ARTS 1007 - The Enquiring Mind: Arts of Engagement

North Terrace Campus - Semester 2 - 2015

This course takes the position that the pursuit of knowledge is the fundamental purpose of university education. It aims to enthuse and equip commencing students through the interdisciplinary presentation of two agendas. Firstly the course offers broad perspectives (the `Big' Questions) in the Arts, with a focus on the theme of `Speaking Freely?. Secondly, the course involves systematic teaching of the key academic skills required in scholarly enquiry within the Arts. As well as the more traditional forms of university teaching including lectures and tutorials/seminars, the course provides intensive Small Group Discovery Experiences where a sense of collaborative endeavour is established as key questions are explored, and students gain confidence in pursuing their own investigations.

  • General Course Information
    Course Details
    Course Code ARTS 1007
    Course The Enquiring Mind: Arts of Engagement
    Coordinating Unit Arts Faculty Office
    Term Semester 2
    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 Policy Report (30%), Group Conference presentation (20%), Participation (10%)
    Course Staff

    Course Coordinator: Dr Chad Habel



    Dr Chad Habel 
    Professor Han Baltussen
    Professor Ghil'ad Zuckermann 
    Dr Georgina Drew
    Professor Mary Griffiths
    Dr Anna Goldsworthy
    Professor Rachel Ankeny
    Professor Melissa de Zwart
    Professor Lisa Mansfield
    Dr Mandy Treagus

    Course Tutors (TBC)

    Tuesday 9am – 11am 422 Horace Lab Learning & Teaching Sandpit: Chad Habel
    Tuesday 11am – 1pm 422 Horace Lab Learning & Teaching Sandpit: John Walsh
    Tuesday 3pm – 5pm 422 Horace Lab Learning & Teaching Sandpit: Suzi Hutchings
    Tuesday 5pm – 7pm 422 Horace Lab Learning & Teaching Sandpit: Georgina Drew
    Wednesday 9am – 11am 422 Horace Lab Learning & Teaching Sandpit: Melissa Nursey-Bray
    Wednesday 1pm – 3pm Lower Napier LG 24: Andrew Beer
    Wednesday 3pm – 5pm Lower Napier LG 24: Anna Goldsworthy
    Thursday 9am – 11am 422 Horace Lab Learning & Teaching Sandpit: Suzi Hutchings 
    Thursday 12pm – 2pm Lower Napier LG 24: John Walsh 
    Thursday 2pm – 4pm 422 Horace Lab Learning & Teaching Sandpit: Martin Bailey
    Thursday 4pm – 6pm Lower Napier LG 24: Chad Habel
    Friday 10am – 12pm Lower Napier LG 24: Ghil’ad Zuckermann 
    Friday 1pm – 3pm: Martin Bailey
    Course Timetable

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

    Changing Seminars
    Please note, especially at the beginning of the semester, that if you wish to change seminars it is essential that you switch via Access Adelaide so that your enrolment can be properly updated in MyUni. Speaking to or emailing your tutor or Course Coordinator is a courtesy but it is not sufficient action to formally change seminars; you must switch to a class in Access Adelaide that has space in it. 

    This course is divided into three broad sections, with activities and assessment to match:

    Social Issues
    This part of the course covers various social issues that relate to freedom, as we understand it. We start with ideas of freedom of speech and their history in Western political traditions (both modern and classical), and move through related issues in game studies, linguistics, and environmental policy.

    Social Movements
    This part of the course focusses on movements in society and culture, such as the 'Internet of things', movements in fashion and personal expression through dress, and movements in science and ethics. These movements constrain our identities and behaviours in various ways.

