practices of research in art, design, and education · 2013-03-18 · school of art history &...

SCHOOL OF ART HISTORY & ART EDUCATION

SAED4051

Practices of Research in Art, Design, and Education

Sigmar Polke Der Ziegenwagen. (The goat wagon, 1992 Synthetic polymer paint on printed fabric 86 x 118" (218.4 x 299.7 cm) Gift of Werner and Elaine Dannheisser

UNSW • COFA • SAED 4051 • Practices of Research in Art, Design, and Education /21

SCHOOL OF ART HISTORY AND ART EDUCATION

SAED4051

PRACTICES OF RESEARCH IN ART, DESIGN, + EDUCATION

Duration One (1) Semester

Level SAED4051

Art Education Standing Core Studies

Unit Weighting 06 UOC

Total Program Points 192 UOC

contact hours per week 3

personal study hours per week 8

Mode of Delivery Face to Face

Prerequisite/Co-‐requisite n.a. [nil]


CONTENTS

Page

Course staff 2

Course Information 2

a) Units of Credit b) Teaching Times and Locations c) Contact Hours per week d) Parallel Teaching e) i) Subject Synopsis ii) Course Aims f) Relationship to other courses g) Student Learning Outcomes h) Graduate Attributes Developed in this Course i) Approach to Learning and Teaching j) Teaching Strategies

Assessment 5

Procedures for Submission of Assignments 6

Referencing Academic Sources

Academic honesty and plagiarism

Course Schedule 7

Computing Requirements 11

Safety Information 11

Continual course improvement 11

Resources for Students 12

Administrative matters 12


COURSE STAFF

Course Coordinator: Gary Sangster

Office: F-‐Block, Room 124F

Phone: (61 2) 9385 0724 (or mobile • 0425 657 400)

Email: [email protected]

Consultation times: By arrangement

Communication details: Email is the preferred method of contact.

Course Lecturer/s: Julian Wood

Email: [email protected] or ([email protected])

Consultation times: By arrangement

Communication details: Email is the preferred method of contact.

COURSE INFORMATION a) Units of Credit: 6 b) Teaching Times and Locations: TBA c) Contact hours per week 3

*Please note that the expectation of time in this course is more than contact hours. The University has expectations of a total load of 25–30 hours per unit of credit. This means that you should spend no less than 8-‐9 hours per week on average on class work in addition to your timetabled hours.

d) Parallel Teaching:

This course is not articulated with another course in the same timeframe. e) i) Subject Synopsis

Research is broadly conceived in this subject as a pattern of practices in which the major agencies which contribute to the research process are perceived as a mutually dependent relation. This course introduces students to the agencies of investigative practice in the humanities and social sciences and to an understanding of their role in the validation, analysis and interpretation of content within the domains of art, design


and education. While practices of research in art, design and education vary widely in the their instrumental and political significance it is nevertheless the goal of this subject to enable students, through the analysis of exemplars of research, to rehearse these practices in a manner consistent with an apprenticeship model of learning. In particular students will be able to integrate and apply systematically key agencies of research practice in art, design and education including -‐ the role of explanatory theory, the functional stance of the researcher, the constraints imposed by art as the object of investigation, the use of nomothetic and ideographic methods, and the conventions of proposal writing.

ii) Course Aims: The aim of this course is to enable students to gain an introductory understanding of research practices in the visual arts, design and education. In particular the course aims to broaden student’s conception of the conventions of research practice in art design and education, and to assure student’s understanding of key methods of investigation applied within the humanities and human sciences.

f) Relationship to other courses Practices or Research in two forms, one version is a post-‐graduate course, SAED9002, and the other version is an undergraduate course, SAED 4051 which is articulated for Fine Arts, Design and Media Honours students, as well as for students enrolled in undergraduate Art and Design Education degrees.

g) Student learning outcomes : • Identify key agencies of research and characterize their role in selected,

published examples of research in art, design or education; • Conduct a functional analysis or the practice underlying a published example of

art, design or educational research; • Assess the functional coherence of practice underlying a published example of

art, design or educational research; • Innovate a proposal amending the practice which underlies a published example

of art, design or educational research; • Critically justify a proposal amending the practice underlying a published

example of art, design or educational research; • Demonstrate an understanding of key methods of nomothetic and idiographic

research in the humanities and social sciences.

