Overview
In this unit you will study the tangible links between the composers, fine artists, writers, inventors and architects from the nineteenth century to the present day. You will also study the important social, cultural, political and technological influences on these various art forms within this period and into the twenty-first century.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student evaluations
Topic arrangement within Moodle,
Look at ways to arrange the topics in Moodle to support the learning required for the assessments.
- Describe the links between composers, fine artists, writers, inventors and architects from the nineteenth century to the present day
- Articulate the important social, cultural, political and technological influences on various arts forms from the nineteenth century to the present day
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |
|---|---|---|
| 1 | 2 | |
| 1 - Written Assessment - 20% | ||
| 2 - Written Assessment - 20% | ||
| 3 - Written Assessment - 20% | ||
| 4 - Written Assessment - 20% | ||
| 5 - Written Assessment - 20% | ||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |
|---|---|---|
| 1 | 2 | |
| 1 - Communication | ||
| 2 - Problem Solving | ||
| 3 - Critical Thinking | ||
| 4 - Information Literacy | ||
| 5 - Team Work | ||
| 6 - Information Technology Competence | ||
| 7 - Cross Cultural Competence | ||
| 8 - Ethical practice | ||
| 9 - Social Innovation | ||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 20% | ||||||||||
| 2 - Written Assessment - 20% | ||||||||||
| 3 - Written Assessment - 20% | ||||||||||
| 4 - Written Assessment - 20% | ||||||||||
| 5 - Written Assessment - 20% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
j.brown@cqu.edu.au
Module/Topic
Topic 1: Empire and Neo-classical style
Chapter
Read the notes and watch the videos provided on Moodle for Topic 1
Events and Submissions/Topic
Module/Topic
Topic 2: Peace in Europe, Romanticism and the Rococo Revival
Chapter
Read the notes and watch the videos provided on Moodle for Topic 2
Events and Submissions/Topic
Module/Topic
Topic 3: The Orient and the rise of the middle classes
Chapter
Read the notes and watch the videos provided on Moodle for Topic 3
Events and Submissions/Topic
Module/Topic
Topic 4: Civil War and Impressionism
Chapter
Read the notes and watch the videos provided on Moodle for Topic 4
Events and Submissions/Topic
Module/Topic
Topic 5: La Belle Epoch and Art Nouveau
Chapter
Read the notes and watch the videos provided on Moodle for Topic 5
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Topic 6: Women's suffrage, the Great War and the end of service
Chapter
Read the notes and watch the videos provided on Moodle for Topic 6
Events and Submissions/Topic
Module/Topic
Topic 7: The Rise of Fascism and Art Deco
Chapter
Read the notes and watch the videos provided on Moodle for Topic 7
Events and Submissions/Topic
Module/Topic
Topic 8: Total war, the Cold War and American domination
Chapter
Read the notes and watch the videos provided on Moodle for Topic 8
Events and Submissions/Topic
Module/Topic
Topic 9: Space, the Swinging Sixties and Women's lib
Chapter
Read the notes and watch the videos provided on Moodle for Topic 9
Events and Submissions/Topic
Module/Topic
Topic 10: Ecology and terrorism
Chapter
Read the notes and watch the videos provided on Moodle for Topic 10
Events and Submissions/Topic
Module/Topic
Revision
Chapter
Events and Submissions/Topic
Module/Topic
Revision
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Topics 1 & 2: 1800 - 1840
Length: 1000 - 1500 words.
Answer each question separately. It is not a requirement to join the sections into one essay, but rather look at each question as a separate topic.
Include primary sources to support your discussion for each question. This may include pictures, music excerpts, excerpts from literature all appropriately referenced
- Outline the contributions of female novelists from Britain in the early 19th century. How have they been adapted into various media in the 21st century?
- How was Napoleon Bonaparte depicted in the arts during the 19th century? Discuss various visual, literary and musical art forms.
- What is meant by the term 'Romanticism'? Using either visual arts, literature or music, give examples of the various types of Romanticism.
- How did the invention of the steam-powered engine change land and sea travel in the mid 19th century and how did this affect the arts?
Word Count:
- The word count is considered from the first word of the introduction to the last word of the conclusion.
- It excludes the cover page, abstract, contents page, reference page and appendices.
- It includes in-text references and direct quotations.
Week 4 Monday (5 Aug 2019) 11:45 pm AEST
Week 6 Monday (26 Aug 2019)
- Accuracy of information presented (35%)
- Ability to write in a clear and coherent manner (25%)
- Discussion supported with examples from primary sources (20%)
- Accuracy of spelling, punctuation and grammar (10%)
- Correct use of academic referencing conventions (10%)
- Describe the links between composers, fine artists, writers, inventors and architects from the nineteenth century to the present day
- Articulate the important social, cultural, political and technological influences on various arts forms from the nineteenth century to the present day
- Communication
- Critical Thinking
- Information Literacy
2 Written Assessment
Topics 3 - 5: 1840 - 1900
Length: 1000 - 1500 words.
Answer each question separately. It is not a requirement to join the sections into one essay, but rather look at each question as a separate topic.
Include primary sources to support your discussion for each question. This may include pictures, music excerpts, excerpts from literature all appropriately referenced
- What is meant by the term Japonisme? How was this shown in the visual arts, fashion and home-wares in the mid-19th century Europe?
- Discuss the main themes of the novel Uncle Tom's Cabin by Harriet Beecher Stowe. How did this novel affect society at the time?
