Seeing: The Whole Picture
Subject 800-100 (2009)
Note: This is an archived Handbook entry from 2009.
| Credit Points: | 12.50 | ||||||||||||
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| Level: | 1 (Undergraduate) | ||||||||||||
| Dates & Locations: | This subject has the following teaching availabilities in 2009: Semester 2, - Taught on campus.
1. didactic lectures and interactive ‘expert panel’, discussion. 2. tutorials 3. computer-based practical workshops Timetable can be viewed here. For information about these dates, click here. | ||||||||||||
| Time Commitment: | Contact Hours: 36 hours of lectures, consisting of 24 one hour lectures and 6 two hour panel ‘fusion’ sessions; 6 two hour workshops; 6 one hour tutorials Total Time Commitment: In addition to 54 hours of contact time, students will be expected to undertake 5 hours per week of non-contact study, which includes time for assessment preparation. Total = 54 + 60 = 114 hours. | ||||||||||||
| Prerequisites: | None | ||||||||||||
| Corequisites: | None | ||||||||||||
| Recommended Background Knowledge: | None | ||||||||||||
| Non Allowed Subjects: | None | ||||||||||||
| Core Participation Requirements: | It is University policy to take all reasonable steps to minimise the impact of disability upon academic study and reasonable steps will be made to enhance a student’s participation in the University’s programs. Students who feel their disability may impact upon their active and safe participation in a subject are encouraged to discuss this with the relevant subject coordinator and the Disability Liaison Unit. |
Coordinator
Dr Andrew Metha| Subject Overview: | Eighty percent of the information that humans use to interpret the world and navigate their way through life arrives through our sense of vision. The broad concept of seeing and how seeing impacts upon our lives acts as a hub to bring together key ideas from scientific, artistic, historical, cultural and technological spheres. This subject uses the topic of vision to help students appreciate that different disciplines have their own way of viewing the world and communicating their understanding of the world. Themes that are followed in this subject are: foundations of vision, movement and space, vision and identity, illusion, failing vision, vision and the future. The specific topics covered include: how the brain impacts what we see, how vision shapes the face of art, virtual reality and the future of computer gaming, how digital imaging has changed photography, illusions of perception and how things are not always as they seem, the role of vision in advertising and brand recognition, the social and cultural impact of art and psychadelia. Through the consideration of these themes and topics, this subject will encourage students to see the same things in different ways, or from different perspectives, and to develop an appreciation of the interface between those different viewpoints. |
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| Objectives: | . |
| Assessment: | One 500 word essay plan due mid-semester (10%,) which will receive feedback and then be developed into a 2000 word essay due week 12 (40%,). Online group assignments, completed during workshops (20%). Three multiple-choice tests of 30 minutes each, evenly spread throughout semester (30%). |
| Prescribed Texts: | None |
| Breadth Options: | This subject potentially can be taken as a breadth subject component for the following courses:
You should visit learn more about breadth subjects and read the breadth requirements for your degree, and should discuss your choice with your student adviser, before deciding on your subjects. |
| Fees Information: | Subject EFTSL, Level, Discipline & Census Date |
| Generic Skills: | Small group work, distinctive on-line exercises will promote academic excellence through self-directed learning in groups and exposure to a broad range of uses of information technology. Interactive expert panel-based “Fusion Sessions” will encourage their capacity as critical and creative thinkers and their ability to confront unfamiliar problems. Students will develop inter-disciplinary knowledge and experience analytical thinking from academics representing diverse broad discipline areas and through the encouragement to work in cross-disciplinary groups in completing assignments. These learning activities will also provide an opportunity for students to articulate their own thought processes. The collaborative learning experience will encourage natural leadership and teamwork skills to develop in students, thus preparing them to undertake further organisational roles in their future study and in the workplace. |
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