(h) Graduate Attributes Developed in this Course Please see table below

COFA Graduate Attributes | Refer to:

http://www.cofa.unsw.edu.au/export/sites/cofa/staff/cofa_staff_downloads/COFAattributes23_10_02B.pdf


COFA Graduate Attributes

level of FOCUS 0= NONE 1=MINIM

AL 2=MINOR 3=MAJOR

Activities / Assessment

Disciplinary knowledge 3 This course principally addresses the assumptions that underpin approaches to defining and evaluating art and design practice. It also explores the nature of research and academic enquiry in an interdisciplinary context. In-‐class reading exercises and written assignments develop student’s reflective and critical understanding of research into art, design and education.

Communication skills 3 Written assignments, practical skills in class using verbal and visual modes of communication encourage student’s capacity for independent and reflexive learning and creative problem solving.

Technical skills 1 Some use of specialist research resources and online databases is required.

Critical thinking 3 Class activities and assignments are based on close reading of critical literature, validation and assessment of literature, and written assignments to develop student’s skills in scholarly enquiry.

Group skills 2 Class activities are based on discussion and collaboration within small groups. Students are encouraged to develop connections between the ideas and practices in the course and their own practices in art, design and education.

Social awareness 2 Course material and structured discussion encourages students to develop a critical and reflexive understanding of the social context for the research and practice of art, design and education.


Ethical understanding 2 Course material addresses ethical issues of research practice and strategies for conducting ethical research in art, design and education.

Information Literacy 3 Students are exposed to a variety of information sources from course readings to art exhibitions. They are encouraged to appreciate the objects and practices connected with art and design as complex sources of information.

Entrepreneurial skills 2 Students are encouraged to develop initiative and imagination in applying intellectual skills and ideas to articulating their practice and communicating with others.

i) Approach to learning and teaching

As convenors, our role is to facilitate a flexible, dynamic and responsive learning environment for all participants. Classes are structured enough to ensure a balance of information delivery as well as ensuring a student centred approach to engaging with the course material critically and creatively. A productive and collaborative classroom environment allows students to develop a sound contextual appreciation for their ideas and their practice, as well as enhancing their capacity for critical and cultural agency in negotiating the social context in which they operate.

Teaching Strategies This course has a mixture of undergraduate students in Art Education and postgraduate students from fine Arts and Design. The presentation of the course will be more reflective of an interdisciplinary practice led approach to research. We use a combination of approaches to enhance the interdisciplinary learning environment: • Verbal delivery of lecture material and presentation of visual summaries and notes.

Lectures are structured to provide an overview of the key ideas, and allow student responses and questions.

• Practical Exercises conducted in class: Programmed in-‐class activities utilize a variety

of verbal, visual and kinesthetic approaches to understanding and communicating the ideas contained in the course, and allows students to articulate and build on their existing levels of knowledge in art and design, forming links between their experience and the ideas presented in the course.


• Variety: As well as guest lectures, classes will include visits to research sites such as the libraries, studios and art galleries, and students will be encouraged to appreciate a variety of physical sites and contexts for research into art, design and education.

• Small group work, emphasizes collaboration and communication skills among

students, and provides a structured environment for critical reflection and communication.

• Reading Seminars and discussions of course material. The level of critical thinking

required in this course is quite high, and students will be introduced to a range of strategies to understanding, applying and communicating theoretical ideas and approaches to their practice in art and design.

(k) NSW IT Graduate Teacher Standards:

ELEMENT 1 : TEACHERS KNOW THEIR SUBJECT CONTENT AND HOW TO TEACH THAT CONTENT TO THEIR STUDENTS

ASPECT GRADUATE TEACHER STANDARD

Knowledge of subject content 1.1.1 Demonstrate relevant knowledge of

the central concepts, modes of enquiry and structure of the content/discipline(s).

ELEMENT 6 TEACHERS CONTINUALLY IMPROVE THEIR PROFESSIONAL KNOWLEDGE AND PRACTICE

ASPECT GRADUATE TEACHER STANDARD

Capacity to contribute to a professional community

6.1.7 Explore educational ideas and issues through research.


ASSESSMENT: Students are required to attend 80% of classes

Participation + Engagement 10% ongoing

Assignment 1: Peer review Roundtable

In-‐class activity 10% Week 3

Assignment 2: Research Analysis

2,000 words 40% Week 6

Assignment 3: Grant or Project Application or Research Proposal 1,500 words 40% Week 11

100%

Please see attachment for further details on the Assignments Referencing Academic Sources

One of the key skills of research is being able to locate the sources of information and ideas that are used or referred to in scholarly literature. Aside from the in-‐class test, all written work submitted for this course requires thorough and accurate citation of information sources and a list of references at the end of the document. Harvard or APA (in text) referencing is acceptable for this course. For more information please see: http://www.lc.unsw.edu.au/onlib/ref2.html

ACADEMIC HONESTY AND PLAGIARISM

What is Plagiarism? Plagiarism is taking the ideas or words of others and passing them off as your own. Plagiarism is a type of intellectual theft.

