Creative Arts and Design Professional Practicum - Summer 2022 - Virtual Internship in Indonesia: Course Outline - ACICIS
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The Australian Consortium for ‘In-Country’ Indonesian Studies Creative Arts and Design Professional Practicum - Summer 2022 Virtual Internship in Indonesia: Course Outline supported by:
Contents
Program Details 1 Description
ACICIS Creative Arts and Design Professional Practicum 2 Educational Principles and Graduate Attributes
January 3– February 11, 2021
Delivered online from Jakarta, Indonesia 3 Teaching and Learning Strategies
All times mentioned in this document ar Western Indonesian Time (UTC+07:00) 4 Assessment
Credit Points: Recommended equivalency 50% of a full semester load (0.25 EFSTL). Actual subject weighting and 9 Reading List
academic credit awarded to be determined by a student’s home university.
Mode: Online 13 Appendix I: Program Timetable
Contact hours: Total program time commitment: Approximately 300 hours
Comprised of approximately: 15 Appendix II: Seminars, Tutorials and Virtual Fieldtrips
40 hours of Indonesian language classes
30 hours of seminars, tutorials and virtual fieldtrips
21 Appendix III: Reflective Journal Reading List & Journal Template
70 hours of independent study and structured assignments
24 Appendix IV: CADPP Report Outline
160 hours of practicum placement
27 Appendix V: Marking Rubrics
http://www.acicis.edu.au/programs/practicum/creative-arts-and-design-professional-practicum-cadpp/
Contact Details
Practicum Facilitator: Australian Consortium for ‘In-Country’ Indonesian Studies (ACICIS)
www.acicis.edu.au
Perth Office: ACICIS Secretariat
enquiries@acicis.edu.au
+61 8 6488 6675
Academic Program Officer: TBC
Consultation Hours: TBC, via Zoom
TBC
TBC
ACICIS Resident Director: Dr Adrian Budiman
Consultation Hours: TBC, via Zoom
a.budiman@acicis.edu.au
+62 274 561 477
Description Structure and Schedule of Learning Activities
The structure of the six-week CADPP program is as follows:
The ACICIS Creative Arts and Design Professional Practicum (CADPP) is a six-week program designed
to introduce Australian and international students to the vibrancy of contemporary Indonesian creative 40 hours of intensive Indonesian language classes at Atma Jaya University, designed to give
arts and design, combining academic elements with hands-on practical creative production experience. participants basic Indonesian language capacity;
Running from early January to mid-February each year, the CADPP combines a course of study with a
supervised practicum placement that provides an opportunity for students – or early career professionals – 30 hours of seminars and fieldtrips led by experts and practitioners from Indonesian creative arts and
to gain professional experience working within Indonesia’s creative industries. design organisations; and
The course of study blends intensive Indonesian language tuition with a series of seminars led by experts
and practitioners from Indonesian creative arts and design organisations. A 160 hour supervised practicum placement designed to give participants an English-speaking
professional experience within an Indonesian or international organisation (or with an individual
Host Organisations for the practicum placement include companies and organisations operating in a practitioner, artist collective or art/design studio) operating within Indonesia’s creative industries.
wide range of fields within Indonesia’s creative industries, including but not limited to: graphic design, web
design, sound design, arts management, gallery curation, performing arts, film and television, animation, Practicum Placement Options and Selection
digital and multimedia, app design, as well as architecture and urban design. Placements provide students In their initial program application, students are asked to nominate sectoral interests and preferred
with the chance to engage first-hand with the dynamism of contemporary Indonesian art, design and professional industry placements. A student’s preferences will be considered alongside their academic
cultural production. All industry placements provide an English-language working environment. record, established portfolio of work, demonstrated skill set, relevant work experience, future career goals,
and Host Organisation requirements in order to assign the student to a placement that is appropriate to
The CADPP is designed as an academic credit-bearing university program that meets the requirements for
both student and Host Organisation.
work integrated learning modules and other practicum-based courses at ACICIS member universities.
The Academic Program Officer and ACICIS Resident Director manage selection and practicum placement
Aims allocation. Host Organisations are encouraged to provide details in advance of preferred or required
The main aims of the CADPP are to: candidate skill sets for their workplaces.
1. Provide students with a practical learning experience with a Host Organisation (or individual artist, artist ACICIS will confer with Host Organisations prior to confirming students’ placements. Host Organisations
collective or art/design studio) in an Indonesian creative arts and design workplace environment; may nominate to review a participant’s qualifications or to arrange an interview via videocall or phone prior
to accepting a practicum candidate.
2. To develop students’ knowledge of creative arts and design practices in the Indonesian context; and
3. To enhance bilateral understanding through the creation of new partnerships between Australian and
Indonesian counterparts, and to serve as a medium for the exchange of ideas in the field of creative
arts and design.
Supervision
An Academic Program Officer (APO) is assigned for the duration of the CADPP to oversee all aspects of the
program, including the supervision of its academic content. The APO also acts as the primary source of
guidance and advice for students. The APO is available for student consultations on a regular schedule or
by appointment.
Participants will also be allocated a workplace mentor at their respective practicum host organisation
who will manage the student’s work within the organisation for the duration of the student’s practicum
placement. Participants must endeavour to regularly meet with their workplace mentor (as a guide,
approximately three times a week) throughout the placement. Over the course of the program, the APO will
attend at least two meetings between the student and their host organisation mentor.
All ACICIS programs operate under the direction of the ACICIS Resident Director, Dr Adrian Budiman,
assisted by administrative staff in both Australia and Indonesia. ACICIS' administrative staff will check in with
participants throughout the program and are available during business hours to assist with any concerns.
1 THE AUSTRALIAN CONSORTIUM FOR ‘IN-COUNTRY’ INDONESIAN STUDIES ACICIS CADPP 2022 COURSE OUTLINE 2
Educational Principles and Graduate Attributes Teaching and Learning Strategies
Through the CADPP, students are encouraged and assisted to: Students undertake an unpaid practicum placement (160 hours) in a virtual work environment under the
professional supervision of a Host Organisation mentor as well as the academic supervision of the ACICIS
Develop and apply their academic skills and knowledge in a workplace;
Academic Program Officer. This experience is augmented by a 70 hour online course of study conducted
Make a valued contribution to the Host Organisation; at Atma Jaya University. This course of study consists of compulsory Indonesian language classes, as
well as a series of industry seminars, tutorials and virtual fieldtrips designed to equip students with an
Enhance employability by increasing awareness of an employer’s expectations of performance and understanding of Indonesia’s creative industries.
conduct;
Evaluation
Enhance their understanding of Indonesian organisational culture;
Throughout the program, the Academic Program Officer will liaise with each student’s workplace to garner
Gain first-hand experience of the challenges of intercultural management and communication; feedback from both student and Host Organisation mentor. Upon completion of the program, students
are invited to provide specific feedback to the Academic Program Officer at a final debriefing session with
Increase their knowledge of creative arts and design practices in the Indonesian context; and fellow students. Students are also asked to complete an online anonymous student feedback survey which
Establish networks and contacts with professionals working within Indonesia’s creative industries. assists ACICIS in improving the quality of subsequent iterations of the program.
