This course introduces students to fundamental skills for working with glass in a contemporary art and design context.

Students will learn methods for shaping glass in response to set projects. The course introduces ways of transforming glass through heating, cutting and constructing, as well as strategies to explore and realise creative works through craft production techniques. Students will learn the contextual underpinnings for glass in contemporary practice through lectures, seminar discussions, and their own research. The course explores possibilities for the medium in broader visual arts and design contexts while offering a foundation for a professional glass practice. Work health and safety (WHS) instruction is integrated throughout the course.

Students may complete this course three for a maximum credit value of 18 units, provided they enrol in a different topic in each instance/semester. Please note that the course content, assessment structure, and reading list will change depending on the topic and the expertise of the lecturer convening the course. Please refer to the class summary for the specific term in which you wish to enrol for a detailed description.

Topics may include, but are not limited to, the following:

• Introduction to Glassblowing

This course introduces students to fundamental skills and contextual knowledge for working with molten glass. Students will learn to manipulate and transform hot glass in response to set projects across glassblowing and cold working. They will also develop knowledge of historical underpinnings for glass in contemporary practices though lectures, seminar discussions, and contextual research. It forms part of the foundation for a specialist glass practice, while supporting non-specialist explorations of the properties and possibilities of the medium in broader visual arts and design contexts. Work health and safety instruction is integrated throughout the syllabus. 

• Introduction to Glass Kiln Forming

This course introduces students to fundamental skills and contextual knowledge for working with kiln formed glass. Students will learn methods for fusing and shaping glass in response to set projects. The course introduces ways of transforming glass through heating, cutting and constructing, as well as strategies to explore and realise creative works through craft production techniques. Students will learn the contextual underpinnings for glass in contemporary practice through lectures, seminar discussions, and contextual research. It forms part of the foundation for a professional glass practice, while supporting possibilities for the medium in broader visual arts and design contexts. Work health and safety (WHS) instruction is integrated throughout the course.

• Introduction to Glass Flame Working

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. identify and use basic techniques and principles appropriate to glass;
2. employ safe and professional studio work processes using the specialised equipment;
3. explore and evaluate the creative possibilities of materials and techniques in response to set projects; and
4. develop works that respond to contemporary glass theories and art practices.

Research-Led Teaching

This course draws on the research of Academic Staff and the expertise of Technical Officers to introduce students to practice-led research methodologies informed by studio glass.

Field Trips

Field trips may be organised outside of class time and participation will be on a voluntary basis.

Examination Material or equipment

At assessment times, students will present their completed works, support materials, folios, and contextual research in response to set projects. Additional self-directed research and experimentation is highly encouraged. All materials will be set up and/or uploaded ahead of nominated assessment sessions. Assessment requirements will be discussed during class, and teaching staff is available for any question related to the assessment process. Documentation of assessed works must be submitted through Wattle. 

Required Resources

Student contribution amounts under the Higher Education Support Act 2003 (HESA) and tuition fees support the course described in the Class Summary and include tuition, teaching materials, and student access to the workshops and university equipment for the stated course hours. 

The Course Material Fee is payable to the School of Art & Design to supply consumables and materials that become your physical property.

 The Additional Materials Fee is payable for Materials you use in addition to those supplied as part of the course. You can purchase additional material from the Workshop and take advantage of the GST-free status. These materials are also WHS and workshop process compliant.

For further information and to Pay Materials and Access Fees go to: https://soad.cass.anu.edu.au/required-resources-and-incidental-fees  

