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Abbey MacDonald

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Abbey MacDonald

Abbey MacDonald

Senior Lecturer in Arts Education

Room G217, Building G, Newnham Campus

+61 3 6324 3170 (phone)

Abbey.MacDonald@utas.edu.au

Abbey MacDonald is an award winning early career researcher and Senior Lecturer in Arts Education, where she specialises in visual art curriculum, pedagogy and practice. Her classroom teaching experience includes secondary visual arts, media arts and English, as well as diverse pastoral leadership roles. Dr MacDonald’s work in the College of Arts, Law and Education is undertaken in the Master of Teaching (Arts Specialisations), the Bachelor of Education, and Research Higher Degree supervision of students working across the School of Education and School of Creative Arts and Media. While her areas of teaching and practice specialisation are grounded in visual and media arts, she has taught into, designed and developed units for face to face and online delivery across the five Arts in Australian tertiary education contexts. Dr MacDonald has extensive experience in development of online pedagogy, blended learning and curation of learning spaces for the online domain, with her practice and achievements being recognised through awards bestowed at both university and national level.

Biography

Dr MacDonald specialises in Arts-based and storied research methods and their interdisciplinary applications. Her priority research contexts include navigation of the politics of collaboration, brokering professional learning initiatives and community partnerships for education contexts, conceptualising intersections between Arts-based methodology, practice and pedagogy, and enactment of interdisciplinary curriculum.

As an artist, teacher, community volunteer and mother, Dr MacDonald brings to all aspects of her work a strong personal focus upon Arts advocacy, teacher empowerment, community engagement and multi-stakeholder collaboration. She is driven by her own personal experience of the transformative power of the Arts and education, and her belief in quality Arts education for all.

Dr MacDonald is a practicing visual artist and curator, working in oils and cross media. She is Vice President of Art Education Australia (AEA), and Immediate Past President/Councillor of the Tasmanian Art Teachers Association (TATA).

Achievements

Dr MacDonald’s work has been recognised through a number of university and national awards in recognition of her outstanding achievements and practice across research and teaching, including:

Research Awards

  • 2018 - Australian Teacher Education Association (ATEA) Research Award for an Early Career Researcher
  • 2018 – UTAS School of Education Research Merit Certificate – For outstanding contribution
  • 2017 - UTAS Faculty of Education Early Career Researcher Award – In recognition of outstanding research performance in publications, grants and supervisions (2014-2016)
  • 2017 - Alison Lee Theory in Educational Research Scholarship recipient, Australian Association for Research in Education (AARE)
  • 2017 - Ian Potter Foundation - Travel Grant to attend and present research at the World Alliance of Art Education (WAAE) Summit, Auckland, NZ

Teaching Awards

  • 2018 - Vice Chancellor’s Award for Early Career Academic Teaching – For an outstanding performance in relation to academic teaching, curriculum design, researcher supervision and research output
  • 2017 - UTAS Career Development Scholarship (Individual) for the project - Refining the Relational Art Inquiry Tool (RAIT) for pedagogical inquiry and curriculum enactment in media arts.
  • 2016 - UTAS Category A Teaching Development Grant for the project - Classroom collaborations: Curriculum art-ventures of primary students and teachers – A pilot investigation.
  • 2016 – UTAS Teaching Merit Certificate
  • 2011 – UTAS Teaching Merit Certificate

Career summary

Qualifications

  • PhD (2014) 'Intertwined: Becoming artist and teacher'. University of Tasmania
  • Bachelor of Teaching with Honours (2008), University of Tasmania
  • Bachelor of Fine Art with Honours (2005), University of Tasmania
  • Associate Fellow of the Higher Education Academy (AFHEA)‚Äč

Memberships

Professional practice

  • Tasmanian Art Teachers Association (TATA)
  • International Society for Education through Art (InSEA)
  • Art Education Australia (AEA)
  • Australian Association for Research in Education (AARE)
  • Australian Teacher Education Association (ATEA)
  • Australian Association for Environmental Education (AAEE)

Committee associations

  • Art Education Australia - Vice President (2017 ongoing)
  • Tasmanian Art Teachers Association - Immediate Past President (2017-2018)
  • Tasmanian Art Teachers Association – Councillor (2018 ongoing)
  • CALE School Engagement Working Group (2018 ongoing)
  • CALE Research Output Committee (ROC) Representative – School of Education (2019 ongoing)
  • Department of Education Learning Area Group – UTAS Representative (2018 ongoing)

Teaching

Teaching expertise

Dr MacDonald’s approaches to teaching are guided by a philosophy that leverages from relationality brokered between art making and art teaching practices. Dr MacDonald enacts this through engaging in an ongoing reflective dialogic process of adopting and refining artist-teacher pedagogical knowledge from her research, community service and teaching programs to cultivate innovative learning experiences for our MTeach Arts pre-service teachers. Through adopting relational collaboration to develop meaningful partnerships with Arts and education stakeholders, Dr MacDonald ensures pre-service art teachers are given diverse opportunities to explore authentic examples of teacher/artist pedagogy and practice, and outcomes that can ensue in real-world art learning and teaching applications. Dr MacDonald’s students benefit from a learning experience that aligns powerfully with the teacher professional learning opportunities they will be presented with upon their graduation.

The quality of Abbey’s teaching was recognised in 2018 through her being awarded the University’s highest level of award for an early career teacher, the Vice Chancellor’s Award for Early Career Academic Teaching. Further to this, Abbey has received UTAS Teaching Merit Certificates (2011, 2016) and she has also been awarded a UTAS Teaching Development Grant (2017). She holds ongoing state and national leadership roles in Art Education contexts, reiterating the regard in which she is held by her peers and the pedagogical and practical credibility of her work in and for Arts education.

Teaching responsibility

Dr MacDonald's responsibilities for 2018 include coordination and/or tutoring in the following Master of Teaching and Bachelor of Education units:

Semester 1

Semester 2

View more on Dr Abbey MacDonald in WARP

Expertise

As a qualitative researcher with an interest in the applications of storying and Arts-based methodologies, Abbey’s research aligns to the UTAS theme of Creativity, Culture and Society. Abbey’s research program is underpinned by partnerships and empowered through collaboration with diverse education and Arts industry stakeholders. She applies her methodological expertise to the following research contexts:

  • Arts Education
  • Curriculum embodiment and enactment
  • Arts, Education and Industry collaboration
  • Teacher professional learning
  • Creative practice (drawing, painting)
  • Deleuze within a/r/tographic inquiry
  • Experimental and relational pedagogy
  • Pre-service to in-service teaching transitions
  • Museum and gallery-based experiential learning/teaching
  • Education transformation through the Arts
  • Interdisciplinary teaching and learning (i.e STEM/STEAM Education)

The nature of her work across fields of Arts-based research in education contexts and storied research necessitates a complement of traditional and non-traditional outputs. Abbey’s impact as a researcher who embodies and enacts the relational values she advocates for are evidenced in the quality and quantity of research outputs delivered across creative practice, educational theory and research method contexts.