Learning Outcomes Attendance
Students who complete the CADPP successfully should be able to: Students must attend a minimum of 80% of all language classes, seminars, tutorials and virtual fieldtrips, as
well as the practicum placement to complete the program satisfactorily.
Apply discipline-specific knowledge and academic skills to a workplace environment;
Demonstrate an aesthetic sensibility within the context of creative arts and design projects;
Identify and analyse real-life creative arts and design problems and opportunities;
Perform tasks set by an employer to a satisfactory standard;
Critically reflect and report on the experience in the workplace;
Demonstrate sound cross-cultural communication skills and the ability to work effectively within a
cross-cultural team; and
Respect diversity in a range of academic and professional environments.
3 THE AUSTRALIAN CONSORTIUM FOR ‘IN-COUNTRY’ INDONESIAN STUDIES ACICIS CADPP 2022 COURSE OUTLINE 4
Assessment Assessment Mechanisms
The following components are used to inform the ACICIS Academic Program Officer’s ‘Student Outcome
Upon completion of the program, the Academic Program Officer provides a student’s home university Evaluation’ report. Students are required to satisfactorily complete all components in order to achieve
with a two‐page ‘Student Outcome Evaluation’ report detailing a student’s academic performance on the an overall grade of ‘Satisfactory’ for the program:
program. Student performance will be assessed only as ‘Satisfactory’ or ‘Unsatisfactory’ (equivalent to an
‘ungraded pass/fail’). # Component Weighting Notes
The student’s Host Organisation workplace mentor is also required to provide a brief report on the student’s 1 Indonesian 10% Undertaken at Atma Jaya University - assessments administered by
activities and performance while undertaking their placement. This includes evaluation of a student’s Language Atma Jaya Language Centre (PPB) through regular assignments and
professional demeanour and conduct, their ability to reflect critically and adapt to issues encountered in the Classes written tests.
workplace, their approach to work, and their demonstrated cross-cultural communication skills (both oral 2 Seminars, 10% Attendance at, and participation in, all seminars, tutorials and virtual
and written). Assessment of the academic content of the program will be carried out by academic staff at Tutorials and fieldtrips organised by ACICIS is required. Evidence of familiarity with set
the Indonesian partner university and the ACICIS Academic Program Officer. Virtual Fieldtrips readings will be assessed through seminar participation.
To complete this program satisfactorily, students must demonstrate the ability to perform tasks in a 3 Practicum 50% Practicum Host Organisation mentor to submit an evaluation to the
workplace, at a satisfactory standard, as well as to reflect on the experience and relate it back to their Placement Academic Program Officer (APO); APO to gauge performance based on
academic studies. Students must attend a minimum of 80% of scheduled language classes, industry discussions with Host Organisation mentor and student.
seminars, tutorials and virtual fieldtrips, as well as achieve a mark of at least 60% in the Indonesian language 4 Reflective 10% Weekly submissions to be submitted electronically by 11:59pm on 14
component of the program. Journal January, 21 January, 28 January and 4 February. Evidence of familiarity
with set readings will be assessed by the APO through student’s
A student’s home university retains the right to set and grade other assessment tasks related to the
reflective journal submissions.
program. While ACICIS makes a recommendation about how much academic credit a student should be
awarded for their participation in the program, it is up to individual home universities to determine their own 5 Practicum Report 20% Student to submit a 2,000-word report by 11:59pm on Sunday 13
protocols and rules for awarding academic credit to students who undertake and successfully complete February documenting their work and contextualising their creative
the program. discipline within the Indonesian creative arts and design environment.
The report is assessed by the Academic Program Officer.
Assessment Component Details
The CADPP is designed to meet the Australian university equivalency requirements of half of a full-
time semester load (0.25 EFTSL) at ACICIS member universities, and includes the following assessable
components:
1. Indonesian Language Classes (40 hours)
Students are required to attend 40 hours of intensive classes in language and culture at an ACICIS
Indonesian partner university in order to develop language skills that will help them operate more
effectively in their practicum placements and in the wider Indonesian community. Students sit a placement
test prior to the program and are placed in Beginner, Intermediate or Advanced Indonesian language
classes at Atma Jaya's Language Teaching Centre based on their placement test results. Language classes
are two and a half hours in duration. Students are assessed on four macro skills areas: Listening, Speaking,
Reading and Writing. Students sit a final language exam and are awarded a numerical mark for this
assessment component. To be awarded an overall ‘Satisfactory’ grade for the CADPP participants must
achieve a mark of at least 60% for this component.
5 THE AUSTRALIAN CONSORTIUM FOR ‘IN-COUNTRY’ INDONESIAN STUDIES ACICIS CADPP 2022 COURSE OUTLINE 62. Seminars, Tutorials and Virtual Fieldtrips (30 hours) How does this compare with workplaces in which you have worked previously and what
The Seminars, Tutorials and Virtual Fieldtrip component of the CADPP consists of eight seminars, 10 differences are evident?
tutorials and two virtual fieldtrips. Students must attend and participate actively in a minimum of 80%
How does your experience in the workplace compare with your university studies in this field
of all scheduled seminars, tutorials and virtual fieldtrips. Prior to each seminar, tutorial or virtual fieldtrip,
previously?
students are required to complete a number of set readings. Students must demonstrate adequate
preparation through informed contributions to discussions and activities in order to pass this component. Describe your organisation’s location in the broader context of the Indonesian creative sector.
Lively discussion groups and Q&A sessions will be a key aspect of these sessions. Please see Appendix II
for more detail about this component of the program. A marking rubric for this component is provided in Reference and reflect on the set readings and seminar topics.
Appendix V.
Students are encouraged to use the Reflective Journal to record and elaborate on the significant issues
encountered during each week of their practicum placement, and to talk these through with their Host
3. Practicum placement (160 hours)
Organisation mentor and/or the Academic Program Officer wherever possible.
Students undertake a supervised practicum placement at a participating Host Organisation. Required
tasks will vary depending on the Host Organisation. Without good reason and the permission of their Host A useful way to complete the Reflective Journal can be for students to complete this in Microsoft Word or
Organisation mentor, students must (virtually) attend their placement during all contracted working hours. Excel as the last task done each day (for 10 -15 minutes). Students can then – on Fridays – allocate around
Furthermore, students must satisfy both their Host Organisation and the Academic Program Officer that 20 minutes to jot down their longer weekly reflections.
they have performed all assigned tasks to a satisfactory standard. On completion of the practicum, the
Host Organisation mentor will be asked to evaluate the student’s performance. The mentor will be asked Weekly logs are to be submitted to the Academic Program Officer electronically by 11:59 pm each Friday
to comment on criteria related to both generic skills (e.g. interpersonal, communication, professionalism, during weeks 2, 3 4 and 5.
initiative) and discipline-specific knowledge. A marking rubric for this component is provided in Appendix V.
