ARTH 3002 - Digital Exhibition Project: Art History
North Terrace Campus - Semester 2 - 2020
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General Course Information
Course Details
Course Code ARTH 3002 Course Digital Exhibition Project: Art History Coordinating Unit Historical and Classical Studies Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 6 Contact Up to 3 hours Available for Study Abroad and Exchange N Prerequisites At least 15 units of Art History & Visual Culture Major courses Assumed Knowledge The course is designed as the capstone for the new Art History major. Students are expected to have sufficient skills and knowledge developed in the Level I, II, and III courses. Restrictions Available to students undertaking an Art History & Visual Culture Major only Assessment Concept Map 10%, Exhibition Proposal 30%, Research Project 60% Course Staff
Course Coordinator: Dr Lisa Mansfield
Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
Course Learning Outcomes
On successful completion of this course students will be able to:
1 Demonstrate knowledge and understanding of exhibition development and theories of curatorship. 2 Analyse and interpret works of art within digital exhibition contexts. 3 Critically evaluate and synthesise scholarly arguments across art historical and curatorial academic literature. 4 Communicate effectively in textual and verbal modes of art historical discourse and curatorial writing practice. 5 Apply conceptual creativity in research when working independently and collaboratively. 6 Curate an original online exhibition from conception to completion using appropriate digital technologies. 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)
1-6 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
2, 3, 5 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
4, 5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1-6 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
2, 3, 6 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
4, 5 , 6 -
Learning Resources
Required Resources
Prescribed readings (PDFs) will be available on MyUni as an electronic reading list.Recommended Resources
There is no prescribed text. The following books will be useful background reading:
Greenberg, Reesa, Bruce W. Ferguson, Sandy Nairne, Thinking About Exhibitions. London; New York: Routledge, 1996.
Kalfatovic, Martin R. Creating a Winning Online Exhibition: A Guide for Libraries, Archives, and Museums. Chicago: ALA Editions, 2001. [BSL eBook]
Marincola, Paula. What Makes a Great Exhibition? Philadelphia: Philadelphia Exhibitions Initiative, The Pew Center for Arts & Heritage, 2006.Online Learning
MyUni
Announcements
Discussion forum
Formative (non-assessed or peer-review) online learning activities to support Summative (assessed) assignments
Guides on digital image manipulation, powerpoint, WiX
Academic resources (virtual library with a general reading list)
External internet resources (museum and gallery websites; image databases; podcasts)
BSL subject guides
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Learning & Teaching Activities
Learning & Teaching Modes
This blended course consists of six face-to-face (2-hour) tutorials on campus and six weeks of independent research and writing, including structured online learning activities, under the academic supervision of the Course Coordinator.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Structured Learning Total Hours 6 x 2-hour tutorials 12 hours Online learning activities 72 hours 84 hours per semester Self-Directed Learning Total Hours 6 hours reading per week 72 6 hours research per week 72 7 hours assignment preparation per week 84 228 hours per semester TOTAL WORKLOAD 312 HOURS PER SEMESTER Learning Activities Summary
Week 1 Course Induction Week 2 Understanding Exhibitions Week 3 The Exhibition Concept Week 4 The Digital Curatorial Week 5 Curatorial Writing Workshop Week 6 Work-in-Progress Peer-Review Presentations Week 7 The Exhibition Proposal Week 8 Independent research and writing Week 9 Independent research and writing Week 10 Independent research and writing Week 11 Independent research and writing Week 12 Exhibition Showcase Specific Course Requirements
As the Capstone for the Major in Art History and Visual Culture, students are expected to complete this level III (6-unit) course as the final course of the Major. -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Task Type Due Weighting Learning Outcome Exhibition Review Formative and Summative During semester
25% 4, 6 Exhibition Proposal Formative and Summative During semester 25% 1, 3, 4 Exhibition Project Formative and Summative After semester 50% 1-6 Assessment Related Requirements
Students must attend the six face-to-face tutorials on campus and submit all assessment tasks (summative assignments) to pass the course.Assessment Detail
Assessment Task Description Word Count Exhibition Review Students will be required to write a critical review of an online exhibition. 1,000 words Exhibition Proposal Students will be required to write a formal exhibition proposal with an overview of the exhibition concept, target audience, checklist of images, and bibliography. 1,000 words Exhibition Project Students will be required to write a research essay to complement the exhibition concept along with virtual text panels for selected works of art that demonstrate professional standards of curatorial for integration in the final exhibition on powerpoint or WiX. 4,000 words Submission
Written assignments must be submitted using Turnitin on MyUni by midnight of the due date.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.
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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 (http://www.adelaide.edu.au/policies/101/) 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.
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