Developing Creative Arts career pathways through tertiary study

Project team and roles

  • Project Leader: Dr Jennifer Rowley ()
  • Project Partner (research leader): Dr Helen Mitchell ()
  • Project Partner (SCA): Mr Oliver Smith ()
  • Project Partner (ADP): Dr Martin Tomitsch ()
  • Academic Teacher (ADP): Dr Somwrita Sakar ()
  • Casual Academic Teacher (SCA): Ms Vicky Browne ()

What have we done?

So far the project team has had one planning meeting to formalise the Phase 1 project plan. As this project is an innovative, intentional curriculum based strategy to provide the Creative Arts and Architecture Division students and staff with a collective service learning experience we have selected the Units of Study for 2013 and 2104 that will be targeted to enable the tertiary students to widen their creative arts career experiences. The project will increase the capacity of existing curriculum by providing tertiary students an opportunity to generate and implement genuinely collaborative projects with both primary and high school students at low SES and disadvantaged schools. It is our intention to work with some established and first time partnership COMPASS schools as the project's main objective is to raise aspirations and awareness for school students to study tertiary level music, design and visual art. The project will be conducted as a service learning and community engagement activity for enrolled undergraduate students in certain Units of Study (mainly first year units of study) within the Division of Architecture and Creative Arts in partnership with up to ten (10) identified low-SES (i.e. COMPASS) schools. A key component of this project is a research focus that builds on a pilot study of music students' pathways towards and beyond tertiary to inform the University and the creative arts disciplines of best practice training to encourage, retain and progress students in their successful careers in creative arts.

We will meet again as a team on July 23 to finalise the employment of a project manager and research assistant for the project period. The ethics protocol and contact with schools will be our main focus for the Phase 1 of the project.

What have we learned?

The team is enthusiastic and committed to the objectives of this project over the 18 month period. We are working with 3 faculties across 3 campuses and so we are currently negotiating the best method of ensuring the tertiary students get an opportunity to collaborate on this project as a Division so that the project does not become fractured.

Partner Schools

  • Bexley Primary School
  • Marrickville West Primary School
  • Marrickville High School
  • Dulwhich Hill High School
  • Bass High School
  • Granville Boys High School
  • Auburn Girls High School

Where has our funding come from?

WPG

Resources

  • Bennett, Dawn, (2011). Academy and the Real World: Developing realistic notions of career in the performing arts. Arts and Humanities in Higher Education 2009 8: 309.
    Retrieved from: http://ahh.sagepub.com/content/8/3/309
  • Smith, K. (2003) 'School to university: sunlit steps, or stumbling in the dark?' Arts
    and Humanities in Higher Education 2 (1): 90-8
    .
  • Stuart, M. (2006) '"My Friends Made all the Difference": Getting into University for First-Generation Entrants.' Journal of Access Policy and Practice. 3:2. 163-184.
  • Winterson, Julia & Russ, Michael. (2009). Understanding the transition from school to University. Retrieved from: http://www.hud.ac.uk/tqef/1c