Resource Library

The Resource Library contains a collection of higher education learning and teaching materials flowing from projects funded by the Commonwealth of Australia including those from the Australian Learning and Teaching Council.

Results may be sorted filtered by keywords.

62 resources found for ‘arts’.

A musicians’ health national curriculum initiative

Suzanne Wijsman
The University of Western Australia
2012
The University of Western Australia
The University of Sydney
Final Report Download Document (346.96 KB)

Academic leadership for succession: research and implementation across the arts, social sciences and humanities in Australia

Liz Allen, Tempe Archer, Toni Makkai
University of Canberra
2013
University of Canberra
The Australasian Council of Deans of Arts, Social Sciences and Humanities (DASSH)
Final Report Download Document (969.92 KB)

After standards: Engaging and embedding history standards using international best practice to inform curriculum renewal

Sean Brawley, Jennifer Clark, Chris Dixon, Lisa Ford, Erik Nielsen, Shawn Ross, Stuart Upton
The University of New South Wales
2013
The University of New South Wales
The University of Queensland, University of New England
Final report Download Document (4.3 MB)

Articulating lifelong learning in tourism: dialogue between humanities scholars and travel providers

Susan Broomhall, Tim Pitman, Elzbieta Majocha, Joanne McEwan
The University of Western Australia
2010
The University of Western Australia

The project team investigated the points of view of academic staff involved in educational tourism, the educational tourism sector and clients’ expectation of their tourism experience.  Reasons for increased involvement of universities in educational tourism are presented.

Final Report Download Document (400.11 KB)
A classroom like no other - Learning & Teaching in Australian Educational Tourism Download Document (2.38 MB)

Assessing and improving spatial ability for design-based disciplines utilising online systems

Ken Sutton, Rebecca Allen
The University of Newcastle
2011
The University of Newcastle

An online psychometric test of spatial ability (the 3D Ability test) was developed specifically for design-based disciplines. A series of online interactive 3D learning tasks designed to improve spatial skills are also provided. The learning tasks include remediation options for poor performers and purpose-designed gender neutral activities to address the gender bias in spatial performance. The test and 3D learning tasks are available on the project website.

Final Report Download Document (1.11 MB)
Identified Spatial Tests Download Document (1.47 MB)
Challenges and Lessons Download Document (553.96 KB)
Success Factors Download Document (528.5 KB)

Assessing creativity: strategies and tools to support teaching and learning in architecture and design

Anthony Williams, Hedda Haugen Askland
The University of Newcastle
2012
The University of Newcastle
Deakin University, Monash University, Queensland University of Technology, RMIT University, University of Tasmania
Final Report Download Document (886.07 KB)

Assessing graduate screen production outputs in nineteen Australian film schools

Josko Petkovic
Murdoch University
2011
Murdoch University
Flinders University, Griffith University, RMIT University, The University of Melbourne, University of Technology, Sydney
Final Report Download Document (3.22 MB)

Assessing group work in media and communications

Dr Greg Battye, Dr Ian Hart, Dr Coralie McCormack, Dr Peter Donnan
University of Canberra
2008
University of Canberra

In Media and Communications, authentic tasks are the basis of learning through assessment. Media production in the real world is almost always a collaborative process. Hence, authentic assessment tasks require student to collaborate in groups. Collaborative group work effectively fosters both discipline-specific and generic professional attributes if carefully devised and managed. The project team identified common target areas for improvement, constructed and tested a range of practical tools and techniques for improving assessment in these areas, disseminated results and the products to the Media and Communication teaching community and are providing an online forum for on-going evolution, discussion, testing and feedback by the teaching community.

