Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- QLD Art Gallery - Modern Art
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Social Science School
What is the role of learning and education in museums today? How do museums develop educational activities and policies for the audience participation that has emerged as so critical to contemporary museums? How can learning in museums be inclusive? This course expands on, and responds to, these questions enabling students to develop a knowledge of current approaches to, and research about, educational outreach in museums. The course is structured around four fields that shape museum learning; arts learning, cultural learning, digital learning, and arts and wellbeing. The course uses critical analysis of multi-modal case studies and key scholarship in the subject, and aims for a balance of theory and practice through a series of workshops and practicals culminating in student group presentation of museum learning project proposals.
The course is delivered in partnership with the Learning Department of Queensland's state art gallery, Queensland Art Gallery | Gallery of Modern Art (QAGOMA). Students will learn about key audience education strategies and the development of programs in museum learning through the Australian industry leading learning department of one of the premier art galleries in Australia. Students will be required to attend workshops at QAGOMA in South Brisbane. This course will be capped at a maximum of 20 enrolments, and has a minimum quota of 12 students.
Please note that this course is delivered in person at Queensland Art Gallery/ Gallery of Modern Art on Brisbane's South Bank. It is the responsibility of students to get to the venue on time. The class is held in the QAG lecture theatre. The sessions will NOT be recorded.
This course provides UQ Master of Museum Studies students with an outstanding opportunity to obtain knowledge and skills in the expanding industry sector of museum learning and education. The course is delivered in person at QAGOMA each Friday. The course is structured around four fields that shape museum learning; arts learning, cultural learning, digital learning, and arts and wellbeing. The course uses critical analysis of multi-modal case studies and key scholarship in the subject, and aims for a balance of theory and practice through a series of workshops and practicals culminating in student group presentation of museum learning project proposals. The course is delivered in partnership with the Learning Department of Queensland's state art gallery, Queensland Art Gallery | Gallery of Modern Art (QAGOMA). Students will learn about key audience education strategies and the development of programs in museum learning through the Australian industry leading learning department of one of the premier art galleries in Australia.
Course contact
School enquiries
Student Enquiries School of Social Science
Level 3, Michie Building (09), St Lucia campus, The University of Queensland.
Monday-Friday, 9:00am-12:00pm, 1:00pm-4:00pm.
Course staff
Lecturer
Mr Terry Deen
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
The course takes place from 1pm to 3.50pm on Fridays at QAGOMA, South Bank cultural precinct, South Brisbane. The course teaching room is the QAG lecture theatre.
Aims and outcomes
The course is aligned with UQ’s 2022-2025 values of striving for creativity and excellence, respect and inclusivity. It aligns with the goal of creating sought after graduates, who are preparing for future success through rich and broad educational experiences.
The course responds to the UQ Learning and Student Experience strategic domain by developing opportunities that give students the ‘UQ Edge’. This is done by providing an experiential curriculum and a market responsive program for postgraduate and lifelong learning, all in the context of an industry environment and workplace setting.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Understand and analyse research on museum education and learning in the context of contemporary museums.
LO2.
Evaluate the effectiveness of a museum learning program against current museum learning research.
LO3.
Apply discipline-based knowledge and understanding to practice in a work place environment.
LO4.
Develop museum learning outreach for inclusive and diverse audiences.
LO5.
Communicate and interact appropriately for audience and purpose.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique |
Assessment 1: essay evaluating a learning program
|
30% |
21/08/2024 2:00 pm |
| Participation/ Student contribution, Presentation |
Assessment 2 : new Learning program and report
|
40% |
14/10/2024 2:00 pm
Group presentations will take place in week 12's class. The hand-in of individual learning program proposals based on your group work is the following Monday giving you the weekend to update your document in the light of workshop feedback. |
| Reflection |
Assessment 3 : written reflection on group project
|
30% |
24/10/2024 2:00 pm
Students should be working on their reflective diary from week 5 onwards when the group projects begin. |
Assessment details
Assessment 1: essay evaluating a learning program
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30%
- Due date
21/08/2024 2:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L01, L02
Task description
Assessment 1: an essay evaluating an existing museum learning program of student’s choice within Queensland (e.g. regional museums, QAGOMA MoB UQAM); 1500 words including references.
