| Effective Term: | 2024/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Critical Studies 6 |
| Unit ID: | PACAC3006 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (PACAC3005) |
| Co-requisite(s): | (CPPRO3104) |
| Exclusion(s): | Nil |
| ASCED: | 100103 |
| Other Change: | |
| Brief description of the Unit |
Critical Studies 6 is designed to assist performing arts students in the acquisition of arts-industry survival skills. Teaching will be focussed on taking the student from an overview of core values pertinent to existence as a practising artist to the practical activities associated with industry. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Understand the nature of an artistic career |
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| K2. | Recognise the Australian network of performing arts companies |
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| K3. | Understand how arts funding bodies operate |
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| K4. | Investigate approaches to personal marketing for performing artists |
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| K5. | Determine approaches to grant application writing |
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| Skills: |
| S1. | Develop project and collaborative skills |
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| S2. | Compare grant writing and presentation models |
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| S3. | Integrate a broad range of approaches to performing arts practice |
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| S4. | Organise a staged approach to self-generated project design |
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| S5. | Explore a broad range of performing arts business models |
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| Application of knowledge and skills: |
| A1. | Demonstrate an understanding of Australia contemporary performing arts practice |
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| A2. | Propose and pitch performing arts projects |
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| A3. | Analyse examples of arts discourse |
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| A4. | Outline a personal approach to the uses of social media in artistic promotion. |
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| A5. | Practice engagement with arts representatives |
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| Unit Content: |
•Critical Studies 6 is designed to assist performing arts students in the acquisition of arts-industry survival skills. Teaching will be focussed on taking the student from an overview of core values pertinent to existence as a practising artist to the practical activities associated with industry.
•Ethics and performance
•Engagement with potential employment areas
•Grant application preparation
•Approaches to personal marketing
•understanding current concerns in artistic practice from the performer’s perspective |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | N/A - Not Applicable |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, S2, S3 |
Engagement in workshops and seminars on industry preparation. |
Studio Engagement |
20-30% |
|
| 2. |
K3, K5, S1, S4, S5, A2 |
Presentation of a project concept, culminating in the writing of a grant application |
In-house presentation |
10-30% |
|
| 3. |
K1, K4, S2, S5, A1, A4 |
Preparation and presentation of 'industry tools.' |
Summative essay |
10-30% |
|
| 4. |
S3, A1, A3, A5 |
Upload of promotional material |
Screen presentation |
30-50% |
|
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