KYB210 Art and Social Change
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | KYB210 |
|---|---|
| Prerequisite(s): | 72cp of completed study |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $1,192 |
| Pre-2021 CSP student contribution | $1,020 The pre-2021 commonwealth supported place (CSP) contribution amount only applies to students enrolled in a course prior to 2021. To learn more, visit our Understanding your fees page. |
| Domestic tuition unit fee | $4,704 |
| International unit fee | $4,944 |
Unit Outline: Semester 1 2026, Kelvin Grove, Internal
| Unit code: | KYB210 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | 72cp of completed study |
Overview
This unit critically examines the relationship between art, culture and social change. Drawing on art in its broadest multidisciplinary sense, you will learn about:
- Some key examples of art's relationship to social change since 1945, including visual, audio, and performance practices and movements.
- The impact of art as both a stimulus to and response to cultural, social and environmental issues
- The power dynamics underpinning the creation of and representation of diverse identities and communities in art, including First Nations perspectives.
- The responsibility of artists as creative practitioners and cultural intermediaries and the importance of critical and contextual research in creating work for publics.
This unit builds on some of the foundational concepts and approaches introduced in KYB110 Art, Text and Context.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of some key examples of art's relationship to social change since 1945, including visual, audio, and performance practices and movements.
- Explain and analyse the impact of art as both a stimulus to and response to cultural, social and environmental issues.
- Discuss and critique the power dynamics underpinning the creation of and representation of diverse identities and communities in art, including First Nations perspectives.
- Identify and critique the responsibility of artists as creative practitioners and cultural intermediaries and the importance of critical and contextual research in creating work for publics.
- Develop an applied understanding of evidence-based research and communication skills in the conventions of academic writing.
Content
This unit critically examines the impact of art as both a stimulus to and response to cultural, social and environmental issues, including visual, audio, and performance works, practices, and movements. Central to this explorations is understanding the power dynamics underpinning the creation of and representation of diverse identities and communities in art, including First Nations perspectives.
Learning Approaches
Lectures, tutorials, readings and digital resources, and potentially, field research and site visits.
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 assessment items for this unit, all of them focused on critical engagement with the interconnected relationship between art and social change. For Assessment 1, students develop and extend key concepts to create a creative manifesto in response to a contemporary issue. Assessment 2 focuses on students engaging with and participating in weekly tasks in classroom activities and discussions. For Assessment 3, students will draw on the the key concepts and theories studied through semester to write a critical essay focused on examining and extending arguments about a critical social movement or moment in relation to an artwork or creative oeuvre.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Manifesto
Manifestos can be either populist or oppositional praxis. Drawing on relevant creative and theoretical strategies, you will work in groups to articulate a position on a current social issue and develop a manifesto for change. This can be delivered in a range of formats.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Class Discussions and Disputations
In this forum, you will work both independently and in groups to critically respond to, analyse and discuss relevant theoretical and practical examples. This will require an active engagement with and discussion of relevant content in a dedicated forum.
Assessment: Critical Essay
This assessment draws on the key concepts and theories studied through semester to write a critical essay focused on examining and extending arguments about a critical social movement or moment in relation to an artwork or creative oeuvre.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
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).
Costs
Unit study materials will be made available through Canvas, online resources and via Readings.
Resources
Unit study materials will be made available through Canvas, online resources and via Readings.
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:
- Sexual assault or violence
- Self-harm or suicide
- Substance abuse or addiction
- Eating disorders or body dysmorphia
- Mental health conditions or trauma
- Racism, discrimination, or hate speech
- Religious or political extremism
- Domestic or child abuse
- Loss or grief
- 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
This unit is designed to support your development of the following course/study area learning outcomes.CA01 Bachelor of Creative Arts
- 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, ULO5, Manifesto, Class Discussions and Disputations, Critical Essay - Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
Relates to: ULO1, ULO2, ULO3, ULO4, Manifesto, Class Discussions and Disputations, Critical Essay - 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, Manifesto, Class Discussions and Disputations, Critical Essay - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: ULO4, ULO5, Manifesto, Class Discussions and Disputations, Critical Essay - Discern, critically analyse, and synthesise knowledge in complex creative and critical settings.