Your first course work essay is intended as a concise critical evaluation of ONE learning program of your choice in a museum or gallery. This could be a learning program in a small museum, a regional museum or at state or national / level. It’s up to you to choose. It doesn’t have to be in Australia. Examine the overall strategy of your chosen Learning program and critcally analyse its aims, content and intended audience.
Some aspects to consider: is the learning program linked to the museum’s current exhibitions or to its collection, or is it independent of these? You could pick one element of the learning program to explore in detail if the program you choose is an expansive one. How does it reference one of the fours fields of learning? What type of learning is it? How does it motivate the audience participation and engagement to learn? How does it sit in relation to that museum’s strategic plan? How is the program accessed?
Some questions you might ask (suggestions only - not compulsory) include; based on what we have covered in the course to date what kind of learning program is it? Can you discern if the program is successful and if so why/ why not? How is success measured? Can you suggest how the program could be improved? Is it best practice? In what way? Can you suggest another program that is a better example and would develop your chosen learning program?
Your essay needs an introduction where you discuss what you will do in the essay and why. Your essay also needs a conclusion where you sum up your main arguments.
Use references from the course and find your own. Uses sources including and beyond those suggested in class. Do use some refereed scholarly articles to support your arguments.
See the School of Social Science essay writing guide for basic essay questions.
Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course.
Use of AI: This assessment task evaluates student’s abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct
Submission guidelines
You must submit your assignment electronically by the due time, on the due date.
Your assignment must be submitted via Turnitin on blackboard. To submit your assignment electronically log in to https://learn.uq.edu.au/ultra with your UQ username and password, then click on Course Code>>Assessment>>Assignments, and use the appropriate assignment submission link for each piece of assessment. No e-mailed submissions of assessments will be accepted.
Turnitin links will be configured to permit early submission of assessment items. Students will have the opportunity to submit draft assignments to Turnitin prior to submission of the final assignment in order to review similarity index content and to improve academic writing practice in accordance with UQ Academic Integrity policies.
By uploading your assignment via Turnitin, you are certifying that the work you submit is your own work except where correctly attributed to another source. Do not submit your assignment if it contains any work that is not your own. Please note that on the preview page, your assignment will be shown without formatting. Your assignment will retain formatting and your course coordinator/tutor will be able to see formatted assignments. Once you have submitted your assignment you are able to go back and view your submission with the correct formatting.
You are required to retain proof of submission of your assessment. Your Digital Receipt is available for download from your Assignment Dashboard. If you cannot see your submission and download your digital receipt, your assessment has not been successfully submitted; please submit again. If you are unable to submit your assignment by the due date, you will need to apply for an extension through your student portal on my.UQ.
If you are experiencing technical difficulties with Blackboard, please contact the ITS team via AskUs.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
An extension request without penalty will only be considered under exceptional circumstances as outlined on my.UQ. You must submit the extension request as soon as it becomes evident that an extension is needed, but no later than the assessment item submission due date.
A request for an extension to an assessment due date must be accompanied by supporting documentation corroborating the reason for the request. The student submitting the request is fully responsible for all supporting documentation that is provided with the request and should ensure all documents are authentic.
Extensions on the basis of an approved Student Access Plan (SAP) or an Extension Verification Letter (EVL) can be approved for a maximum period of 7 calendar days. Extensions exceeding this duration or subsequent extensions for a piece of assessment will require additional supporting documentation (e.g., a medical certificate or other supporting evidence listed on my.UQ).
When you submit an extension request in the student portal, it is received, read, and actioned by the Social Science Student Administration Team. It does not go to the course coordinator.
Late applications (requests received after the assessment item submission due date) must include evidence of the reasons for the late request, detailing why you were unable to apply for an extension by the due date.
In considering applications for extensions, students may be asked to supply the work they have completed to date on the assessment piece. This is to establish what efforts have already been made to complete the assessment, and whether the proposed work plan is feasible.
Late submissions of extension requests in your final semester of study could delay your graduation by up to one semester.
Work can NOT be accepted if it is more than one week (7 calendar days) late without prior approval.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Assessment 2 : new Learning program and report
- Team or group-based
- In-person
- Mode
- Activity/ Performance, Oral, Written
- Category
- Participation/ Student contribution, Presentation
- Weight
- 40%
- Due date
14/10/2024 2:00 pm
Group presentations will take place in week 12's class.
