Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Jillian Kramer
Contact via Please contact via email.
Y3A 152, Phone: (02) 9850 2252
By Appointment
Tutor
David-Jack Fletcher
Contact via Please contact via email.
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
15cp at 100 level or above
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit introduces students to a range of theories that question traditional hierarchies of value and that enable a critical re-evaluation of the practices of everyday life. This unit theorises key topics such as: countercultures; oppositional cultures and post-subcultures; the politics of high versus popular and low culture; and counter-cultural practices in global and local contexts. The following practices, sites and objects are examined: graffiti, hip hop and crimes of style; graffiti and the cultural politics of public space; graffiti as a form of political activism and dissent; the relation between kitsch and high art; the politics of kitsch in the context of colonialism and Indigeneity; the cultural politics of tourist sites; gigantism and miniaturism; queer culture, camp and kitsch; and celebrity kitsch.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Late Submissions:
Tasks 10% or less: No extensions will be granted. Students who have not submitted the task prior to the decline will be awarded a mark of 0 for the task, except for cases in which an application for Disruption to Studies is made and approved.
Tasks above 10%: No extensions will be granted. Students who submit late work without an extension will receive a penalty of 10% per day. This penalty does not apply for cases in which an application for Disruption to Studies is made and approved.
Re-marking:
The MMCCS Re-mark Application form is available at http://www.mq.edu.au/pubstatic/public/download/?id=167914
Name | Weighting | Hurdle | Due |
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Preparation & Contribution | 15% | No | Ongoing |
Class Test | 20% | No | Week 4 Tutorials (25/08/2017) |
Visual Analysis | 20% | No | 11:59pm 22nd of September 2017 |
Final Essay | 45% | No | 11:59pm 8th of November 2017 |
Due: Ongoing
Weighting: 15%
This assessment task is designed to ensure that our weekly tutorials are a productive learning environment that will equip you with the knowledge and skills that you need in order to understand the key concepts, complete your assessments and meet the learning outcomes.
Over the course of the session, students are expected to prepare for their weekly tutorials by attending the lectures and completing the readings. In the tutorial, students should aim to contribute to class and group discussions in productive ways. You will be assessed on your preparedness for the tutorial, your engagement in tutorial activities and your ability to contribute to our class discussions.
Students will be assessed according to the following criteria:
If you cannot attend a tutorial due to an unavoidable and serious disruption, please email your unit convenor and submit a disruption to studies notification via ask.mq.edu.au. To learn more about how to apply for Disruption to Studies, please click here.
Due: Week 4 Tutorials (25/08/2017)
Weighting: 20%
In week four tutorials, students will be given a 45 minute class test on the readings completed in weeks one, two and three. Students should prepare for this short answer test in three ways. First, students should review the readings and identify the key concepts put forward by the relevant scholars. Second, students should develop a clear understanding of the readings and concepts. Third, students should practice outlining the concepts and identify relevant and productive examples.
In this 45 minute class test, students will answer a series of short answer questions (they will be required to write answers from two sentences - two paragraphs in length). They must attend the tutorial allocated in e-student, bring a blue or black pen and stay for the length of the test.
Class tests will be assessed according to the following criteria:
Submission: Students will complete this class test in their weekly tutorial on Friday the 25th of August 2017.
Disruption to Studies: If students are unable to sit the class test, they must contact the unit convenor and submit a disruption to studies request via. ask.mq.edu.au. If the disruption to studies request is approved in line with university policy, an alternative assessment time will be arranged. To learn more about how to apply for Disruption to Studies, please click here.
Due: 11:59pm 22nd of September 2017
Weighting: 20%
For this assessment, students will continue developing the knowledge and skills that they will need in order to complete the final essay. They will build on their understandings of the key concepts in order to perform their own forensic visual analysis. Students are required to respond to the following prompt:
In their answers, students must unpack an image of their chosen example. Drawing on the readings, they should aim to build a strong argument that exposes the ways in which their example is (or is not) 'tactical in character.' The image they have chosen should be cited and pasted at the beginning of their analysis.
Students must also use academic referencing and attach a reference list at the end of their essay. For more information on referencing please follow the link to Macquarie University Library’s Referencing Guide here: http://libguides.mq.edu.au/Referencing.
Each visual analysis will be marked according to the following criteria:
Submission: This visual analysis will be submitted via the link to turnitin on the unit ilearn site.
Late Penalty: A late penalty of 10% per day including weekends will be applied.
Disruptions to Studies: Students who experience a serious and unexpected disruption to their studies should submit a Disruption to Studies application via ask.mq.edu.au in order to seek an extension for this assessment task. Extensions will be granted in line with university policy. To learn more about how to apply for Disruption to Studies, please click here.