Plagiarism can take many forms, from deliberate cheating to accidentally copying from a source without acknowledgement. Plagiarism can have serious consequences, so it is important that students be aware of what it is, and how to avoid it.

It is also plagiarism to claim credit for a proportion a work contributed to a group assessment item that is greater than that actually contributed, to submit an assessment item that has already been submitted for academic credit elsewhere, or to knowingly permit your work to be copied by another student.

There are very serious penalties for plagiarism, ranging from re-‐submission, reduction of marks


(including to zero), failure of the course, and exclusion from the university. The Learning Centre website has a lot of useful information. See www.lc.unsw.edu.au/plagiarism.

What is Plagiarism? Plagiarism is taking the ideas or words of others and passing them off as your own. Plagiarism is a type of intellectual theft.

Plagiarism can take many forms, from deliberate cheating to accidentally copying from a source without acknowledgement. Plagiarism can have serious consequences, so it is important that students be aware of what it is, and how to avoid it.

It is also plagiarism to claim credit for a proportion a work contributed to a group assessment item that is greater than that actually contributed, to submit an assessment item that has already been submitted for academic credit elsewhere, or to knowingly permit your work to be copied by another student.

There are very serious penalties for plagiarism, ranging from re-‐submission, reduction of marks (including to zero), failure of the course, and exclusion from the university. The Learning Centre website has a lot of useful information. See www.lc.unsw.edu.au/plagiarism. COMPUTING REQUIREMENTS Students will require access to word processing software and some access to the Internet. Students are expected to complete Library tutorials ELISA online. Students are required to submit written essays as hard copies to the school office.


COURSE SCHEDULE

Monday Week Topic Task

25 Feb O•Wk Orientation Week

4 Mar Wk 1 Research • theory, terminology, standards 11 Mar Wk 2 An Approach to Art + Critical Methodology 18 Mar Wk 3 Critical Thinking + Philosophy Peer Presentations • Review

25 Mar Wk 4 Research, Objects + Artifacts 1 Apr Break Mid Session BREAK No class

8 Apr Wk 5 Research + Innovation

15 Apr Wk 6 Critical Strategies Assignment 2 • Essay

22 Apr Wk 7 Research Week No class

29 Apr Wk 8 Research + Real World Experience

6 May Wk 9 Research Support + Grants

13 May Wk 10 Museum, Archive + Collections Research

20 May Wk 11 Research + the Other Assignment 3 • Grant

27 May Wk 12 Research + Alternative Practices 3 Jun Wk 13 Research, Technology + Future Knowledge

Mon Tue Wed Thu Fri Sat Sun

Week Task

Feb 25 26 27 28 1 2 3

O•Wk

Mar 4 5 6 7 8 9 10

Wk 1

11 12 13 14 15 16 17

Wk 2

18 19 20 21 22 23 24

Wk 3 Peer Presentations • Review

25 26 27 28 29 30 31

Wk 4

Apr 1 2 3 4 5 6 7

Break Mid-Session Break • No class

8 9 10 11 12 13 14

Wk 5

15 16 17 18 19 20 21

Wk 6 Assignment 2 • Essay

22 23 24 25 26 27 28

Wk 7 Research Week • No class

29 30 1 2 3 4 5

Wk 8

May 6 7 8 9 10 11 12

Wk 9

13 14 15 16 17 18 19

Wk 10

20 21 22 23 24 25 26

Wk 11 Assignment 3 • Grant

27 28 29 30 31 1 2

Wk 12

Jun 3 4 5 6 7 8 9

Wk 13


Week 1

Research • theory, terminology, standards

Class Activities:

Introduction to the course, theory, philosophy, terminology, expectations, assessments, assignments, and readings.

