Preserved

UNITCODE Unit Title: CAI202 MODERNITY

Credit points:	10	Mode:	Internal
Assumed knowledge:	NA	Location:	Casuarina
Pre-requisite(s):	NA	Learning method:	INT/OL
Year:	2017
Semester:
School:	Creative Arts & Humanities

Unit Description

This unit will introduce the student to the foundations of modernism in the creative arts through an examination of historical developments in Europe, America and Australia. Various theoretical approaches will be used to engage with formative movements and key practitioners in a broad critical context exploring both the specificity of the languages of art, architecture, writing and music and their relationships to the history of ideas, culture and society. The unit will present an analysis of the avant-garde and redefinitions of modernism in terms of centre/periphery relations, notions of the primitive and the relationships between art, architecture, music, literature and modernity, technology and media. The collaborative enterprise of modernists will be a particular focus of the unit.

Learning Outcomes

On completion of this unit a student should be able to:

Understand the foundations of modernism in the creative disciplines through an examination of historical developments in Europe and America with references to Australia.
Understand how the social, economic and political conditions during the period defined as modernity influenced modernist cultural production
Critically analyse the role of modernists in influencing social change and understand more broadly the role played by creative disciplines in reflecting social, political and cultural issues
Apply written and visual analytic skills.

Teaching and Learning Strategies

This unit is one of the four Core Units for the BCAI degree - giving an overview of Modernity and Modernism across the Creative Arts, including Architecture.

Students will learn through a range of processes in this unit. Knowledge acquisition will take place through the lecture program. Students will then reflect upon, question and analyse that knowledge in the tutorial context. They will be expected to undertake critical reading and analysis of set readings before tutorials. Students demonstrate their comprehension of that material in writing and develop their understanding in discussions in class. Essay writing will further build upon these skills and knowledge. Students will undertake programs of investigation in small groups to be presented to the tutorial for discussion. This is a process requiring skill in research, an ability to identify appropriate information, a capacity to synthesise this material, work collaboratively, and then organise appropriately to communicate to others. These learning processes, combining class delivered information, group discussions and self-directed investigation are structured to encourage the development of critical thinking and analysis alongside knowledge building.

Participation

Contact hour requirements for each week:

1.00 hour lecture per week
2.00 hours of tutorials per week

It is recommended that students undertake 5 hours per week of private study. Students are expected to contribute in tutorial

Students to communicate to co-ordinator/lecturer - via face-to-face, email, and through discussion board.

Specific details of individual class times can be obtained by accessing the class timetable at: https://stapps.cdu.edu.au/f?p=mystic:search:13264508393775:::::

Extensions to the due date will only be made where assignments are late due to special circumstances that are supported by documentary evidence, and may be subject to a penalty of 5% of assignment marks per day (for up to 14 days).

Overview of Assessment

Item	Description/Focus	Value	Relates to learning outcomes
1.	Presentation/critical review	20 %	LOs #1,2,3
2.	Essay	35 %	LO #1,2,3,4
3.	Research Essay	45 %	LOs #1 2,3,4

Resources

Required textbook(s)

Gay, P. (2008). Modernism: The lure of heresy: From Baudelaire to Beckett and beyond, New York, WW Norton & Co .

Required textbooks can be ordered from the CDU Bookshop through their website at www.cdu.edu.au/bookshop

Learnline (Online Learning System)

Learnline is Charles Darwin University’s on-line learning system.

In this unit, Learnline will be used to:

provide important announcements about the unit
distribute lecture slides, and other study
provide a communication point where you contribute to discussions as part of your assessment, and to interact with other students in the unit

You will need to connect to the Internet to access it, at http://learnline.cdu.edu.au/

Access to Learnline may not be available until Day 1 of Semester.

If this is your first time using Learnline, click on ‘Student Learnline Support’ in the left-hand navigation panel BEFORE logging in.

It is recommended that all students have access to regular and reliable broadband access to complete unit requirements.

Key general reference texts:

Butler, C. (1994). Early modernism: Literature, music and painting in Europe, 1900-1916, Clarendon Press, Oxford.

Calinescu, M. (1987). Five faces of modernity: Modernism, Avant-garde, Decadence, Kitsch, Postmodernism, Durham Duke University Press.