As a Qualitative and Arts-based methodology expert with experience supervising creative practice and education projects, Abbey supervises a range of Research Higher Degree students across the College of Arts, Law and Education (CALE), in both thesis and exegesis pathways.

Awards

  • 2018 - Australian Teacher Education Association (ATEA) Research Award for an Early Career Researcher
  • 2018 – UTAS School of Education Research Merit Certificate – For outstanding contribution
  • 2017 - UTAS Faculty of Education Early Career Researcher Award – In recognition of outstanding research performance in publications, grants and supervisions (2014-2016)
  • 2017 - Alison Lee Theory in Educational Research Scholarship recipient, Australian Association for Research in Education (AARE)

Research Appointments

Further to her Arts Education discipline area, Dr MacDonald continues to contribute to broader Education research agendas, activities and culture, locally, nationally and internationally.

  • Early Career Researcher Representative - Australian Association for Research in Education (AARE) Executive - 2016 - 2017
  • Co-convenor of the Arts Education Practice and Research Special Interest Group (AEPR SIG) for the Australian Association of Research in Education (AARE) 2011-2014

Fields of Research

  • Teacher Education and Professional Development of Educators (130313)
  • Creative Arts, Media and Communication Curriculum and Pedagogy (130201)
  • Education (139999)
  • Fine Arts (incl. Sculpture and Painting) (190502)
  • Visual Cultures (190104)
  • English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) (130204)
  • Science, Technology and Engineering Curriculum and Pedagogy (130212)
  • Continuing and Community Education (130101)
  • Art Criticism (190101)
  • Specialist Studies in Education (130399)
  • Higher Education (130103)
  • Community Child Health (111704)
  • Sociological Methodology and Research Methods (160807)
  • Physical Education and Development Curriculum and Pedagogy (130210)
  • Environmental and Natural Resources Law (180111)
  • Gender, Sexuality and Education (130308)
  • Art History (190102)
  • Museum Studies (210204)
  • Health Promotion (111712)
  • Secondary Education (130106)
  • Aboriginal and Torres Strait Islander Education (130301)
  • Drama, Theatre and Performance Studies (190404)
  • Public Health and Health Services (111799)
  • Primary Education (excl. Maori) (130105)
  • Studies in the Creative Arts and Writing (199999)
  • Social Change (160805)
  • Visual Arts and Crafts (190599)

Research Objectives

  • Teacher and Instructor Development (930202)
  • The Creative Arts (incl. Graphics and Craft) (950104)
  • Expanding Knowledge through Studies of the Creative Arts and Writing (970119)
  • School/Institution Community and Environment (930402)
  • Expanding Knowledge in History and Archaeology (970121)
  • Education and Training Theory and Methodology (939902)
  • Pedagogy (930201)
  • Languages and Literature (950203)
  • Gender Aspects of Education (939904)
  • Assessment and Evaluation of Curriculum (930301)
  • Child Health (920501)
  • Education and Training (939999)
  • Syllabus and Curriculum Development (930302)
  • Environmental Policy, Legislation and Standards (960799)
  • Learner and Learning Processes (930102)
  • School/Institution (930499)
  • Arts and Leisure (950199)
  • Education and Training Systems (930599)
  • Learner and Learning Achievement (930101)
  • The Performing Arts (incl. Theatre and Dance) (950105)
  • Health Education and Promotion (920205)
  • Public Health (excl. Specific Population Health) (920499)
  • Workforce Transition and Employment (939908)
  • Teaching and Instruction Technologies (930203)

Publications

Total publications

104

Highlighted publications

(4 outputs)
YearTypeCitationAltmetrics
2018Other Public OutputCruickshank V, MacDonald A, 'Teachers who feel appreciated are less likely to leave the profession', The Conversation AU, The conversation Media Trust, Australia, 2018, 15 January 2018 (2018) [Magazine Article]

[eCite] [Details]

Co-authors: Cruickshank V

2016Journal ArticleMacDonald A, Barton G, Baguley M, Hartwig K, 'Teachers' curriculum stories: perceptions and preparedness to enact change', Educational Philosophy and Theory, 48, (13) pp. 1336-1351. ISSN 0013-1857 (2016) [Refereed Article]

DOI: 10.1080/00131857.2016.1210496 [eCite] [Details]

Citations: Scopus - 2Web of Science - 1

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2015Journal ArticleMacDonald A, Moss T, 'Borderlands: traversing spaces between art making and research', Qualitative Research Journal, 15, (4) pp. 445-458. ISSN 1448-0980 (2015) [Refereed Article]

DOI: 10.1108/QRJ-05-2015-0032 [eCite] [Details]

Citations: Scopus - 6Web of Science - 5

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2013Journal ArticleBarton G, Baguley M, MacDonald A, 'Seeing the bigger picture: investigating the state of the arts in teacher education programs in Australia', Australian Journal of Teacher Education, 38, (7) Article 6. ISSN 0313-5373 (2013) [Refereed Article]

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Journal Article

(19 outputs)
YearCitationAltmetrics
2019MacDonald A, Hunter J, Wise K, Fraser S, 'STEM and STEAM and the spaces between: an overview of education agendas pertaining to disciplinarity' across three Australian states', Journal of Research in STEM Education, 5, (1) pp. 75-92. ISSN 2149-8504 (2019) [Refereed Article]

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Co-authors: Fraser S

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2019MacDonald AJ, Wise K, Tregloan K, Wallis L, Fountain W, et al., 'Designing STEAM education: fostering relationality through design-led disruption', The International Journal of Art & Design Education ISSN 1476-8062 (In Press) [Refereed Article]

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Co-authors: Wallis L; Fountain W; Holmstrom N

2018Baguley M, MacDonald A, Jackett A, 'Creative Leadership and the Hadley's Art Prize Hobart (HAPH)', Australian Art Education, 39, (2) pp. 288-306. ISSN 1032-1942 (2018) [Refereed Article]

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2018Delphin T, MacDonald A, 'Sanitising landscapes: Implications for meaning making', Journal of Artistic and Creative Education, 12, (1) pp. 6-20. ISSN 1832-0465 (2018) [Refereed Article]

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Co-authors: Delphin T

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2018MacDonald A, Hunter M, Ewing R, Polley J, 'Dancing around drawn edges: Reimagining deficit storylines as sites for relational Arts teacher professional learning collaboration', Australian Art Education, 39, (3) pp. 455-467. ISSN 1032-1942 (2018) [Refereed Article]

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Co-authors: Hunter M

2017Kerby M, MacDonald A, McDonald J, Baguley M, 'The museum diorama: Caught between art and history', Australian Art Education, 38, (2) pp. 354-371. ISSN 1032-1942 (2017) [Refereed Article]

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2017Kerby MC, Baguley M, MacDonald A, Lynch Z, 'A war imagined: Gallipoli and the art of children's picture books', Australian Art Education, 38, (1) pp. 199-216. ISSN 1032-1942 (2017) [Refereed Article]

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2017Kerby MC, Baguley MM, MacDonald AJ, 'And the Band Played Waltzing Matilda: Australian picture books (1999-2016) and the First World War', Children's Literature in Education: An International Quarterly pp. 1-19. ISSN 0045-6713 (2017) [Refereed Article]