Required Readings:

Brown, N.C.M. (2001) “Concealment of Reality in the Practice of Art Education” Innovation In Design,” in Reassessing the Foundations of Art in Education; Occasional Seminar in Art Education 10, COFA, UNSW, Sydney. (ISBN 0 7334 1741 8) pp 52-‐55, Kelvin Grove

Gillies, Malcolm: (1998) “Knowing Ourselves And Others” in The Humanities In Australia Into The 21st Century Vol 2, Australian Research Council, Commonwealth of Australia. (ISBN 0642237 441), pp 261-‐270

Week 2

An Approach to Art + Critical Methodology

Required Readings:

Brown, N.C.M. Paradox & Imputation In Explanation Of Practical Innovation In Design, Conference Proceedings: Speculation and Innovation (Kelvin Grove: Queensland University of Technology, 2005) COURSE READER

Week 3 • In Class Assignment • Peer Presentations + Review

Critical Thinking + Philosophy

Required Readings:

Foucault, Michel: The Order Of Things: an Archaeology of the Human Sciences (New York: Routledge Classics, 2002) Foreword and Preface HANDOUT CFA 901.9/27

Crary, Jonathan, Techniques of the Observer: On Vision and Modernity in the Nineteenth Century (London and New York: MIT Press, 1990) 1-‐24. HANDOUT

Bryson, Norman, “The Gaze in the Expanded Field” Vision and Visuality. Ed. Hal Foster DIA Art Foundation (Seattle: Bay Press, 1988) 87-‐108. HANDOUT


Week 4

Research, Objects + Artefacts

Required Readings:

Barthes, Roland: History and Sociology of Clothing: Some Methodological Observations, and Preface to the Fashion System, from The System of Fashion (eds: Stafford & Carter) (Sydney: Power Publications, 2006) HANDOUT

Baudrillard, Jean: (1996) The System of Objects (London: Verso) pp3-‐11 COURSE READER

Candy, L. & Edmonds, E.: Creative Design For The Lotus Bicycle: Implications For Knowledge Support Systems Research, Design Studies, 17: 71-‐90 COURSE READER

Week X

Mid-‐Semester Break • No Class

Week 5

Research + Innovation

Required Readings:

Baxandall, M, (1985) Patterns Of Intention: On The Historical Explanation Of Pictures (New Haven & London: Yale University Press, 1985) pp12-‐40 COURSE READER

Smith, T. (1993) Making the Modern: Industry, Art and Design in America (Chicago: Chicago University Press) COURSE READER

Hodder, I. (2000) ‘The Interpretation of Documents and Material Culture’ in Denzin, N. and Lincoln, L.S. (eds) Handbook of Qualitative Research (pp. 703-‐715). Thousand Oaks, Ca.: Sage

Week 6

Critical Strategies

Required Readings:

Kuhn, Thomas The Structure of Scientific Revolutions (Chicago: The University of Chicago Press, 1970) Introduction COURSE READER

Glaser, Barney. & Strauss, Anselm, Grounded theory: Strategies for Qualitative Research (New York: Aldine, 1967) COURSE READER

Searle, J. R. The Construction Of Social Reality (Penguin, 1996) COURSE READER


Week 7

RESEARCH Week • no class

Week 8

Research + Real World Experience

Required Readings:

Bourdieu, Pierre (1982) (Nice, R. trans.): Outline Of A Theory Of Practice (Cambridge: Cambridge University Press) Structure and the Habitus pp 72-‐95. COURSE READER

Bourdieu, Pierre (1984) (Richard Nice trans.) Distinction: A Social Critique of the Judgement of Taste (Cambridge, Massachusetts: Harvard University Press) ‘Postscript: towards a ‘vulgar’ critique of ‘Pure’ Critiques’ HANDOUT

Baudrillard, Jean: (1996) The System of Objects (London: Verso) pp3-‐11 COURSE READER

Week 9

Research Support + Grants

Required Readings:

Grant Sources, Guidelines

Grant Models: Success + Failure

Grant Budgets + Documentation

Week 10

Museum, Archive + Collections Research

Required Readings:

Alpers, Svetlana (1991) ‘The Museum As A Way Of Seeing’ in Karp, Ivan and Lavine, Steven D. (eds) Exhibiting Cultures : The Poetics And Politics Of Museum Display (Washington : Smithsonian Institution Press, c1991.) HANDOUT | CFA 069.5/12 A

Bann, Stephen: (2003) ‘The Return To Curiosity: Shifting Paradigms In Contemporary Museum Display’ in McClellan, A & Malden, MA. (eds) Art And Its Publics Museum Studies At The Millennium (Blackwell, 2003) HANDOUT


Duncan, Carol: Art Museums And The Ritual Of Citizenship in Karp, Ivan and Steven D. Lavine, Steven D. (eds) Exhibiting Cultures : The Poetics And Politics Of Museum Display (Washington : Smithsonian Institution Press, c1991.) HANDOUT