Recommended Resources

Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Lecture: Meet in the glass workshop Arch SpaceClass introduction, induction to workshop spaces and competency training discussion. Hot Shop WHSHot Workshop 1: Introduction to Glassblowing	Introduction to course syllabus and WHS.Supervised practice sessions Friday 9-11/11-1/ 2-4: check timetable for slotsFriday 1pm Glass Workshop Cleanup
2	Lecture: Re-cap Assessment Task 1 & 2Hot Workshop 2: (Gather/Shape/Inflate)	Supervised practice sessions Friday 9-11/11-1/ 2-4: check timetable for slotsFriday 1pm Glass Workshop Cleanup
3	Hot Workshop 3: (Gather/Shape/Inflate)	Supervised practice sessions Friday 9-11/11-1/ 2-4: check timetable for your slotsFriday 1pm Glass Workshop Cleanup
4	Assessment task 2 discussionHot Workshop 4: (Gather/Shape/Inflate)	Supervised practice sessions Friday 9-11/11-1/ 2-4: check timetable for your slotsFriday 1pm Glass Workshop Cleanup
5	Workshop 5: (Gather/Shape/Inflate)	SUBMIT: Assessment Task 1 (Fri). Upload to Canvas, set up practical work in Arch spaceNo supervised practice sessions due to assessmentFriday 1pm Glass Workshop Cleanup
6	SUBMIT: Assessment Task 2 (Wed) - Upload to Canvas, student presentations in Arch space	Supervised practice sessions Friday 9-11/11-1/ 2-4: check timetable for your slotsFriday 1pm Glass Workshop Cleanup
7	Lecture: Intro to Assessment Task 3Demo: VesselsHot Workshop 6: Intro to blown forms	independent practice sessions (Friday): sign up for your slotsFriday 1pm Glass Workshop Cleanup
8	Demo:Hot Workshop 7: Basic form practice Cold Workshop 1 - Flat surface grind / linish / saw	independent practice sessions (Friday): sign up for your slotsFriday 1pm Glass Workshop Cleanup
9	Demo:Hot Workshop 8: Basic form practice Cold Workshop 2: Surface, Sandblast/ Polish	independent practice sessions (Friday): sign up for your slotsFriday 1pm Glass Workshop Cleanup
10	Demo: Working with colourHot Workshop 9: Intro to colour / basic form practice Cold Workshop 3: finishing practice	Assessment Task 2 Skills Extended dueFriday 1pm Glass Workshop Cleanup
11	Tutorials (10 mins per student, allocated slots)Hot Studio Workshop 10: Finalising work for assessment task 3 Cold Studio Workshop 4: Finalising work for assessment task 3	Friday 1pm Glass Workshop Cleanup
12	Hot Workshop 11: Complete work for assessment task 3Cold Workshop 5: Complete work for assessment task 3	Friday 1pm Glass Workshop Cleanup
13	SUBMIT: Assessment Task 3

Tutorial Registration

Class meets Wednesday & Friday (supervised practice sessions). ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Gather + Shape + Inflate	30 %	27/03/2026	1,2,3,4
Comparative Critique (Presentation)	20 %	01/04/2026	1.2.3.4
Vessel + Surface	50 %	03/06/2026	1,2,3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Extenuating Circumstances Application
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Canvas’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

For semester 1 2026, supervised practice sessions in hot glass are timetabled on Fridays (2 hrs) and are required in order to satisfy competence and safety requirements. If you cannot make the time, consider taking another course.

Student participation is a requirement of the Glass workshop. It is key in developing skills and knowledge relevant to the material, and essential in acquiring safe working methods. It is assessed in every project outlined above, through attendance and active participation in technical classes, self-directed invigilated sessions, seminars and scheduled workshop activities. Glass students are also asked to participate in a weekly clean-up (Friday 1.00 pm).

Assessment Task 1

Gather + Shape + Inflate

Gather + Shape + Inflate, focuses on learning glass as a responsive material. This assessment introduces methods, techniques, and technologies for transforming glass in the hot shop (hot glass studio). It encourages hands-on skills’ acquisition through technical assignments, while emphasising the importance of looking, sensing and playing in mining the properties and qualities of the material in the context of a Visual Arts and/or Design practice.

To do well, students will demonstrate the acquisition of fundamental hot glass skills through a portfolio of completed technical assignments (Gather / Shape / Inflate). Students need to evidence active engagement with the qualities and properties of glass through parallel, self-directed material experiments. Students will articulate this learning in a Material and Process Rationale (100–150 words), describing how their experiments evidence an emerging understanding of hot glass behaviours such as heat, gravity, inflation, resistance, and collapse, and how these observations informed their making decisions. Conceptual or contextual language may be used where relevant. The written rationale should focus on what the material did and how you responded, Reflective statements such as “this felt fragile,” “this became unstable,” or “this felt out of control” are appropriate when grounded in material experience.

 Task 1 assessment includes:

1. Portfolio of Gather + Shape + Inflate samples/experiments. This includes class exercises as well as parallel self-directed explorations.
2. Process Documentation (referencing WHS specific to process)
3. Material & Process Rationale (100-150 words)

Note: WHS compliance and Competency Training underpin all Hot Glass activities, and compliance is integrated in all Studio Work assessments.

