Eductation Program Proposal for Engaging Audiences Unit (MMHS, Sydney Uni)

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    SEM 2 2014 MHST 6902: Engaging Audiences Lecturer & Tutor: Dr Sally Watterson

    Project Proposal:

    Art for English & Art in English at the AGNSW

    By Antony Skinner SID 19846648 Words: 3000

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    Contents

    Title & Images.... Page 1

    Contents.. Page 2

    Project Proposal. Page 3

    The Objective. Page 3

    Target Audience.. Page 3-4

    Background to Methodology Pages 4-6

    The nature of the project Pages 6-10

    The benefits of the project. Page 11

    Chronology of developing the project.. Pages 11-12

    Challenges with the project.Page 12-13

    Advertising / marketing plan for the project.... Pages 13

    Budget............... Page 13-14

    Conclusion... Pages 14

    Bibliography... Pages 15-16

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    Project Proposal: Art for English and Art in English: Object-centred learning programs at the Art

    Gallery of New South Wales designed for ELICOS and other international students in

    higher education, VET and TAFE courses in NSW.

    The Objective:

    The objective of this project is to bring international students including those studying

    higher education, VET (Vocational Educational and Training) and TAFE (Technical

    and Further Education) to the Art Gallery of New South Wales (AGNSW) and in

    particular those studying ELICOS (English Language Intensive Courses for Overseas

    Students) to participate in object-centred learning programs.

    The programs aim to help international students in the following ways:

    1. Help them to socialise more with each other and with Australian citizens;

    2. Help them to develop their learning skills in general;

    3. Help them to develop their English language skills in particular;

    4. Help them to develop an appreciation and understanding of art in general;

    5. Help them to develop an appreciation and understanding of Australian art and

    culture in particular.

    Target Audience:

    The target audience is international students undertaking a variety of courses for

    different purposes including:

    1. Higher education either under-graduate or post-graduate courses;

    2. VET and TAFE courses; and

    3. ELICOS courses;

    Art for English program will target ELICOS students;

    Art in English program will target higher education, VET and TAFE students.

    In Australia as of July 2014 there were 237, 527 enrolments in Higher Education an

    increase of 8.7% from the year before; 118,388 enrolments in VET with an increase

    of 9.6%, in ELICOS there were 90,994 with an increase of 23.5% from 2013 and for

    non-award courses 30,572 enrolments an increase of 22.6%.(1) The top five

    (1) Monthly Summary of International Student Enrolment Data Australia YTD July 2014, Australian Government, Department of Education, http://www.aei.gov.au/research/International-

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    nationalities, which contributed to over 50% of Australias enrolments in all sectors,

    include: China, India, Vietnam, the Republic of Korea, and Malaysia. All experienced

    growth from 2013. Chinese students make up a 27% share of all nationalities, while

    India is the second largest with 10.4%.(2)

    There is an issue with statistics as the number of ELICOS students in the Department

    of Educations summary for 2013 is substantially less than English Australias Fact

    Sheet Industry Statistics 2013, the latter records the number of students at

    147,828.(3) The former is 90,994. For ELICOS students the average length of courses

    is 12.9 weeks with students staying an average of 16.8 weeks.(4)

    Approximately 39% of all English language students will continue into other

    educational pathways either higher education or VET or TAFE, while 61% will

    pursue further English language studies for tourism or career enhancement. The state

    with the largest percentage of these students is NSW 40% followed by QLD with

    27%.(5) A survey of ELICOS students showed 48% were studying EAPS (English for

    Academic Purposes) and 36% general English and 53% gave their reason to study

    English is preparation for further study.(6) Approximately 50% of international

    students are between 20-24 years old and about 29% are aged between 25-29 years.(7)

    The potential audience participation from ELICOS courses alone in NSW is

    approximately 36,397 based on the Department of Education statistics.