Week 11

Research + the Other

Required Readings:

Geertz, C. (1994) ‘From The Natives Point Of View’ in Schweder, R.A. & LeVine, R.A. (eds) Culture Theory: Essays on Mind, Self and the Emotions (Cambridge: Cambridge University Press) COURSE READER

Hodder, Ian The Interpretation of Documents and Material Culture Denzin, N. and Lincoln, L.S. (eds) Handbook of Qualitative Research (Thousand Oaks, Ca.: Sage, 1994) pp. 703-‐715 HANDOUT

MacDougal, D, ‘The Visual In Anthropology’ in Banks, M & Morphy, H. (eds) Rethinking Visual Anthropology (New Haven: Yale University Press) COURSE READER

Pink, Sarah: Doing Visual Ethnography: Images, Media And Representation In Research (London & Thousand Oaks, Calif.: SAGE, 2007) HANDOUT

Week 12

Research + Alternative Practices

Required Readings:

Vivienne Binns (1991) Community and The Arts: History, Theory Practice (Leichhardt, N.S.W.: Pluto Press) ‘Ch 9: Context And Value; ‘A View From The “I” Of An Artist In Community’ And Other Stories’ HANDOUT

Bolt, Barbara: Beyond Representation (London & New York: Tauris, 2004) Introduction: The Performative Power of the Image HANDOUT

Carter, Paul Material Thinking (Melbourne: Melbourne University Press, 2004) Introduction: a Pattern Made of Holes HANDOUT


Week 13

Research, Technology + Future Knowledge

Required Readings:

Barrett, Estelle The Exegesis as Meme in Barrett, Estelle & Bolt, Barbara: Practice as Research: Approaches to Creative Arts Inquiry (London & New York: Tauris, 2007) HANDOUT

Haseman, Brad Rupture and Recognition: Identifying the Performative Research Paradigm in Barrett, Estelle & Bolt, Barbara: Practice as Research: Approaches to Creative Arts Inquiry (London & New York: Tauris, 2007) HANDOUT


SAFETY INFORMATION You have a responsibility to not do anything that risks the safety or health of your fellow students and also staff. This will involve informing your lecturer of any safety risks you become aware of, and also following the directions of staff in relation to such issues as equipment usage, and safety equipment and clothing. You are responsible for: • adhering to UNSW and COFA OHS policies and

procedures, • following instructions on safe work methods, • promptly reporting hazards or accidents • ensuring your conduct does not endanger others. Emergencies and evacuation In case of emergency you should follow the instructions on the emergency procedures displays, which are located on each level. The emergency phone number is 9385-‐6666 (not 000). During evacuations always follow the directions given by fire wardens and proceed to the emergency assembly area, which is in front of the campus art store (red oval on diagram). First aid information If you are injured or are hurt in any way inform your supervisor. All accidents and incidents must be reported. The names and contact details of first aid officers on campus are displayed on the green and white first aid posters. Security staff are also trained first aid officers. Electrical safety Students should ensure that any portable electrical equipment they bring onto the campus (such as laptop computer power supplies) are tested and tagged. Such equipment will not be able to be used on campus if not tagged. Testing can be done at the Resource Centre. CONTINUAL COURSE IMPROVEMENT Periodically student evaluative feedback on the course is gathered, using among other means, UNSW's Course and Teaching Evaluation and Improvement (CATEI) Process. Student feedback is taken seriously, and continual improvements are made to the course based in part on such feedback. Significant changes to the course will be communicated to subsequent cohorts of students taking the course. RESOURCES FOR STUDENTS Resources are described in the Course Schedule above. There is a course reader available. Copies of other readings will be distributed during lectures. All reading material is available in the UNSW libraries or online.


ADMINISTRATIVE MATTERS Attendance Requirements The roll will be marked at the start of class, if you are not present when the roll is marked, you will be recorded as absent. Please notify in advance if you anticipate being absent or late for any class. You may fail the subject if more than 2 absences are recorded. You must actively participate in classes and complete all set work. You may fail the subject if you do not submit all set work to a satisfactory standard. Procedures for Submission of Assignments In-‐class assessments are required to be completed in pen or biro on a blank sheet of paper and to be submitted to the tutor at the end of the class. Students are required to write their name and their student number at the top of each page All other written material is required to be submitted at the School Office in B block with a BLUE cover sheet attached. Assignments are due by 4.30pm on the Friday of the week in which they are due. Emailed assignments will not be accepted. Penalties for Late Work Work submitted after the due date, or after the agreed extension date will attract a late penalty of 10% per day. See School of Art History and Art Education Assessment Policy. Extensions Where, because of illness or misadventure, you are anticipate that you cannot hand in an assignment on time an extension may be granted. You are required to contact the course convener at least 24 hours before the assignment is due and ensure that a completed YELLOW Extension Request form is attached to the front of your work, and submitted to the school office on the date specified on the YELLOW form.


