment or school dress codes) be permitted?
    Cultural politics of self-presentation How will I organise the information I have gathered?
    Structuring evidence into a coherent essay argument
    Week 5 Cyberwar and online secrity (public holiday: online lectures)
    Central question: Are information leaks and ‘hacktivism’ activities that should be restricted in the interests of society?
    Hacktivism: Yes or no? What does it mean?
    Finalising thesis statement as new knowledge
    Week 6 GamerGate as culture war: Constraints on expression and identity in video games (Dr Chad Habel)
    Central question: How free are we to identify as ‘gamers’, or under any other identity category?
    Are you a gamer?: Self-reflection on identity How best do I convey my argument?
    Integrating evidences into argument; delivering a persuasive argument
    Week 7 Climate change: Problems, Solutions, Stakeholders
    Central question: Should governments regulate to restrict our consumption, as a means of controlling pollution?
    Climate change: Impacts and Solutions Team project: embark & clarify; find & generate
    Week 8 Creative Freedom versus Formalism: Composers and Commissars in the Soviet bloc (Professor Charles Bodman Rae)
    Central question: Should any particular types or examples of music be banned?
    Primary analysis: Music Team project: Evaluate & reflect; organise & manage
    Week 9 Myths of Gallipoli and the Historical Record (Professor Robin Prior)
    Central question: Do the primary sources on Gallipoli contradict the 'Legend of ANZAC'?
    Primary analysis: History Team project: Analyse & synthesise; communicate & apply
    Week 10 Transmedia Gothic: Freedom and constraint in literature and beyond (Dr Chad Habel)
    Central question: Does 'Gothic' automatically mean 'loss of freedom'?
    Primary analysis: Literature Team project: finalising video presentations
    Week 11 Career Readiness (Online Module) Climate Change Mock Summit Climate Change Mock Summit

    Specific Course Requirements

    ‘The Enquiring Mind’ is available as a first year course. No prerequisites are required. Students are strongly encouraged and expected to attend all weekly lectures for their own benefit, as we are conscious of well established research showing that attending the lectures in sequence, being actually physically present at the lecture, and listening and taking notes enhances learning and engagement. Such enhanced learning and engagement results in more reliable understanding and memory of the lecture content and thus provides more effective preparation for seminar discussions and assessment tasks. Recorded lectures are available for review, to supplement preparation for Seminars, or to assist in case of occasional necessary absence.

    In addition to the lecture, each student participates in a two-hour Seminar each week, which is an essential and compulsory component of the course. Attendance is therefore regarded as absolutely necessary as mandatory structured learning activities (SGDE) are scheduled within seminars. Seminar participation is an important part of the assessment scheme of this course and non-attendance may reduce the likelihood of a good grade for this component. Lack of attendance also seriously reduces learningin the course and this usually affects performance in other assessments.

    Referencing of written work

    This course will use the Harvard Referencing System; see guide in the Resources in MyUNI or download from
    Small Group Discovery Experience
    A Small Group Discovery Experience will occur in the second half of every seminar, and will focus on inquiry-based learning in collaboration with peers and under the guidance of an expert tutor. Many of the  activities will relate directly to your assessment, so attendance at seminars is especially important.

    In addition, a major stream of the assessment in this course (the Team Climate Change roleplay) is sepcifcially designed as a Small-Group Discovery Experience. It is a good idea to try and build a strong realtionship with your team mates in the first half of the semester, as this makes it much easier to work effectively together in the second half.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task (relevant learning outcomes)
    Task Type Due date
    Results posted Weighting Length Suggested workload*
    Annotated bibliography
    (1, 2, 3, 5, 7)
    Formative; individual; written

    12 noon, Monday Week 4

    Monday Week 6

    10% 550 words (100 words per annotation + thesis statement; references not included) 12 hours
    Research essay
    (4, 5, 7)
    Summative; individual; written 12 noon, Friday Week 6 Friday Week 7 30% 1500 words (reference list not included) 25 hours
    Climate Change Stakeholder Video Presentation
    (4, 5, 6, 9)
    Formative; team; video presentation; team mark 12 noon, Monday, Week 10 Monday Week 12 15% 3-4 minutes per team member absolute maximum (must include bibliography)
    10 hours
    Climate Change Summit discussion (1, 3, 4, 7, 9) Formative; team; in-class discussion' team mark In class, Week 11 Final days of examinations 15% 2-3 well-crafted questions and response to others' questions 5 hours
    Primary analysis blog (3, 5, 6, 8) Summative; individual; written 12 noon, Friday Week 13 Final day of examinations 10% Approx. 500 words 10 hours
    Pre-lecture Quizzes (3, 5, 6, 7) Formative Ongoing, every week Final day of examinations 10% n/a 10 hours
    Seminar participation (1, 2, 3, 4, 5, 7, 8, 9) Formative Ongoing, every week Final day of examinations 10% n/a 22 hours
    * Please note: this is only a rough estimation of the minimum expected  workload for each assessment piece, which aligns with the overall  workload expectation for the whole course. Of course, different people  work at different rates and have difficulty with different tasks, so it  is recommend that you assign more than the amount of time suggested  here, especially for unfamiliar tasks and reading.
    Assessment Related Requirements

