ARTS 1011 - Introductory Arts: Theory and Method

North Terrace Campus - Semester 1 - 2023

Despite their diversity, the contemporary Humanities and Social Sciences (HUMSS) share an intellectual genealogy and a core set of methodologies and critical approaches. This course will introduce you to several of these, including feminism, postcolonialism, historical materialism, science and technology studies, and indigenous knowledges. It will situate the HUMSS disciplines in their longer-run historical contexts, exploring how events like the Renaissance, the Enlightenment, and imperialism have shaped contemporary thought, and addressing critiques of these developments advanced by more recent scholars. This rigorous and systematic overview of the field will prepare you for your further studies whatever your major, while introducing you to the cohort of your fellow Arts Advanced students. The course will equip you with foundational academic skills in research and writing, and also serves as background and preparation for the third year Advanced Arts: Theory and Method course.

  • General Course Information
    Course Details
    Course Code ARTS 1011
    Course Introductory Arts: Theory and Method
    Coordinating Unit Arts, Business, Law and Economics Faculty Office
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange
    Incompatible ARTS 1008, CULTST 1001
    Restrictions Available to BA(Adv) students only
    Assessment Discussion boards, Scaffolded critical analyses, Research essay
    Course Staff

    Course Coordinator: Dr Benjamin Madden

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    Students will be able to:

    1. Situate their own program of study in the context of the history and development of the Humanities and Social Sciences
    2. Give an account of the broad forces shaping HUMSS thought between its emergence and today, including those of Indigenous and non-Western traditions
    3. Recognise the contributions of HUMSS thinkers and paradigms to contemporary debates over identity
    4. Make use of those paradigms in framing students’ own analyses and critiques, and develop these in discussion with peers
    5. Organise content from a range of sources to aid knowledge retention as well as research and assessments
    6. Find, evaluate, and incorporate pertinent scholarly sources
    7. Present the results of research and critical analysis in the form of an academic essay
    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)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1, 2, 3

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    3, 4, 5, 6, 7

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    4, 6

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    4, 5

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    1, 2, 3

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    1, 2, 3

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    5, 6, 7

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    1, 2, 4, 5
  • Learning Resources
    Required Resources
    All required reading will be available through Course Readings on MyUni.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Weekly lectures will take place in-person and will be automatically recorded and uploaded to MyUni.

    Weekly seminars will take place in-person, which options for remote/on-line participation.

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

    1 x 1-hour lecture per week: 24 hours per semester
    1 x 2-hour seminar (or equivalent) per week: 12 hours per semester
    6 hours reading per week: 72 hours per semester
    2 hours research per week: 24 hours per semester
    2 hours assignment preparation per week: 24 hours per semester

    TOTAL WORKLOAD 156 hours per semester
    Learning Activities Summary
    An indicative list of topics to be covered is given below; the order in which these topics are delivered and their precise details may change slightly during the semester:

    1. Introduction
    2. The Renaissance: Classical Transmissions and the Birth of Humanism
    3. The Enlightenment: A Transnational Republic of Letters?
    4. Questions of Cultural Identity, or The Urge to Classify
    5. Is Culture Politics by Other Means?
    6. Do Gender and Sexuality Have Histories?
    7. Are Our Identities Written in Our Genes?
    8. Introduction to Feminist Scholarship
    9. Introduction to Postcolonial Scholarship
    10. Do Ideas Make History, or Do Things?
    11. If Scientific Knowledge is Socially Constructed, Should We Believe It?
    12. The Enlightenment and the Indigenous Critique
  • 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
    There are three main assessment categories; the first two run throughout the semester, and the research essay will be due at the end.

    Discussion Boards 30%
    Scaffolded Short Pieces 30%
    Research Essay 40%
    Assessment Detail

    No information currently available.

    All assignments will be submitted through MyUni
    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.

  • Student Support
  • 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.