Giddens A, (1991). Modernity and Self-identity, Self and Society in the Late Modern Age

Levin, MR. (2010) Urban Modernity : Cultural Innovation In The Second Industrial Revolution, MIT Press, eBook Collection, EBSCOhost,

http://ezproxy.cdu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,cookie,uid&db=nlebk&AN=307663&site=ehost-live

Lopes, P. (2002), The rise of a jazz art world, Cambridge, Cambridge University Press.

Misa, T., Brey, P., & Feenberg, A. (2003). Modernity and Technology, MIT Press, eBook Collection,.

http://ezproxy.cdu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,cookie,uid&db=nlebk&AN=81117&site=ehost-live&ebv=1&ppid=pp_2

Naremore, J., & Bratlinger, P (Eds.) (1991) Modernity and Mass culture, Bloomington, Indiana University Press.

Rabat, J., Rabaté, Jean-Michel, & Rabatâe, Jean-Michel. (2013). A Handbook of Modernism Studies (Critical Theory Handbooks). Hoboken: Wiley.

Rado, L., & EBook Library. (1997). Modernism, gender, and culture : A cultural studies approach (Garland reference library of the humanities ; v. 1863).

Rodrigues, C., & Garratt, C. (2000). Introducing modernism, London, Allen & Unwin.

Stephen, A., McNamara, A., & Goad, P. (2006), Modernism and Australia: Documents on art, design and architecture 1917 – 1967. Miegunyah Press Melbourne.

Williams, R. J. (2013). Sex and Buildings, Reaktion Books. Retrieved from http://www.ebrary.com

Additional resources

ART

Baudelaire, C. (1864), The Painter of Modern Life and Other Essays. Trans. J. Mayne, London, London.

Berger, J. (1972). Ways Of Seeing. London, British Broadcasting Corporation & Penguin.

Britt, D. (Ed.) (1989). Modern art: Impressionism to Post-modernism, Little Brown, Boston.

Foster, H., Krauss, R., Bois, Y., & Buchloh, B. (2004).Art Since 1900, London,Thames & Hudson,.

Harrison, C., & Wood, P. (19980. Art in theory, 1815-1900: an anthology of changing ideas, Oxford, Blackwell.

Hughes, R. (1991), The Shock of the New, London,Thames & Hudson.

Meecham, P., & Sheldon, J, (2000). Modern Art: A Critical Introduction. Oxford & New York, Routledge.

DESIGN & ARCHITECTURE

Banham, R. (1960). Theory and Design in the First Machine Age, London,Architectural Press.

Frampton, K. (1982). Modern Architecture: A critical history, London, Thames & Hudson.

Gasterland-Gustafsson, G., & Schulte-Sasse, Jochen. (2008). Design for Living: German and Swedish Design in the Early Twentieth Century, ProQuest Dissertations and Theses.

Heynen, H 1999, Architecture And Modernity : A Critique, MIT Press, eBook Collection.http://ezproxy.cdu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,cookie,uid&db=nlebk&AN=78156&site=ehost-live

Hollis, R. (1994). Graphic Design: A concise history, New York, Thames and Hudson.

Jencks,C. (1985). Modern Movements in Architecture, Harmondsworth ,Pelican.

Le Corbusier (1923)., Towards a New Architecture, London, Architectural Press.

Muthesius, H. (1994). Style-architecture and building-art: transformations of architecture in the nineteenth century and its present condition, Chicago,University of Chicago Press.

Wolf, T. (1981). From Bauhaus to our House, Bath, Pitman Press.

COMMUNICATIONS

Brooker, P., & Thacker, A. (2009). The Oxford Critical and Cultural History of Modernist Magazines, 1 Britain and Ireland 1880-1955. Oxford: Oxford University Press.

Hartley, J. (1996). Popular reality: Journalism, modernity, popular culture, London &New York, St Martin’s Press.

Hirst, M., & Harrison, J. (2007). Communication and New Media, From Broadcast to Narrowcast, South Melbourne, Oxford University Press.

McCann, A. (2004) Marcus Clarke’s bohemia: Literature and modernity in colonial Melbourne, Carlton VIC, Melbourne University Publishing.

Naremore, J., & Bratlinger, P (Eds.) (1991) Modernity and Mass culture, Bloomington, Indiana University Press.

Orr, J. (1993), Cinema and Modernity, Cambridge, UK, Polity Press Cambridge.

Ritchie, Hawkins, Phillips, Kleinberg, Ritchie, Rachel, Hawkins, Sue, . . . EBook Library. (2016). Women in magazines : Research, representation, production and consumption (Routledge research in gender and history ; 23).

