80057 Independent Project: Emerging Image Practices
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 12 cp
Subject level: Undergraduate
Result type: Grade and marksRequisite(s): 80218 Expanded Image Studio: The Moving Image OR 80046 Design Studio: The Object
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
This subject explores photographic practice as a form of research. Research is the foundation from which students consider emerging image practices and develop a body of photographic and moving image work in response to a set of conceptual frameworks. This subject supports students to develop individual and collaborative practices that are conceptually, critically and theoretically driven. Students are encouraged to collaborate on reading, research and technical tasks as well as work independently on their creative outcomes. Students engage with research, analysis, peer feedback and develop critical thinking skills relevant to contemporary image-based practices. This subject facilitates a transition to creative industries, independent practice and further honours study. Students learn to communicate clearly and effectively in class, in feedback sessions, presentations, written tasks and in group work.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Discuss research, communicating ideas effectively in a variety of ways including oral, written and visual, and be prepared to communicate at an industry level standard |
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| 2. | Initiate meaningful self-directed iterative processes |
| 3. | Demonstrate knowledge of current image-based practice |
| 4. | Demonstrate knowledge of photographic history and theory and to place creative practice within a contextual framework |
| 5. | Reflect and engage in self-critique and critical thinking |
| 6. | Produce innovative design outcomes that demonstrate a high-degree of conceptual development and experimentation. |
| 7. | Produce photographic and design outcomes at a high technical standard appropriate to the conceptual focus of the work. |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Ability to communicate ideas effectively in a variety of ways, including oral, written and visual (C.2)
- Ability to develop innovative approaches (I.1)
- Ability to innovatively use photographic and media technologies (I.5)
- Ability to recognise and engage in a diverse range of technical and practical contexts (P.1)
- Ability to demonstrate knowledge of photographic history and theory and to place creative practice within a contextual framework (R.4)
- Ability to reflect and engage in self-critique and critical thinking (R.5)
Contribution to the development of graduate attributes
The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:
C = communication and groupwork
A = attitudes and values
P = practical and professional
R = research and critique
I = innovation and creativity.
Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).
Teaching and learning strategies
This subject uses a problem based learning strategy that involves students in researching and developing their own solutions to complex creative challenges. The subject employs a studio based teaching approach which involves reading, researching, presenting, critiquing and making. Each week students will be asked to familiarise themselves with a range of research material including written and visual that relate to the topic. These are included in the program descriptions. They will then present as a group, be prepared to ask questions, raise ideas and apply their understanding of the topic in a collaborative learning environment. Preparation in advance of these interactive learning sessions is crucial and participation is assessed. The studio based learning environment gives students the opportunity to discuss questions, raise problems, present work in progress, respond to feedback and critique, collaborate on projects directly, and develop skills as a researcher and practitioner. Studio based learning provides an opportunity to take ownership of the ideas encountered in preparatory reading and research. Tutors will help facilitate discussion and offer expert insight and direction where needed, but students are primarily responsible for the collaborative and participatory nature of the classes. Outside class time students are expected to extend the enquiries made in the collaborative learning session with the independent development of their assessment projects. Students are supported in these projects by access to level 2 photo media facilities. Grades, marks and feedback on submitted tasks will be provided through ReView.
Content (topics)
Subject content will vary depending on tasks, but generally will include:
- Research - Students will be introduced to the role research plays in all forms of image making practice. Through historic and contemporary examples and in class exercises students will explore the symbiotic relationship between research and practice.
- Critical reflection - Students will reflect on the work they have produced with the aim of establishing and developing a strong practice.
- Context/Critique/Direction - Students will look at their own work and that of their peers with the aim of establishing the historic context from which their 'practice' has evolved. The limitations and short comings of their practice will be discussed in a constructive fashion. Students will then anticipate the direction their work will take with a focus on the way the work establishes their emerging image practice.
- Techncial instruction - Students will develop practical skills and technical ability associated with working in a photographic studio context.
