This technique sees students collectively travel to a public space or event relevant to their discipline (such as a gallery, museum, public building, exhibition, creative production or open space), and simulate a disciplinary presentation task in situ. The in situ element is central to this task, as it facilitates an authentic learning experience that replicates professional contexts of presenting to a public audience, whilst offering the familiarity of a peer group. Prior to the presentation each student is assigned a specific work or stimulus piece that they research and discuss during the exercise. During the simulation students assume the role of a tour guide in turn, and provide a short presentation addressing peers, staff and (if present) other public attendees, that outlines the features, context, and significance of their assigned stimulus. As this assessment has an explicit focus on building oral communication skills, students are primarily marked on the quality of their oral performance, including ability to cater to a public audience (rather than an exclusively academic one). In ARTT2128 the class travels to the UQ Art Museum together during dedicated class time to participate in an exhibition tour, drawing on current exhibition works as the stimulus for presentations.
PLEASE NOTE: The academic integrity information displayed on this page is currently under review. Some examples and descriptions were developed before the widespread availability of generative AI tools and may not reflect current approaches to assessment security. When adapting an assessment idea, staff should consider how the design supports authorship, verifies student achievement of learning outcomes, and mitigates inappropriate use of AI and other forms of academic misconduct.

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