    An Assignment Cover Sheet must be attached to each of your assignment; ensure you have familiarised yourself with the checklist well before submitting the assignment and then completed the cover sheet and attached it as a front page of your assignment. Cover sheets are available under the relevant assignment folder in 'Assessment'.

    Assessment Detail

    Annotated Bibliography (AB)

    An Annotated Bibliography is a list of citations (references to relevant sources) with accompanying summative and evaluative elements (annotations), aimed towards developing a research project. The AB provides an entrance point for developing your Research Essay, and involves researching and selecting 5 sources relevant to the Essay Topic. Your submission must state the Essay Topic and then each Harvard-style reference is to be accompanied by around a 100 word summary and evaluation followed at the very end by your provisional Thesis Statement (50 words)—that is, 550 words are required in total (not including the Harvard-style references).

    The summary element involves briefly summarizing the main approach or argument of the source, and the evaluative element involves assessing the quality of the source and why you agree or disagree with its main argument. It is also essential to discuss how you might use the source in your essay argument; i.e., how will it provide evidence to help you answer the essay question? Finally, at the end of the AB you should provide a thesis statement: a one-sentence statement of your main argument, or answer to the essay question. (You may alter this or the details of your argument as you develop your essay.)

    This assignment requires that students:

    • Develop a provisional 'thesis statement' which is the main argument of your essay (this can go last, after the annotated entries);
    • Select a Research Essay Topic and find 5 sources relevant to argumentation about that topic;
    • Ensure that none of the sources is a Set Reading in the course and no more than 2 are from the Additional Readings. You will receive training in the Seminar in Week 2 on undertaking research to find appropriate sources from the Library staff team. (If you are not present for this vital seminar, you should contact the library for a replacement session or other assistance.) There are also Resources provided on MyUNI to assist you to understand what an AB involves. You will receive feedback on the AB designed to assist you in improving your individual Research Essay and developing a bibliography;
    • Locate sources which include 1-2 peer-reviewed journal articles, 1-2 book chapters (either edited collections or monographs), only 1 reference work and only 1 substantial piece of popular journalism. These types of sources can be understood as:

    Peer-reviewed Journal Article
    This source will be presented in a regularly-published journal by a reputable publisher: there is one of these in nearly every week's reading so you will be familair with the format by the end of the course. Scholarly articles almost always have a Reference List or Bibliography and use extensive in-text referencing as evidence to support their claims. Furthermore they are peer-reviewed, which means that they have been through a process of scholarly quality control, and are usually highly credible for use in your own essays.

    Book Chapter
    This is a chapter of a book that is written by an individual scholar or group of scholars who are experts in their field. Academic book publishing uses a slightly different system of peer review but there is still a high level of quality control. For this assignment you may choose a single chapter from either a monograph (book by a single author) or an edited collection (a book by a number of authors), but please ensure that you only select a single chapter that is relevant to your essay. You won't have time to read the whole book! An Introduction may be a useful way to begin with this type of source, and if you want to read further for your final essay you can do that later.

    Reference Work
    Put simply, a reference work is a non-fiction work that provides factual information for a specific question you have. A simple example is an Encyclopedia (a real one, not Wikipedia!) or a Dictionary. It's the type of work we go to for a specific piece of information that helps us with a specific question we have, such as 'what does "deconstruction" mean?'. Although these two are the most obvious examples of a reference work, one of the best kinds of reference works you could use is more specific to your discipline, because it helps you learn the language of your discipline. We call these 'specialised' reference works. It's best to ask your disciplinary lecturers in your other courses for a good example of a discipline-specific glossary; alternatively your Research Librarian for your discipline might be able to help. One example for English is Abrams, A Glossary of Literary Terms; you might also like Corcoran and Dickenson, A Dictionary of Australian Politics; or Headington, Illustrated Dictionary of Musical Terms; or Pearson and Simpson, Critical Dictionary of Film and Television Theory; or Sullivan, The SAGE Glossary of the Social and Behavioural Sciences. You will also find good suggestions on the Course Library Guide:

    Popular Journalism
    A work of popular journalism might be a newspaper article or opinion piece either in hard copy or online, or a blog. Sometimes they can be good-quality investigative journalism based on solid research (see the Robert Manne article in Week 5 of this semester for a good example). However, it is important to be critically aware of some of the weaknesses of these sources, as they often go through no process of quality control, make unsubstantiated arguments, and can be heavily biased in their opinions. Nonetheless, they may be useful for illustrating what a particular author, segment of society, or the community at large believes about a topic. For example, if you read a parent's blog recommending you not to vaccinate your children, you shouldn't accept this argument without thinking about it and reading elsewhere, but it may be useful to be aware of what some people believe.

    Thesis statement

    At the end of your AB you will need to provide a provisional thesis statement which gives your reader an idea of what you think you might like to argue in your essay, when you come to write it. A thesis is essentially an argument, or a scholarly position that tries to persuade its reader towards a certain point of view using evidence. You might like to think of it as an 'answer' to the essay question - if someone asks you verbally what you think of the essay topic, what is your main answer going to be? Remember that your evidence needs to support your thesis, so think about how the sources you have found help you to answer the question, or formulate an argument. Ideally you should start thinking about how these sources come together (or synthesise) to support your thesis. Remember also that this is a provisional (i.e. temporary) thesis statement: you might well decide to change or adapt it as you do further research and writing. Not only is this normal, it is expected: you will undoubtedly 'switch tracks' several times through the course of your research before you decide on a final essay argument. At this stage we just want a demonstration that you are thinking really clearly about your essay topic and how you are approaching it so far.

    Research Essay

    The Essay in this course is focussed upon argumentation (rather than mere opinion) using a range of relevant texts and particularly texts with high credibility. Resources are provided in MyUni to assist with readings about essay writing and with practical guidance (see for example, ‘How to write a magnificent essay in nine short points’). There will also be discussion and practical activities concerning essay writing in the seminar program. Your tutor will be able to assist you with advice on the presentation of essays and with ways to improve your writing skills. If you think that your written work would benefit from further assistance, contact the Arts Study Skills Team: (see 'Support' at the end ofthis document for links).

    There are also many books that give advice on essay writing (see for example, J. Clanchy and B. Ballard, Essay Writing for Students: A Guide for Arts and Social Science Students, Longman Cheshire, Melbourne, 1981; K. Windschuttle and E. Elliot, Writing, Researching, Communicating: Communication Skills for the Information Age, McGraw Hill, Sydney, 1995). You should feel free to discuss the exact style and format of any written work with your tutor as they will most likely be the ones marking your work. In this essay it is essential that you provide at least ten (10) scholarly sources in your reference list, with in-text references support to specific points in your essay body. Sources in your reference list are not included in your word count, but quotations and in-text references within the body of your essay are. There is flexibility of 10% on the word count, meaning that you can write 10% too much or 10% too little without penalty.