DOI: 10.1007/s10583-017-9337-3 [eCite] [Details]

Citations: Scopus - 1

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2017MacDonald A, Cruickshank V, 'From the wing chair: Stories from and about the experience of living and working in a Tasmanian boarding school', International Journal of Practice Based Humanities, 2, (1) pp. 1-22. ISSN 2207-3086 (2017) [Refereed Article]

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Co-authors: Cruickshank V

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2017MacDonald A, Cruickshank V, 'Good teachers grow: Disrupting negative depictions of teachers through relational a/r/tographic inquiry', Australian Art Education, 38, (2) pp. 319-338. ISSN 1032-1942 (2017) [Refereed Article]

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Co-authors: Cruickshank V

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2017MacDonald A, McMahon J, 'The Relational Art Inquiry Tool: Supporting participants and researchers from non-Arts backgrounds to engage in and with a/r/tography', Revista VIS: Revista do Programa de Pos-Graduacao em Arte, 16, (2) pp. 373-396. ISSN 2447-2484 (2017) [Refereed Article]

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Co-authors: McMahon J

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2017MacDonald AJ, 'A diptych of dilemma: becoming an artist and a teacher', International Journal of Education Through Art, 13, (2) pp. 163-177. ISSN 1743-5234 (2017) [Refereed Article]

DOI: 10.1386/eta.13.2.163_1 [eCite] [Details]

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2017MacDonald AJ, Baguley MM, Kerby MC, 'Collaboration as metaphoric construct and guiding practice in art-making and teaching: A multimodal rendering', Studies in Art Education, 58, (4) pp. 312-324. ISSN 0039-3541 (2017) [Refereed Article]

DOI: 10.1080/00393541.2017.1368290 [eCite] [Details]

Citations: Scopus - 1

Co-authors: Baguley MM

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2017McMahon J, MacDonald A, Owton H, 'A/r/tographic inquiry in sport and exercise research: a pilot study examining methodology versatility, feasibility and participatory opportunities', Qualitative Research in Sport, Exercise and Health, 9, (4) pp. 403-417. ISSN 2159-676X (2017) [Refereed Article]

DOI: 10.1080/2159676X.2017.1311279 [eCite] [Details]

Citations: Scopus - 5Web of Science - 3

Co-authors: McMahon J

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2016MacDonald A, Barton G, Baguley M, Hartwig K, 'Teachers' curriculum stories: perceptions and preparedness to enact change', Educational Philosophy and Theory, 48, (13) pp. 1336-1351. ISSN 0013-1857 (2016) [Refereed Article]

DOI: 10.1080/00131857.2016.1210496 [eCite] [Details]

Citations: Scopus - 2Web of Science - 1

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2015Baguley M, Barton G, MacDonald AJ, 'The Formation of the Australian Arts Education Practice and Research Special Interest Group (AEPR SIG)', Australian Art Education, 36, (2) pp. 8-21. ISSN 1032-1942 (2015) [Refereed Article]

[eCite] [Details]

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2015MacDonald A, Moss T, 'Borderlands: traversing spaces between art making and research', Qualitative Research Journal, 15, (4) pp. 445-458. ISSN 1448-0980 (2015) [Refereed Article]

DOI: 10.1108/QRJ-05-2015-0032 [eCite] [Details]

Citations: Scopus - 6Web of Science - 5

Tweet

2014MacDonald AJ, Cruickshank V, McCarthy RJ, Reilly F, 'Defining professional self: Teacher educator perspectives of the Pre-ECR journey', Australian Journal of Teacher Education, 39, (3) Article 1. ISSN 0313-5373 (2014) [Refereed Article]

DOI: 10.14221/ajte.2014v39n3.5 [eCite] [Details]

Citations: Scopus - 1

Co-authors: Cruickshank V; McCarthy RJ

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2013Barton G, Baguley M, MacDonald A, 'Seeing the bigger picture: investigating the state of the arts in teacher education programs in Australia', Australian Journal of Teacher Education, 38, (7) Article 6. ISSN 0313-5373 (2013) [Refereed Article]

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Chapter in Book

(8 outputs)
YearCitationAltmetrics
2019Barton G, Baguley M, Kerby M, MacDonald A, 'Exploring How Quality Children's Literature Can Enhance Compassion and Empathy in the Classroom Context', Compassion and Empathy in Educational Contexts, Palgrave Macmillan, G Barton and S Garvis (ed), Switzerland, pp. 165-188. ISBN 978-3-030-18925-9 (2019) [Research Book Chapter]

DOI: 10.1007/978-3-030-18925-9_9 [eCite] [Details]

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2019Emery L, Flood A, Baguley M, MacDonald A, 'Visual literacy', More than words can say: a view of literacy through the arts, National Advocates for Arts Education (NAAE), J Dyson (ed), Australia, pp. 18 - 32. ISBN 0858896931 (2019) [Revised Book Chapter]

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2019Kerby M, Baguley M, MacDonald AJ, 'Write propaganda, shut up, or fight: Philip Gibbs and the Western Front', The Palgrave Handbook of Artistic and Cultural Responses to War since 1914, Palgrave Macmillan, M Kerby, M Baguley and J McDonald (ed), United Kingdom, pp. 219-236. ISBN 978-3-319-96985-5 (2019) [Research Book Chapter]

DOI: 10.1007/978-3-319-96986-2_13 [eCite] [Details]

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2018MacDonald A, Hunter M, 'Arts-Based Research in Education: Becomings from a Doctoral Research Perspective', Structuring the Thesis: Matching Method, Paradigm, Theories and Findings, Springer Nature Singapore Pte Ltd, D Kember, M Corbett (ed), Singapore, pp. 251-261. ISBN 978-981-13-0510-8 (2018) [Research Book Chapter]

DOI: 10.1007/978-981-13-0511-5_25 [eCite] [Details]

Co-authors: Hunter M

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2017Hunter MA, MacDonald A, 'Dark Play: On an Alternative Politics of Aspiration', Playing with Possibilities, Cambridge Scholars Publishing, P O'Connor, C Gomez (ed), United Kingdom, pp. 16-33. ISBN 978-1-5275-0379-3 (2017) [Research Book Chapter]

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Co-authors: Hunter MA

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2017Irwin RL, Pardinas MJA, Barney DT, Chen JCH, Dias B, et al., 'A/r/tography around the world', The Palgrave Handbook of Global Arts Education, Macmillan Publishers Ltd, G Barton, M Baguley (ed), United Kingdom, pp. 475-496. ISBN 978-1-137-55584-7 (2017) [Other Book Chapter]

DOI: 10.1057/978-1-137-55585-4_29 [eCite] [Details]

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2014MacDonald AJ, Moss T, 'The art of practice: Exploring the interactions between artist practice and teacher practice', The Future of Educational Research, Sense Publishers, N. Fitzallen, S. Fan & R. Reaburn (ed), Netherlands, pp. 99-110. ISBN 978-94-6209-512-0 (2014) [Research Book Chapter]