SUBMISSION REQUIREMENTS: Practical / technical assignment works, samples and experiments should be set up in the arch space for review as scheduled in Week 5. A single digital portfolio of process documentation relating to practical / technical assignment works and experiments should be uploaded to Canvas. This portfolio should include your written material and process rationale.  

Rubric

Assessment criteria	High Distinction (80-100)	Distinction (70-79)	Credit (60-69)	Pass (50-59)	Fail (0-49)
Demonstrates understanding and application of basic glass principles and techniques through material tests and samples, with process documentation evidencing technical learning, experimentation, and reflective decision-making. (LO1)	Demonstrates a thorough understanding and skilled application of glass principles and techniques. Material tests and samples are carefully executed, showing thoughtful experimentation and confident handling of processes. Documentation of the work is detailed and reflective, evidencing considered decision-making and clear evaluation of outcomes. The student effectively integrates practical exploration with reflective insights, demonstrating an advanced level of technical learning appropriate for this stage of the course.	Demonstrates a strong understanding and competent application of glass principles and techniques. Material tests and samples are well executed, showing evidence of experimentation and considered handling of processes. Documentation of the work is clear and reflective, highlighting key decisions and outcomes, with thoughtful evaluation of material and process throughout.	Demonstrates a proficient understanding and application of glass principles and techniques. Material tests and samples are completed successfully, showing some experimentation and reasonable handling of processes. Documentation of the work outlines key decisions and outcomes, with some reflection on material and process, though this may be basic or inconsistently applied.	Demonstrates a basic understanding and application of glass principles and techniques. Material tests and samples show some engagement with processes, though experimentation and handling are limited. Documentation identifies key decisions and outcomes, with minimal reflection on material and process. Further development and evaluation would strengthen the work.	Demonstrates insufficient understanding and application of glass principles and techniques. Material tests and samples show little engagement with processes, and experimentation is largely absent. Documentation provides minimal or unclear information about decisions and outcomes, with little to no reflection on material or process. The work does not meet the requirements of the assessment.
Demonstrates competent use of introductory hot glass working skills and technologies through completed technical assignments, self-directed experimentation and documentation. (LO 2)	Activities, assignments, and experiments consistently demonstrate an exceptional command of all introductory skills and technologies. Technical assignments are precise and very well executed. WHS and competency training are integrated, documented and applied seamlessly.	Activities, assignments, and experiments demonstrate a strong command of introductory skills and technologies. Technical assignments are well executed, showing careful attention to detail. WHS and competency training are consistently applied, with safe and professional studio practice evident throughout.	Activities, assignments, and experiments demonstrate a proficient application of introductory skills and technologies. Technical assignments are completed successfully, with adequate attention to detail. WHS and competency training are applied appropriately, though safe and professional studio practice may be inconsistently evident.	Activities, assignments, and experiments demonstrate a basic application of introductory skills and technologies. Technical assignments are completed to a satisfactory standard, though execution may lack precision or consistency. WHS and competency training are applied at a basic level, with some lapses in safe and professional studio practice.	Activities, assignments, and experiments demonstrate insufficient application of introductory skills and technologies. Technical assignments are incomplete or poorly executed. WHS and competency training are not consistently applied, and safe and professional studio practice is largely absent.
Demonstrates exploratory and reflective engagement with glass materials and techniques through self-directed iterative testing and evaluation of outcomes, supported by a material/process rationale that reflects on material qualities and potential metaphorical readings in response to the set project. (LO 3)	Self-directed explorations presented are highly inventive and iterative, demonstrating strategic decision-making through material development, evaluation of outcomes, and considered resolution. Strong relationships between processes, material qualities, and emerging metaphor clearly inform the development of the self-directed material experiments. These relationships and the decisions underpinning them are sophistically articulated with insight, coherence, and clarity in the material/process rationale.	Self-directed explorations presented demonstrate inventive and iterative engagement with materials and techniques. Connections between processes, material qualities, and emerging metaphor are evident and inform the development of the experiments. The material/process rationale clearly outlines key decisions and reflections on outcomes.	Self-directed explorations demonstrate adequate engagement with glass materials and techniques, with some evidence of iterative testing and evaluation of outcomes. Connections between processes and material qualities are evident, though they are inconsistently developed or only partially explored. The material/process rationale describes key decisions and outcomes, with emerging reflection on material qualities and potential metaphor.	Self-directed explorations show engagement with glass materials and techniques and demonstrate that the student can complete tasks to a satisfactory standard. Some consideration of processes and material qualities is evident, though these connections are basic and not fully developed. The material/process rationale outlines key decisions and outcomes, with only limited reflection on material qualities or potential metaphor. Further iteration and deeper evaluation could strengthen the work.	Self-directed explorations demonstrate limited or no engagement with glass materials and techniques, with little or no evidence of iterative testing or evaluation. Connections between processes and material qualities are minimal/unclear or not referenced. The material/process rationale provides only a basic account of decisions and outcomes, with little to no reflection on material qualities or potential metaphor. The work does not fully meet the requirements of the assessment and requires further development.