    Essay Questions
    1. Should national security ever override free speech? Consider contemporary cases such as those of Edward Snowden, Bradley (Chelsea)
    Manning, Julian Assange, or others that you identify via your research to discuss these issues.
    2. What are some of the different kins of freedom that you have enocuntered in this course? Discuss these differing kinds of freedom using evidence, and then give an original example (from outside the course) of how this freedom is either manitained and protected, or undermined and restricted. How might we better protect this kind of freedomthrough legislation or policy?
    3. Commentators claiming that ‘the gamer’ is dead, over, or irrelevant have been met with vigorous reassertions of gamer identity. What do
    various authors mean by the term ‘gamer’? Do you agree that the gamer is dead?
    4. Social and cultural expectations are a major constraint on the development of video games as a form of expression. What are some of the other constraints on game development and production, and how do some developers circumvent or transcend these difficulties? Identify 1-2 independent game developers and argue how their games challenge standard expectations in the industry. (This could be adapted to apply to any creative product, particularly film.)
    5. Freedom of speech is thought to originate in classical Athens (480-430 BC) and is also found in the Roman Republic (509-31 BC).
    However, it is conceived of very differently depending on the time and place. What are some of the different versions of freedom (in broad
    terms as well as specific to speaking truthfully) in either ancient Greece or Rome, and how do these versions differ to our modern
    conception of freedom? Please refer to specific periods, places, individuals and texts in your answer.
    6. Freedom of language choice is a basic freedom that should be protected. Use a case or example based on your research which supports
    this claim.
    7. Throughout the modern period, linguistic diversity has sharply declined and many languages have become endangered. What kind of problem does this pose for our modern conceptions of freedom and liberty, and what should be done to reverse the trend? Use specific examples and case studies to support your argument.
    8. Zuckerman et al (2014) call for a ‘Native Tongue Title’ to provide compensation for language loss in the same way that Native Title
    compensates for loss of land. What are some of the legal and other challenges to Native Title (land) claims, and how would these challenges
    translate into ‘Native Tongue Title’ claims?
    9. Should carbon trading be promoted as a solution for reducing emissions and combating atmospheric pollution?
    10. What kinds of constraints need to be applied to individuals, nations, and corporations to help deal with climate change? Do these
    constraints conflict with the freedoms and liberties that we inherit from our political tradition?
    11. The historical drivers of atmospheric pollution emerged from industrialized economies. However, given growing consumption by middle
    and upper class citizens in formerly ‘developing’ nations such as China and India, should emissions reductions be supported in these sites?
    12. Australian military history is full of many different kinds of 'zombie myths' that are very resilient and need to be subjected to rigorous academic analysis. Select one of these myths from outside the lecture material/readings (not Galliopoli/ANZAC) and compare some different approaches to this issue in history. Which do you find to be the most persuasive approach?
    13. Cypherpunks like Assange characterise the state of world affairs as one in which a ‘Big Brother’ conspiracy between government and corporations is in conflict with the growing power of justified individual activists enabled by new communication technologies. Is Wikileaks an appropriate and effective way to address this situation, or do leaks such as the Afghan War Diary threaten the basis of national and state security?
    14. Cultural products in the Gothic genre are often concerned with freedom or its opposite (incarceration or constraint) as a central theme, but this theme takes different forms in different periods and places. Identify 2-3 examples of Gothic fiction, film, or games and explian how the articulate this theme.
    15. Identify an example of restriction or censorship of music or art, and use this example to discuss the concept of freedom of expression, either defending or disputing the particular restrictions. (Note: make sure you use a clear and well-supported definition of 'censorship'.)
    16. Discuss the restrictions on artistic freedom of expression faced by composers working under the Soviet policy of Socialist Realism. You can choose to focus on composers in the Soviet Union during the 1930s, or on composers in one or more of the Russian-occupied countries between 1945 and 1956. Overall, was the regime conducive or destructive of creative endeavour?

    Team Climate Change Roleplay/Scenario

    This stream of the assessment in this course is comprised of two discrete assessment items that should only take one research preparation activity. Both are to be undertaken in your teams as you selected them at the beginning of the semester, and both are assessed as team assessments (i.e. everyone on the team receives the same assessment, unless there is a dispute).

    The scenario for this activity is the lead-up to and actual event of the Paris Climate Change Summit which took place at the end of 2015. Your team needs to play the role of the specific stakeholder you have selected to represent. It is very important that you set aside your own beliefs and opinions and explore evidence, and then play this role based on your research about climate change and the position held by the stakeholder. Hint: if you do hold strong views about Climate Change, you will get the best learning experience from this activity by playing the role that you don't agree with - give it a try. It is strongly suggested that you make your decision in Week 1, because you will be split up into these group in Week 2 and if you haven't decided by then you may not have much say in where you go.

    The tutor of your seminar will also play a role, that of the United Nations. If you would like a few clues as to the psoition of these stakeholders a few years ago, read ahead to Banerjee (2012) from the Week 7 readings. Of course, these positions have changed since then so you will need more up-to-date evidence.

    You may select from the following list of potential stakeholders:

    Potential stakeholders for Climate Change Senario
    The Catholic Church (or another large religious organisation)
    The European Union (EU)
    The United States
    The Least Developed Countries (LDCs)
    Business and Industry Non-Government Organisations (BINGOs)
    Greenpeace and other environmental NGOs

    N.B.: Any of these stakeholder groups may be split down into sub-groups if demand for membership is sufficiently high.

    There are two different ways that you will present your stakeholder's position on Climate Change:

    Video Presentation

    This is much like an oral presentation, but instead of standing in front of the whole class at the end of the semester, you will produce a video that represents your stakeholder's position. This will be uploaded to MyUni so the tutor and other students can view it in preparation for the Climate Change Mock Summit. You may present your information in any format you choose: creativity and innovation is welcome, but remember that your position must be supported by evidence based on your research, and the product must remain professional. Resources are provided on MyUni to support the development of your video projects.