Due: 11:59pm 8th of November 2017
Weighting: 45%
For this assessment, students are required to write a 2,000 word essay in response to one of the questions listed below. Drawing on the concepts offered in the relevant readings, students must perform a forensic visual analysis in order to demonstrate their argument.
Please note that students must not write on the same topic or example that they used in their visual analysis. For example, if a student used an example of graffiti in the visual analysis they should not pick one of the questions about graffiti for their final essay. If a student wrote about kitsch for their visual analysis, they should not write about kitsch for their final essay.
Essays will be marked according to the following criteria:
Submission: The final essay will be submitted via the link to turnitin on the unit ilearn site.
Late Penalty: A late penalty of 10% per day including weekends will be applied.
Disruptions to Studies: Students who have experienced a serious and unexpected disruption to their studies should submit a Disruption to Studies application via ask.mq.edu.au in order to seek an extension for this assessment task. Extensions will be granted in line with university policy. To learn more about how to apply for Disruption to Studies, please click here.
Attendance:
You are required to attend a 1 hour lecture and 1 hour tutorial from weeks 1-12. As active participation in the process of learning is linked to, and underpins the unit Learning Outcomes, you will need to apply for Disruptions to Studies to cover any missed tutorial (if the disruption is greater than three consecutive days).
Unit Delivery: Lectures and Tutorials will begin in the first week of the semester.
This unit will be taught through a combination of lectures and tutorials. Echo recordings of the lectures will be available on iLearn. Each week, students will also be required to complete the set readings and relate them to the lecture material in the tutorials.
For lecture times and classes, please consult the MQ timetable website: http://www.timetables.mq.edu.au. This website will display up-to-date information on your classes and classroom locations.
Required Texts: CUL223 Required readings
The required readings for CUL223 will be available via the MQ library. Links will be listed on the ilearn site.
Week One: Introduction
Week Two: “Crimes of Style”
Week Three: The Cultural Politics of Graffiti
Week Four: Graffiti as a “Contentious form of Political Participation”
Week Five: Kitsch, Bad Taste and Distinction
Week Six: Kitsch, Mechanical Reproduction & Modernity
Week Seven: Assessment Workshops (No readings this week)
RECESS
Week Eight: The Politics of Kitsch
Week Nine: Gigantism & Miniaturism
Week Ten: Kitsch/Art
Week Eleven: Queer as Kitsch
Week Twelve: Celebrity Trash
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
MMCCS Session Re-mark Application http://www.mq.edu.au/pubstatic/public/download/?id=167914
Information is correct at the time of publication
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
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Benjamin, Walter (1990)“The Work of Art in the Age of Mechanical Reproduction,” Illuminations. Ed. Hannah Arendt. New York: Schoken Books.
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Basingstoke, Hampshire: Palgrave Macmillan. Brassai (2002) Graffiti. Paris: Flammarion.
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Caldwell, John (1992)“Live Now,” and Brian Wallis, “We Don’t Need Another Hero: A Critical Reception of the Work of Jeff Koons,” in F. W. Simpson (ed.), Jeff Koons. San Francisco: San Francisco Museum of Modern Art.
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Calzada, Remi and Henke Pijenburg (1991) “The Hip-Hop Movement”and “An Interview of Bernard Stiegler by Elizabeth Caillet,” Graffiti Art. Paris: Musee National des Monument Fracais.
Cleto, Fabio (1999) “Introduction: Queering the Camp,” in F. Cleto (ed.), Camp: Queer Aesthetics and the Performing Subject. Ann Arbor: University of Michigan Press.
Codd, John (1990) “Making Distinctions,” in R. Harker, C. Mahar and C. Wilkes (eds.), An Introduction to the Work of Bourdieu. Basingstoke, UK: Macmillan.
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de Certeau, Michel (1988) “Introduction,” The Practice of Everyday Life. Trans. Steven Rendall. Berkeley: University of California Press.
Deutsche-Guggenheim (2001) Jeff Koons. Berlin: Deutsche-Guggenheim.
Dyer, Richard (2002) “It’s Being so Camp as Keeps Us Going,” The Culture of Queers. London and New York: Routledge, 2002.
Ferrell, Jeff (2001) Tearing Down the Streets. Basingstoke, Hampshire: Palgrave.
Ferrell, Jeff (1996) “Crimes of Style,” Crimes of Style. Boston: Northwestern University Press.
Foreman, Murray (2002) The ‘Hood Comes First: Race, Space and Place in Rap and Hip-Hop. Middletown: Wesleyan University Press.
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Geason, Susan and Paul R. Wilson (1996) “Introduction” and “The Theory,” Preventing Graffiti and Vandalism. Canberra: Australian Insitute of Criminology.