A template for the Reflective Journal is provided in Appendix III. A marking rubric for this assessment
component of the CADPP is provided in Appendix V.
4. Reflective Journal
The purpose of the Reflective Journal is to encourage critical thinking and reflection from students on their
5. Creative Arts and Design Professional Practicum Report: 2,000 words
theoretical and vocational learning processes while on the CADPP. It should serve as a space in which
Students are required to complete a 2,000-word report on a contemporary issue in the Indonesian creative
students are able to reflect on the challenges and rewards of working in a cross-cultural professional
arts and design sector as well as to create a digital portfolio/poster/artwork displaying the student’s
environment and guide students’ workplace tasks week-to-week based on input from their Academic
creative discipline within the Indonesian creative arts and design context. This must be submitted no later
Program Officer and workplace mentor. The reflective journal should also demonstrate evidence of a
than 11:59pm on Sunday 14 February 2021. The aim of the report is to encourage students to think critically
students’ understanding of set course readings and the ability to relate these readings to their practicum
about contemporary creative art and design issues in Indonesia. In writing the report, students are expected
experience.
to draw on a range of secondary sources (academic journal articles, research papers, books and online
To complete the Reflective Journal, students are required to: articles) as well as from their own experience of the Indonesian creative arts and design sector while on the
CADPP program. A list of report topics for students to choose from is provided in Appendix III. Alternatively,
Complete a set of required readings on cross-cultural learning and self-reflective learning. The list of students may request permission to work on an alternative topic, with the approval of the CADPP Academic
readings is provided in Appendix III. Program Officer. An outline of this assignment can be found in Appendix IV. A marking rubric for this
component is provided in Appendix V.
Keep a weekly log of activities and duties performed in the workplace during their practicum
placement to be submitted at the end of each week of the placement to the Academic Program
Officer. Students should provide a brief account (no more than 1-2 paragraphs each day) of Award of Grade for the unit
observations, challenges, learning experiences, or unexpected outcomes. Students should note down Both the student and the student’s home university will receive a copy of the Academic Program Officer’s
any important meetings they attended or interesting stakeholders with whom they met. student outcome evaluation report as well as an official academic transcript from Atma Jaya University.
These assessment documents will be sent electronically from the ACICIS Secretariat in Perth within six
Some questions students may like to reflect on at the end of each week might include, but are not weeks of a student’s completion of the program. The home university may choose to award a numerical
limited to: grade or an ungraded pass/fail on the basis of these documents and any additional home university
assessment requirements for the program.
How did your daily tasks contribute to your project’s end goals?
Detailed marking rubrics for assessment items 3, 4 and 5 (practicum placement, reflective journal, and
Did you come up against any hurdles this week (and if yes, how did you overcome them?)
practicum report) are provided in Appendix V. These rubrics are provided as background information
How do you find working in a cross-cultural environment? to students and home university course coordinators regarding how the ACICIS Academic Program
Officer assesses these particular assessment items and their contribution to a student’s overall grade of
Do you notice different styles of management or teamwork in your Indonesian workplace
‘Satisfactory’ or ‘Unsatisfactory’ for the program.
compared with your home country?
7 THE AUSTRALIAN CONSORTIUM FOR ‘IN-COUNTRY’ INDONESIAN STUDIES ACICIS CADPP 2022 COURSE OUTLINE 8Reading List Bianpoen. Carla, "T he League of Extraordinary Collectors" in Art Repub/i!?, issue 3, pp. 81-85
Carroll, Alison. 2014, "People and Partnership: An Australian Model for International Arts Exchanges – The
Cross-cultural learning and development Asialink Arts Program, 1990–2010." In Contemporary Asian Art and Exhibitions: Connectivities and World-
Bird, Allan, and Osland, Joyce S. (2005). “Making Sense of Intercultural Collaboration.” International Studies of making, by Antoinette Michelle and Turner Caroline, 199-218. ANU Press. Available from: http://www.
Management and Organization 35, no. 4: 115-32. jstor.org/stable/j.ctt13wwv81.14.
Cohen, Adam B., and Anderson, Norman B. (2009) “Many Forms of Culture.” American Psychologist 64, no. 3: Crosby, A. 2008. “We love spontan: Reflections on the collaborations of Gang Festival 2006” in Gang
194-204. Re:Publik Indonesia-Australia Creative Adventures, edited by Alexandra Crosby, Rebecca Conroy, Suzan
Piper, and Jan Cornall, 54-62. Newtown: Gang Festival Inc.
Yershova, Yelena, DaJaeghere, Joan, and Mestenhauser, Josef. (2000) “Thinking Not as Usual: Adding the
Intercultural Perspective.” Journal of Studies in International Education 4, no. 1: 39-78. Dahl, Sonja, 2016, “Nongkrong and Non-Productive Time in Yogyakarta’s Contemporary Arts” in Parse
Journal #4 Times
Self-reflexive learning Frith, Katherine Toland, and Frith, Michael. 1990, “Western Advertising and Eastern Culture: The
Bell, M. (1993) “What Constitutes Experience? Rethinking Theoretical Assumptions.” Journal of Experiential Confrontation in Southeast Asia.” Current Issues and Research in Advertising 12, no. 1-2 (1990): 63-73
Education 16, no. 1: 19-24.
Hatley, Barbara, "Contemporary Performance in Central Java - Staging Identities, Constructing
Boud, David, and Heather Middleton. (2003). “Learning from Others at Work: Communities of Practice and Communities" in Performing Contemporary Indonesia Celebrating Identity, Constructing Community,
Informal Learning.” Journal of Workplace Learning 15, no. 5: 194-202. Barbara Hatley and Brett Hough, 1-16. Leiden Brill, 2015
Fanthome, Christine. 2004.Work Placements: A Survival Guide for Students. Basingstoke: Palgrave Macmillan. Holt, Claire. 1967. “The Setting” In Art in Indonesia: Continuities and Change, 191-210. Ithaca, N.Y: Cornell
Gardner, Philip, Steglitz, Inge, and Gross, Linda. (2009) .“Translating Study Abroad Experiences for University Press
Workplace Competencies.0).” Peer Review 11, no. 4: 19. Jurriens, Edwin. 2015, “Shaping Spaces: Video Art Communities in Indonesia.” In Performing Contemporary
Mccormick, D. W. (1993).“Critical Thinking, Experiential Learning, and Internships.” Journal of Management Indonesia: Celebrating Identity, Constructing Community, by Barbara Hatley and Brett Hough, 1-24.
