KYB110 Art, Text and Context

Unit Outline: Semester 2 2026, Kelvin Grove, Internal

Overview

This is a foundational unit in the Bachelor of Fine Arts degree that introduces you to the critical contexts of creative works and practices, including:

• how they make meaning,
• their varying contexts,
• how they circulate,
• how these might change over time

This is done through an introduction to: 

• some of the key aesthetic, conceptual and technical ideas that underpin a range of creative practice disciplines;
• critical thinking and the critical analysis of creative works and practices;
• understanding what it means to be a critical viewer/reader/listener/artist;
• some different and diverse perspectives on various creative forms, works, and practices, including the contribution that Aboriginal and Torres Strait Islander artists and thinkers have made across a range of disciplines.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Demonstrate an introductory knowledge of applied analytical methods used in the critical analysis of creative texts, contexts, and practices.
2. Compare and communicate an understanding of the key aesthetic, conceptual and technical ideas that underpin a range of creative practices.
3. Identify and discuss the importance of diverse approaches to and contexts of creative practice, including Aboriginal and Torres Strait Islander knowledges.
4. Develop an applied understanding of evidence-based research and communication skills.

Content

Learning Approaches

In this unit you will engage in a combination of lectures, tutorials, online resources. 

Feedback on Learning and Assessment

Formative feedback on learning will be provided through in-class activities facilitated by your tutor, as well as in peer-to-peer class discussion. You will also receive summative feedback through graded criteria sheets and additional comments.

Assessment

Overview

There are three assessments for this unit: a Professional Artistic Manifesto early in your semester, a Creative Project Proposal, and a Critical Oral Forum. Assessment 2 and Assessment 3 require students to analyse and draw conclusions with evidence and research.

Formative in-class and online tasks will assist you to complete your assessment in this unit.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Professional Manifesto

You will develop a professional manifesto that may inform your artistic engagement by utilising some of the key concepts and methods underpinning the critical analysis of creative texts, contexts, and practices. 

Assessment: Creative Project Proposal

This assessment item requires students to work together to present a critical analysis and contextualisation of a particular creative work. There is both an individual and group component. This assessment is authentic because the ability to critically analyse creative works drawing from diverse cultural contexts is a core component of working as creative and cultural producers, commentators and critics.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Critical Oral Forum

The Critical Oral Forum is a supervised Verified Identity Assessment (VIA) designed to assess students’ ability to critically analyse and discuss creative works, contexts and practices explored throughout the semester. Between week 10-13, in small groups, students will participate in a live oral forum focused on one major thematic question from the unit. Students will draw upon examples of creative works discussed in lectures and tutorials to demonstrate their understanding of key aesthetic, conceptual, technical, social, cultural, and ethical ideas explored across the unit.

As an interdisciplinary unit within the Bachelor of Creative Arts, students are encouraged to approach discussion through the lens of their own creative discipline and interests. Students may draw upon examples, perspectives, methods, and practices relevant to areas such as visual art, animation, creative writing, music, film, theatre, dance, design, interactive and immersive media, or interdisciplinary practice. Students are also encouraged to make connections across disciplines where relevant and, through discussion, engage with and respond to perspectives emerging from other creative disciplines represented within the forum. The assessment values students’ ability to identify shared concerns, differing approaches, and interdisciplinary connections across creative practices and contexts.

This assessment evaluates students’ ability to:

• critically analyse creative works and practices;
• communicate contextual understanding verbally;
• compare diverse perspectives and approaches to creative practice;
• apply evidence-based research and disciplinary terminology in discussion;
• respond critically and thoughtfully to questions and discussion prompts.

The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.

Threshold Assessment:

Students are expected to attend and complete the Critical Oral Forum as a condition of passing the unit. 

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Requirements to Study

Requirements

All students are requested to visit and review the Health and Safety information on the HiQ web pages (CIESJ Tier 1 HSE requirement).

Resources

Risk Assessment Statement

For risks associated with using campus buildings or QUT facilities, refer to the HiQ Health and Safety information. 

Where substantial computer-based work is required, particularly in the case of fully online students, you are recommended to take regular rest breaks when engaging in prolonged computer-based work, and ensure that your workstation is set up for optimal comfort to prevent strain or injury.