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Co-authors: Moss T

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2013Baguley M, Campbell J, Cruickshank V, Daunt J, Kerby M, et al., 'Greater than the sum of its parts: The formation of a school/university research team', The Role of Participants in Education Research: Ethics, epistemologies and methods, Routledge, W Midgley, PA Danaher & M Baguley (ed), New York, pp. 193-207. ISBN 978-0-415-63628-5 (2013) [Research Book Chapter]

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Co-authors: Cruickshank V

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Review

(1 outputs)
YearCitationAltmetrics
2018MacDonald A, 'Education in the Arts (3rd Ed), by Sinclair, C, Jeanneret, N, O'Toole, J, Hunter, M, Oxford University Press, 2018, 273 pp.,$74 AUD, ISBN: 978-0-195-52-794-0', NJ pp. 1-2. ISSN 1445-2294 (2018) [Review Single Work]

DOI: 10.1080/14452294.2018.1493674 [eCite] [Details]

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Conference Publication

(28 outputs)
YearCitationAltmetrics
2019Crowley SK, MacDonald AJ, Fraser S, 'Art: what's STEM got to do with it?', International Institute for Qualitative Inquiry, University of Illinois, Urbana-Champaign, May 15-18, 2019, USA, pp. 202. (2019) [Conference Edited]

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Co-authors: Crowley SK; Fraser S

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2019MacDonald A, 'See saws and sweet spots: Negotiating tensions between aspiration and actuality for education outcomes - An Arts educator perspective', Horizon Series, May 22, Hobart, Tasmania (2019) [Plenary Presentation]

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2019MacDonald A, Polly J, 'Empowering arts teachers to embrace and enact The Australian Curriculum - The Arts: A Tasmanian perspective', National Visual Art Education Conference Program, 21-23 January, Canberra, ACT (2019) [Conference Extract]

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2019MacDonald AJ, 'STEM, STEAM and the spaces between: Explicating the enablers and inhibitors of interdisciplinary teaching and learning', Book of abstracts, 3-5 July, Sunshine Coast, Australia, pp. 76. (2019) [Conference Extract]

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2019Mainsbridge C, Nash R, Elmer S, Patterson K, Cruickshank V, et al., 'HealthLit4Kids Animation: inclusive and informed participants', Engagement Transforms 2019 (ET19), 6 September, Hobart, Tasmania (2019) [Conference Extract]

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Co-authors: Mainsbridge C; Nash R; Elmer S; Patterson K; Cruickshank V; Burke E; Dick R

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2019MacDonald A, 'Co-disrupting applications for arts-based research: implications for education', InSEA Research and Praxis Webinar Series, May 23, Zoom meeting (2019) [Plenary Presentation]

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2018Cruickshank V, MacDonald A, 'A paradox of being both highly valued and highly scrutinized: the Australian male primary teacher experience', 2018 ATEA & TEFANZ Conference: Teacher Education in and for Uncertain Times - Conference Handbook & Abstracts, 3-6 July 2018, Melbourne, Australia, pp. 20. (2018) [Conference Extract]

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Co-authors: Cruickshank V

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2018MacDonald A, Wise K, Holmstrom NG, Brown N, Polley J, et al., 'STEAM Horizons: Navigating contentions and possibilities for interdisciplinary pedagogy and learning in Tasmania', AARE Conference 2018 (2018) [Conference Extract]

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Co-authors: Holmstrom NG; Brown N; Polley J; Kratz S; Fountain WG

2018MacDonald AJ, 'Engaging communities in nature conservation through aesthetics and art: Preliminary insights from a Tasmanian perspective', AARE Conference 2018, 1-6 December 2018, Sydney (2018) [Conference Extract]

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2018MacDonald AJ, Wise K, Holmstrom NG, Brown N, Polley J, 'Disrupting disciplines: Empowering students and teachers to drive STEAM teacher professional learning design', Teaching Matters 2018, 21 November 2018, Launceston, Tasmania (2018) [Conference Extract]

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Co-authors: Holmstrom NG; Brown N; Polley J

2018Wise K, MacDonald A, Holmstrom N, Brown N, Hart B, et al., 'STEAM horizons: Boundary conditions and transitions', 2018 ACUADS Conference Program, 27-28 September 2018, Perth, WA, Australia, pp. 22. (2018) [Conference Extract]

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Co-authors: Wise K; Holmstrom N; Brown N; Hart B; Kratz S; Polley J; Fountain W

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2018MacDonald A, Bywaters M, Wightman K, 'Cultivating quality professional learning partnerships between schools, universities and other stakeholders: take-aways from two Tasmanian case studies', 2018 ATEA & TEFANZ Conference: Teacher Education in and for Uncertain Times - Conference Handbook & Abstracts, 3-6 July 2018, Melbourne, Australia, pp. 55. (2018) [Conference Extract]

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Co-authors: Bywaters M

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2017Garvis S, MacDonald AJ, 'Arts-based research, wellbeing and A/r/tography: Developing individual capabilities', 17th Biennial EARLI Conference on Research on Learning and Instruction Book of Abstracts, 29 August - 2 September 2017, Tampere, Finland, pp. 9-10. (2017) [Conference Extract]

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2017MacDonald A, Wightman K, 'Cultivating professional learning partnerships in Tasmania: Tom Bentley's 7 key features of collaboration', Education Transforms 2017 Programme with Abstracts, 12-14 July 2017, Hobart, Tasmania, pp. 8-9. (2017) [Conference Extract]

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2017MacDonald AJ, 'The Relational Art Inquiry Tool: Expanding the possibilities of and for a/r/tographic research', Proceedings of the 7th World Alliance for Arts Education Conference, 22-25 November 2017, Auckland, New Zealand (2017) [Conference Extract]

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2017MacDonald AJ, 'Professional pathways: Navigating the professional academic landscape post PhD', AARE 2017 Conference Papers, 26-30 November 2017, Canberra, Australia (2017) [Plenary Presentation]

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2017MacDonald AJ, Agra Pardinas J, Barney DT, Chen JCH, Dias B, et al., 'A panorama of practice: A/r/tography around the world', Program, 35th World Congress of the International Society for Education through Art, 7-11 August 2017, Daegu, Korea (2017) [Conference Extract]

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2017MacDonald AJ, Corbett Michael John, Cruickshank V, 'Providing pastoral care to rural students in metropolitan boarding schools', AARE Conference Papers 2017, 26-30 November 2017, Canberra, Australia (2017) [Conference Extract]

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Co-authors: Corbett Michael John; Cruickshank V

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2016Cruickshank V, MacDonald A, 'Exploring the relationship between working in boarding and supporting teachers' delivery of quality pastoral care: a pilot study', Proceedings of the 2016 Australian Association for Research in Education (AARE) Conference, 27 November - 1 December 2016, Melbourne, Victoria, Australia, pp. 1-13. ISSN 1324-9320 (2016) [Refereed Conference Paper]