Education 17, no. 2: 260-62. Leiden: Brill.
Jones, Jason. 2000. "Could Installation Art be the New Medium for Southeast Asia?" Explorations in
Introduction to Indonesia
Southeast Asian Studies, Vol. 4 (Fall)
Brown, Colin. 2004. "Reformasi: The Post-Suharto era, Chapter 1, 8." In A Short History of Indonesia: The
Unlikely Nation. Sydney: Allen & Unwin. Jurriëns, Edwin. (2013) “Social Participation in Indonesian Media and Art: Echoes from the Past, Visions for
the Future.” Bijdragen Tot De Taal-, Land- En Volkenkunde 169, no. 1: 7-36
Oberman, Raoul, Richard Dobbs, Arief Budiman, Fraser Thompson, and Morten Rosse. 2012. The
Archipelago Economy: Unleashing Indonesia’s Potential. McKinsey Global Institute. Jurriëns, E., & Tapsell, R. (2017). Challenges and opportunities of the digital ‘revolution’ in Indonesia. In E.
Jurriens & R. Tapsell (Eds.), Digital Indonesia: Connectivity and Divergence (pp. 1-18). ISEAS–Yusof Ishak
Pisani, Elizabeth. 2014. "Chapter 1." In Indonesia Etc. Jakarta: Lontar Press
Institute
Vickers, Adrian. 2013. "Introduction, chapter 1." In A History of Modern Indonesia. 2nd ed. Cambridge:
Kent Elly 2016. Biennale Jogja XIII Hacking Conflict - Indonesia meets Nigeria. Artlink https://www.artlink.
Cambridge University Press
eom.au/articles/ 4428/biennale-jogja-xiii-hacking-conflict-E28093-indonesia-m/
Seminar readings
Low, Nicolas. 2011. PUNKASILA at Muma [online]. Art Monthly Australia, No. 244, Oct 2011: 30-33.
Amanda Achmadi and Agung Santausa, 2014, 'The Architecture of Fluid Identities” in Inside Indonesia, no. Available at http://www.artmonthly.org.au/issue-244-october-2011
118: Oct- Dec 2014
National Portrait Gallery. 2014.. Masters of Modern Indonesian Portraiture. National Portrait Gallery Exhibition.
Antoinette, Michelle, and Caroline Turner, 2014,eds. Contemporary Asian Art and Exhibitions: Connectivities . Accessed April 23, 2018. http://www.portrait.gov.au/exhibitions/masters-of-modern-indonesian-
and World-making. edited by M. Antoinette and Caroline Turner. Canberra: ANU Press, . pp. 23-47 portraiture-2014
Azali, Kathleen. 2015, "Boosting Youth Entrepreneurship in Creative Industries." Inside Indonesia, Oppenheimer, Joshua. Filmed 2012. “The Act of Killing” Final Cut for Real movie. 2 hrs 5 min. http://www.
no. 120 (April-June 2015). Available from: http://www.insideindonesia.org/boosting-youth- finalcutforreal.dk/the-act-of-killing/
entrepreneurship-in-creative-industries-2
Oppenheimer, Joshua, Filmed 2016 .“The Look of Silence” . Final Cut for Real movie. 1hr 42 min. http://
Baulch, E. (2017). Mobile phones: Advertising, consumerism and class. In E. Jurriens & R. Tapsell (Eds.), Digital www.finalcutforreal.dk/the-look-of-silence/
Indonesia: Connectivity and Divergence (pp. 38-55). ISEAS–Yusof Ishak Institute..
Rakun, F. (2014). Urban Stickers and graphic design. Inside Indonesia, 118 (Oct-Dec 2014)
Supriyanto, Enin 2010, LOOK! SEE? Exhibition catalogue, Nadi Gallery,
9 THE AUSTRALIAN CONSORTIUM FOR ‘IN-COUNTRY’ INDONESIAN STUDIES ACICIS CADPP 2022 COURSE OUTLINE 10Supriyanto, Enin, 2011 "I Came, I Saw, We Worked Together" In E!?o(space)Nugroho, 23-36, Indonesian Visual
Art Archive (IVAA) http://archive.ivaa-online.org/files/uploads/texts/Space-EninvEko,pdf
Swastika, Alia "Audiences and Arts Spaces in Jakarta Post 1998" In Performing Contemporary Indonesia.
Appendices
Celebrating Identity, Constructing Community, by Barbara Hatley and Brett Hough, 221-237 Leiden
Brill, 2015
Turpin, Etienne, 2013. “Who Does Jakarta Think It Is?” in Jakarta: Architecture and Adaptation. Jakarta:
Universitas Indonesia
Vickers, Adrian. 2013. "Introduction, chapter 1." In A History of Modern Indonesia. 2nd ed. Cambridge:
Cambridge University Press
ACICIS CADPP 2022 COURSE OUTLINE 12Appendix I: Program Timetable
Monday Tuesday Wednesday Thursday Friday
January 3 4 5 6 7
Orientation: 3 Hours Language Class 1: 2.5 Hours Language Class 2: 2.5 Hours Language Class 3: 2.5 Hours Language Class 4: 2.5 Hours
Seminar 1: 2 Hours Seminar 2: 2 Hours Seminar 3: 2 Hours Seminar 4: 2 Hours Placements: Initial Meeting
E E
Tutorial 1: 1 Hour Tutorial 2: 1 Hour Tutorial 3: 1 Hour Tutorial 4: 1 Hour with mentors
L L
10 11 12 13 14
Language Class 5: 2.5 Hours Seminar 5: 2 Hours Language Class 6: 2.5 Hours Tutorial 5: 1 Hour Language Class 7: 2.5 Hours
P P
Placements
M M
17 18 19 20 21
A A
Language Class 8: 2.5 Hours Seminar 6: 2 Hours Language Class 9: 2.5 Hours Tutorial 6: 2 Hours Language Class 10: 2.5 Hours
Placements
E X E X
24 25 26 27 28
Language Class 11: 2.5 Hours Seminar 7: 2 Hours Language Class 12: 2.5 Hours Tutorial 7: 1 Hour Language Class 13: 2.5 Hours
Placements
February 31 1 2 3 4
Language Class 14: 2.5 Hours Seminar 8: 2 Hours Language Class 15: 2.5 Hours Tutorial 8: 2 Hours Language Class 16: 2.5 Hours
Placements
7 8 9 10 11
Placements Wrap Up Session: 2 Hours
Placements
13 THE AUSTRALIAN CONSORTIUM FOR ‘IN-COUNTRY’ INDONESIAN STUDIES ACICIS CADPP 2022 COURSE OUTLINE 14Appendix II: Seminars, Tutorials and Virtual Fieldtrips (Indicative only and subject to change)
# Date Title Speaker/s Readings
Week One
1 Monday CADPP Seminar 1: Introduction Speaker(s) TBC Required
3 January: to Indonesia Vickers, Adrian. 2013. "Introduction, chapter 1." In A History of Modern Indonesia. 2nd ed. Cambridge: Cambridge
10:30am- University Press
An overview of Indonesian
12:30pm Optional
history, society and culture
E E
(Seminar) Pisani, Elizabeth. "Chapter 1." In Indonesia Etc. Jakarta: Lontar Press, 2014.