Gibian, Peter (1997) Mass Culture and Everyday Life. New York: Routledge.
Gillo Dorfles, Gillo (1969) “Kitsch” and “Conclusion” in Gillo Dorfles (ed.), Kitsch: The World of Bad Taste. New York: Universal Books.
Gibson, Lisa and Joanna Besley (2004) Monumental Queensland. St Lucia: University of Queensland Press.
Glenn R. Cooke, Glenn R. (1995) “Kitsch or Kind: Representations of Aborigines in Popular Art,” Artlink 15.4 (Summer).
Gott, Ted and Lisa Sullivan (2002) “Keith Haring in Australia, 1984,” Art and Australia 39.4 (June/July): 560-567.
Hall, Stuart (1994) “Notes on Deconstructing ‘the Popular’,” in John Storey (ed.), Cultural Theory and Popular Culture. Hempel Hemstead, UK: Harverster Wheatsheaf.
Harris, Daniel (2000) “Cuteness,” Cute, Quaint, Hungry and Romantic. N.p.: Da Capo Press.
Hebdige, Dick (1987) “Subculture: The Unnatural Break,” Subculture: The Meaning of Style. New York: Routledge.
Hodge, B. and V. Mishra (1991) The Dark Side of the Dream. North Sydney: Allen and Unwin.
Hooks, bell (1992) “Eating the Other: Desire and Resistance,” Black Looks. Boston: South End Press.
Jahoda, Gustav (1999) Images of Savages. London: Routledge.
Jeffries, John (1992) “Toward a Redefinition of the Urban: The Collision of Culture,” in Gina Dent (ed.), Black Popular Culture. Seattle: Bay Press.
Johnson, Vivien (1996) “Introduction: Aboriginal Art in the Age of Reproductive Technologies,” Copyrites. Sydney: National Indigenous Arts Advocacy Association and Macquarie University.
Jones, Lisa (1994) Bullet Proof Diva: Tales of Race, Sex, and Hair. New York: Anchor Books. Joselit, David (1998) “Investigating the Ordinary,” and Roberta Smith, “Rituals of Consumption,” Art in America (May).
Kulka, Tomas (2002) Kitsch and Art. University Park, Pennsylvania: Pennsylvania State University Press.
Macdonald, Nancy (2001) The Graffiti Subculture. Basingstoke, UK: Palgrave.
McCracken, Grant (1997) “Blondness: The Periodic Table,” Big Hair. London: Indigo, 1997.
Marcus, Julie (ed.) (2000) Picturing the ‘Primitif.’ Canada Bay, NSW: Lhr Press.
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Neat, Patrick (2003) Where You’re At: Notes from the Frontline of a Hip Hop Planet. London: Bloomsbury.
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Olalquiaga, Celeste (1999)“The Souvenir “ and “The Debris of the Aura,” The Artificial Kingdom. London: Bloomsbury.
Phillips, Susan A. (1999) Wallbangin’: Graffiti and Gangs in L.A. Chicago: University of Chicago Press.
Phillips, Ruth B. (1995) “Why Not Tourist Art? Significant Silences in Native American Museum Representations,” Gyan Prakash (ed.), After Colonialism. Princeton, NJ: Princeton University Press.
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Rojek, Chris (2001) “Celebrity and Celetoids,” Celebrity. London: Reaktion Books.
Sikov, Ed (1997) “Laughing Hysterically: Sex, Repression, and American Film Comedy,” in Martin Duberman (ed.), Queer Representations. New York: New York University Press.
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Storey, John (ed.) (1994) Cultural Theory and Popular Culture: A Reader. Hemel Hempstead, UK: Harvester Wheatsheaf.
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Certeau, Michel de (1988) The Practice of Everyday Life. Berkeley: University of California Press. HN8.C4313/1984
Cleto, Fabio (ed.) Camp: Queer Aesthetics and the Performing Subject. Ann Arbor: University of Michigan Press. NX180.H6.C36
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hooks, bell (1992) Black Looks: Race and Representation. Boston: South End Press. E185.86.H734/1992
Johnson, Viviene (1996) Copyrites: Aboriginal Art in the Age of Reproductive Technologies. National Indigenous Arts Advocacy Association and Macquarie University.
Stewart, Susan (1984) On Longing: Narratives of the Miniature, the Gigantic, the Souvenir, the Collection. Baltimore: Johns Hopkins University Press. P302.S692/1984
Storey, John (2001) Cultural Theory and Popular Culture. Harlow: Prentice Hall.
The House of Aboriginality [CD-ROM] (1998). Sydney: Centre for Flexible Learning, Macquarie University.