The hand-in of individual learning program proposals based on your group work is the following Monday giving you the weekend to update your document in the light of workshop feedback.
Task description
Assessment 2: group project proposing a new learning program to increase audience participation for a museum of your choice (can include for QAGOMA) using audio visual presentation in week 11. Individual project proposals submitted as text; 1000 words excluding references.
Working in groups of 3-4 devise a new Learning program. Your brief is to expand audience participation for the museum and pitch a new program. Use your learning from this course (i.e. the four fields learning) to suggest the new program. Your program should combine two or more of the four fields of learning; for example digital and well-being.
Why is your proposed Learning program needed? What does it consist of? How would you do it? Who are your partners? Do you have an audience sector in mind? What will the experience of participating be?
Group Presentations in week 11. Maximum presentation time per group 12 minutes (TBC). Each member of your group must present for an equal amount of time. 20% of your marks for this project are for your personal presentation and contribution as part of the group project and presentation.
Presentation Hints:
Presentation practice runs before-hand are essential. Time your delivery and make edits to the material to present concise but thorough material. You are persuading your potential partners and your gallery manager to get your proposal up and running. It’s a pitch so be persuasive. Your proposal might be participatory in itself.
Your written submission of 1000 words including references is your own individual work about the group proposal. This will work best if divided into sub sections and written as a pitch in a report style. You should start your document with an executive summary. This is one paragraph summarising the need for the program and its aims and expected outcomes.
Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course.
Use of AI: This assessment task evaluates student’s abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct
Submission guidelines
You must submit your assignment electronically by the due time, on the due date.
Your assignment must be submitted via Turnitin on blackboard. To submit your assignment electronically log in to https://learn.uq.edu.au/ultra with your UQ username and password, then click on Course Code>>Assessment>>Assignments, and use the appropriate assignment submission link for each piece of assessment. No e-mailed submissions of assessments will be accepted.
Turnitin links will be configured to permit early submission of assessment items. Students will have the opportunity to submit draft assignments to Turnitin prior to submission of the final assignment in order to review similarity index content and to improve academic writing practice in accordance with UQ Academic Integrity policies.
By uploading your assignment via Turnitin, you are certifying that the work you submit is your own work except where correctly attributed to another source. Do not submit your assignment if it contains any work that is not your own. Please note that on the preview page, your assignment will be shown without formatting. Your assignment will retain formatting and your course coordinator/tutor will be able to see formatted assignments. Once you have submitted your assignment you are able to go back and view your submission with the correct formatting.
You are required to retain proof of submission of your assessment. Your Digital Receipt is available for download from your Assignment Dashboard. If you cannot see your submission and download your digital receipt, your assessment has not been successfully submitted; please submit again. If you are unable to submit your assignment by the due date, you will need to apply for an extension through your student portal on my.UQ.
If you are experiencing technical difficulties with Blackboard, please contact the ITS team via AskUs.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
An extension request without penalty will only be considered under exceptional circumstances as outlined on my.UQ. You must submit the extension request as soon as it becomes evident that an extension is needed, but no later than the assessment item submission due date.
A request for an extension to an assessment due date must be accompanied by supporting documentation corroborating the reason for the request. The student submitting the request is fully responsible for all supporting documentation that is provided with the request and should ensure all documents are authentic.
Extensions on the basis of an approved Student Access Plan (SAP) or an Extension Verification Letter (EVL) can be approved for a maximum period of 7 calendar days. Extensions exceeding this duration or subsequent extensions for a piece of assessment will require additional supporting documentation (e.g., a medical certificate or other supporting evidence listed on my.UQ).
When you submit an extension request in the student portal, it is received, read, and actioned by the Social Science Student Administration Team. It does not go to the course coordinator.
Late applications (requests received after the assessment item submission due date) must include evidence of the reasons for the late request, detailing why you were unable to apply for an extension by the due date.
In considering applications for extensions, students may be asked to supply the work they have completed to date on the assessment piece. This is to establish what efforts have already been made to complete the assessment, and whether the proposed work plan is feasible.
Late submissions of extension requests in your final semester of study could delay your graduation by up to one semester.