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Co-authors: Cruickshank V

2016MacDonald A, 'Three graces of practice: rendering the reciprocal interactions of artistry and teaching', Proceedings of the 2016 Australian Association for Research in Education (AARE) Conference, 27 November - 1 December 2016, Melbourne, Victoria, Australia, pp. 1-13. (2016) [Refereed Conference Paper]

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2016MacDonald A, Cruickshank V, 'An exploration of the challenges and benefits of becoming a teacher in a residential education context', Proceedings of the 2016 Australian Association for Research in Education (AARE) Conference, 27 November - 1 December 2016, Melbourne, Victoria, Australia, pp. 1. ISSN 1324-9320 (2016) [Conference Extract]

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Co-authors: Cruickshank V

2014Baguley M, Barton G, MacDonald A, Hartwig K, 'Teachers' curriculum stories: thematic perceptions and capacities', AARE 2014 Proceedings, 29 September - 1 October 2014, Richmond, Victoria, Australia, pp. 1. ISSN 1324-9320 (2014) [Conference Extract]

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2013Baguley M, Barton G, MacDonald AJ, 'An analysis of ARC funding for arts education: 2001 - 2012', AARE 2013 Proceedings, 1-5 December 2013, Adelaide, South Australia, Australia, pp. 1. ISSN 1324-9320 (2013) [Conference Extract]

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2012Baggett P, Baguley M, Campbell J, Cruickshank V, Daunt J, et al., ''All for one and one for all': The formation of a school/university research team', Conference Proceedings of the 2012 Hawaii International Conference on Education, 5-8 January 2012, hawaii, pp. 1-3. ISSN 1541-5880 (2012) [Conference Extract]

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Co-authors: Cruickshank V

2012Baguley M, Barton G, MacDonald A, 'A Creative Collaboration: The Australian Arts Education Practice and Research Special Interest Group', WAAE Summit 2012 Programme, 7-10 November 2012, Rovaniemi, Finland, pp. 8. (2012) [Conference Extract]

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2012MacDonald A, 'Painting research practice: how exploration of a 'painting as research' metaphor can be used to refine approaches to conducting research', Proceedings of the 2012 Australian Association for Research in Education Conference, 2-6 December 2012, University of Sydney, Australia, pp. 1-10. ISSN 1324-9320 (2012) [Refereed Conference Paper]

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2012MacDonald A, Cruickshank VJ, 'Exploring the relationship between experiences of working in boarding and teacher development: A Tasmanian boarding school perspective', Proceedings of the Australian Boarding Schools Association Tasmanian State Conference 2012, 11 August 2012, Launceston, Tasmania, pp. 1-7. (2012) [Conference Extract]

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Co-authors: Cruickshank VJ

2011MacDonald A, Baguley M, 'How three Tasmanian teachers use and respond to emotion in the secondary English classroom', Proceedings of the 2011 Australian Association for Research in Education Conference, 27 November - 1 December 2011, Hobart, Tasmania, pp. 1-15. ISSN 1324-9320 (2011) [Refereed Conference Paper]

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Major Creative Work

(5 outputs)
YearCitationAltmetrics
2017MacDonald A, Bywaters M, 'Entangled: Art in the Tasmanian Primary School', School of Creative Arts, University of Tasmania,, Academy Gallery, School of Creative Arts, Inveresk, pp. 5 (2017) [Other Exhibition]

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Co-authors: Bywaters M

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2016MacDonald A, 'The Liminal Space', Foot and Playsted, Queen Victoria Museum and Art Gallery (Launceston); Moonah Arts Centre (Hobart); Langford 120 (Melbourne), pp. 1-2 (2016) [Published Creative Work]

DOI: 10.13140/RG.2.1.3938.5847 [eCite] [Details]

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2016MacDonald AJ, Diprose J, 'Out of Control', BokPrint, Launceston, Tasmania, Poimena Gallery, Launceston, Tasmania, pp. 1-2 (2016) [Curated Exhibition]

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2014MacDonald A, 'Borders', Powerhouse Gallery, Powerhouse Gallery, Inveresk, Launceston, TAS, 7250 (2014) [Published Creative Work]

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2013MacDonald AJ, 'DOUBLE AGENCY', Exhibition catalogue with critical essay, Poimena Gallery, Button Street, Mowbray, Tasmania. Australia. (2013) [Curated Exhibition]

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Other Creative Work

(8 outputs)
YearCitationAltmetrics
2018MacDonald A, 'Recast the victims and villains, Replay the scene, and Rebuild the stage', Landscape and Memory: A nation imagined, Toowoomba Regional Art Gallery, Toowoomba, Qld, pp. 3 (2018) [Minor Creative Work]

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2018MacDonald A, Bywaters M, 'Classroom collaborations: Art and the Tasmanian primary school', Academy Gallery, University of Tasmania, Launceston, pp. 5 (2018) [Catalogue]

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Co-authors: Bywaters M

2018MacDonald AJ, 'SPEED: mobility and exchange', University of Tasmania Academy Gallery, University of Tasmania/ ISBN: 978-1-925646-15-3, pp. 8 pages (2018) [Catalogue]

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2017MacDonald A, 'Body of Work', Poimena Gallery. Launceston, Tasmania, https://tata.org.au/body-of-work-exhibition-2017/, pp. 7 (2017) [Catalogue]

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2017MacDonald AJ, 'Drawn Together: An exhibition of life drawing works from Tasmanian teachers and their students', Little Space Gallery, Australia, pp. 3 pages (2017) [Catalogue]

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2017MacDonald AJ, 'Tasmanian Young Artist Award 2017', John Temple Gallery, Westbury, Tasmania, pp. 8 pages (2017) [Catalogue]

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2017MacDonald AJ, 'Consumed by consumption', Academy Gallery,Launceston; Makers Workshop,Burnie, http://www.utas.edu.au/creative-arts/events/art-th, pp. 3 paintings (2017) [Representation of Original Art]

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2015MacDonald AJ, 'Meandering', University of Tasmania, Academy Gallery, pp. 2 (2015) [Representation of Original Art]

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Thesis

(1 outputs)
YearCitationAltmetrics
2014MacDonald AJ, 'Intertwined: An investigation into becoming an artist and teacher' (2014) [PhD]

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Other Public Output

(34 outputs)
YearCitationAltmetrics
2019MacDonald AJ, 'Teachers Mutual Bank - ATEA Australian Teacher Educator of the Year', University of Tasmania Community News, Tasmania, Australia, July 5 (2019) [Internal Newsletter]

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2019MacDonald A, 'Cape to Cape - A research informed rationale for business case', Contract research report, Australia (2019) [Report of Restricted Access]

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2019MacDonald A, 'Students STEAM projects shared with streaming event', The Examiner, Australia, 18 September (2019) [Newspaper Article]

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2019MacDonald A, Brown N, 'PREVIEW: Arts-rich education will help lift literacy and numeracy', Opinion, The Mercury, Australia, 26 September (2019) [Newspaper Article]

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Co-authors: Brown N

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2019MacDonald A, Polley J, Wise K, Brown N, 'STEAM Horizons Professional Learning Collaborative - Interim report/future directions', University of Tasmania, Australia, pp. 1-5. (2019) [Report of Restricted Access]

