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.

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4 resources found.

Dancing Between Diversity and Consistency: Evaluating Assessment in Postgraduate Studies in Dance: Booklet

Dr Maggi Phillips, Associate Professor Cheryl Stock, Associate Professor Kim Vincs
Edith Cowan University
2009
Edith Cowan University
Deakin, QUT
Booklet Download Document (3.01 MB)

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 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 booklet covers much of the same terrain as the website – excluding the video excerpts, and database of dance theses - but is understood as a more user-friendly option in some contexts. It adds value to the overall project, and might also be useful as an advocacy tool in some institutional contexts.

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.

Dancing Between Diversity and Consistency: Evaluating Assessment in Postgraduate Studies in Dance

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

The project aims to refine a code of assessment for postgraduate research studies in dance in Australia, encompassing the two primary modes of investigation, written and practice-based theses, their distinctiveness and their potential interplay. The code will facilitate best practice in assessment for higher degree studies in dance and related creative arts’ disciplines.

Deakin, QUT
Final report Download Document (616.97 KB)

The Report on the research project, 'Dancing with Diversity and Consistency: Refining Assessment in Post Graduate Degrees in Dance', provides useful information regarding the research methodology employed in the development of the project’s guidelines, which are articulated through its primary research outcomes: the website and booklet.  In reflecting on the very recent history of dance in tertiary contexts, its ‘fledgling status in postgraduate contexts’, and the research methodologies employed, the report succinctly outlines some of the key formulations around research degrees: the transition from dependence to independence; the question of how to assess embodiment in the context of higher degree research; as well as the variations to approach and methodology encountered throughout the course of the project. The report also looks at the factors that contributed to the project’s success as well as those that impeded progress. The report is generous in its acknowledgement of contributing stakeholders, and candid in reflecting on the variations and/or limitations that manifested throughout the research process, and which are likely to influence future developments in creative arts research. By also acknowledging the temporal and/or dynamic nature of the research undertaken, the researchers leave the way open for discussion, dialogue and the whole question of knowledge throughout the expanded field of dance and choreographic practices in particular, and the creative and performing arts in general.

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)