Special Consideration Where, because of illness or misadventure, you are unable to attend a class, you cannot hand in an assignment on time, or your work has suffered, you can apply for Special Consideration. For more information see https://my.unsw.edu.au/student/atoz/SpecialConsideration.html. Applications for special consideration must be lodged with the COFA Student Centre (within 3 working days of the assessment to which it refers) – please note that in accordance with UNSW policies teaching staff cannot accept applications; Applying for special consideration does not automatically mean that you will be granted additional assessment or that you will be awarded an amended result; If you are making an application for special consideration (through COFA Student Centre) please notify your Lecturer in Charge; Please note: a register of applications for Special Consideration is maintained. History of previous applications for Special Consideration is taken into account when considering each case. Equal Opportunity and Equity Students who have a disability that requires some adjustment in their teaching or learning environment are encouraged to discuss their study needs with the course convener prior to, or at the commencement of, their course, or with the Equity Officer (Disability) in the Equity and Diversity Unit (9385 4734 or www.equity.unsw.edu.au/disabil.html).

Issues to be discussed may include access to materials, including Library materials, signers or note-‐takers, the provision of services and additional exam and assessment arrangements. Early notification is essential to enable any necessary adjustments to be made.


Appendices SAED4051 Session 2: 2011 Practices of Research in Art, Design and Education For due dates please refer to Course Outline Calendar/Schedule on Page 11 of this outline ASSESSMENT TASKS ASSESSMENT TASK 1: PEER REVIEW ROUNDTABLE In-Class: 10% Students are required to discuss with a small group of peers (approx. five) the development of their Research Analysis assignment. Each student will make a 5-10 minutes presentation explaining which art object, publication or design object they have selected for analysis and introduce the group to a key aspect/ idea/ outcome of the analysis being undertaken. Group members will complete a short Peer Review Analysis Report (submitted to lecturer) and offer verbal feedback to the presenter. ASSESSMENT TASK 2: RESEARCH ANALYSIS Due: Assignment 2 | 2000 Words | 40% Analyse the research practices of a contemporary or modern visual artwork or arts publication and use Neil Brown's article “Paradox & Imputation In Explanation Of Practical Innovation In Design,” Conference Proceedings: Speculation and Innovation (Kelvin Grove: Queensland University of Technology, 2005) in Course Reader to critique and evaluate this practice. You may wish to choose an artwork, or work of design or cinema, an exhibition, a catalogue or arts publication. Your analysis needs provide a critical account of the success and flaws of the work. You will need to reference, and demonstrate, your understanding of Neil Brown’s analysis model. ASSESSMENT TASK 3: GRANT OR PROJECT APPLICATION Due: Assignment 3 | 2000 Words | 40% For this assignment you need to identify a funding program or project proposal for which you will prepare a ‘mock’ application. If you are a SAED4051 student, intending to undertake Honours, for this task you will submit your Honours project proposal. Students are encouraged to use ‘real’ application forms where possible. For example, your proposal could be for an exhibition, new work funding or promotional assistance. Possible funding agencies and programs will be discussed in class. ASSIGNMENT SUBMISSION Assignments should be submitted as hard copy, in class to your course lecturer on the week they are due. Late submissions (if approved) may be placed in the School of Art History and Art Education assignment box located on the Patio of 22 Arthur Street Kensington. Please note that access to the Patio at the School Office in Arthur Street is only possible between 9.00 am and 4.00pm Monday to Friday. Marked assessments will be returned to you in class.


SAED4051 Session 2: 2011 Practices of Research in Art, Design and Education

STUDENT PRESENTATION PEER FEEDBACK FORM Reviewer’s Name: Student No.

Presenter’s Name: Topic

Presentation Skills 5 = high | 1=low

1 2 3 4 5

• clarity, enunciation (audible/clear),

• word choice

• media: use of presentation aides (images, handouts, PPT)

Content 5 = high | 1=low

1 2 3 4 5

• organization of information, sequence,

• conceptual understanding (academic content)

• use of examples

• repetition/ paraphrasing skills

• in-class discussion with students/ response to questions

COMMENTS [please use more than one sheet as required for your review]