    In forming and developing your team, it would be very useful to delegate someone (particularly if they are studying Media) as a Technical Producer. Rather than contribute to the research and writing of the Report, this person might take full responsibility for designing and producing the video recording, as well as post-production and any extra work to give the video the kind of production values the team wants. The other team members may agree to split up all the rest of the work amongst themselves to free up this person to do this valuable work. If you don't have anyone who is willing or able to take on this role, this is a problem that you will need to address early.

    A bibliography at the end of your video is essential, since your argument must be scholarly and fully supported by references. You might like to format it as a rolling credits, or just a slide or screen capture of a bibliography. There should be at least three sources per team member and you should also refer to this evidence throughout the video as you make claims.

    What should we include in our video presentation?

    This assignment is much more open-ended than your essay, so you have more autonomy (freedom!) in what you do for it. Remember that the main aim is to convincingly play the role of your stakeholder, and represent their position to the best of your ability. Remember the scenario: you are producing a video for consideration by the Climate Change Summit, so you need to suggest solutions, make recommendations, and prvoide evidence to support the position that you, as a stakeholder, will take. Some of the questions you might like to consider include:

    * Who are you as a stakeholder, and where are you located? Who do you represent?
    * What role have you had in contributing to some of the problems the world faces in climate change?
    * How are you affected by climate change?
    * What is your political structure; i.e. are you controlled by a government that is accountable to the people? (How accountable?) Or are you governed by a committee or Board of Directors? 
    * What do you think are the best solutions to climate change? Why?
    * In what ways are you constrained in your response to climate change? What are the factors involved (geographical, political, economic, cultural, social)?
    * Who among the other stakeholders do you agree with, and who do you disagree with?
    * What evidence do you have to support your claims on any of the above?

    There may be other questions you wish to consider which are not listed here. You can be somewhat creative in your video presentation, but you must refer to evidence throughout the presentation and provide a Bibliography at the end of it. Remember, you need to represent your stakeholder views on the topic 'Climate Change: Problems, Solutions, and Stakeholders'.

    Climate Change Mock Summit

    In the final seminar of the semester, all stakeholder groups will gather together for the International Convention on Climate Change Mock Summit. To prepare for this your group will be assigned two (2) other groups whose Video Presentations you will need to watch in preparation for the summit, and then you will need to prepare two to three (2-3) questions for each of these groups to ask during the Mock Summit. Your whole group should contribute to developing these questions, although you may select a leader to ask the questions, lead the discussion, and initially respond to questions that are asked of you. However, if your group is queried on an area of your own expertise, you should be prepared to respond. Your group as a whole will be assessed on the quality of the questions you ask other groups, as well as how well you answer questions that are asked of you.

    You are encouraged to dress appropriately for the Mock Summit, in terms of both the event itself as well as the stakeholder group you represent. (Have a bit of fun with it!) Each group will very briefly (in 1-2 minutes) summarise their position, and then take questions from other members of the summit. All group members should contribute to answering the questions, and deomnstrate collegiality, support, and collaboration in doing so. If you find any question particularly difficult to answer, you may defer answering it until the end of the Summit when you have had a chance to consider it; this 'taking questions on notice' is common in Parliament and other public fora. (Hint: bring a laptop or other device to do some quick research if you need some support ot nswer a curly question.)

    Attendance: to receive a mark for this assignment, it is essential that you attend the Mock Summit in Week 11. If you have documented reasons for being unable to attend, you may be able to ask your questions via Discussion Board or another MyUni tool.

    Primary Analysis Blog

    An essential aspect of studying in the Faculty of Arts is analysing and interpreting primary texts such as art, literature and film. The lectures in the later weeks of the course focus on these areas of creative endeavour and will model the analysis and interpretation of primary texts, and for this assignment you are required to submit a blog post with your own analysis of a piece of music, art or literature. Sample works for analysis are made available in MyUni, but you might also select your own (subject to approval by your tutor). This blog post is only visible to your tutor (i.e. other students can't see it, unlike the Video Presentation).

    Like everything else at University, your Primary Analysis must be supported by evidence from the text. You are therefore required to refer to specific aspects of the piece of music, literature, or artwork to support your claims of interpretation, and to persuade your reader that you have produced a sound analysis of your chosen piece. It is not necessary to provide additional references (i.e. secondary sources in the form of articles etc.), since a primary analysis can be effective by only focussing on the primary text. However, if you wish to use concepts or ideas from secondary sources such as readings or lectures, this can make your interpretation stronger - a weblink in brackets is sufficient for this purpose (see Sample Analyses of the Weekly Images at the end of each week).

