Academic Instagram Post

Submission: As a non-rasterized PDF through the LMS (for marking and commenting). ‘Non-rasterized’ just means don’t convert the pages to image files so all the text shows up as images.
Word Count: 300 words, references not included.
Referencing style: Chicago 16A Footnote or Chicago 16B Author-Date. (See RE:Cite for instructions: https://library.unimelb.edu.au/reciteLinks to an external site.).
Outline:
For assignment 1, you are being asked to create a photo and 300 words of text (hard maximum); think of it as an academic Instagram post, where an image that you post on Instagram has 300 words of accompanying text. Frame this text as an insight or critique with an academic qualification. Think of the hashtag (and how it operates in an Instagram post) and apply it – if you want – to reference and link academic content.
The image and accompanying text should offer a visual reading of street art or graffiti or offer an argument/observation on the politics of public space. If possible, you should try to make connection to an academic theory (from the class or from your broader reading).
The extremely restrictive word limit means:
You will only be able to make 1 succinct point: 1 theoretical concept + 1 observation + 1 image. You will need to think about developing an argument or observation around a single coherent point.
You will need to rely on your image to help convey meaning (not text alone).
Your writing will need to be radically condensed.
Learning Outcomes:
Develop tools to critique public space, particularly as in situ field researchers (for example on walking tours we use walking as a critical tool to engage in the politics of public space).
Develop image composition as a medium for communication (as opposed to text or calculations) and enhance our writing through the enforcement of very strict word limits.
There are a raft of mediums available for communication: text, maps, apps, video, images, calculations etc. Often in a University context, text and numbers hold a dominant position in assessment. If a picture is worth a thousand words, this assessment, then, constitutes a 1300 word essay.
Based on the assignments from last year, I anticipate the visual essays to break down into these categories:
Grade Range
Features
H1
– Creative/original/thoughtful premise which demonstrates clear critical independent thinking from the student
– Succinct and coherent argument
– The image itself supports the argument and tells a major part of the story
– Engages with academic course material or a broader theoretical framework
– Well written and good, concise use of language. Well-crafted, interesting image composition that helps develop the argument.
H2B –H2A
– There is an attempt to apply theoretical concepts and develop an original argument but the argument doesn’t hold together with the theory
– Application of theoretical concepts is incomplete
– There is room to improve the language
Pass – H3
– Connections to academic material are superficial only
– Text caption is not well-written, for example it redescribes what is shown in the image, it is excessively verbose
– The assignment relies heavily on supporting text rather than the image
– The essay parallels examples provided in class or from previous years. It’s well written, but not especially original or innovative thinking.
– Central idea is confused and unclear
– The writing over-reaches and makes claims that cannot be supported
Fail
– Failed to develop any argument or observation.
– No meaningful connections to academic content
– There is effectively no observation or argument, only an image with a description.
– Assessment answers yes to the test: “Could a student who has not taken this course produce this image and text?”
General Advice for all assignments:
The most important criteria in marking is in acknowledging a ‘demonstration of critical thinking’. This can be very difficult because what can seem like your own original ideas can actually be lifted from popular cultural narratives. It’s also very hard to pull ourselves out of our immediate cultural context and view things separate from our cultural upbringing.
A good way to develop your own independent thinking is to read academic literature on related topics and then use similar argument structures or logical reasoning, but on a new topic related to street art.
You will be marked on the originality of your concept, your connection to academic material from the class and the coherence of your writing.
The composition of your image is important; what goes into the image and how you’ve framed or photographed it. When photographing the street artwork, think about where you’re standing related to the work, how you might have approached the image or what exists around and outside of the work. Include or exclude context to aid your image’s aesthetic presentation. Avoid merely pointing and shooting… Move about.
Concise writing is hard. I have a tendency to waffle. Try not to waffle. You have a very tight word limit; collect your thinking for the text, write out a plan of what to say and then develop a clear, tight piece of writing. Edit once. Then try another edit. Then edit again. Sculpt the words.
Try to avoid describing the image itself. You want to expand upon what is already demonstrated in the image of the work you’ve taken.
Identifying the artist is not necessary (and often not possible). Provide your own reading of the artwork.
Develop an original idea and articulate it as clearly as possible.

Other notes from professor:
-Give context and ambience
-no questions
-every word goes towards argument, no padding allowed
-develop momentum
-strong argument, organization and driving point

Context of image/work:
-taken in alley (Mornane Place) in Melbourne, small alley in central business district (CBD)
-artist: Micah Nagle

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