Thompson, J. (1995). The media and modernity: A social theory of the media, Cambridge ,Polity Press.

Learning Schedule

Monday	Lecture	Tutorial	Readings	Assessment
Week 1 27 /01	Introduction Marianne Dyason	Discussion Readings/ assessment items	Berman, (1982)pp 15-36 Gay (2008) pp. 1-101
Week 2 6/3	Modernity – What When, Where? Marianne Dyason	Essay Structure and Format Workshop Assessment Item 2	Gay (2008) pp. 103-179

Week 3 13/3	Film lecture Dr Aurora Scheelings	Presentation Workshop Assessment Item 1 Readings/ lecture topic week 1-3
Week 4 20/3	Discussion Brazil group task Discussion Lectures week 3 &4	Film screening: Brazil
Week 5 27/3	Film lecture Dr Aurora Scheelings Readings/lecture topic week - 4	Presentation ‘Brazil’ group task	Gay (2008) pp. 336 -391 Gay (2008) pp.281-334	Assessment item 1 presentations commence
Live classroom 4-5.30pm
Week 6 3/4	Visual Art Lecture Dr Ioannis Michaloudis	Discussion Readings/lecture topic week - 5	Assessment item 1 presentations
Week 7 10/4	Visual Art Lecture Dr Ioannis Michaloudis	Discussion Readings/lecture topic week 6	Gay (2008) pp. 281-334	Assessment item 1 presentations Assessment item 2 Essay due Friday
Mid semester break
Week 8 24/4	Design/ visual communication Stuart Gluth	Discussion Readings/lecture topic week 7	Gay 2008) pp. 281-334	Assessment item 1 presentations
Week 9 1/5	Phantasmagoria Marianne Dyason	Essay Structure and Format Workshop Assessment Item 3 Discussion Readings/lecture topic week 8	Gay (2008) pp. 281-334	Assessment item 1 presentations
	Live Classroom 4-5.30pm
Week 10 8/5	The ideal city Marianne Dyason	Discussion Readings/lecture topic week 9	Gay (2008) pp.182-229	Assessment item 1 presentations
Week 11 22/5	Design and social vision -architecture and utopia Marianne Dyason	Discussion Readings/lecture topic week 10	Gay (2008) pp.232-280	Assessment item 1 presentations
Week 12 29/5	The fibro Frontier and The International Style/Australia Marianne Dyason	Discussion Readings/lecture topic week 11		Assignment 3 Due date: Friday, Week 13

Please note the referencing style used in this unit is APA

Assessment Item 1

Description/Focus:	Presentation/critical review
Value:	20 %
Due date:	Weeks 5-11
Length:	10 min PPT presentation with voice over and 500 word handout to class
Task:	Students are required to investigate a topic for presentation to the class for discussion. Topics will be based on one of the essay questions in assessment item three. Assessment emphasis will be upon your ability to stimulate discussions and debate involving the WHOLE CLASS. Think imaginatively and laterally about how to do this. Students will nominate a time to do their presentation, presentations will commence in week 5
Preparation:	Unpack the essay question and identify the key points that will form the basis for your argument. Expand on one or two of these points for your presentation. Present the material to the class in an interesting, informative manner. The presentation must contain accurate and appropriate information, be clearly structured and easy to follow, informative and interesting.
Presentation:	Think about imaginative ways of engaging the class. The oral presentation can include slides, PowerPoint presentation, video or other visual material. All students must submit a PowerPoint presentation with voice over saved as a MWV file and submitted via learn line on Share Stream
Assessment criteria:	Research and synthesise of information. Accurate and appropriate information, clearly structured and easy to follow, informative and interesting. Range of references. Depth of analysis and evidence of critical thinking in making links with contemporary issues Clarity and coherence Organization and expression of ideas in a logical manner in presentation and in handout. Generation of discussion and debate.