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Manifesto, Class Discussions and Disputations, Critical Essay - Formulate and apply an independent perspective through contextual research, reflection, and by acting on the informed critique of others.
Relates to: ULO1, ULO2, ULO3, ULO4, Manifesto, Class Discussions and Disputations, Critical Essay - Demonstrate respect for cultural and social differences, sustainability, and work with integrity across all practice and professional settings.
Relates to: ULO1, ULO2, ULO3, ULO4, Manifesto, Class Discussions and Disputations, Critical Essay - Operate with initiative, ethical judgement and professionalism, both alone and in groups.
Relates to: ULO2, ULO3, Manifesto, Class Discussions and Disputations, Critical Essay
CA02 Bachelor of Creative Arts (Acting)
- 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, ULO5, Manifesto, Class Discussions and Disputations, Critical Essay - Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
Relates to: ULO1, ULO2, ULO3, ULO4, Manifesto, Class Discussions and Disputations, Critical Essay - 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, Manifesto, Class Discussions and Disputations, Critical Essay - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: ULO4, ULO5, Manifesto, Class Discussions and Disputations, Critical Essay - Discern, critically analyse, and synthesise knowledge in complex creative and critical settings.
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Manifesto, Class Discussions and Disputations, Critical Essay - Formulate and apply an independent perspective through contextual research, reflection, and by acting on the informed critique of others.
Relates to: ULO1, ULO2, ULO3, ULO4, Manifesto, Class Discussions and Disputations, Critical Essay - Demonstrate respect for cultural and social differences, sustainability, and work with integrity across all practice and professional settings.
Relates to: ULO1, ULO2, ULO3, ULO4, Manifesto, Class Discussions and Disputations, Critical Essay - Operate with initiative, ethical judgement and professionalism, both alone and in groups.
Relates to: ULO2, ULO3, Manifesto, Class Discussions and Disputations, Critical Essay
Unit Outline: Semester 2 2026, Kelvin Grove, Internal
| Unit code: | KYB210 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | 72cp of completed study |
Overview
This unit critically examines the relationship between art, culture and social change. Drawing on art in its broadest multidisciplinary sense, you will learn about:
- Some key examples of art's relationship to social change since 1945, including visual, audio, and performance practices and movements.
- The impact of art as both a stimulus to and response to cultural, social and environmental issues
- The power dynamics underpinning the creation of and representation of diverse identities and communities in art, including First Nations perspectives.
- The responsibility of artists as creative practitioners and cultural intermediaries and the importance of critical and contextual research in creating work for publics.
This unit builds on some of the foundational concepts and approaches introduced in KYB110 Art, Text and Context.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of some key examples of art's relationship to social change since 1945, including visual, audio, and performance practices and movements.
- Explain and analyse the impact of art as both a stimulus to and response to cultural, social and environmental issues.
- Discuss and critique the power dynamics underpinning the creation of and representation of diverse identities and communities in art, including First Nations perspectives.
- Identify and critique the responsibility of artists as creative practitioners and cultural intermediaries and the importance of critical and contextual research in creating work for publics.
- Develop an applied understanding of evidence-based research and communication skills in the conventions of academic writing.
Content
This unit critically examines the impact of art as both a stimulus to and response to cultural, social and environmental issues, including visual, audio, and performance works, practices, and movements. Central to this explorations is understanding the power dynamics underpinning the creation of and representation of diverse identities and communities in art, including First Nations perspectives.
Learning Approaches
Lectures, tutorials, readings and digital resources, and potentially, field research and site visits.
