Task: upload information sheets and consent forms
Intro:
I included the Find 30 activity to the module schedule on Moodle in preparation for the Art Theory & Critical Studies classes across Level 4, 5 and 6.
Level 4 and 5 included new students to the course (first year running Level 4, and some students were allowed to enter at Level 5). Each year Level had a written assessment introduced aligned with the Find 30 research project – Only Level 5 has 2 written assessments. Level 4 an essay on a selected artwork due end of year; Level 5, an exhibition review on a selected exhibition due after Xmas and Compare and Contrast Essay due end of academic year; Level 6 dissertation supporting their practical studio project.
To support the Find 30 Research project the students were given it during an intro to the Library session, where they began the project. They were also given an Example Padlet of Find 30 that I made to guide them and aide clarity of the categories.
Module and Session Descriptor’s with Find 30 Activity
Level 4
This unit provides a contextual and theoretical foundation for the study of contemporary art practices, focussing on the 19th -21st centuries. Students will be introduced to a range of arts practice, encompassing fine and applied arts, and will gain broad understanding of global contexts. They will be introduced to the provenance of key ideas in art history and develop an understanding of how they have developed. Students will attend a series of six lectures and related seminars and reading groups. Through attendance at taught sessions, and through on-to-one discussion with tutors, students will write a 1500-word essay. Students must reference their essay in the Harvard style and use appropriate image to illustrate their ideas and intentions.
Level 5
This unit provides a broad overview of contemporary practice as it relates to the making and legacy of place. Students will be introduced to a range of arts practice, encompassing fine and applied arts, and will gain a broad understanding of global contexts in which they were made. Students will explore how artists and curators present work that is concerned with the place, site, and location and how such presentation can act as a form of communication.
Students will attend a series of lectures and related seminars and reading groups. Through
attendance at taught session and one-to-one tutorials, students will write a journal-style 700-word review of an artwork or exhibition and a 2500-word essay.
Level 6
This Unit develops the students’ research methodologies, culminating in a self-directed dissertation that demonstrates critical thinking and a broad awareness of their subject. Students will be supported through lectures and seminars, tutorials, and guided reading. At the end of the Unit, students will submit a 3500 dissertation. Students must reference their dissertation in the Harvard style and use appropriate images to illustrate their ideas and intentions.
Example of Find 30 Activity shared with students for guidance of categories.
https://padlet.com/michelleussher/find-30-kt6fcys8u1nfvf0m
Revising the ARP – narrowing to Level 5
Following my initial observations of the Padlets across all 3 year Levels I began to consider how evaluation would occur across the data. I decided to narrow my findings to Level 5 owing to the timing of their first assessment being an Exhibition Review. Doing this would allow me to observe the relationship between their Find 30 Research Padlets and their Written Assessment and observe the choices they were making and if any of their non-white research had any impact or influenced their work.
To support raising an awareness of their whiteness as a race that is embedded with conditioned aesthetic values, I delivered a lecture on Art & Ethical Relations. I included Donna Haraway’s Situational Knowledge (from Inclusive Practices) and also shared the Haraway film with them alongside the dedicated reading being a video lecture of Haraway discussing Staying with the Trouble. This was complimented in the lecture by a discussion on the Copernican Turn, Kant’s aesthetics and Australian Indigenous bodily sense of Country.