Macquarie, UNSW

The main focus of the resource is group assessment relevant to a range of disciplines, for example media, communication, creative arts and medical disciplines. It includes 13 case studies (of majors from four universities), explores key issues in relation to group assessment, and includes links to the research literature and keynotes by leading authorities in assessment. The resource is useful for academic staff designing units, courses and programs and who may be intending to incorporate group work. The case studies are useful for both design and assessment samples and for benchmarking purposes. Video is used to develop the key issues: a rationale for group assessment; creating and managing groups; group marks; peer assessment; technology; transparency; and feedback. The presence of both staff and student views and experiences in the video material imparts a particular level of credibility to the discussion of issues and principles. Keynote addresses, on policy, design, implementation, evaluation and learning, from leading authorities in assessment principles, and the practice of group and collaborative assessment, are also included. The case studies are of particular interest to course, unit and program designers as well as academic developers and planning and quality staff, while the issues are of interest to all staff grappling with collaborative or group assessment. The videos, for example those in relation to the rationale for team work, may also be of benefit to students. Users should be made aware of the login link to the forum, an issue which may detract from the website's currency. The resource recognises the competing demands on the user's time and the cognitive load requirements though an accessible design template (using three main and four supplementary links), the use of short videos, and the links to the research literature.  The user does not require prior experience, domain-specific knowledge or specific IT requirements to use the resource. The resource deals with the problematic issue of group assessment and solves key issues in a concise and user-friendly way. It is easy to read and navigate and does not need to be read in conjunction with the project report. It is a practical, easy-to-access and use website on group assessment and team work.

Assessing group work in media and communications

Dr Greg Battye, Dr Ian Hart, Dr Coralie McCormack, Dr Peter Donnan
University of Canberra
2008
University of Canberra

In Media and Communications, authentic tasks are the basis of learning through assessment. Media production in the real world is almost always a collaborative process. Hence, authentic assessment tasks require student to collaborate in groups. Collaborative group work effectively fosters both discipline-specific and generic professional attributes if carefully devised and managed. The project team identified common target areas for improvement, constructed and tested a range of practical tools and techniques for improving assessment in these areas, disseminated results and the products to the Media and Communication teaching community and are providing an online forum for on-going evolution, discussion, testing and feedback by the teaching community.

Macquarie, UNSW
Final Report Download Document (188.02 KB)

Australian Writing Programs Network

Professor Jennifer Webb
University of Canberra
2008
University of Canberra
QUT, UNE
Final report Download Document (3.3 MB)

Authentic assessment in practice settings: a participatory design approach

Di Bloomfield, Belinda Chambers, Suzanne Egan, James Goulding, Peter Reimann, Fran Waugh, Simone White
The University of Sydney
2013
The University of Sydney
Charles Sturt University, Monash University
Final report Download Document (1.66 MB)

Benchmarking archaeology degrees at Australian universities: Final Report

Associate Professor Wendy Beck, Ms Catherine Clarke
2008

The purpose of the project is to formulate a list of achievement standards for Australian Honours graduates in Archaeology. By project end, a nationally agreed public document, developed collaboratively by all Australian university providers of Archaeology, will be produced and disseminated. The project methodology should be transferable to other disciplines.

Final Report Download Document (294.76 KB)

Bridging gaps in music teacher education: developing exemplary practice models using peer collaboration

Julie Ballantyne, Scott Harrison, Margaret Barrett, Nita Temmerman
Griffith University
2009
Griffith University
CSU, UQ, UTAS
Final Report Download Document (908.08 KB)

Bridging the gap: Teaching adaptations across the disciplines and sharing content for curriculum renewal

Felix Wilson, Imelda Whelehan, David Sadler
University of Tasmania
2013
University of Tasmania
Monash University, The University of Queensland, The University Western Australia
Final report Download Document (4.43 MB)

Building distributed leadership for effective supervision of creative practice higher research degrees

Jillian Hamilton, Susan Carson, Elizabeth Ellison
Queensland University of Technology
2014
Queensland University of Technology
Auckland University of Technology (NZ), The University of Melbourne, The University of New South Wales, University of Western Sydney
Final report Download Document (3.88 MB)

By degrees: Benchmarking archaeology degrees in Australian universities

Associate Professor Wendy Beck, Ms Catherine Clarke
2008

The purpose of the project is to formulate a list of achievement standards for Australian Honours graduates in Archaeology. By project end, a nationally agreed public document, developed collaboratively by all Australian university providers of Archaeology, will be produced and disseminated. The project methodology should be transferable to other disciplines.

Resource Download Document (915.61 KB)

 

The purpose of the resource is to articulate standards of Honours degrees in archaeology at Australian universities. These benchmarks were developed by a working group of teaching academics involved in archaeology.

Driven by apparent shortcomings in archaeological training identified by employers and students, this resource would be of most use to Honours coordinators and undergraduate coordinators generally. Although it is not explicitly intended, the resource is geared primarily for those who wish to pursue a career as a consultant archaeologist (or a cultural resource manager) after four years of undergraduate training.