    Creative Expression
    This section of the course focusses on various forms of creative expression, including Visual Art, Music, and Literature. We will look at how various regulatory, historical, social and cultural factors impinge on the creative decisions of artists and those who receive their work.
  • 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)
  • 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 $22 - 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 the course MyUni site. Students will need to have read the Set Readings in order to undertake the Pre-Lecture Quizeach week on MyUni. It is expected that you will complete the Readings and Quiz before the lecture.
    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
    Preparation for lectures and seminars is essential to get themost out of these valuable learning opportunities, and often this preparation takes place online, via MyUni. See the 'System for success' below.

    Students should also check MyUni on a regular basis for announcements and discussion in the Discussion Forum. 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.

    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: click the 'Resources' tab on the left-hand menu to access these.

    Pre-lecture quizzes are an essential way of demonstrating your preparation for lectures and seminars. The Quiz for each week will be made available around ten days before the lecture, and then will close at 5pm 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.

    A combination of online and offline activities comprises the 'System for Success': a step-by-step process that you can follow to properly engage with this course:

    1. Watch the ‘Pre-reading video’ in the relevant week on MyUni (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 12pm 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

    If you do this and dedicate at least 6 hours a week to assignments, you should succeed in this course and learn a lot.
  • 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 substantial 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 (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 12pm 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 problem-solving and 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 assessements 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.

    Suggested workload in this course is as follows:

    Activity Hours per week
    (on average)
    Total hours
    Lecture 1 12
    Seminar 2 24
    Reading 3 36
    Lecture review/
    1 12
    Assignments 6 72
    Total 156
    Learning Activities Summary
    The main focus of the course is the process of intellectual discovery in its own right as students progress through the following segmented and interconnected stages of research: search and select; investigate; synthesise and evaluate; report.

    Lecture topic and lecturer Seminar activity Small Group Discovery Experience 
    Week 1 Freedom of expression 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 Course induction
    Week 2 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 Researching via library resources
    Week 3 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?
    Conception of freedom: Classical and modern Critiquing and annotating sources
    Week 4 Native Tongue Title (Professor Ghil'ad Zuckermann)
    Central question: If language fundamentally shapes our ideas and identities, how free are we to live how we want to?
    Linguistic freedom Essay question analysis
    Week 5 Climate Change and Social Responsibility (Dr Georgina Drew)
    Central question: Should governments regulate to restrict our consumption, as a means of controlling pollution?
    Regulation for climate change mitigation Group roleplay: Climate stakeholders
    Week 6 The Network of Networks: Agency and the Internet of Things (Associate Professor Mary Griffiths)
    Central question: Is the collection, re-use and potential sale of personal data a serious restriction on our freedoms, and how should it be regulated?
    Privacy via devices and online identities Essay research: Advanced searching
    Week 7 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?  
    Gendered restrictions on self-presentation Essay planning
    Week 8 When should we let others decide for us: Dilemmas in Bioethics (Professor Rachel Ankeny)
    Central question: Should individuals always make decisions for themselves? Are there any exceptions?
    Individual freedom of choice: Bioethics Group building
    Week 9 Wikileaks & Anonymous: A free internet? (online lectures)
    Central question: Are information leaks and ‘hacktivism’ activities that should be restricted in the interests of society?
    'Hacktivism': yes or no? Group Report Writing
    Week 10 Freedom of Expression: Art and War (Dr Lisa Mansfield)
    Central question: Are restrictions on artistic expression during times of war justifiable, or are they a form of censorship which restricts freedom of expression?
    Primary analysis: Visual Art Group Presentations
    Week 11 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 Group Presentations
    Week 12 Slam it!: Expression of identity and literary form in spoken-word poetry (Dr Mandy Treagus)
    Central question: Why does spoken word/slam poetry invite expressions of identity in favour of most other topics?
    Primary analysis: Literature Group Presentations
    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 partof the assessment cheme of this course. In addition, being absent from more than 2 seminars without adequate explanation may result in preclusion from the course.