1:00pm- Brown, Colin. "Reformasi: The Post-Suharto era, Chapter 1, 8." In A Short History of Indonesia: The Unlikely Nation.
L L
2:00pm Sydney: Allen & Unwin, 2004.
(Tutorial)
P P
Oberman, Raoul, Richard Dobbs, Arief Buidman, Fraser Thompson, and Morten Rosse. "The Archipelago Economy:
Unleashing Indonesia’s Potential." 2012.
http://www.mckinsey.com/insights/asia-pacific/the_archipelago_economy
M M
2 Tuesday CADPP Seminar 2: Artists' Speaker(s) TBC Required
4 January: Practice in Indonesia Antoinette, Michelle, and Caroline Turner, 2014,eds. Contemporary Asian Art and Exhibitions: Connectivities and World-
Nindityo Adipurnomo
A A
10:30am- making. edited by M. Antoinette and Caroline Turner. Canberra: ANU Press, . pp. 23-47
Examining the diverse range of Nadiah Bamadhaj
12:30pm
artistic expressions in Indonesia Elia Nurvista Optional:
X X
(Seminar)
with practicing artists. National Portrait Gallery. 2018. Masters of Modern Indonesian Portraiture. National Portrait Gallery Exhibition.
1:00pm- 2014. Accessed April 23, 2018. http://www.portrait.gov.au/exhibitions/masters-of-modern-indonesian-
E E
2:00pm portraiture-2014.
(Tutorial) Holt, Claire. 1997. “The Setting” In Art in Indonesia: Continuities and Change, 191-210. Ithaca, N.Y: Cornell University Press
Dahl, Sonja, 2016, “Nongkrong and Non-Productive Time in Yogyakarta’s Contemporary Arts” in Parse Journal #4
Times
3 Wednesday CADPP Seminar 3: Speaker(s) TBC Required
5 January: Commercial Design in Azali, Kathleen. 2015. "Boosting Youth Entrepreneurship in Creative Industries." Inside Indonesia, no. 120 (April-June
Dagadu Designer/Agra
10:30am- Indonesia 2015). http://www.insideindonesia.org/boosting-youth-entrepreneurship-in-creative-industries-2.
Indie Guerillas – Santi
12:30pm
Rakun, F. (2014). Urban Stickers and graphic design. Inside Indonesia, 118 (Oct-Dec 2014)
(Seminar)
Optional
1:00pm- Frith, Katherine Toland, and Frith, Michael. (1990). “Western Advertising and Eastern Culture: The Confrontation in
2:00pm Southeast Asia.” Current Issues and Research in Advertising 12, no. 1-2: 63-73.
(Tutorial)
Amanda Achmadi and Agung Santausa, 2014 .“The Architecture of Fluid Identities” in Inside Indonesia, no. 118: Oct-
Dec 2014
15 THE AUSTRALIAN CONSORTIUM FOR ‘IN-COUNTRY’ INDONESIAN STUDIES ACICIS CADPP 2022 COURSE OUTLINE 16# Date Title Speaker/s Readings
4 Thursday CADPP Seminar 4: Screen and Speakers TBC Required
6 January: Film Jurriens, Edwin. 2015. "Shaping Spaces: Video Art Communities in Indonesia." In Performing Contemporary Indonesia:
Rumah Dokumenter
10:30am- Celebrating Identity, Constructing Community, by Barbara Hatley and Brett Hough, 1-24. Leiden: Brill
Exploring contemporary film Kartika Pratiwi, former JDF recipient and documentary film
12:30pm
and video making in Indonesia maker Ratna, Lulu. (2007). “Indonesian Short Films after Reformasi 1998.” Inter-Asia Cultural Stud. Inter-Asia Cultural Studies
(Seminar)
through diverse practices and RIAC 8, no. 2: 304-07.
1:00pm- audiences.
E E
Optional
2:00pm
Oppenheimer, Joshua. Filmed 2012. “The Act of Killing”. Final Cut for Real movie. 2 hrs 5 min.
(Tutorial)
L L
http://www.finalcutforreal.dk/the-act-of-killing
Oppenheimer, Joshua, Filmed 2016 .“The Look of Silence”. Final Cut for Real movie. 1hr 42 min.
P P
http://www.finalcutforreal.dk/the-look-of-silence/
Week Two
5 Tuesday CADPP Seminar 5: Speaker(s) TBC Required:
M M
11 January: Australian Indonesian Arts Carroll, Alison. 2014. "People and Partnership: An Australian Model for International Arts Exchanges – The Asialink Arts
Malcolm Smith and Prihatmoko ‘Moki’ from KRACK!
9:00am- Collaboratories Program, 1990–2010." In Contemporary Asian Art and Exhibitions: Connectivities and World-making, by Antoinette
A A
Uji “Hahan” Handoko,Rudi Atjeh and Gintani Swastika from
11:00pm Michelle and Turner Caroline, 199-218. ANU Press . http://www.jstor.org/stable/j.ctt13wwv81.14.
Punkasila (and AceHouse
(Seminar)
Low, Nicolas. 2011. PUNKASILA at Muma [online]. Art Monthly Australia, No. 244, Oct 2011: 30-33.
X X
Thursday 13 Optional
January 7:30 Crosby, A. 2008. “We love spontan: Reflections on the collaborations of Gang Festival 2006” in Gang Re:Publik
E E
am -8:30am Indonesia-Australia Creative Adventures, edited by Alexandra Crosby, Rebecca Conroy, Suzan Piper, and Jan
(Tutorial) Cornall, 54-62. Newtown: Gang Festival Inc.
Week Three
6 Tuesday CADPP Seminar 6: Digital Speakers TBC Required
18 January: Media in Indonesia Jurriens, Edwin. 2015. “Shaping Spaces: Video Art Communities in Indonesia.” In Performing Contemporary Indonesia:
Representative from Great Digital Media
9:00am- Celebrating Identity, Constructing Community, by Barbara Hatley and Brett Hough, 1-24. Leiden: Brill
This seminar addresses the Woto Wibowo “Wok the Rok”
11:00pm
role of new media and digital Jurriëns, E., & Tapsell, R. (2017). Challenges and opportunities of the digital ‘revolution’ in Indonesia. In E. Jurriens & R.
