Year
2024Credit points
10Campus offering
Prerequisites
20 cp from 200-level units in Visual Arts and DesignUnit rationale, description and aim
Self-directed Studio supports students to view the world through various lenses and contexts and recognise the significance of visual arts and design histories, theories and practices to develop an understanding of world cultures and their responsibilities as creative global citizens.
Students must be competent in their practical skills and theoretical knowledge, to engage in an area of creative-led research. Self-Directed Studio is a unit designed to give students an opportunity to explore their practice and develop work based on their own ideas and interests in either practical or theoretical work. The unit requires students to prepare a research plan in their choice of specialisation: design, visual arts or art history and theory. Students will expand their skills in creative-led research working in response to a clearly-articulated, student-led project brief, to develop practical work or art theory research for a written essay.
The aim of this unit is to provide students with the opportunity to produce a substantial body of self-directed work that demonstrates an awareness of contemporary art and design practices and the wider context across art, design and theory. The assessments encourage students to apply visual arts knowledge in order to make critical judgments about their own work and that of others.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Demonstrate an ability to engage with an area of creative-led research appropriate to their emerging, individual approach to practice | GC1, GC2, GC3, GC7, GC11, GC12 |
| LO2 | Apply the critical and practical skills required of a contemporary practitioner in the selected specialisation | GC1, GC2, GC3, GC7, GC8, GC11, GC12 |
| LO3 | Demonstrate an understanding of the relationship between individual creative practice and the wider context across contemporary art, design and theory | GC1, GC2, GC3, GC7, GC8, GC11, GC12 |
Content
Topics will include:
- Students will commence individual research towards the production of a substantial body of work which demonstrates an understanding of the concepts and contexts central to their practice.
- A consideration and application of advanced practices, theories, languages, forms, materials, technologies and techniques of contemporary creative disciplines.
- An awareness of the professional practices that surround the creative sector including project management, project briefs and timelines, gallery installation and presentation of creative work with relevant support material ie artist statement.
- The Australian and international creative arts sector understood from perspectives including cultural, ethical and social viewpoints.
Learning and teaching strategy and rationale
This unit is designed to help students complete individual, creative-led research projects that will lead to the creation of a substantial body of work. Students undertake this unit with classes that consist of a) an explication of the requirements and practices associated with preparing a creative-led research plan, b) presentation of the work in progress for class discussion and feedback c) mentorship sessions that oversee and guide student’s individual projects.
The unit engages active learning strategies which will help students apply the critical and practical skills required of a contemporary practitioner in the selected specialisation. The unit promotes studio culture where students are working on their creative projects alongside each other, encourages engagement with their fellow students’ work and opportunities to offer informal critique that may influence their peers’ projects and approach to practice.
This unit will be taught through synchronous classes that will present effective creative-led research approaches and analysis skills appropriate for emerging artists, designers and theory researchers.
Assessment strategy and rationale
The practical assessments have been designed to contribute to high quality student learning by both helping students learn and by measuring explicit evidence of their learning (assessment of learning). Assessments have been developed to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements. Each of the three assessment tasks have been designed with a separate purpose to enable students to demonstrate achievement of all three learning outcomes and establish professional approaches for their future creative careers. The unit provides scaffolded learning with opportunities for students to monitor their own progress, practise their skills and receive feedback.
The Research Project provides students with the opportunity to develop rigorous knowledge of the processes and practices involved in conceptualising a creative project to a professional, industry standard. The Research Documentation Portfolio (in progress) allows students to present and discuss their creative project, receive and reflect on feedback and develop critical thinking and interpersonal/communication skills. The Body of Art and Design Work or Art History/Theory Research Project allows for the application of high-level skills and knowledge developed through the degree culminating in the presentation of work which will represent the accomplishments of the students throughout the semester. All of the assessments in this unit have been designed to ensure that students are developing skills that will assist them in seeking employment in the creative industries.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Research Project: outlines the student’s creative-led research plan, the concept, medium, skills, methods and demonstrates an understanding of the relationship between individual creative practice and the relevant wider context across contemporary art, design and theory. | 25% | LO1, LO3 |
Research Documentation Portfolio: Students will demonstrate an ability to engage with an area of creative-led research appropriate to their emerging, individual approach to practice. The work presented should apply the critical and practical skills required of a contemporary practitioner in the selected specialisation. | 25% | LO1, LO2 |
Body of Art/Design Work or Art History/ Theory Research Project: In response to research conducted on the self-directed plan (assessment 1.) and reflective and critical thinking about the development of the project (assessment 2.) the students will apply the critical and practical skills required of a contemporary practitioner in the selected specialisation. The body of work will demonstrate an understanding of the relationship between individual creative practice and the wider context across contemporary art, design and theory. Or, in the case of art history and theory students, will critically engage with an area of research and present a scholarly essay for assessment. The body of work will showcase the student’s range of professional competencies and work readiness for the creative sector. | 50% | LO1, LO2, LO3 |
Representative texts and references
As this is a visual practice studio-based unit, there are no prescribed text books. However, recommended reading and other references are available upon consultation with the lecturer. As part of any self-directed professionally based practice it is assumed that students are utilising a wide range of resources both formal and informal, both academic and popular, in all media, all cultures, etc. One cannot predict the sources of creative inspiration hence the decision not to list prescribed or recommended texts and references is to stimulate students to take responsibility for their learning as enshrined in the objectives of this unit.