    It might be useful to consider that a primary analysis is essentially an argument (like an essay), but an argument for a particular interpretation of your chosen artwork. Of course interpretations can be subjective and personal, but by persuading your reader of the strength of your analysis by using evidence from the text, you make it more objective.

    Some questions you might like to consider when beginning your Primary Analysis include:

    * Who wrote the piece? What is their background? Has this influenced the artwork?
    * What other artworks does this piece relate to, and how does this shape your appreciation of it? You might choose pieces from the same author, composer, or artist, or a piece from a similar era, or a very different piece to help compare and contrast.
    * What do you think the artist was trying to convey in this piece? What was their intention?
    * How might different audiences from different contexts understand the artwork? Is this different from what the artist may have intended?
    * What does this artwork have to say about any of the political, social, or cultural issues we have covered in the rest of the course?
    * What are some of the most important images, themes, motifs, or messages in the artwork? (Ensure you provide examples.)
    * Do you think the artwork is 'beautiful', or aesthetically pleasing? (Note: you might need a working definition of aesthetics, or beauty, to answer this question.)

    Of course, you are not required to answer every one of these questions; you may choose to only address one or two in some depth. Alternatively, there may be questions relevant to your text that are not provided here: these are just a guide.

    Pre-lecture Quizzes

    Thorough preparation for your contact time in this course is essential to get the most out of the time you are dedicating to attending lectures and seminars. Therefore, each week in this course has a Pre-Lecture Quiz which focusses on the material covered in readings. These quizzes are designed to test your knowledge of the materials covered in Readings and Lectures, and your results in these activities contributes towards your overall mark. Some of the questions in these Quizzes are somewhat ambiguous and designed to generate discussion rather than lead to a 'right' or 'wrong' answer; nonetheless, they are based clearly on the reading material and are designed to assess how closely you read the required texts.

    It is expected that you will complete the Quiz before the lecture each week. The Quiz will close at 1pm on the day of the lecture, and you will not be able to submit answers after this time. You will also receive immediate feedback on both correct and incorrect responses in each Quiz.

    (Hint: a good way to do this might be to look at the Quiz questions before doing the readings and perhaps take note of them; then you know what information you are looking for when reading. This 'reading with purpose' is also useful when doing research for your essay.)

    Seminar Participation

    Participation consists of active engagement in the seminar discussions, which can take various forms. Seminars are organized around a program of content focussed by discussion of the Lecture and Set Readings that will be addressed each week and Small Group Discovery activities which involve skills development (see Learning Activities Summary in this Course Outline).

    Seminar participation is unlikely to ever reach 100%, since that would require perfection. A seminar participation grade is not an indicator of mere attendance, but rather reflects levels of preparation, interactive engagement and demonstrated intellectual capacities. You might like look at the Writing Centre learning guide 'Participating in Tutorials':

    Elements which are taken into account in the Seminar Participation grade include practical features such as:

    • Consistently arriving and leaving on time;
    • Evident preparation for seminar sessions in terms of attending/listening to Lectures and reading of Set Readings (visible note-taking in your reader helps!);
    • Consistently undertaking the Pre-lecture Quizzes;
    • Bringing along the image to be discussed in class following completion of the Tests.

    However, seminar participation also involves group work and independent thinking skills such as:

    • A balance of actively listening to others and participation;
    • Sharing information and personal understandings of course materials;
    • Actively undertaking collaborative and problem-solving work in informal discussion, group tasks and assessment tasks;
    • Demonstrating engagement and cooperation with peers and tutor;
    • Taking responsibility for self-learning and the learning of the group;
    • Being respectful in relation to different perspectives, values, understandings and feelings of group members;
    • Articulating arguments about course materials, not simply relying on others;
    • Showing evidence of independent thinking.

    You tutor will make a holistic assessment of your preparation for Seminars based on these criteria.

    All assignments must be submitted electronically on MyUni, usually via the Turnitin tool. Be sure to keep a copy of your assignment and doublecheck the Turnitin assignment to ensure the assignment has been lodged properly. You should receive a Turnitin receipt confirming that your assignment has been received. Do not email your assignment to your tutor or hand up physical copies as this submission is not recorded and won't be accepted in the case of an appeal.