Assessment Task 2

Comparative Critique (Presentation)

Comparative Critique focuses on careful looking and comparison, to understand how glass operates materially, visually, and conceptually within contemporary practice. This assessment develops students’ ability to look critically at glass artworks and articulate how material, process, and making decisions shape meaning and viewer experience. Through a comparative critique, students will analyse two selected artworks or artists, focusing on how glass is used and transformed in different ways. The task builds visual literacy and contextual awareness, while reinforcing links between material behaviour, technical process, and conceptual intention within contemporary Visual Arts practice.

Students will select one paired comparison from a curated list provided. Each pairing has been chosen to highlight contrasts and similarities in approaches to glass, including differences in material handling, process, form, surface, and scale. Students will research and analyse both works, considering how these factors influence the viewer’s experience and communicate ideas, which will be delivered as a presentation.

To do well, students will demonstrate the ability to compare/ contrast two works with clarity and insight, using appropriate visual and material language. Analysis should be grounded in careful looking and supported by visual evidence. Conceptual ideas and theoretical understanding should be discussed, particularly where meaning emerges from material choices and processes.

Task 2 assessment includes:

1. Comparative Critique Presentation (maximum 10 minutes)

• Visual-led presentation (clearly labelled visual references of both works/artists/processes used in the comparison)
• Spoken analysis addressing material use, process, form, surface, viewer experience, and concept

1. Reference List

• List of sources used for images and research (slide or separate document)

SUBMISSION REQUIREMENTS: Presentations will be delivered in class as scheduled in Week 6. Presentation slides (PDF or PPT) must be uploaded to Canvas following delivery.

Rubric

Assessment Criteria	High Distinction (80-100)	Distinction (70-79)	Credit (60-69)	Pass (50-59)	Fail (0-49)
Identifies and articulates how material choices and technical processes shape meaning in glass. The presentation highlights how differences in form, surface, and process reflect conceptual intentions using clear visual references and spoken analysis to support observations. (LO 3)	Presentation seamlessly and confidently explains how material choices and technical processes shape meaning in glass. Analysis is rich, insightful and original, showing how differences in form, surface, and process communicate ideas. Visuals are well integrated, and spoken commentary demonstrates a strong understanding of how glass can carry meaning and spark questions.	Presentation effectively explains how material choices and technical processes contribute to meaning in glass. Analysis is thoughtful and well-developed, highlighting differences in form, surface, and process. Visuals support the commentary, and spoken analysis demonstrates a clear understanding of how glass can convey ideas.	Presentation identifies how material and process influence meaning in glass, though analysis may be more descriptive than interpretive. Differences in form, surface, and process are noted, and visuals and commentary generally support the points being made.	Presentation shows basic recognition of material and process in relation to meaning, with limited analysis. Visual references and spoken commentary provide some support, but links between form, surface, process, and concept are underdeveloped.	Presentation demonstrates minimal or no understanding of the relationship between material, process, and meaning. Analysis is limited or missing and visual or spoken evidence does not clearly support the points being made.
Demonstrates engagement with contemporary glass theory and practice, linking material and process choices to artistic and conceptual contexts. The presentation includes analysis and discussion of artistic approaches that reflect current theories or practices, and is supported by visual references and reference list that contextualises the works within contemporary glass art. (LO 4)	The presentation confidently and insightfully connects material and process choices to broader contemporary glass theories and practices. Analysis is original and perceptive, clearly demonstrating how the selected works reflect current artistic approaches and conceptual frameworks. Visuals and references are seamlessly integrated, supporting a nuanced discussion that shows a deep understanding of contemporary glass art and its contexts.	The presentation effectively synthesises material and process choices with contemporary glass theories and practices. Analysis is thoughtful and perceptive, showing how the selected works reflect current artistic approaches and conceptual ideas. Visuals and references support the discussion and are generally well integrated.	The presentation demonstrates a reasonable understanding of contemporary glass theory and practice, linking material and process to artistic contexts. Analysis is clear but may be more descriptive than analytical, and visuals and references adequately support the points being made.	The presentation shows basic awareness of contemporary glass theory and practice. Connections between material, process, and conceptual context are limited or underdeveloped, and the synthesis of ideas is minimal. Visual or reference support is present but not consistently integrated.	The presentation demonstrates little or no understanding of contemporary glass theory and practice. Connections between material, process, and context are missing or inaccurate, with minimal or poorly integrated visual and reference support.