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Co-authors: Wise K

2019MacDonald AJ, 'Steam Horizons Symposium a big student and teacher-driven success', Australian Teacher Magazine, EducationHQ, Australia, March 2019 (2019) [Magazine Article]

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2019MacDonald A, 'Something meaningful. Something greater. Something together', Tasmanian Land Conservancy, Australia, 22 May (2019) [Magazine Article]

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2019MacDonald AJ, 'The UTAS teacher educator shifting the pedagogy', The Examiner, Australian Community Media & Printing (ACM), Tasmania, Australia, 24 July (2019) [Newspaper Article]

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2019MacDonald AJ, 'Blending art and science for UTAS sustainability forum', The Examiner, Australian Community Media & Printing (ACM), Tasmania, Australia, 30 July (2019) [Newspaper Article]

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2019MacDonald AJ, 'Teachers Mutual Bank/ATEA Teacher Educator of the Year award 2019', 7 May (2019) [Award]

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2019MacDonald AJ, Riggall JL, 'Students STEAM projects shared with streaming event', The Examiner, Australian Community Media, Australia, 18 September (2019) [Newspaper Article]

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Co-authors: Riggall JL

2019MacDonald A, 'Australian Teacher Educator of the Year: Breakfast with Ryk Goddard', Australian Broadcasting Corporation, Radio Hobart, Australia, 10 July (2019) [Media Interview]

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2018Baguley M, MacDonald A, 'Exhibition draws together History and Art through the common motif of landscape', Toowoomba Council media releases, Toowoomba Council, Australia (2018) [Magazine Article]

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2018Baguley M, MacDonald AJ, 'WWI photographs the focus in contemporary art show', USQ News, University of Southern Queensland, Australia, 1 August 2018 (2018) [Internal Newsletter]

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2018Cruickshank V, MacDonald A, 'Teachers who feel appreciated are less likely to leave the profession', The Conversation AU, The conversation Media Trust, Australia, 2018, 15 January 2018 (2018) [Magazine Article]

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Co-authors: Cruickshank V

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2018Jackett A, Baguley MM, MacDonald AJ, 'State could lead nation in arts education', The Mercury, News Corp, Hobart, Tasmania, 17 June 2018 (2018) [Newspaper Article]

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Co-authors: Jackett A; Baguley MM

2018MacDonald A, 'Dr. Abbey MacDonald receives the 2018 Early Career Researcher Award', University of Tasmania Education News, University of Tasmania, Australia, 06 Jul 2018 (2018) [Internal Newsletter]

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2018MacDonald A, 'Margate Primary wins 2018 Hadley's School Prize', Media Release: Winner of the 2018 Hadley's School Prize, Hadley's Art Prize Hobart, Australia, 24 September 2018 (2018) [Magazine Article]

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2018MacDonald AJ, 'Discussion with Ivan Webb', Drive with Pia Wirsu, ABC Radio Northern Tasmania, Australia, 12 February 2018 (2018) [Media Interview]

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2018MacDonald AJ, 'STEAM skills in schools putting Tasmanian students ahead of the curve', The Examiner, Fairfax Regional Media, Australia, 15 March 2018 (2018) [Newspaper Article]

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2018MacDonald AJ, 'Kit right fit for art prize', Kit right fit for art prize, The Mercury, Australia, 27 March 2018 (2018) [Newspaper Article]

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2018MacDonald AJ, 'Art Education Australia launch Hadleys Art Prize education kit', WIN TV News, The WIN Network, Australia, 23 March 2018 (2018) [Media Interview]

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2018MacDonald AJ, Bywaters MC, Baguley MM, Kerby M, 'Home where the art is', Sunday Examiner, Fairfax Media, Launceston, Tasmania, 20 May 2018, pp. 5-6. (2018) [Newspaper Article]

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Co-authors: Bywaters MC; Baguley MM

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2018MacDonald AJ, Wise K, 'Stemming the flow of STEAM', Loud Mouth - Music Trust E-Zine, Australian Arts Trust, Australia, 2018, 8 April (2018) [Magazine Article]

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Co-authors: Wise K

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2017MacDonald AJ, 'UTAS art school hosts primary school exhibition', Launceston Examiner, News Corp Australia, Launceston, Tasmania, 17 August 2017 (2017) [Newspaper Article]

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2017MacDonald AJ, 'Tasmanian Art Teachers Association hosts professional learning at UTAS', The Examiner, Fairfax Regional Media, Launceston, Tasmania, 2017, 12 September 2017, p. 1. (2017) [Newspaper Article]

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2017MacDonald AJ, 'Abby Cruickshank MacDonald: How the student can become the teacher and the peer', News from Grammar, Launceston Church Grammar School, Australia, 2017, 1, p. 20. (2017) [Magazine Article]

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2017MacDonald AJ, 'Inaugural Tasmanian Young Artist Awards: interview with Belinda King', Breakfast with Belinda King, Australian Broadcasting Corporation, Tasmania, 3 November 2017 (2017) [Media Interview]

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2016MacDonald A, 'Tasmanian art teachers join forces after school', EducationHQ Australia News, EducationHQ Australia, Australia (2016) [Media Interview]

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2016MacDonald A, Giblin S, 'State's teachers showing off art talent', The Examiner, The Examiner, Launceston, Tasmania, Australia (2016) [Newspaper Article]

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2015MacDonald AJ, 'Media interview in relation to the art teachers exhibition at Inveresk - Beyond the Classroom: Art work by art teachers', Evening News, Southern Cross, Tasmania, August 20 (2015) [Media Interview]

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2015MacDonald AJ, 'Hidden Lessons Unveiled', The Examiner, Fairfax Regional Media, Australia, August 22, p. 35. (2015) [Newspaper Article]

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2013Cruickshank V, MacDonald AJ, 'A significant opportunity: Pre-service teachers working in boarding house contexts', Lights Out, Australian Boarding Schools Association, Australia, 6, 4, pp. 6-9. (2013) [Magazine Article]

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Co-authors: Cruickshank V

2013MacDonald AJ, 'Teachers exhibit their artistic side', The Examiner, The Examiner, Launceston, Tasmania, Australia (2013) [Newspaper Article]