Assessment Item 2

Description/Focus:	Essay
Value:	35 %
Due date:	Friday, Week 7
Length:	1,000 words
Task:	In what ways did the conditions created by modernity influence the social, political, cultural, economic changes occurring in society? How was this reflected in modernist film/art/literature/music /architecture(choose one)
Preparation:	Identify what where the conditions created by modernity, as discussed in the lectures and readings how did this impact politically, socially economically, and how did artist respond. Use specific examples of individual artist’s responses to support your analysis.
Presentation:	Include a cover sheet. Essays should be typed, single-sided with no less than 12pt font, 1.5 – 2.0 line spacing, with all pages firmly stapled together. Students must keep a copy of all material presented for assessment. Submit via Learnline.
Assessment criteria:	Content : Evidence of reading and research: Covers all important issues in relation to the topic and stated scope Depth of analysis and evidence of critical thinking in identifying contemporary issues: Uses readings (references) to substantiate positions taken in relation to topic. Clearly distinguishes between references and own statements Creative and imaginative response in communicating ideas The writer’s argument is made explicit throughout the essay through the use of semantic markers and restating of the thesis. The argument is presented in a logical order Evidence contradicting thesis included and dealt with Text organization: Clarity & coherence organisation and expression of ideas in a logical manner Introduction Provides an orientation to the topic (defining topic and key terms) States purpose of the essay States thesis or proposition (main point/argument) States outline of the essay’s stages States scope of the essay Main Body Arguments logically sequenced to support thesis Each argument linked to thesis in topic sentence Arguments logically organised into paragraphs Paragraphs linked Generally one argument per paragraph Conclusion Summarises outline Confirms/states thesis Qualifies thesis if required Literacy skills: grammar, spelling, sentence & paragraph construction Spelling and punctuation accurate Sentence structure not too long and meaning clear Formal academic language used Language specific to the topic/discipline used where appropriate Referencing Correct referencing APA /list of references Adequate and appropriate illustrations correctly

Assessment Item 3

Description/Focus:	Essay
Value:	45 %
Due date:	Friday, Week 13
Length:	2,000 words
Task:	Choose one of the following questions. Social change has been a major goal of modernism. Critically examine the work of two artists/architects/writers/musicians, filmmakers and explain how politics is embodied in their work. Social change has been a major goal of modernism. Critically examine the work of two artists and explain how politics is embodied in their work. Discuss in terms of changing gender roles and the perceptions of women in society (as demonstrated in the artworks). The expressionist movement encompassed many art forms including painting, sculpture, literature, music, dance, theatre, and architecture. Compare two expressionists using different forms. Discuss in terms of the stress of modern living. The machine and the development of technology are to be celebrated! Argue in relation to the work of two modern architects/ filmmakers/artists. The Bauhaus ideology was to bring affordable modern design to the domestic and work environment, for everyone. How did it succeed and/or fail in this project? Critically examine modernist strategies that are attached to modes of filmic expression and style in the first half of the 20th century Modernist championed the idea of freedom of the imagination and the creative spirit in order to enable a new way of seeing. Discuss in relation to the work of two artists/architects/writers/musicians, filmmakers.
Preparation:	In completing this assignment, students will necessarily have to analyse and evaluate a number of interpretations by historians, theorists and critical scholars. Do not expect to find consensus. It is your job to present and evaluate the various interpretations and provide a reasoned argument that addresses the question
Presentation:	Include a cover sheet. Essays should be typed, single-sided with no less than 12pt font, 1.5 - 2.0 line spacing, with all pages firmly stapled together. Students must keep a copy of all material presented for assessment. Submit via Learnline.
Assessment criteria:	Content : Evidence of reading and research: Covers all important issues in relation to the topic and stated scope Depth of analysis and evidence of critical thinking in identifying contemporary issues: Uses readings (references) to substantiate positions taken in relation to topic. Clearly distinguishes between references and own statements Creative and imaginative response in communicating ideas The writer’s argument is made explicit throughout the essay through the use of semantic markers and restating of the thesis. The argument is presented in a logical order Evidence contradicting thesis included and dealt with Text organization: Clarity & coherence organisation and expression of ideas in a logical manner Introduction Provides an orientation to the topic (defining topic and key terms) States purpose of the essay States thesis or proposition (main point/argument) States outline of the essay’s stages States scope of the essay Main Body Arguments logically sequenced to support thesis Each argument linked to thesis in topic sentence Arguments logically organised into paragraphs Paragraphs linked Generally one argument per paragraph Conclusion Summarises outline Confirms/states thesis Qualifies thesis if required Literacy skills: grammar, spelling, sentence & paragraph construction Spelling and punctuation accurate Sentence structure not too long and meaning clear Formal academic language used Language specific to the topic/discipline used where appropriate Referencing Correct referencing APA /list of references Adequate and appropriate illustrations correctly cited

CDU Graduate attributes

CDU graduate attributes refer to those skills, qualities and understandings that should be acquired by students during their time at the University regardless of their discipline of study. (See http://www.cdu.edu.au/graduateattributes