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This exclusive course is part of the program:The Basics of Teaching Artistry
Starts in 3 days
You can also start immediately after joining!
This exclusive course is part of the program:
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This course introduces teaching artists to the core principles which underpin successful engagement with audiences and communities.
The course features case studies from the work of the Queensland Performing Arts Centre (Queensland, Australia) and introduces different approaches and knowledge required to work with multiple and diverse contexts and communities.
Areas covered include: building projects and activities to deepen engagement with works of art, commissioning new work, understanding the transferability of teaching artist skill sets, connections with audiences and communities and an examination of collaboration and co-creation.
This course is in adaptive mode and is open for enrollment. Learn more about adaptive courses here.
Session 1: Audiences and Communities (January 29, 2020)
In this session we meet a teaching artist who talks about how to prepare for entering a community, her use of journaling as a planning and documentation technique and the importance of project legacy. This session also focuses on creating work to enrich audience connection with works of art. It looks at three elements of an engagement program developed with teaching artists to deepen engagement in the work of Teaching Artists.
1. Course Overview
2. Welcome from QPAC
3. Course Overview Continued
4. Reflection Journal Exercise - We All Dance Project
5. We All Dance Project
6. Forum Activity - Finding your 'Why'
7. Reflective Journal Exercise - Working with Communities
8. Communities - Entering, Leaving, and Legacy
9. Forum Activity - Improving Community Practice
10. QPAC International Series
11. Forum Activity - Create a Project
Session 2: Commission and Purpose (February 5, 2020)
An Artistic Director talks about his festival’s curatorial framework, the commissioning process as well as outlines the range of ways teaching artists might engage with a festival. In addition, he introduces a teaching artist who created a new work in response to the festival values and curatorial framework. The curatorial framework for a major international festival will drive a life-like scenario which invites a contribution from you. How will you align that framework with your own skills and ambitions?
2. Out of the Box Festival
3. Forum Activity - Children's Festivals Around the World
4. Commissioning & Curating - Brett Howe
5. Commissioning & Curating
6. Sally Chance Interview
7. Forum Activity - Writing a Proposal
8. BONUS MATERIAL: Introduction to Access Expo: A Festival to Open Doors
9. BONUS MATERIAL: A Commissioning Outline for ‘Access Expo: A Festival to Open
10. BONUS MATERIAL: Introducing PNG: Host of the 2019 ‘Access Expo: A Festival to Open Doors’ by Lesley Melle
Session 3: Expanding Connections with Audiences and Communities (February 12, 2020)
This session asks you to consider the range of skills you have as a teaching artist and to identify how they can be applied and transferred across sectors, disciplines and between communities. Also in this session, two teaching artists look at ethics, respect and community protocols when working with Aboriginal and Torres Strait Islander children. They touch on the importance of place and history, which will be explored in more depth in the SOH course. Also covered is how to identify and respond to individual participants’ learning needs.
1. Session Introduction
2. Skills Audit
3. Forum Activity - Working in Unexpected Places
4. Forum Activity - Transferring Your Skills
5. Ethics and Protocols
6. Forum Activity - Haikus of Purpose, Values and Principles
7. Forum Activity - Purpose, Vales and Principles
8. Forum Activity - Purpose, Vales and Principles (Continued)
9. Individual Participant Needs
Session 4: Collaboration and Co-Creation (February 19, 2020)
This session investigates key aspects of collaboration and co-creation by examining an arts-led children’s symposium. It explores the development and delivery of the symposium with a focus on the collaboration and co-creation between teaching artists, children and professionals from multiple disciplines. In particular, this session focuses on how teaching artists deliberately seek to foster in participants a growth mindset essential for both collaboration and co-creation. A growth mindset is characterised by an openness to new ideas, enquiry, wonder, questioning, challenging, acknowledging and embracing imperfections, and viewing the process as more important than the end result.
1. Session Introduction
2. Introduction to Photo Essay
3. K8 Children's Symposium
4. Forum Activity - Key Concepts in Collaboration & Co-Creation
5. Forum Activity - Key Concepts in Collaboration & Co-Creation (Continued)
6. Course Conclusion
Below you will find an overview of the Learning Outcomes you will achieve as you complete this course.
Engaging Audiences and Communities
Observe and identify the core capabilities necessary to engage with audiences and communities purposefully and meaningfully
Re-frame and apply their artistic practice for community contexts (including both audiences and place) through exchange, collaboration and co-creation
Apply Teaching Artist practice to engage artistically, effectively and ethically with diverse communities and cultures
Instructors & Guests
Professor Judith McLean is the Chair of Arts Education at the Queensland University of Technology and Scholar in residence at the Queensland Performing Arts Centre. The role is a unique collaboration between the two entities and McLean’s role is to inspire and build points of connection in arts learning within arts and non-arts institutions and communities across Australia and internationally.
McLean designed and currently leads the Australia Council’s Senior Leaders Program which is a twelve-month project where leaders from across the globe meet in different Australian regions building their own and their organisation’s capacity. Mclean’s areas of expertise include: arts practice, brain based learning, developmental and psychoanalytical theory, leadership studies and adult learning.
She has led ground-breaking inroads as a teaching artist working in and across non-traditional sectors: health and engineering as well as a range of arts based programs/projects. The common thread operating across these disparate sectors over a 30-year career is an ability to re-purpose and transfer the knowledge and skills of the teaching artist’s practice to explore self-expression, identity and creativity in the workplace.
Rebecca is Director of Public Engagement and Learning at Queensland Performing Arts Centre. She leads a team of teaching artists, producers and arts managers to curate and deliver programs that build context, increase participation and support audiences and communities to make meaning through live performance. One of the key initiatives produced by the team is the internationally recognised Out of the Box Festival for Children under 8. Rebecca is also the Editor of QPAC’s Story magazine, a biannual publication featuring some of the world’s leading writers, artists and thinkers exploring ideas in art, performance, placemaking and learning.
Over the last 20 years, Rebecca has worked with large and small arts organisations including performing arts centres, literary festivals, visual arts, youth programming and education, libraries and museums. Her work spans non-profit administration and leadership, strategic planning, critical analysis, conceptual development, research, consultation, programming and evaluation. She was the first Australian accepted as an International Fellow of the John F Kennedy Center for the Performing Arts in Washington DC.
Originally training as a journalist at The University of Queensland, Rebecca has a Master of Arts in Cultural and Media Policy from Griffith University.
If a student signs up for The Basics of Teaching Artistry program, it is recommended that these courses are taken sequentially.
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