    The submission of the assignment includes a declaration concerning the authenticity of your work and your understanding of the University’s policies and procedures on plagiarism. Assignments that do not include appropriate citation of sources in Harvard style and a full Reference List may not be accepted (with the exception of the Primary Analysis Blog and the Team Video Presentation).

    You will receive feedback (including comments and a marking rubric) via MyUni. You can find out how to submit your assignment on Turnitin and how to find your feedback and grade in Resources tutorials provided in MyUni.

    Informal Extensions

    If one of the following criteria is met, an informal extension can be organised with the course coordinator or tutor:

    • small extension – 2 days or less;
    • student is registered with the Disability Office (need to send tutor an Access Plan at the beginnign of the semester)
    • assessment item is worth 20% or less (Note that the only assessment item that can fulfil this requirement in this course is the Annotated Bibliography at the beginning of the course);

    It is possible for students to apply to their tutor for a small informal extension of 2 days or less up until 5pm of the day before the essay is due, if they have a reasonable case. However, since such small extensions are not granted automatically, you are very strongly advised to apply well in advance. In order to facilitate record keeping, you must provide a written request (by email) setting out the reasons why an extension is needed and attach the email and the tutor’s email response to the submitted assessment task.

    Formal Extensions (i.e. more than 2 days)

    Students wishing to apply for a formal extension of more than 2 days need to submit the relevant form available at;field=data;id=7446;m=view to their tutor at least 5 days prior to the due date for the assignment, making sure to indicate the requested length of extension on the form. Formal Extensions of longer than 2 days typically require either a medical certificate or a letter from a counsellor or other support professional, but formal documentation alone is not sufficient.

    Students with an Access Plan requesting a formal extension will still need to negotiate deadlines and reasonable accommodations with their tutor, but it is important that you have sent your tutor your Access Plan at the beginning of the semester. However, there is no need for accompanying evidence, such as medical certificates or similar. Please note that online feedback may be minimal for written work that is late, even with an extension, due to marking time constraints

    Late submission without extension
    Assignments submitted late without an extension will attract a penalty of 2% of the marks for the assignment every day for the following ten days (including weekend days). In other words the maximum penalty for late submission without extension will be 20%. Please note that online feedback is likely to be minimal for written work that is late. High penalties for very late work often result in failure of the whole course due to its effect on the weighted total.


    If you consider you have good reason for dissatisfaction with the mark awarded you should first discuss this with your tutor, as indicated in the University policy on grievances at However, any student who, after this discussion, remains dissatisfied with the final grade awarded for a course, or with the mark awarded for a particular piece of assessment work, and who has specific grounds for objecting to the grade/mark, may lodge a written request for a review of the result, usually or an independent second assessment organised through the Course Coordinator, as detailed under stage 2 of the grievance procedures. This written request must be lodged within 10 University working days from the date of notification of the result. Such a written request must also contain details of the grounds on which the objection is based, and these grounds need to be based on the assignment instructions provided and with reference to the assessment criteria (see Rubrics in each assessment's folder).

    The Course Coordinator will manage the request locally and provide a jusitified response. The student must accept the possibility that the work will receive a lower mark on the second occasion. We also recommend consulting a student grievance officer (see Student Care).

    Supplementary Major Assignment/Exam University Policy

    • Anyone who cannot submit a major assignment or attend the Climate Change Mock Summit due to illness or compassionate grounds must, according to University Policy, submit the appropriate University of Adelaide form:;field=data;id=7446;m=view.
    • Doctor’s certificates alone cannot be accepted, according to University policy.

    Please note: the absolute last date for submission of assignments in this course is the end of the SWOTVAC week (i.e. just before the beginning of exams). Students who have not completed and submitted the Assessment Extension form above will have their final grade calculated from the assignments that have been submitted to MyUni byt this date, regardless of circumstances or informal arrangements made with their tutor. It is impossible to alter a grade once it has been entered on the system with the appropriate documentation.

    Additional assessment

    Additional sssessment for students who have failed but received an overall grade of 45-49 and are eligible (ie have met attendance requirements registered by at least a Pass result for the Seminar Participation assessment item and have completed all assessment tasks for the course) may be offered an Additional Assessment upon request and negotiation with their tutor. The Additional Assessment for this course usually involves submission of an additional Research Essay. The maximum course grade that will be awarded in this situation will be 50P.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

    In Semester 2, 2015, students participated in the Course Student Experience of Learning and Teaching survey. We appreciated their feedback as it assisted us in refining the course for future students. 170 students participated in the SELTs for ARTS 1007 The Enquiring Mind, which constituted 36% of the class. This is an acceptable response rate for a survey of this kind. The ‘Broad Agreement’ responses to the quality of experience scores ranged between 78% and 94%, indicating that most respondents found studying the course a valuable experience.