    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.
  • 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/date results posted Results posted Weighting Word count Workload*
    Annotated Bibliography (1, 2, 3, 5, 7) Formative

    12 noon, Monday Week 5  

    12 noon, Monday Week 7 10%  500 words total (100 per annotation; references not included) 12 hours
    Individual Essay (4, 5, 7) Summative 12 noon, Friday of the first week of mid-semester break  Friday Week 10 30%  1500 words (reference list not included) 25 hours
    Group Report (1, 2, 3, 4, 5, 7, 9) Summative 12 Noon, Monday Week 12 Final day of examinations 15% 800 words per group member 20 hours
    Group Presentation (4, 5, 9) Summative In class, weeks 10-12 (SGDE timeslot) Friday Swotvac Week  15% 2 minutes presentation per speaker 5 hours
    Primary analysis blog (3, 4, 5, 6, 8) Summative 12 noon, Friday Week 12 Final day of examinations 10% Approx. 500 words 10 hours
    Pre-Lecture Tests (3, 5, 6, 7) Formative Ongoing, every week Final day of examinations 10% n/a 12 hours
    Seminar Participation (1, 2, 3, 4, 5, 7, 8, 9) Formative Ongoing, every week Final day of examinations 10% n/a 24 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 Bbibliography 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 selection of 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—that is, 500 words are required in total (not including the reference). 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?

    This assignment requires that students

    • 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, at least 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. 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, but it may be useful to be aware of what some people believe.

    Individual Essay
    Research Essays in this course are 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:

    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. Leonard (2006) calls for a much more rigorous consideration of identity politics in the development and analysis of many video games. Using 2-3 examples of commercial video games, argue whether this call is justified. What (if any) are the problems in representation that pervade video games, and what are some of the solutions? [See Recommended Readings for the Leonard article.]

    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.)

    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. Discussions of ‘the Internet of Things’ suggests that technology is becoming pervasive, omnipresent, and deeply embedded in every aspect of our lives. To what extent does technology increase or reduce our personal agency and our freedom to live our lives the way we want? Select one or two technologies in particular to support your answer.

    13. Social media is almost ubiquitous in our image-obsessed culture, and the effects on individuals and communities are huge. Overall, is social media is positive or negative for individuals and groups in society? Be sure to give reasons, examples, and evidence to support your view.

    14. In many non-Western societies, it is not traditional or accepted for individuals to speak for themselves about medical treatment, and instead groups (or group leaders) speak for them. Is this a violation of individuals’ rights to control their own bodies? Develop an example in detail to ground your discussion.

    15. In most societies, we allow parents to make most decisions for their children. Does this conflict with our fundamental values particularly regarding freedom of choice.

    16. 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?

    17. An organisation like Anonymous is essential in a world characterised by widespread state secrecy, injustice, extreme power imbalances, and general inhumanity. Do you agree with this statement? Do the beneficial outcomes of Anonymous as an organisation outweigh the potential problems associated with their lack of transparency, accountability, and structure?

    18. 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.

    19. 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.

    Group Report
    A report is different from an essay, which is directed towards development of an argument shaped by a research question. A report involves a survey of existing scholarly and other literature such as empirical data/studies, policies/laws, and possibly popular or community views on the issue under consideration, and the provision of recommendations based on logic and reason.

    In order to write a briefing report you must first of all consider whether the issue you wish to investigate really is a problem. Does it have or require a policy/legal solution? If not, it will very probably be difficult to develop a compelling report!

    The 5 major elements of your group briefing reports are:
    1. Background to the policy problem: what is the problem?
    2. To what extent is it a problem; for whom and why?
    3. Existing policies/law and their limits
    4. Debates about alternative policies
    5. Preferred recommendations and why

    The Topics for the Group Reports are located below. You must use appropriate referencing (Harvard Style) and your bibliography should be largely from credible sources. A key task is for the group to organise for at least one person to look over the whole manuscript to ensure that the report is a coherent whole in its final form. Your tutor can offer assistance with the report and with adjusting sections of it you have greater or fewer than 5 in your group. Please look at the Resources on how to undertake this assignment and/or consult with the Faculty Study Skills team.