Work can NOT be accepted if it is more than one week (7 calendar days) late without prior approval.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Assessment 3 : written reflection on group project
- Mode
- Written
- Category
- Reflection
- Weight
- 30%
- Due date
24/10/2024 2:00 pm
Students should be working on their reflective diary from week 5 onwards when the group projects begin.
- Other conditions
- Student specific.
- Learning outcomes
- L03, L05
Task description
Assessment 3: an individual written reflection on the group project focusing on the application of current research and work place skills in the field of museum learning and outreach; 1000 words excluding references.
This assignment offers students the opportunity to reflect on the research and workplace skills that they applied to the group project work. In week 12’s class we will also revisit these. Students will submit their reflections in the journal section of blackboard. Reflections on your group project may be added throughout the group project process until the assessment deadline.
As this is a reflective assignment, students are encouraged to write in a less formal way than in an essay. Using the first person ‘I’ is acceptable. Use scholarly work and websites to support your writing.
Some themes you could reflect on in this assessment include: What did you learn about the process of designing a learning program in a group? What kind of research did you use to create the program, which field was it in? How is your proposal aligned with current research in museum learning? Which work place skills did you draw on and develop? What were the advantages (and disadvantages) of working as a team? What did you learn from the process? How did the proposal develop your work place skills. How did your proposal align with industry standards in learning and outreach? Which ones are these?
UQ offer a student guide to using the Blackboard Journal: https://web.library.uq.edu.au/library-services/it/learnuq-blackboard-help/collaborative-tools/blogs-and-journals/blogging-and-journaling
Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course.
Use of AI: This assessment task evaluates student’s abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct
Submission guidelines
Students will submit their reflections in the journal section of Blackboard. Reflections on your group project may be added throughout the group project process until the assessment deadline.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
An extension request without penalty will only be considered under exceptional circumstances as outlined on my.UQ. You must submit the extension request as soon as it becomes evident that an extension is needed, but no later than the assessment item submission due date.
A request for an extension to an assessment due date must be accompanied by supporting documentation corroborating the reason for the request. The student submitting the request is fully responsible for all supporting documentation that is provided with the request and should ensure all documents are authentic.
Extensions on the basis of an approved Student Access Plan (SAP) or an Extension Verification Letter (EVL) can be approved for a maximum period of 7 calendar days. Extensions exceeding this duration or subsequent extensions for a piece of assessment will require additional supporting documentation (e.g., a medical certificate or other supporting evidence listed on my.UQ).
When you submit an extension request in the student portal, it is received, read, and actioned by the Social Science Student Administration Team. It does not go to the course coordinator.
Late applications (requests received after the assessment item submission due date) must include evidence of the reasons for the late request, detailing why you were unable to apply for an extension by the due date.
In considering applications for extensions, students may be asked to supply the work they have completed to date on the assessment piece. This is to establish what efforts have already been made to complete the assessment, and whether the proposed work plan is feasible.
Late submissions of extension requests in your final semester of study could delay your graduation by up to one semester.
Work can NOT be accepted if it is more than one week (7 calendar days) late without prior approval.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 1 - 29 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 30 - 44 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Supplementary assessment
Supplementary assessment is available for this course.
Supplementary assessment is an additional opportunity to demonstrate that the learning requirements for an eligible course have been satisfied and that the graduate attributes for the course have been attained. Supplementary assessment may only be granted where Supplementary Assessment – procedures allow. A passing grade of 4 (or P) is the highest grade that can be awarded in a course where supplementary assessment has been granted. For further information on supplementary assessment please see my.UQ.
Additional assessment information
Academic Integrity: All students must complete the Academic Integrity Modules https://www.uq.edu.au/integrity/
UQ Assignment Writing Guide: Steps for writing assignments - my.UQ - University of Queensland
Release of Marks: The marks and feedback for assessments will be released to students in a timely manner, prior to the due date of the next assessment piece for the course. This is with the exception of the final piece of assessment. The marks and feedback for the final assessment item will only be made available to the student on the Finalisation of Grades date at the end of semester.