(Seminar)
platforms in Indonesia.. Tapsell (Eds.), Digital Indonesia: Connectivity and Divergence (pp. 1-18). ISEAS–Yusof Ishak Institute.
Thursday Optional:
20 January Jurriëns, Edwin. (2013). “Social Participation in Indonesian Media and Art: Echoes from the Past, Visions for the Future.”
7:30 am Bijdragen Tot De Taal-, Land- En Volkenkunde 169, no. 1: 7-36
-8:30am
Baulch, E. (2017). Mobile phones: Advertising, consumerism and class. In E. Jurriens & R. Tapsell (Eds.), Digital
(Tutorial)
Indonesia: Connectivity and Divergence (pp. 38-55). ISEAS–Yusof Ishak Institute..
7 Thursday CADPP Virtual Fieldtrip 1: Speaker/tour guide TBC Required
20 January Tradition and change in Watch virtual fieldtrip provided by Brahma Tirta Sari Studio (available on LMS)
8:30 am design: Brahma Tirta Sari
Other readings TBC
-9:30am Studio
(Tutorial)
(students to watch recording in
their own time)
17 THE AUSTRALIAN CONSORTIUM FOR ‘IN-COUNTRY’ INDONESIAN STUDIES ACICIS CADPP 2022 COURSE OUTLINE 18# Date Title Speaker/s Readings
Week Four
8 Tuesday CADPP Seminar 7: Film Film TBC Readings TBC
25 January: Screening + Q&A with Director
Speaker TBC
9:00am-
11:00pm
(Seminar)
E E
Thursday
L L
27 January
7:30 am
P P
-8:30am
(Tutorial)
Week Five
M M
9 Tuesday CADPP Seminar 8: Arts Speakers TBC Required
1 February: Management and Curatorship Antoinette, Michelle, and Caroline Turner, 2014,eds. Contemporary Asian Art and Exhibitions: Connectivities and World-
A A
Representative from Indonesian Visual Arts Archive
9:00am- in Indonesia making. edited by M. Antoinette and Caroline Turner. Canberra: ANU Press, . pp. 23-47
Representative from Cemeti Art House
11:00pm
Bianpoen. Carla, "T he League of Extraordinary Collectors" in Art Repub/i!?, issue 3, pp. 81-85
X X
(Seminar)
Supriyanto, Enin, 2011 "I Came, I Saw, We Worked Together" In E!?o(space)Nugroho, 23-36, Indonesian Visual Art
Thursday
E E
Archive (IVAA) http://archive.ivaa-online.org/files/uploads/texts/Space-EninvEko,pdf
3 February
Optional:
7:30 am
Hatley, Barbara, "Contemporary Performance in Central Java - Staging Identities, Constructing Communities" in
-8:30am
Performing Contemporary Indonesia Celebrating Identity, Constructing Community, Barbara Hatley and Brett
(Tutorial)
Hough, 1-16. Leiden Brill, 2015
Holt, Claire. 1967. “The Setting” In Art in Indonesia: Continuities and Change, 191-210. Ithaca, N.Y: Cornell University Press
Jones, Jason. 2000. "Could Installation Art be the New Medium for Southeast Asia?" Explorations in Southeast Asian
Studies, Vol. 4 (Fall)
Kent Elly 2016. Biennale Jogja XIII Hacking Conflict - Indonesia meets Nigeria. Artlink https://www.artlink.eom.au/
articles/ 4428/biennale-jogja-xiii-hacking-conflict-E28093-indonesia-m/
10 Thursday CADPP Virtual Fieldtrip Speaker/tour guide TBC Required
3 February 2: Vernacular Design in Watch virtual fieldtrip provided by Dagadu (available on LMS)
8:30 am Yogyakarta: Yogyatourium,
Other readings TBC
-9:30am Dagadu HQ
(Tutorial)
(students to watch recording in
their own time)
19 THE AUSTRALIAN CONSORTIUM FOR ‘IN-COUNTRY’ INDONESIAN STUDIES ACICIS CADPP 2022 COURSE OUTLINE 20Appendix III: Reflective Journal Reading List & Reflective Journal Template
Journal Template Work Placement: Week One
Day Activities Personal Rewards Challenges/ How can I overcome
Reflective Journal Reading List obstacles these?
Prior to commencing the CADPP program, all students are required to read the following readings on
Mon E.g. Met team, Understood E.g. New to the Ask questions, be
the two main thematic areas: cross cultural learning and development, and self-reflexive learning. These
10 Jan had induction, my first team team, feeling shy friendly
readings will help students understand the purpose of reflective journal writing and the challenges in cross-
was given a small meeting on a Don’t know much Virtually socialise
cultural vocational learning.
design project to specific marketing about marketing with different
work on campaign and its strategies as people, ask
1. Cross-cultural learning and development associated design applied within the questions, read as
Bird, Allan, and Osland, Joyce S. “Making Sense of Intercultural Collaboration.” International Studies of tasks Indonesian market much as possible
Management and Organization 35, no. 4 (2005): 115-32. Research readings
Cohen, Adam B., and Anderson, Norman B. “Many Forms of Culture.” American Psychologist 64, no. 3 (2009): Tues Project- related Incorporated “Jam karet” poses Trying to adapt to
194-204. 11 Jan team meeting meeting notes in to be an issue for my co- workers
my tasks me
Yershova, Yelena, DaJaeghere, Joan, and Mestenhauser, Josef. “Thinking Not as Usual: Adding the
Intercultural Perspective.” Journal of Studies in International Education 4, no. 1 (2000): 39-78. Wed Send a project Supervisor was Communicating in Practice
12 Jan to supervisor for happy with project Indonesian
feedback status
2. Self-reflexive learning
Feeling more
Bell, M. “What Constitutes Experience? Rethinking Theoretical Assumptions.” Journal of Experiential
comfortable in my
Education 16, no. 1 (1993): 19-24.
new environment
Boud, David, and Heather Middleton. “Learning from Others at Work: Communities of Practice and Informal
Thurs Project- related My marketing Frequent Ask colleagues/
Learning.” Journal of Workplace Learning 15, no. 5 (2003): 194-202.
13 Jan team meeting campaign was interruptions at my students for other
Fanthome, Christine. Work Placements: A Survival Guide for Students. Basingstoke: Palgrave Macmillan, accepted home office /better options
2004.
Fri Weekly summary
Gardner, Philip, Steglitz, Inge, and Gross, Linda. “Translating Study Abroad Experiences for Workplace 14 Jan Two long paragraphs to half a page reflecting on your week:
Competencies (PRACTICE).” Peer Review 11, no. 4 (2009): 19.