Assessment Task 3

Vessel + Surface

Vessel + Surface investigates containment, breath, proportion and surface encouraging students to explore meaning through material decisions while extending their skills, honing observation, and translating ideas into three-dimensional glass forms. This assessment extends students’ hot glass skills through the making of a glass vessel/s with a considered approach to surface and form. Building on foundational techniques introduced earlier in the course, this assignment develops both team-working and individual skills required in the hot shop. Students will explore hot bit application and introductory cold working methods through a series of short technical exercises that encourage experimentation with surface, texture, colour, and vessel form.

As a starting point for resolved vessel/s, students will bring an object of their choosing and use it as a point of reference. This object may be functional, industrial, natural, or domestic. Students are asked to observe the object closely and develop hot glass techniques that replicate, translate, or emulate aspects of its form, colour, texture, or surface qualities. The object should be reproduced literally; instead, students should focus on how its visual and material characteristics can be interpreted through glass.

Students will use studio practice time and their visual diary to develop sketches, diagrams, and process planning that document the approach taken. Emphasis is placed on skill development, material decision-making, and the relationship between vessel form and surface treatment. To do well, students will demonstrate growing technical control in vessel making, evidence of thoughtful surface exploration, and an ability to translate observations from a source object into glass through material and process choices.

Note: WHS compliance and Competency Training underpin all Hot Glass activities, and compliance is integrated in all Studio Work assessments.

Task 3 assessment includes:

1.   Resolved Glass Vessel/s

• Demonstrating consideration of form and surface
• Incorporating hot and/or cold working techniques
• Developed as a response from an original object

2.   Journal & Process Documentation

• Visual diary entries including sketches, diagrams, and technical notes
• Evidence of process & development from source object to glass outcome

3.   Reflective Statement (150–200 words)

• Summarising the ideas, questions, and methods that informed the response
• Reflecting on how surface and form were developed through material experimentation

SUBMISSION REQUIREMENTS: Finished glass vessel/s, should be set up in the arch space for review as scheduled in Week 13. A single digital file including visual journal and process documentation relating to practical / technical assignment works and experiments should be uploaded to Canvas. This file should include your written reflective statement.  