Assessment Re-mark: For information on requesting an assessment re-mark, please view the following page on my.UQ: https://my.uq.edu.au/querying-result
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Workshop |
Week 1 Course overview and Introduction Arts Learning and Creative generation At QAGOMA we meet with Terry Deen Head of Learning and go through the learning activities in this course, the assessments and expectations. Developing programs Terry Deen QAGOMA Library introduction Tour of Creative Generation Rachel Ryan Learning outcomes: L01, L02 |
Week 2 (29 Jul - 04 Aug) |
Workshop |
Week 2 Cultural learning Aboriginal and Torres Strait Through a First Nations first approach, the course moves from general orientation into an in-depth study of cultural learning specific to Aboriginal and Torres Strait Islander history and culture. Three QAGOMA case studies explores Design Tracks. This week will highlight the contributions that QAGOMA Learning makes to reconciliation within and beyond the Gallery. UQ staff; Assoc Prof Fiona Foley |
Week 3 (05 Aug - 11 Aug) |
Workshop |
Week 3 Wellbeing Art and Dementia Accessibility sits at the heart of all Learning and Outreach initiatives. Overview, background and deep dive into Art and Dementia program with Debbie Brittain |
Week 4 (12 Aug - 18 Aug) |
Workshop |
Week 4 Arts Learning and Digital QAGOMA Learning staff will unpack formal learning programs and resources for schools and teachers through initiatives that demonstrate how an Education unit within a Gallery impacts outcomes through bridging relationships between the art industry and the education system. Debrief from last week DY/TD |
Week 5 (19 Aug - 25 Aug) |
Workshop |
Week 5 Digital Learning Formation of student groups for project. Exploring current trends in Museum Learning and Outreach is inherently connected with the design of digital learning across Gallery platforms. This week takes a close look at major shifts in the use of emerging technologies with the simultaneous aims of elevating marginalised voices in unison with increasing access to institutionally authored content. QAGOMA case studies and Digital Transformation talks from Morgan Strong and Team Lightning topics leading to “student design jam”. 4 x 15 min presentations followed by a workshop |
Week 6 (26 Aug - 01 Sep) |
Workshop |
Week 6 Group projects This week we focus on your group projects. Assessment discussion lead by Diana Young. Groups develop projects with access to Gallery spaces. Groups reconvene to share progress |
Week 7 (02 Sep - 08 Sep) |
Workshop |
Week 7 Well being The social model, inclusive language, universal design QAGOMA case studies: disability tours, tactile experiences 1.00pm Debrief from last week DY/TD Lecture: Approaching Universal Design with Michael O’Sullivan and team (using QAGOMA specific case studies) Lecture: Overview of QAGOMA Access programs and approach to programming Talk and Tour: An audio description experience Jan Pyke Learning outcomes: L01, L03, L05 |
Week 8 (09 Sep - 15 Sep) |
Workshop |
Week 8 Arts Learning; play Visit to the children's art centre. Workshop on volunteer guides at QAGOMA |
Week 9 (16 Sep - 22 Sep) |
Workshop |
Week 9 Arts learning APT Debrief from last week Introduction to APT (context, history, evolution,) Case studies, artists and communities tour of APT11, QAG, |
Mid Sem break (23 Sep - 29 Sep) |
No student involvement (Breaks, information) |
Mid semester break No class |
Week 10 (30 Sep - 06 Oct) |
Workshop |
Week 10 Regional partnerships QAGOMA was established as a statutory body under the Queensland Art Gallery Act 1987 (the Act). A core objective for QAGOMA under the Act is to contribute to the cultural, social and intellectual development of all Queenslanders . This week will look closely at the work that the QAGOMA Learning department invests into one the guiding principles through which this objective is achieved: There should be responsiveness to the needs of communities in regional and outer metropolitan areas. Partnerships in a decentralised State QAGOMA case study: Art as Exchange, Regional Touring, KoT |
Week 11 (07 Oct - 13 Oct) |
Lecture |
Week 11; All-ages Learning Centre (AALC) This week will provide students with unique insight into the future of the QAGOMA Learning department. Senior staff will share the latest information on the proposed All-ages Learning Centre at the Queensland Art Gallery. Debrief from last week Learning Centre presentation Simon Wright Workshop group presentations |
Week 12 (14 Oct - 20 Oct) |
Workshop |
Week 12 Group presentations Group project proposing a new Learning program to increase audience participation using audio visual presentation. The major assessment item is presented in the Lecture Theatre at the Queensland Art Gallery. |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.