In my first week with HOST ORGANISATION/COMPANYNAME, I spent most of my time
Mccormick, D. W. “Critical Thinking, Experiential Learning, and Internships.” Journal of Management adjusting to…
Education 17, no. 2 (1993): 260-62.
It’s been really different working here compared to when I worked with ORGANISATION/
COMPANY NAME in Australia. This is a very different environment I’m looking forward to
seeing how an Indonesian organisation operates compared to its Australian counterpart.
AUTHOR NAME (Year) argues that sustainable tourism development aims to alleviate
poverty and preserves cultural heritage. I got a sense of that this week when…
Goals for next week:
Next week I hope to look up more readings/ meet with my supervisor and ask her more
about the growing number of opportunities within the creative sector …
Sent to Academic Program Officer (APO)
Yes: Friday 14 Jan
21 THE AUSTRALIAN CONSORTIUM FOR ‘IN-COUNTRY’ INDONESIAN STUDIES ACICIS CADPP 2022 COURSE OUTLINE 22Students will be assessed on:
Appendix IV: CADPP Practicum Report Outline
Ability to accept feedback;
Assessment
Level of initiative and awareness and acceptance of personal limitations;
As part of the overall assessment from the CADPP program, students are required to complete a 2,000-
Demonstrated willingness to reassess their own work practice in light of feedback; and word report on a contemporary theme related to Indonesian creative art and design sector, accompanied
by a digital portfolio or poster reflecting the student’s discipline within the Indonesian context. The aim of
Reflection on overall work experience and expectations. the report assignment is to encourage students to think critically about contemporary creative arts and
design in Indonesia by drawing on a range of secondary sources (academic journal articles, research
Overall, students should reflect on:
papers, books and online articles) as well as the experience of observing and participating in Indonesian
The degree to which you were able to draw on your existing skills and experience? What knowledge creative arts and design sector first-hand through the CADPP program.
did you gain during the placement?
Students should choose one of the 12 topics below to serve as the basis for their CADPP report:
How you feel you related to staff at their host organisation, and the organisation’s other stakeholders.
What techniques or strategies did you find useful in building rapport with others? 1. Outline common Western misconceptions regarding Indonesian culture. How do those
misconceptions colour the projection abroad of Indonesia and its people? What cultural myths
How did you feel about any differences in culture or communication. How successful do you feel you surrounding Indonesia exist in the Western world and how is this reflected in Western creative
were at “fitting in?” How did the way you presented yourself affect the way that others related to you? advertising?
How did you develop your professional skills? How successful were you at working autonomously, 2. What materials are most commonly used in Indonesian art and what is the cultural significance of
or within a team? How did you exercise initiative in your position? In what way were you required to these preferences?
be flexible in your role? What might you do differently to be more effective if you had the opportunity 3. What cultural aspects need to be considered when designing artworks for an Indonesian market? (You
again? What advice might you give another student about undertaking the CADPP? can focus on specific fields such as photography, graphic design, product design, furniture design,
Most enjoyable elements of the experience? Least enjoyable elements of the experience? interior design and/or the arts.)
4. Explore an event or period in recent Indonesian history that has impacted modern design. Discuss the
cultural significance and long term implications of the phenomenon.
5. Offer an historical overview on a specific period in Indonesian art history of your choice and the
formative influences exerted on it.
6. How does Indonesian culture differ between the touristic destinations and those less affected by
Western consumerism? How do these differences manifest themselves physically?
7. How are the Indonesian creative industries influenced by other cultures?
8. Investigate the cultural significance of sculptures in Indonesia. Examine this through comparison of an
historical artefact with a contemporary work.
9. What role does jewellery design play in representing culture in general and Indonesian culture in
particular?
10. Investigate a famous Indonesian designer or artist. Trace their career and identify and evaluate the
influences on them.
11. How have technological developments affected the Indonesian photography industry?
12. Identify and discuss successful contemporary Indonesian commercial illustrators. What opportunities
are available to them locally and internationally, and how does their style differ from other illustrators
around the world?
Alternatively, students may suggest their own topic, in consultation with, and the approval of, the CADPP
Academic Program Officer.
In this report, having selected their topic, students will need to critically analyse the issue based on
contemporary art and design theory and their experiences on the CADPP.
In this report, a student will select their main topic, design a research question, and then critically examine
23 THE AUSTRALIAN CONSORTIUM FOR ‘IN-COUNTRY’ INDONESIAN STUDIES ACICIS CADPP 2022 COURSE OUTLINE 24their chosen topic by drawing on both contemporary art and design theory and the students’ experiences
on the CADPP. Weighting & Grading
The thematic practicum report is worth 20% of a student’s overall participation mark on the CADPP
An example of the structure of the report will be provided.
program, along with language classes (10%), seminar, tutorials and virtual fieldtrip attendance (10%),
reflective journal (10%) and practicum placement (50%). In accordance with ACICIS’ final grading of
Creative Project
‘Satisfactory’ or ‘Unsatisfactory’, the practicum report will be graded on a ‘pass/fail’ basis with extensive
Submission of the creative project should follow these guidelines:
feedback provided by the Academic Program Officer on topic selection, analysis, quality and breadth
A series of digital images documenting both the final work, as well as the work-in-progress (WIP). The of case studies and references used, and insightfulness of observations drawn from a student’s own
number of images will depend on the work in question, but as a guide it should include at least 3 WIP experience on the CADPP.
images, and 1 image of the final work if it is 2 dimensional, 3 final work images if it is 3 dimensional, and
Students are advised to consult with the Academic Program Officer regarding topic selection and suitability
video documentation of any time-based final works such as performances, participatory works, films
to individual CADPP placements. Please do this by Friday, 28 January 2022.
etc.
An exegesis between 800 and 1000 words, which explains both the technical, theoretical and Formatting and Referencing
creative processes involved in reaching the final work. This should answer the following questions Students should format their practicum report in Calibri or Times New Roman font, 11 or 12 point; double-
(conventionally it would be in an essay form): spaced and justified. The report must be completed to an academic standard. Students should include
a bibliography with standard Harvard referencing (including page numbers). Footnotes can be included,
Why did you decide to make this creative work in the context of your internship/placement? What if they are relevant to, and support, the argument. Students are advised to consult their home university
questions or situations are you responding to? learning resource pages for more information on academic referencing..
What medium did you decide to use and why?
Deadlines
Which theories/readings/other creative practitioners did you refer to or draw influence from in Consult with APO on topic selection and suitability no later than: Friday, 28 January 2022.
making this work? This may be technical (‘following MacDougall (1999) I employed a ‘long-take’
The CADPP practicum report is due: 11:59pm, Sunday 13 February, 2022; by email to the APO.
approach during filming’) and/or theoretical (Bishop’s (2014) identifies participatory art as a “genre in
its own right”, and this is the genre into which my work falls).
What did you learn through the process of making this work, and what do you intend to express
through it?
