| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Visual Culture: An Introduction |
| Unit ID: | VCHAT1011 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (VATHR1011) |
| ASCED: | 100301 |
| Other Change: | |
| Brief description of the Unit |
This unit introduces students to the study of visual culture. Concepts such as creativity, presentation and mediation will be considered along with an investigation of critical writing and visual critique. The historical and aesthetic characteristics of works of art and design produced during selected artistic periods will be utilised to demonstrate how and why we create, value and engage with art. Students are expected to develop a range of critical, analytical and research skills. |
| 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. | Recognise key historical developments and stylistic contexts of visual forms and visual culture |
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| K2. | Identify principal methods of analysis employed in the discipline of history and theory of visual culture. |
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| Skills: |
| S1. | Analyse and appraise formal elements of art and design |
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| S2. | Interpret an aspect or an issue in visual culture by presenting an argument, marshalling and documenting evidence, and using basic bibliographic skills. |
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| S3. | Discern the difference between cognitive, affective and analytical interpretation of a visual artwork |
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| S4. | Compare differing interpretations of visual culture |
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| Application of knowledge and skills: |
| A1. | Research historical and contextual issues influencing the creation and interpretation of visual culture within a particular social and cultural milieu. |
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| A2. | Critique aspects of visual culture to clearly communicate the manner in which social and cultural factors contributed to their creation and reception. |
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| Unit Content: |
This unit introduces students to the study of visual culture. Concepts such as creativity, presentation and mediation will be considered along with an investigation of critical writing and visual critique. The historical and aesthetic characteristics of works of art and design produced during selected artistic periods will be utilised to demonstrate how and why we create, value and engage with art. Students are expected to develop a range of critical, analytical and research skills. |
| 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 1 - Students require directions and boundaries from mentor | 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 1 - Students require directions and boundaries from mentor | 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 1 - Students require directions and boundaries from mentor | 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. | Level 1 - Students require directions and boundaries from mentor |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, S1, S3 | Develop capabilities in accessing and utilising information appropriate to the unit and the ability to visually analyse objects and works of art. | Portfolio of tasks and exercises | 30-40% | | 2. | K1, K2, S2, S3, S4, A1, A2 | Research an issue or theme and articulate an argument in response. | Essay | 40-50% | | 3. | K2, S1, S2, S3, A2 | Respond to a set reading in order to identify argument and critique approach. | Report | 20-30% |
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