    The Faculty of Arts is committed to the improvement of all courses and welcomes the perspectives of students, including insights gained through the University’s Student Experience of Learning and Teaching (SELTs). Just as we expect you to improve your assignments based on our feedback, we work hard to improve our courses based on your feedback. In light of this feedback, the following changes have been made to this course to improve student learning:

    • Group assignment task altered to a roleplay/simulation activity become more engaging and allow more student choice in picking a topic or approach;
    • A written Group Report (800 words per student) has been elimnated to reduce course workload and allow better focus on the research behind the Team Video Presentation;
    • Due date of major individual research essay brought forward to before the break to avoid concentration of assignments in the second half of the semester and to assist with time management;
    • Increasing the number of video lectures/MOOC material to allow students to view lecture material in their own time and further help with time management.

    In addition to these minor points it is worth addressing at some length the most commented-on aspect of the course: its compulsory nature. In a Faculty which has among the most open and flexible degree structures in the University, it is perhaps not surprising that around a dozen students objected to this course being compulsory (some quite strongly). Of course, no-one likes being told what to do.

    However, it is the position of the Faculty and the University overall that in general students need much more broadening experience than they have had in the past. Doctors can no longer simply be world-class experts in medicine and biology: they also need to interact effectively with others and deal with diversity. Engineers need more teamwork and business skills to effectively contribute to their profession; teachers need reflective skills and to manage their own professional development after they leave University. And musicians and writers cannot simply be experts in their performance or craft: they need to engage with the world fully, because Art is fully intertwined with lived experience in all its diversity. So yes, some may have been taken out of their comfort zone in this course, but that’s what learning is.

    Having said that, there were larger numbers of respondents who highly valued the course, even if they were initially unexcited by it or started by viewing it as a chore. They indicated that they really enjoyed the breadth and diversity of topics covered; that they loved the engaging and intellectually stimulating conversations in their groups and seminars, especially with students from other disciplines; they appreciated the different types of assignment which allowed individuals to demonstrate their own unique way of learning; and they felt that the course gave them essential skills in research and argumentation that would be very useful for the rest of their degrees. This is what studying in the Arts is all about. And these are the students who seemed to approach the course with an open mind in order to get what they could out of it, and were sometimes surprised to find it really valuable and enjoyable.

    Often we do not realise the value of what we are learning at the time, and many students only understand this upon later reflection. For example, from an unsolicited email from a student from last semester:

    "I am now at Summer School doing Academic English to improve....  I feel  compelled to share with you my experience today of being part of a group doing a presentation about a political speech as an assessment task.  The four of us pulled it together in one day - from being assigned our group, choosing out of a hat our speech (Obama, HRC Dinner 2009) assigning tasks, research and analysis and doing the presentation.  I used skills I learned last year  in EM to overcome my natural trepidation and actively participate with confidence in the process. Our  group gelled from the get-go.  The feeling I  got at the end when I instinctively knew our little group had done well was very uplifting to me. What I learned last year was a large part of that. I guess I just want to let you know that that assessment task most of us bitched about last year does have real value on so many levels.  Thank you"

    So even on this question of compulsion there are many different views expressed, and some students saw real value in the course only well after it had finished. We therefore recommend that you approach this course with an open mind and try to get as much value out of it as you can. What we can do within the course is continue to work harder to give as much latitude for students to select their assignment topics and areas of interest to work on, in order to try and facilitate the freedom within constraint that is the stock in trade of the world we live in.
  • Student Support
    Faculty of Arts Support

    Arts Support is for undergraduate students in the Faculty of Arts, and offers study skills support.

    Arts Support can help you:
    * understand your assignments more clearly
    * find and use research effectively     
    * improve your essay writing and other key skills, such as referencing, grammar and time management
    * feel more confident about your writing, reading and presenting skills

    How to receive support
    * Drop in for a one-on-one session in Hub Central Seminar Room, Level 3:

    Semester 1
    Tuesdays 11.00am – 1.00pm
    Thursdays 1.00 – 4.00pm

    Semester 2
    Tuesdays 11.00am – 1.00pm
    Thursdays 2.00 – 4.00pm
    Email for appointments outside of the drop in times.
    Email any academic questions or concerns to


    T: +61 88313 0303

    Connect with us on Facebook: University of Adelaide Faculty of Arts Students

  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.