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 assessment items for this unit, all of them focused on critical engagement with the interconnected relationship between art and social change. For Assessment 1, students develop and extend key concepts to create a creative manifesto in response to a contemporary issue. Assessment 2 focuses on students engaging with and participating in weekly tasks in classroom activities and discussions. For Assessment 3, students will draw on the the key concepts and theories studied through semester to write a critical essay focused on examining and extending arguments about a critical social movement or moment in relation to an artwork or creative oeuvre.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Manifesto
Manifestos can be either populist or oppositional praxis. Drawing on relevant creative and theoretical strategies, you will work in groups to articulate a position on a current social issue and develop a manifesto for change. This can be delivered in a range of formats.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Class Discussions and Disputations
In this forum, you will work both independently and in groups to critically respond to, analyse and discuss relevant theoretical and practical examples. This will require an active engagement with and discussion of relevant content in a dedicated forum.
Assessment: Critical Essay
This assessment draws on the key concepts and theories studied through semester to write a critical essay focused on examining and extending arguments about a critical social movement or moment in relation to an artwork or creative oeuvre.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
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).
Costs
Unit study materials will be made available through Canvas, online resources and via Readings.
Resources
Unit study materials will be made available through Canvas, online resources and via Readings.
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:
- Sexual assault or violence
- Self-harm or suicide
- Substance abuse or addiction
- Eating disorders or body dysmorphia
- Mental health conditions or trauma
- Racism, discrimination, or hate speech
- Religious or political extremism
- Domestic or child abuse
- Loss or grief
- 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
This unit is designed to support your development of the following course/study area learning outcomes.CA01 Bachelor of Creative Arts
- 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, ULO5, Manifesto, Class Discussions and Disputations, Critical Essay - Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
Relates to: ULO1, ULO2, ULO3, ULO4, Manifesto, Class Discussions and Disputations, Critical Essay - 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, Manifesto, Class Discussions and Disputations, Critical Essay - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: ULO4, ULO5, Manifesto, Class Discussions and Disputations, Critical Essay - Discern, critically analyse, and synthesise knowledge in complex creative and critical settings.
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Manifesto, Class Discussions and Disputations, Critical Essay - Formulate and apply an independent perspective through contextual research, reflection, and by acting on the informed critique of others.
Relates to: ULO1, ULO2, ULO3, ULO4, Manifesto, Class Discussions and Disputations, Critical Essay - Demonstrate respect for cultural and social differences, sustainability, and work with integrity across all practice and professional settings.
Relates to: ULO1, ULO2, ULO3, ULO4, Manifesto, Class Discussions and Disputations, Critical Essay - Operate with initiative, ethical judgement and professionalism, both alone and in groups.
Relates to: ULO2, ULO3, Manifesto, Class Discussions and Disputations, Critical Essay
CA02 Bachelor of Creative Arts (Acting)
- 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, ULO5, Manifesto, Class Discussions and Disputations, Critical Essay - Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
Relates to: ULO1, ULO2, ULO3, ULO4, Manifesto, Class Discussions and Disputations, Critical Essay - 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, Manifesto, Class Discussions and Disputations, Critical Essay - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: ULO4, ULO5, Manifesto, Class Discussions and Disputations, Critical Essay - Discern, critically analyse, and synthesise knowledge in complex creative and critical settings.
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5, Manifesto, Class Discussions and Disputations, Critical Essay - Formulate and apply an independent perspective through contextual research, reflection, and by acting on the informed critique of others.
Relates to: ULO1, ULO2, ULO3, ULO4, Manifesto, Class Discussions and Disputations, Critical Essay - Demonstrate respect for cultural and social differences, sustainability, and work with integrity across all practice and professional settings.
Relates to: ULO1, ULO2, ULO3, ULO4, Manifesto, Class Discussions and Disputations, Critical Essay - Operate with initiative, ethical judgement and professionalism, both alone and in groups.
Relates to: ULO2, ULO3, Manifesto, Class Discussions and Disputations, Critical Essay