The most useful section of the resource is the 'Benchmarking Statements', a series of 34 dot points divided into three categories: subject knowledge and understanding; archaeology-specific skills; generic skills. These are the skills that Honours graduates would be expected to have prior to beginning a vocation in archaeology.

The rest of the resource contains fairly generic statements about archaeology, its importance, teaching and learning environments in Australian universities, and career paths.

createED Strengthening learning and teaching leadership in the creative arts

Barbara de la Harpe, Thembi Mason
RMIT University
2014
RMIT University
Charles Sturt University, CQUniversity, Curtin University, Queensland University of Technology, The University of New South Wales, The University of Newcastle, University of Tasmania
Final report Download Document (10.5 MB)
Evaluation Download Document (126.96 KB)
Viability Case Studies Download Document (1.73 MB)
Case Study Download Document (1.86 MB)

Creative & Performing Arts Learning and Teaching Academic Standards Statement

Jonathan Holmes, Wendy Fountain
Australian Learning and Teaching Council Limited
2010
Australian Learning and Teaching Council Limited

Academic standards covering programs of study for  bachelor and coursework masters degrees in creative writing; dance; drama and performance; music and sound; screen and media; and visual art. These standards were developed as part of a demonstration project funded by the Australian Government in 2010 and facilitated by the Australian Learning and Teaching Council. Academic institutions and teachers, professional bodies, accreditation bodies, employers and graduates participated in the development of minimum threshold learning outcomes for the discipline.

ISBN: 978-1-921856-27-3

Creative/Performing Arts LTAS Statement Download Document (918.21 KB)

Curriculum development in studio teaching

Associate Professor Robert Zehner, Dr Graham Forsyth, Elizabeth Musgrave, Douglas Neale, Associate Professor Barbara de la Harpe, Dr Fiona Peterson, Noel Frankham, Stephanie Wilson, Karin Watson
The University of New South Wales
2010
The University of New South Wales
RMIT, UQ, UTAS
Final Report, Cover Download Document (3.98 MB)
Final Report, Volume 1 Download Document (1.19 MB)
Final Report, Volume 2 Download Document (1.25 MB)
Final Report, Volume 3 Download Document (453.85 KB)
Final Report, Volume 4 Download Document (9.33 MB)

Dancing between Diversity and Consistency

Dr Maggi Phillips, Associate Professor Cheryl Stock, Associate Professor Kim Vincs
Edith Cowan University
2009
Edith Cowan University
Deakin, QUT

The overall project (website, booklet and report) aims to provide clear guidelines for the assessment and examination of postgraduate research degrees in dance. By extension, the project establishes a flexible yet rigorous framework for supervisors and HDR students, particularly in its discussion of terms such as: practice-based research, practice-led research, practice as research, performance as research, creative practice as research, creative arts research  and research through practice. Consequently, whilst the discipline focus is dance, this resource contributes to broader discussions around research, research training, and assessment and examination in the Creative and Performing Arts. In outlining key terms, classifications and shared characteristics, the website promotes the research findings (assessment guidelines) and establishes the fundamental need for research candidates to establish a ‘research design framework’ that rigorously articulates individual research methodology/s and outlines benchmark indicators for examiners. Importantly, the increasingly overlapping spheres of professional and academic practice are recognised, and whilst understood as particularly characteristic of dance, it is arguable that the nexus between academic and professional practice is one of the distinguishing characteristic of the creative and performing arts disciplines within the university sector.  An important discussion encompasses entry pathways for creative and performing artists and particularly the need for professional equivalence for those mature practitioners who have a substantial body of advanced professional practice, or who can demonstrate high artistic attainment. This is in contradistinction to the more conventional academic pathway of less mature practitioners, who in moving directly from first class Honours into a research masters or doctorate, often do so without the benefit of industry or life experience. A consequence of this discussion is the useful distinction between creative doctorates with an exegetical component, the multi-modal thesis, and more traditional, humanities style theses. A paradigm shift is identified whereby ‘practice’ is understood as supplanting the more traditional, scholarly descriptions about its practice, thereby problematising conventional examination and assessment protocols. The website includes several short video excerpts of works created by dance artists and choreographers as part of their postgraduate research, and even more usefully, a database of Australian dance theses, which it proposes to maintain and update. A bibliography is also included in the ‘About’ section. The website details guidelines and protocols around the preparation and submission of HDR theses, making it a one-stop shop for scholars, candidates and examiners undertaking research inquiries through creative practice.

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