Assessment
Assessment task 1: Assessment Task 1: Photography Project
| Intent: | This task requires you to lead a seminar presentation, present research and work in progress and create photographic work/s. You will read and respond to conceptual frameworks and theoretical readings outlined in "The Critical Eye: Fifteen Pictures to Understand Photography" by Lyle Rexer. This publication acts as a provocation for further research and independent creative production. You will choose a thematic framework in the book, and articulate your project in response to one of these. You will develop a seminar presentation based on your choice of reading, which will form the basis for your studio project. Working on your studio project each week and being ready to present your work in class for discussion and critique is essential. You will be responding to feedback when solving creative problems in the studio while fine tuning your ability to present your research, ideas and work in progress as well as the final images in a presentation to the class. |
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| Objective(s): | This task addresses the following subject learning objectives: 1, 4, 5 and 6 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.2, I.1, R.4 and R.5 |
| Type: | Design/drawing/plan/sketch |
| Groupwork: | Individual |
| Weight: | 40% |
| Criteria: | Knowledge: Research, presentation, work in progress and final work demonstrates an in-depth understanding of contemporary photography, photography history and theory. Communication: Student has communicated their ideas clearly and effectively across verbal, visual and textual platforms. Innovation: The extent to which the presentation and final work demonstrates an innovative approach to concept development and the application of technical rigour, as appropriate to the student's photographic interests within an expanded photographic field. Critical Awareness: The extent to which the student has demonstrated an ability to critically evaluate their own presentation and image based outcomes. |
Assessment task 2: Assessment Task 2: Moving Image Project
| Intent: | This task requires you to develop a video work which considers the interconnection between still and moving images. In developing task 1 you will expand on one of the conceptual frameworks in "The Critical Eye: Fifteen Pictures to Understand Photography" by Lyle Rexer. You will choose a photographic theme and consider how it translates from a still image into a moving image work. In doing so, you will consider the differences that are embodied within these temporal mediums, in other words, you will consider what it means to work with a sequence of still images at 24 frames per second. You will develop work in progress and present this in class. You will respond to feedback while problem solving technical issues. Working on your project each week and being ready to present it for discussion and critique is essential. You will be fine tuning your ability to present your research, ideas and work in progress as well as the final moving image piece for the screen.
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| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3 and 7 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.2, I.1, I.5 and P.1 |
| Type: | Design/drawing/plan/sketch |
| Groupwork: | Individual |
| Weight: | 40% |
| Criteria: | Innovation: The extent to which the work in progress and final work demonstrates an innovative approach to concept development and the application of technical rigour, as appropriate to the student's creative interests. Communication: Student has communicated their ideas clearly and effectively across verbal, visual and textual platforms. Knowledge: Moving Image work demonstrates an in-depth understanding of contemporary image based practice. Technical execution: Ability to execute a creative outcome that is technically and visually resolved. |
Assessment task 3: Assessment Task 3: Technical Portfolio
| Intent: | This task requires students to develop and present a range of digital and print outcomes that demonstrate technical proficiency in studio photography. These outcomes will be organised and presented in class and through Canvas at various stages of the semester. Students are guided through technical exercises in collaborative class demonstrations. These are designed to teach important skills in lighting and post-production, as well as how to work productively to solve technical problems. Students will need to attend technical demonstrations each week and practice the technical exercises out of class. This task also encourages group work and the development of team-building skills. | ||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 2, 3 and 7 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): I.1, I.5 and P.1 | ||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||
| Weight: | 20% | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
SThe DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.
Students must submit all three assessments to pass the subject. 80% attendance is required at lectures and tutorials. Records of lecture attendance will be kept. Students are expected to come to tutorials adequately prepared. This means doing the readings and being ready to discuss them. If students are not adequately prepared for tutorials, they will be marked as absent. The readings, lectures and tutorials are an interconnected system where if one part suffers the whole suffers as a result. The high degree of continuity across the semester series means that missing one week can leave you ill-equipped to participate in the following week’s discussion.