Learning Outcomes
Following the completion of the thematic CADPP report, students should be able to:
Identify a contemporary creative arts and design issue or field of practice within the Indonesia creative
sector, and its related sub-issues;
Analyse the history and background context of this issue or field of practice in Indonesia;Situate the
issue or field of practice in the Indonesian context, and identify the key stakeholders involved;
Critically reflect on the relationship between theory and practice;
Identify and analyse how the activities of their practicum Host Organisation relate to this topic or field
of practice;
Offer recommendations or suggestions as to how this issue or field of practice might be developed
in Indonesia in the future, based on the academic literature and student’s own observations on the
CADPP.
25 THE AUSTRALIAN CONSORTIUM FOR ‘IN-COUNTRY’ INDONESIAN STUDIES ACICIS CADPP 2022 COURSE OUTLINE 26Appendix V: Marking Rubrics 4. Level of Communication: Student can describe clearly the key elements of the issues being discussed
and can communicate these clearly to others within a seminar context.
CADPP Seminars, Tutorials & Virtual Fieldtrips 0 1 2 3 4 5 6 7 8 9 10
Student Name
None Poor Weak Pass Average Above Excellent
Date average
Host Organisation 5. Integration of Experiences and Learning: Student demonstrates an ability to apply seminar readings
to experiences and observations drawn from the program as a whole.
Academic Program Officer
0 1 2 3 4 5 6 7 8 9 10
Final Mark for component /50 Represents 10% of total program assessment
1. Attendance: Student consistently attended seminars, tutorials and virtual fieldtrips. None Poor Weak Pass Average Above Excellent
average
0 1 2 3 4 5 6 7 8 9 10
None Poor Weak Pass Average Above Excellent
average
2. Contribution of Ideas: Student demonstrates understanding of relevant topics by contributing to
discussions with ideas.
0 1 2 3 4 5 6 7 8 9 10
None Poor Weak Pass Average Above Excellent
average
3. Evidence of Preparation and Critical Thinking: Student demonstratefamiliarity with set seminar
readings and evidence of critical engagement with text.
0 1 2 3 4 5 6 7 8 9 10
None Poor Weak Pass Average Above Excellent
average
27 THE AUSTRALIAN CONSORTIUM FOR ‘IN-COUNTRY’ INDONESIAN STUDIES ACICIS CADPP 2022 COURSE OUTLINE 28CADPP Practicum Placement
5. Critical reflection on workplace performance and practice: Student demonstrated ability to identify
Student Name
and evaluate real-life creative opportunities and problems encountered within their practicum Host
Date Organisation; and to reflect, report on and analyse their own experience in the workplace.
Host Organisation 0 1 2 3 4 5 6 7 8 9 10
Academic Program Officer
None Poor Weak Pass Average Above Excellent
average
Final Mark for component /50 Represents 50% of total program assessment
1. Host Organisation’s Expectations met: Overall satisfaction with student’s performance
0 1 2 3 4 5 6 7 8 9 10
None Poor Weak Pass Average Above Excellent
average
2. Work initiative: Student worked proactively, independently and demonstrated a flexible approach to
tasks assigned by Host Organisation
0 1 2 3 4 5 6 7 8 9 10
None Poor Weak Pass Average Above Excellent
average
3. Social and intercultural skills: Student demonstrated sound cross-cultural communication skills and
cross-cultural teamwork behaviours in the workplace.
0 1 2 3 4 5 6 7 8 9 10
None Poor Weak Pass Average Above Excellent
average
4. Application of discipline-specific knowledge, as well as previous skills and experience in the
workplace: Student showed ability to draw on previous experiences, skills and academic studies and
apply these to their Host Organisation’s workplace setting; and student demonstrated an aesthetic
sensibility in the creative arts and design discipline of their choice.
0 1 2 3 4 5 6 7 8 9 10
None Poor Weak Pass Average Above Excellent
average
29 THE AUSTRALIAN CONSORTIUM FOR ‘IN-COUNTRY’ INDONESIAN STUDIES ACICIS CADPP 2022 COURSE OUTLINE 30CADPP Reflective Journal CADPP Practicum Report & Digital Portfolio / Poster
Student Name Student Name
Date Date
Host Organisation Host Organisation
Academic Program Officer Academic Program Officer
Final Mark for component /40 Represents 10% of total program assessment Final Mark for component /50 Represents 20% of total program assessment
1. Depth and breadth of knowledge demonstrated: Student shows a deep understanding of the issue
1. Reflexive practice: Student demonstrates ability to identify problems encountered in the workplace,
or field of practice being examined, and can situate it within the contemporary Indonesian context.
to reflect on behaviour and expectations – both their own and that of others – in relation to identified
problems in the workplace, and a willingness to modify their own work practice. Student also shows an
awareness and acceptance of personal limitations. 0 1 2 3 4 5 6 7 8 9 10
0 1 2 3 4 5 6 7 8 9 10 None Poor Weak Pass Average Above Excellent
average
None Poor Weak Pass Average Above Excellent
2. Topic in relation to Host Organisation: Student identifies and analyses how the activities of the
average
student’s practicum Host Organisation relate to this issue or field of practice, and critically reflects on
2. Intercultural understanding: Evidence of development of adequate techniques and strategies to the relationship between theory and practice.
overcome cultural barriers encountered in the Host Organisation workplace during the course of
practicum placement. 0 1 2 3 4 5 6 7 8 9 10
0 1 2 3 4 5 6 7 8 9 10 None Poor Weak Pass Average Above Excellent
average
None Poor Weak Pass Average Above Excellent
average 3. Research: Quality academic sources used, supporting evidence to back up claims provided, and
correct and consistent referencing of all source materials.
3. Critical engagement with, and application of, readings to practicum placement: Student
demonstrates familiarity with set course readings, evidence of critical engagement with texts and an 0 1 2 3 4 5 6 7 8 9 10
ability to apply these readings to experience on their practicum placement.
None Poor Weak Pass Average Above Excellent
0 1 2 3 4 5 6 7 8 9 10 average
4. Writing: Well written, clear, concise, with spelling and grammar checked, usage of appropriate
None Poor Weak Pass Average Above Excellent headings and structure, and adherence to correct word limit.
average
4. Existing skills: Student shows ability to draw on pre-existing skills, experience and academic studies 0 1 2 3 4 5 6 7 8 9 10
in reflecting on experience within Host Organisation workplace during the course of their practicum
placement. None Poor Weak Pass Average Above Excellent
average
0 1 2 3 4 5 6 7 8 9 10
None Poor Weak Pass Average Above Excellent
average
31 THE AUSTRALIAN CONSORTIUM FOR ‘IN-COUNTRY’ INDONESIAN STUDIES ACICIS CADPP 2022 COURSE OUTLINE 32You can also read