- What was La Belle Epoche? How was this presented in the arts? Give examples of visual arts and music.
- Who was Dame Nellie Melba and what was her contribution to the arts?
Word Count:
- The word count is considered from the first word of the introduction to the last word of the conclusion.
- It excludes the cover page, abstract, contents page, reference page and appendices.
- It includes in-text references and direct quotations.
Week 6 Monday (26 Aug 2019) 11:45 pm AEST
Week 8 Monday (9 Sept 2019)
- Accuracy of information presented (35%)
- Ability to write in a clear and coherent manner (25%)
- Discussion supported with examples from primary sources (20%)
- Accuracy of spelling, punctuation and grammar (10%)
- Correct use of academic referencing conventions (10%)
- Describe the links between composers, fine artists, writers, inventors and architects from the nineteenth century to the present day
- Articulate the important social, cultural, political and technological influences on various arts forms from the nineteenth century to the present day
- Communication
- Critical Thinking
- Information Literacy
3 Written Assessment
Topics 6 & 7: 1900 - 1940
Length: 1000 - 1500 words.
Answer each question separately. It is not a requirement to join the sections into one essay, but rather look at each question as a separate topic.
Include primary sources to support your discussion for each question. This may include pictures, music excerpts, excerpts from literature all appropriately referenced
- Who were the suffragettes? What means did they use to advance their cause around the world?
- Discuss the literary works of C. J. Dennis and how they shaped the popular view of the working classes in Australia at the beginning of the 20th century.
- Describe the art movement known as Art Deco. When was it popular and how was it represented?
- Outline the technology that was used to create the first 'talking' movies at the end of the 1920s. What was the social impact of this new type of entertainment in the 1930s?
Word Count:
- The word count is considered from the first word of the introduction to the last word of the conclusion.
- It excludes the cover page, abstract, contents page, reference page and appendices.
- It includes in-text references and direct quotations.
Week 8 Monday (9 Sept 2019) 11:45 pm AEST
Week 10 Monday (23 Sept 2019)
- Accuracy of information presented (35%)
- Ability to write in a clear and coherent manner (25%)
- Discussion supported with examples from primary sources (20%)
- Accuracy of spelling, punctuation and grammar (10%)
- Correct use of academic referencing conventions (10%)
- Describe the links between composers, fine artists, writers, inventors and architects from the nineteenth century to the present day
- Articulate the important social, cultural, political and technological influences on various arts forms from the nineteenth century to the present day
- Communication
- Critical Thinking
- Information Literacy
4 Written Assessment
Topics 8, 9, & 10: 1940 - 2000
Length: 1000 - 1500 words.
Answer each question separately. It is not a requirement to join the sections into one essay, but rather look at each question as a separate topic.
Include primary sources to support your discussion for each question. This may include pictures, music excerpts, excerpts from literature all appropriately referenced
- Outline the connections between Joseph McCarthy and specific artists, writers and entertainers during the Cold War. How did this affect the arts during this period?
- How was the women's lib movement represented in the popular songs of the 1960s and 1970s? Describe how these songs supported the cause.
- What type of world was depicted in George Orwell's novels, Animal Farm and 1984. Why do these novels still resonate in the 21st century?
- What impact did the 'space race' have on film, television and computer games since the 1970s? Focus particularly on their vision for the future of mankind.
Word Count:
- The word count is considered from the first word of the introduction to the last word of the conclusion.
- It excludes the cover page, abstract, contents page, reference page and appendices.
- It includes in-text references and direct quotations.
Week 10 Monday (23 Sept 2019) 11:45 pm AEST
Week 12 Monday (7 Oct 2019)
- Accuracy of information presented (35%)
- Ability to write in a clear and coherent manner (25%)
- Discussion supported with examples from primary sources (20%)
- Accuracy of spelling, punctuation and grammar (10%)
- Correct use of academic referencing conventions (10%)
- Describe the links between composers, fine artists, writers, inventors and architects from the nineteenth century to the present day
- Articulate the important social, cultural, political and technological influences on various arts forms from the nineteenth century to the present day
- Communication
- Critical Thinking
- Information Literacy
5 Written Assessment
Length: 2000 - 2500 words
Task:
Explore the role of the arts in scientific and health research in the twenty-first century (up to 2018) by considering one of the following topics:
- The arts and child development.
- The arts and healthy aging.
- The arts and managing disability.
For each topic discuss at least 3 different areas of arts and science research that have focused on the connections between the arts and that particular area of health research. You may take a broad approach to the arts and include all areas of performing arts, visual arts and creative arts.
Word Count:
- The word count is considered from the first word of the introduction to the last word of the conclusion.
- It excludes the cover page, abstract, contents page, reference page and appendices.
- It includes in-text references and direct quotations.
Review/Exam Week Monday (14 Oct 2019) 11:45 pm AEST
Exam Week Friday (25 Oct 2019)
- Clear introduction and conclusion (10%)
- Accuracy of information and depth of treatment of the topic (35%)
- Ability to write in a clear and coherent manner (15%)
- Discussion supported with examples from primary sources (20%)
- Accuracy of spelling, punctuation and grammar (10%)
- Correct use of academic referencing conventions (10%)
- Describe the links between composers, fine artists, writers, inventors and architects from the nineteenth century to the present day
- Articulate the important social, cultural, political and technological influences on various arts forms from the nineteenth century to the present day
- Communication
- Critical Thinking
- Information Literacy
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