    The Group Report is an individually-assessed piece of work, so you will be assessed on your own contribution to the group assignment. Every group member will be required to submit the whole group report with a cover sheet via MyUni to allow tutors to accessa nd greade the assignment.

    In this report it is essential that you provide the minimum number of references required, which for a group of five is at least fifteen (15) scholarly sources in your reference list, with in-text references supporting specific points in the report body. This minimum can be adjusted according to the number of group members; i.e., there is a minimum of three original sources per group member. It is likely that you will substantially exceed this this minimum as required by your argument. 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.

    Suggested Group Report Topics 
    1. Freedom of speech - for example, policy regarding freedom of speech in local government regulations such in the case of Adelaide City Council and Rundle Mall; current debates over hate speech/racial vilification; the Charlie Hebdo debate

    2. Video games - for example, regulation and classification of video games; offensive speech and online harrassment

    3. Linguistic self-determination - for example, policy restricting language use; official language regulation; Native Tongue Title

    4. Climate change and social responsibility - for example, national, international or NGO policies regarding release of chemicals/toxins (e.g. Carbon Tax); remediation of old polluted sites such as has recently occurred in Adelaide; or use of natural resources

    5. The Network of Networks - for example, technology's contraints on personal freedom; corporate privacy policies; collection of personal (meta)data etc.

    6. Presentation of the self - for example, workplace policies on tattooing; wearing of uniforms in schools

    7. Bioethics - policies regarding compulsory vaccination; Do Not Rescusitate Orders; euthanasia; electronic storage and sharing of medical or genetic data

    8. Wikileaks & Anonymous - freedom and constraint on the Internet; website blocking; hacktivism

    Group Presentation
    The Group Presentation is based upon the written group report. It is an oral version of the written report and thus requires some adjustment to be clear and engaging for your seminar group audience. Each member of the group will present the section on which they have already written, recrafting the material so that it is appropriate to verbal presentation and stays within time limits. Each person should speak for no more than two minutes. If the group has 5 members this will mean that the group presentation takes no more than 10 minutes. It is essential to plan well, rehearse and keep to the allotted time (you will be marked partly on this basis).

    Presentations will occur in the second half (the Small Group Discovery timeslot) of each seminar in weeks 10, 11 and 12. A Schedule of the order of groups presenting, with their associated timekeepers, will be provided by your tutor before the conference presentation weeks.

    Assessment of the presentation will be individual, but an important criterion will be how welll the group works together.. Group work is a crucial aspect of many study programs and workplaces. We are also aware that group work is not always straightforward. However, significant learning for the immediate and long term future can also emerge out of the negotiating and self-reflection which group work involves. Groups which function effectively learn how to share complimentary skills in order to create better outcomes. This too will be part of the assessment of your work. To achieve such collective synergy, shared understandings of working in your group are required, and you should pay particular attention to establishing and developing good working relationships with your colleagues. Things to consider here might include:

    • arriving on time
    • regular attendance and letting the designated contact person know if you cannot attend
    • participation, sharing ideas and knowledge
    • enabling inclusive discussion, which prevents any single member from dominating exchanges
    • rotation of group reporting roles to all members (eg re speaking on behalf of the group, keeping notes etc)
    • clear expectations regarding specific roles (contact person, group leader) and clear division of workload/tasks
    • clear understandings of how you will communicate and meet outside of set classes
    • clear steps to be taken in managing dissatisfaction with individual contributions: what will your group do?

    Remember also that the tutor can and will assist with problems regarding group work that the group may have been unable to resolve. You will very likely be asked to discuss, make some decisions about, report on and record these matters in the first seminar. Group Presentation feedback will be sent via MyUni in Week 13 and is assessed as a group mark, i.e. every member of the group will receive the same mark.