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Grants & Funding

Funding Summary

Number of grants

7

Total funding

$46,021

Projects

BighART. Life long learning; Cape to Cape (2019)$997
Description
Despite being Australias smallest state, Tasmania is experiencing rapid growth in its population and has the fourth best performing economy in the country (CommSec 2018). It continues to experience significant socio-economic challenges, with the lowest level of educational attainment in Australia (Allen et al 2017). Life-long Learning - Cape to Cape builds the engagement in tertiary education of communities marred by deep poverty and illiteracies, where many families fear that education will steal their children away. Running parallel to this, Tasmania is reported to experience persistent underperformance in the transition to Year 10 and subsequent retention rates to Year 12 (Stratford et al. 2016, p.4). It is estimated that Tasmania is 10,000 tertiary enrolments behind the next lowest performing state (Department of Premier and Cabinet, 2018), with significant challenges in encouraging students to complete Years 11 and 12. At the same time, Tasmania is host to arguably one of the most vibrant interdisciplinary creative community in Australia (Grimmer, 2017; Lehman & Reiser 2014). Life-long learning that engages the community sincerely, genuinely and creatively will play a significant role if we are to effect genuine shifts in these cultures of educational stasis. This call for the creation and entanglement of new desires, off campus opportunities and focused pathways, which embrace families, communities and young people. This project supports young people to cultivate the necessary intrinsic desire for life‐long learning, and threads this desire through family and community networks across the landscape - from Table Cape (in the East), to Cape Grim (in the West), in North West Tasmania. This contract research will involve the development of a literature review to help position the need for BighARTs Cape to Cape project in relation to the existing body of literature pertaining to enablers and inhibitors of social/community/cultural transformation implicating upon education outcomes in Tasmania. The review will also situate itself in reference to The Education Workforce Roundtable Declaration (2018) priorities; which call for the University of Tasmania to embrace partnerships with wider community stakeholders to bring about educational transformation. This agenda is strengthened through the creation of links between the University, schools, colleges and TasTAFE; to build educational aspiration and participation and improved educational outcomes in all regions of Tasmania (p. 2). This pilot investigation will generate invaluable data that will enable stakeholders to understand the challenges and benefits inherent to cultivating professional learning partnerships, and inform the development and delivery of ongoing professional learning experiences for art teachers in Tasmania. The research work within this project includes:Examining existing opportunities for Tasmanian teachers to network and to use their subject specific knowledge to plan and assess using the Australian Curriculum: The Arts.Ascertainment of the degree to which a professional learning experience has impacted upon teachers confidence and preparedness to enact the Australian Curriculum: The Arts.Reporting upon teachers (generalist and Arts specialist) perceived outcomes of their engagement in an Arts specific professional learning experience in Tasmania.Identify the challenges and benefits inherent to cultivating a professional learning stakeholder partnership to deliver teacher professional learning.Obtain insights that can be used to inform the development/refinement of ongoing professional learning experiences for art teachers in Tasmania.
Funding
BighART ($997)
Scheme
Contract Research
Administered By
University of Tasmania
Research Team
MacDonald AJ
Year
2019
Situating The Smith Family STEAM cart project in state and national interdisciplinary education priorities. A scoping exercise (2019)$2,485
Description
This contract research will comprise a scoping exercise to generate a baseline overview of The Smith Familys STEAM cart project, from its 2018 inception through to where the project will now position itself to implicate positively upon STEM/STEAM education aspirations/outcomes more broadly for schools in Tasmania. The Smith Family have expressed interest in being an industry partner within a UTAS/RMIT ARC Linkage project that is being developed, and this scoping exercise provides an opportunity to establish rapport between academic and potential partner investigators.The STEAM cart projects has eventuated from The Smith Familys collaboration with Bitlink, the Tasmanian State Government, PTECH and the University of Tasmania to provide portable STEAM Education Kits to Tasmanian schools. The project will entail the purchase of STEM and STEAM education tools (such as Bee Bots, Arduino Kits, mBots and Microbits) and the provision of these tools via a loaning system throughout Tasmania. Alongside the equipment loan program, the Bitlink team will develop teaching resources (curriculum-linked lesson plans, videos, etc.) that will accompany each product and will enable teachers to quickly deploy the equipment to great effect in the classroom.The scoping document will illustrate the stages and directions the STEAM cart project has taken from its inception to today. From there, it situates where the projects aspirations might be best positioned in relation to state/national STEM education agendas and priorities being enacted in Tasmania. The document will conclude with an articulation of proposed steps for implementation to advance from three school implementation to expansion across northern schools and beyond. The scoping document will provide a rationale for the STEAM cart project in relation to the existing body of research and scholarly literature pertaining to STEM/STEAM and other interdisciplinary education priorities emerging/being enacted across Tasmania and beyond, and how the STEAM cart project can support Tasmanian education outcomes in this regard. The scoping document will situate itself in reference to The Education Workforce Roundtable Declaration (2018) priorities; which call for the University of Tasmania to embrace partnerships with wider community stakeholders to bring about educational transformation. This agenda is strengthened through the creation of links between the University, schools, colleges and TasTAFE; to build educational aspiration and participation and improved educational outcomes in all regions of Tasmania (p. 2). Synergies between the STEAM cart project and the UTAS/DoE STEAM Horizons pilot research (2018, 2019) will also be articulated.
Funding
The Smith Family ($2,485)
Scheme
Contract Research
Administered By
University of Tasmania
Research Team
MacDonald AJ
Year
2019
Mentoring for Professional Practice: A Creativity Based Approach (2018)$13,777
Description
Graduate teachers and social workers face many challenges in their first year of practice: managing new professional environments, assuming new responsibilities, and meeting accountability standards and performance expectations (Zukas 2011) often with little systemic workplace support (Ingvarson 2014). These issues have been shown to contribute to high levels of stress and burnout (Nobel & Mcfarlane 2007; Smullens 2015), and early career attrition (House of Representatives Standing Committee in Education and Vocational Training 2007), with up to one third of teachers in OECD countries leaving within the first five years of professional practice (Ewing & Manuel 2005). In the face of such demands, opportunities to sustain creativity, curiosity, resilience and a sense of presence in the day-to-day relational practices required of teachers and social workers are limited, with a reported mismatch between early career professionals idealistic motivations and everyday experience (Abbott-Chapman 2005; Day & Gu 2010). This project will form a new interdisciplinary team to improve new teachers and social workers experiences of crossing, transitioning, [and] translating (Johnson et al 2014) their first year of professional practice. We aim to pilot a creative strengths-based mentoring approach that enables new teachers and social workers to develop their personal and social resiliency, agency, and professional identity while enacting the values and understandings that underlie mandated professional standards.
Funding
University of Tasmania ($13,777)
Scheme
Grant - CALE Hothouse Alignment Scheme
Administered By
University of Tasmania
Research Team
Hunter M; MacDonald AJ; Baltra-Ulloa AJ; McLeod K; Thakchoe S; Wise CJE
Year
2018
Engaging Communities in Nature Conservation through Aesthetics and Art (2018)$13,742
Description