Other required safety inductions will be conducted as required.

Creative practice often explores a wide range of topics and themes, some of which may touch upon sensitive or triggering subjects. While we believe in the power of storytelling and self-expression, we also want to prioritize your emotional well-being. Please be aware that this course may contain content that could potentially trigger or upset individuals. These triggering topics may include, but are not limited to:

1. Sexual assault or violence
2. Self-harm or suicide
3. Substance abuse or addiction
4. Eating disorders or body dysmorphia
5. Mental health conditions or trauma
6. Racism, discrimination, or hate speech
7. Religious or political extremism
8. Domestic or child abuse
9. Loss or grief
10. War or conflict

Please be advised that this unit may include the presentation and scholarly analysis of material and subject matters that may be considered confronting, such as certain representations of race, class, gender and violence. QUT counselling support is available should you feel the need to avail yourself of these services.

Course Learning Outcomes

CA01 Bachelor of Creative Arts

1. Cite and discuss a broad and coherent knowledge of historical and contemporary cultural contexts for creative practice, including the contribution of Aboriginal and Torres Strait Islander knowledges.
   Relates to: ULO1, ULO2, ULO3, ULO4, Professional Manifesto, Creative Project Proposal, Critical Oral Forum
2. Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
   Relates to: ULO1, ULO4, Professional Manifesto, Critical Oral Forum
3. Demonstrate technical proficiency and a knowledge of contemporary digital practices and technologies in one or more disciplines and apply these in creative and critical settings.
   Relates to: ULO1, ULO2, Professional Manifesto, Creative Project Proposal, Critical Oral Forum
4. Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
   Relates to: ULO4, Critical Oral Forum
5. Discern, critically analyse, and synthesise knowledge in complex creative and critical settings.
   Relates to: ULO1, ULO2, ULO3, ULO4, Professional Manifesto, Creative Project Proposal, Critical Oral Forum
6. Formulate and apply an independent perspective through contextual research, reflection, and by acting on the informed critique of others.
   Relates to: ULO3, Creative Project Proposal, Critical Oral Forum
7. Demonstrate respect for cultural and social differences, sustainability, and work with integrity across all practice and professional settings.
   Relates to: ULO1, ULO2, ULO3, ULO4, Professional Manifesto, Creative Project Proposal, Critical Oral Forum
8. Operate with initiative, ethical judgement and professionalism, both alone and in groups.
   Relates to: ULO3, Creative Project Proposal, Critical Oral Forum

CA02 Bachelor of Creative Arts (Acting)

1. Cite and discuss a broad and coherent knowledge of historical and contemporary cultural contexts for creative practice, including the contribution of Aboriginal and Torres Strait Islander knowledges.
   Relates to: ULO1, ULO2, ULO3, ULO4, Professional Manifesto, Creative Project Proposal, Critical Oral Forum
2. Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
   Relates to: ULO1, ULO4, Professional Manifesto, Critical Oral Forum
3. Demonstrate technical proficiency and a knowledge of contemporary digital practices and technologies in one or more disciplines and apply these in creative and critical settings.
   Relates to: ULO1, ULO2, Professional Manifesto, Creative Project Proposal, Critical Oral Forum
4. Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
   Relates to: ULO4, Critical Oral Forum
5. Discern, critically analyse, and synthesise knowledge in complex creative and critical settings.
   Relates to: ULO1, ULO2, ULO3, ULO4, Professional Manifesto, Creative Project Proposal, Critical Oral Forum
6. Formulate and apply an independent perspective through contextual research, reflection, and by acting on the informed critique of others.
   Relates to: ULO3, Creative Project Proposal, Critical Oral Forum
7. Demonstrate respect for cultural and social differences, sustainability, and work with integrity across all practice and professional settings.
   Relates to: ULO1, ULO2, ULO3, ULO4, Professional Manifesto, Creative Project Proposal, Critical Oral Forum
8. Operate with initiative, ethical judgement and professionalism, both alone and in groups.
   Relates to: ULO3, Creative Project Proposal, Critical Oral Forum