    Background to Methodology:

    The AGNSWs Education programs from kindergarten to tertiary students are multi-

    varied and addresses syllabus requirements. For Primary (Years K-6) they are aimed

    across the Key Learning Areas.(8) For Secondary (Years 7-12) they address the

    NSW syllabus for Visual Arts, History, Languages, and the Chemistry of Art.(9) For

    Tertiary (higher education) there are a variety of specialist activities, tours, study (2) Ibid. (3)Fact Sheet ELICOS Industry Statistics 2013, English Australia, May 2014. (4) Ibid. (5) Ibid. (6) Maximising the ELICOS student experience May 2012, English Australia, p. 18, p. 24. (7) International Students: Australian Social Trends December 2011, Australian Bureau of Statistics, Catalogue No. 4102.0, www.abs.gov.au/socialtrends (8) Primary (Years K-6) - Education, AGNSW, http://www.artgallery.nsw.gov.au/education/k-6/. (9) Secondary (Years 7-12) Education, AGNSW, http://www.artgallery.nsw.gov.au/education/7-12/.

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    areas, scholarships and internships.(10) However, compared to the number of

    participants from the Primary and Secondary sectors participants from the Tertiary

    sector is very small and international students whether ELICOS or higher education

    or VET or TAFE are not considered as an educational sector.

    The project will have two foci: ELICOS students and other international students (i.e.

    higher ed., TAFE and VET) as the learning aims for the former are different from the

    latter. The main focus for the former is on English language acquisition, which

    includes the four language skills of listening, reading, writing and speaking and a

    lesser focus on general learning, understanding of art and socialising. The focus for

    the latter will be on the acquisition of general learning skills, and an appreciation and

    understanding of art and socialising.

    As almost half of ELICOS students are studying EAPS their level of English should

    be at least upper-intermediate and above and they will progress to higher education.

    Therefore starting with ELICOS students is a good foundation level to develop

    interest in art as new participants with the potential for returning participants in the

    gallerys programs.

    Identity-related motivation will play an important factor in the design of the object-

    centred learning activities, content and subjects so that it appeals to all six types

    including: Explorers, Facilitators, Professional/Hobbyists, Experience seekers,

    Rechargers and Affinity Seekers.(11)

    The needs of ESL students are different from higher education students, as they need

    cultural instruction; bridges towards integration and hands-on English lessons

    suitable for their immediate needs and Art for English programs can supplement,

    develop, and expand on these students needs as stated in the objectives above.(12)

    The structure of the program will be in stages following Griffins model:

    1. Teacher Engagement; (10) Tertiary (higher education) Education, AGNSW, http://www.artgallery.nsw.gov.au/education/tertiary/. (11) Falk, J. H., Dierking, L. D., Museum Experience Revisited, (Walnut Creek, CA, USA: Left Coast Press, 2012), pp.61-62. (12) Bell, K., How ESL and EFL classrooms differ, Oxford University Press ELT, 12 July 2011, (viewed 2.10.14)

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    2. Pre-Visit Orientation;

    3. Gallery Visit Engagement;

    4. Post-Visit debriefing;

    5. Evaluation.(13)

    The nature of the project:

    Art for English programs will be grounded in object-centred learning and in

    particular Visual Thinking Strategies (VTS) developed by Housen and Yenawine over

    30 years of research and study, which focuses on teaching through art and about

    art.(14) See Fig. 1 here for practices to be used, developed by VTS in New York:

    Fig. 1. (From Method and Curriculum, VTS, < http://www.vtshome.org/what-is-vts/method-curriculum--2>, Viewed 19 October 2014.)

    Content for the programs will be objects on display selected by curators under

    consultation with the Education department from the collections, including:

    Aboriginal and Torres Strait Islander art;

    Asian art;

    (13) Griffin, J., School-Museum Integrated Learning Experiences In Science: A Learning Journey, UTS, 1998. (14) Housen, A., Aesthetic Thought, Critical Thinking and Transfer, Arts and Learning Research Journal, Vol. 18, No. 1, 2001--2, pp.99-131.

    VTS Facilitation Method 101 In VTS discussions, teachers support student growth by facilitating discussions of carefully selected works of visual art. Teachers are asked to use three open-ended questions:

    What's going on in this picture? What do you see that makes you say that? What more can we find?

    3 Facilitation Techniques:

    Paraphrase comments neutrally Point at the area being discussed Linking and framing student comments

    Students are asked to