The project aims to improve academic knowledge and practical knowhow in developing a richer and moresocially inclusive framework for engaging communities in nature conservation through aesthetics, includingthe arts, and thereby to generate recommendations for nongovernmental organisations and governmentpolicymakers working on environmental issues. This will be achieved through a community workshop, fieldCALHothouseResearchEnhancementProgramEOI2017Page5of12trip to a nature reserve, engagement with stakeholders especially school teachers, and scholarlypublications.Aesthetics is vital for engaging communities in their natural environments because it can generate anemotional and cultural commitment in a way that science and economics cannot easily solicit. However, theappeal to environmental aesthetics has tended to exalt landscapes that are pristine, without people, andto use imagery or messages that appeal primarily to specific socio-economic groups (eg, the well educated,affluent, and urban) while of less relevance to others, such as poorer, rural populations, disaffected youth,and sometimes Aboriginal communities.Because Australian society is deeply divided in how it values landscapes, we urgently need a moreinclusive and varied approach to reading aesthetic values in the environment (eg spiritual and historicvalues, and recreational benefits, in addition to ecological values). If environmental law and policy, and thepractices of environmental organisations, are to achieve broader community support, a more sophisticatedframework for assessing aesthetic values is needed to underpin environmental decisions.The project (in the UTAS-funded phase) collaborates closely with the Tasmanian Land Conservancy (TLC),the leading private land conserver in the state, to investigate how these challenges can be met through acase study of its Five Rivers Reserve in the central highlands. A community workshop and site-visit overtwo-days will involve academics, artists and local stakeholders to identify and evaluate a process forunderstanding environmental aesthetics, and to extrapolate how this can inform the work of organisationssuch as the TLC and government regulators such as the Department of Primary Industries, Parks, Waterand Environment (DPIPWE).Thereafter, the project with external funding would be scaled up to include additional community-focusedcase studies in Tasmania and one mainland state, and partnering with a community nature conservationorganisation in that mainland state in order to develop a more comprehensive framework of relevance toother stakeholders across Australia.
Funding
University of Tasmania ($13,742)
Scheme
Grant - CALE Hothouse Alignment Scheme
Administered By
University of Tasmania
Research Team
Richardson BJ; MacDonald AJ; Hogan JM; Walch MB; Rees A
Year
2018
STEAM HORIZONS: Engagement and Alignment through Interdisciplinary Education (2018)$11,148
Description
Tasmania has significant socio-economic challenges, with the lowest level of educational attainment in Australia. Tasmania has experienced persistent underperformance in the transition to Year 10 and subsequent retention rates to Year 12 (Stratford, Field, Oliver and Ambrose, 2016, p. 4). It is estimated that Tasmania is 10,000 tertiary enrolments behind the next lowest performing state, with significant challenges in encouraging students to complete Years 11 and 12 (in 2011 the retention rate for Year 12 was 78.2%, compared with 84.1% nationally [http://www.dpac.tas.gov.au/divisions/csr/]). At the same time, Tasmania is host to arguably the most vibrant interdisciplinary creative community in the country, as exemplified by exhibition, festival and community projects supported through MONA (including 24 Carrot Gardens) and other island-based creative and education industries (such as Bitlink); and, outstanding examples of secondary school STEAM education across the state (Newstead College, Launceston; Rosny College, Hobart). These resonate with UTAS initiatives such as the Collab Lab (Makers Workshop, Burnie); A Lab (Melville Street, Hobart); the major new infrastructure development represented by the Hedberg (Hobart); the Creative Exchange Institute (CXI); and, the overarching goals of the Peter Underwood Centre.STEAM can be broadly defined as including the arts, here creative arts, in the delivery of traditional STEM disciplines. STEAM Horizons: Engagement and attainment through interdisciplinary education will explore models for STEAM education in secondary education in Tasmania, and resulting pathways into tertiary education. It will address the questions: what forms of educational design supportsuccessful (interdisciplinary) STEAM education; and, how can educational attainment be enabled through STEAM pathways?The project will directly build upon the successful Office of Learning & Teaching Innovation & Development grant Benchmarking quality assessment tasks to facilitate interdisciplinary learning in the creative arts and humanities (2014-6; AUS$199,000) on which Wise was a CI (previously Lead Researcher), supported by Dr Wendy Fountain, to extend the application of those findings into secondary education, wider disciplinary networks, as well as the specific interdisciplinary field of STEAM education.
Funding
University of Tasmania ($11,148)
Scheme
Grant - CALE Hothouse Alignment Scheme
Administered By
University of Tasmania
Research Team
Wise CJE; Brown NK; MacDonald AJ; Hart W; Kratz SJ; Fountain WG
Year
2018
Cultivating quality professional learning partnerships between schools, universities and other stakeholders (2017)$2,672
Description
When implementing new curriculum, ongoing support to enable teachers to adapt their existing strengths and skillsets without compromising their values and pedagogical preferences is needed. In order to help them realign their existing pedagogical practices, Tasmanian primary teachers have voiced a need (via the Tasmanian Art Teachers Association) for learning opportunities that will support them to adopt a flexible approach to interpret and enact the new Australian Curriculum: The Arts. In response to this identified need, the Tasmanian Art Teachers Association (TATA) partnered with the Professional Learning Institute (PLI) to develop and deliver a two day tailored professional learning program to support teachers in their enactment of the Australian Curriculum: The ArtsThis research project will evaluate the impact and outcomes of the above professional learning experience from the perspective of the participants, as well as gain insight into how the partnership between TATA and the PLI evolved as a collaborative professional learning venture. This pilot investigation will generate invaluable data that will enable stakeholders to understand the challenges and benefits inherent to cultivating professional learning partnerships, and inform the development and delivery of ongoing professional learning experiences for art teachers in Tasmania.
Funding
Department of Education Tasmania, con ($2,672)
Scheme
Contract Research
Administered By
University of Tasmania
Research Team
MacDonald AJ
Year
2017
Travel to attend World Alliance for Arts Education Conference - Auckland 21 to 24 November 2017 (2017)$1,200
Description
This project collates a patchwork of practices to show how a/r/tography is being enacted around the world by early through to established career academics and arts educators. The individual contexts explored in this collaborative venture represent the perspectives and practices of a/r/tographers working across six continents and seven countries (Australia, Brazil, Canada, Iran, Taiwan, USA and Spain), ascertaining insights into their experiences of conducting a/r/tographic studies, or teaching courses with an a/r/tographic influence. Coupled with appreciating educational practices as research and inquiry, this project examines the journeys undertaken by these arts educators as they conceptualised and engaged in practice based research that used the arts and education as their basis for inquiry.
Funding
Ian Potter Foundation ($1,200)
Scheme
Grant-Travel
Administered By
University of Tasmania
Research Team
MacDonald AJ
Year
2017

Research Supervision

Current

6

Completed

1

Current

DegreeTitleCommenced
PhDPrimary School Children's Perceptions of Their Own Visual Art Learning and What Generalist Primary School Teachers Can Learn from This to Inspire Their Own Teaching2016
PhDTerraforma: An inquiry into the complex relationships between living spaces, structure and the natural elements2018
PhDCan Teaching Ethical Principles, Values and Decision Making Models in an Upper Secondary Educational Setting Develop Active Ethical Awareness2018
PhDWhat Insights Might Emerge from an Exploration of Embodied Experience of the Visual Arts in Relation to the STEM (Science, Mathematics, Engineering and Mathematics) Disciplines?2018
PhDSystems to Classrooms - Curriculum Reform, Design and Implications for the Professional Teacher: A Case study focusing on the teaching and learning in English Years 9-12 in The DoE Tasmania2019
PhDHow do Tasmanian Young People Learn with Psychosocial Diversity?2019

Completed

DegreeTitleCompleted
PhDRedeeming 'Slippery' Meaning From the Gap Between the Present and Past: Exploring visual art processes and visual representation
Candidate: Eng Keong Juneo Lee
2018