    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 Weeks 10-12 focus on these areas of creative endeavour and will model the analysis and interpretation of primary texts, and by the end of Week 12 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.

    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 even stronger.

    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.

    Seminar Preparation
    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, this course has a Pre-Lecture Quiz which focusses on the material covered in readings. These quizzes are designed to test your knwoledge of the materials covered in Readings and Lectures, and your engagement 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 5pm 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.

    Seminar Participation
    Participation consists of active engagement in the seminar discussions. 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).

    Assessment of Seminar Participation
    Seminar participation is unlikely to ever reach 100%, since that would imply and indeed 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 look over the general grading guide for written work on the previous page, as well as 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; 
    • 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.


    All assignments must be submitted electronically on MyUni, usually via the Turnitin tool. Be sure to keep a copy of your assignment. 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 Oral 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 attach an Access Plan).
    • 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 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. Your tutor may require confirmation of the need for an extension from other sources. Formal Extensions of longer than 2 days typically require either a medical certificate or a letter from a counsellor or other support professional.

    Students with an Access Plan requesting a formal extension will still need to negotiate deadlines and reasonable accommodations with their tutor. 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
    Essays submitted late without an extension will attract a penalty of 2% of the marks for the essay 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.

    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.

    The Course Coordinator will arrange for liasion with the convenor of the Assessment Committee. 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/present their oral presentation due to illness must, according to the Modified Arrangements for Coursework Policy, submit the appropriate University of Adelaide form:
    • Normal doctor’s certificates alone do not have to be accepted.
    • Any application must be accompanied by the form, Application for Supplementary Exam on Medical Grounds, filled out and signed by a doctor or other rel;evant professional whose contact details are clear.

    Compassionate Grounds
    • For a supplementary major assignment/examination on compassionate grounds refer to: and download the appropriate form.

    Additional assessment
    Academic Replacement Assessment for Coursework Students of The Enquiring Mind 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 Academic Replacement Assessment upon request and negotiation with their tutor. The Academic Replacement Assessment for this course involves submission of an additional Individual 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.

    Please note that any marks provided on individual assessments or overall grades via MyUni are provisional, and it is essential that you check Access Adelaide for your final grade soon after the end of semester. If you have any queries about your ongoing or final grades please contact your tutor in the first instance.
  • 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.

    As always, student feedback on such a large course is diverse, and some at least have seen the substantial and long-term benefits of the course. From an unsolicted student email:
    just wanted to let you know I've found enquiring minds a hugely beneficial course in terms of becoming a well rounded, well educated human being. The topics chosen each week have been so interesting, and I've learnt something fascinating with every lecture and reading. I feel quite privileged to have been a part of it.
    Just wanted to give that feedback as I think it's a new course? And I hope it will continue in future years.
    Thank you, very much :)
  • Student Support
    Academic Support

    The Faculty of Arts Study Skills team offers academic support and development for new students, designed to help them progress in and get the most out of their studies. They can help you to
    • Structure essays
    • Develop research techniques
    • Select course and develop career pathways
    • Improve your writing, study, reading and time-management skills
    • Increase your knowledge of key academic matters such as plagiarism, referencing etc

    The Arts Support team (see can meet with you face-to-face or correspond via email ( Finally you can ring them on 8313 0303 if you have any questions or would like to meet up. They hold drop-in hours in the Hub Central Seminar Room, Level 3, the Hub, on Thursdays 11-3, or make an appointment via email or phone. Please ask them about joining the Study Skills Facebook group.

    Consider joining the Uni Adelaide ARTS First Year Group 2015. This group is administered by staff in the Faculty and senior ARTS students and is designed to give first year students a way to connect with each other and get quick answers to FAQs. The Study Skills team has put together a range of online resources for developing academic skills. All of these resources can be found within the MyUNI course Academic Skills Resources, located under Other Courses in your MyUNI homepage. Also please see for advice about academic skills tutorials for new 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.