Rubric

Assessment criteria	High Distinction (80-100)	Distinction (70-79)	Credit (60-69)	Pass (50-59)	Fail (0-49)
Demonstrates effective use of foundational hot and cold glass working skills, processes, and technologies. Applies appropriate techniques to realise vessel forms that reflect growing technical understanding and control across directed / self-directed exercises and resolved works. (LO1)	Works consistently demonstrate an exceptional command of introductory hot and cold glass working skills, processes, and technologies. Vessel forms and surface exploration is executed with a high degree of precision, control, and refinement, with techniques applied confidently and extended through technically ambitious self-directed exercises and resolved works.	Works show strong technical skill and control in both hot and cold glass processes. Vessel forms are carefully realised, and surface work is thoughtfully executed. Techniques are applied confidently, and the work demonstrates consistent competence across directed exercises and resolved pieces.	Works demonstrates competent technical ability with foundational glass processes. Vessel forms and surface treatments are generally well made, showing developing control and understanding. Techniques are applied appropriately, though some refinement or consistency may be lacking.	Works meet the basic requirements for hot and cold glass skills. Vessel forms and surface work show some control, though technical execution is uneven. Techniques are applied adequately to achieve functional outcomes, but with limited consistency or sophistication.	Works do not demonstrate sufficient command of introductory glass skills. Vessel forms and surfaces lack technical control, and techniques are inconsistently or inappropriately applied, resulting in unresolved or incomplete outcomes.
Employs safe and professional studio practices when working with hot and cold glassmaking tools and equipment, both individually and within team-based processes. Demonstrates increasing independence, material awareness, and consistent adherence to WHS requirements. (LO 2)	The student consistently demonstrates exemplary studio practice, working safely and professionally with both hot and cold glass tools. They show confidence and independence while collaborating effectively with peers, making considered decisions that reflect strong material awareness. WHS protocols are observed and applied seamlessly, forming an integral part of all technical and resolved work.	The student works safely and professionally in the studio, showing solid technical awareness and reliable adherence to WHS procedures. They demonstrate growing independence and participate constructively in team-based processes, with minor guidance required. Material handling is careful and deliberate throughout exercises and resolved work.	he student demonstrates generally safe and professional practices when working with glassmaking tools and equipment. WHS requirements are met, though occasional guidance or reminders are needed. Independence and teamwork are developing, and material awareness is evident, though not consistently applied across all tasks.	The student demonstrates basic adherence to safe and professional studio practices. WHS requirements are met at a minimum standard, and independence or teamwork is limited. Material awareness is evident in some tasks, but inconsistencies in safety or process may be apparent.	The student does not demonstrate adequate safe or professional studio practice. WHS protocols are frequently ignored or inconsistently applied, and work shows little awareness of material handling, independence, or teamwork. This compromises both personal and peer safety, and outcomes are incomplete or unsafe.
Explores the creative potential of glass through iterative experimentation with surface and form. Demonstrates the development of ideas and emerging concepts from a source object, translated into glass through considered material and process choices, supported by documented testing, evaluation, and refinement. (LO 3)	Exceptional creativity and insight is evident throughout. Iterative experiments with surface and form are clearly informed by the source object, and material investigations are explored with sophistication to develop compelling, well-resolved works. The visual journal and reflective statement articulate the relationships between ideas, material choices, and process with clarity and depth.	Strong creative engagement and curiosity drive the development of ideas from the source object. Experiments with surface and form inform the work, and material choices are considered and purposeful. Connections between concepts, process, and outcomes are clearly described in the visual journal and reflective statement.	Exploration of ideas and material possibilities is evident. Experiments with surface and form contribute to the work’s development, though the relationship between concept and material is not always fully realised. The visual journal and reflective statement provide a reasonable account of decisions and processes, demonstrating developing reflective skills.	Creative exploration and experimentation meet basic expectations. Some material and process choices reflect the source object, but the work lacks consistency or depth. The visual journal and reflective statement address process and ideas in a general way, with limited reflection or evaluation.	Little or no evidence of experimentation or creative development is apparent. Material and process choices are undeveloped or inconsistent, and connections between concept and glassmaking are unclear. Documentation and reflective writing are minimal or absent, providing insufficient evidence of process or decision-making.
Develops studio work that demonstrates an awareness of contemporary glass theory and practice through considered relationships between form, surface, and meaning. Reflects on material and process decisions in relation to emerging ideas through visual documentation and reflective writing. (LO 4)	Studio work demonstrates sophisticated awareness of contemporary glass practice, with thoughtful consideration of form, surface, and meaning. Material and process decisions are reflected upon, and research into historical and theoretical contexts clearly informs the development of ideas and material investigations. Connections are articulated insightfully in the visual journal, reflective writing, and discussions.	A strong awareness of contemporary glass practice is evident, with careful attention to form, surface, and meaning. Material and process reflections are consistently applied, and research into historical and theoretical contexts informs the development of ideas. Connections are clearly communicated through documentation, journal entries, and reflections.	Studio work demonstrates competent awareness of contemporary glass practices, with some attention to form, surface, and meaning. Material and process reflections are present, and research into historical or theoretical contexts contributes to idea development, though connections are not consistently explored.	Awareness of contemporary glass practices meets basic expectations. Form, surface, and meaning are considered in a limited way, and research or reflection on material and process decisions is minimal. Connections to historical or theoretical contexts are generally underdeveloped.	There is little or no evidence of awareness of contemporary glass practices. Material and process decisions are not reflected upon, and research into historical or theoretical contexts is absent or irrelevant. Links between ideas, research, and practice are unclear.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Accessibility for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students