Discipline Area
Visual arts
& design (history & theory)
Key assessment issue addressed
Assisting international art & design students' skills in
art discourse
The initiative
In 2001 a special, weekly one-hour tutorial for first year international
students was initiated within theory courses, Representing Visual
Culture, and From Daguerrotype to Digital core courses within
the Bachelor of Visual Communication program. The international
tutorials are provided in addition to compulsory one hour tutorials
which include both national and international students. International
students are not compelled to attend special tutorials but attendance
was consistently high (averaging 10 out of 15 students).
The program is co-ordinated through a special international student
officer, in connection with the portfolio leader: student support
and equity, and the former liaises with lecturers and tutors in
the two theory areas. 1n 2001 we selected as tutor, a young, dynamic
honours graduate, of Iranian ancestry, who is undertaking PhD
research in indigenous art. Using the (extensive) course handbook/reader,
the tutor set up an informal but structured support and discussion
program which gave students an opportunity to more fully discuss
theoretical material, assessment queries and problems - issues
which are not adequately addressed in larger tutorials
In this supportive environment students developed, in collaboration
with the tutor, priorities which assisted their learning outcomes.
With more confidence and time to discuss their particular needs,
students' attitudes to art and design theory - not a part of art
school curricula in most of their countries - and in Australian
English, dramatically improved.
Formal written evaluations of the special tutorials were excellent
(95% scoring 4-5 out of 5). Informal evaluations with the tutor
followed, revealing open and frank criticism of aspects of theory
courses and further positive feedback on the value of the tutor
and his sessions. Students commented on how these broke down isolation,
fulfilled a social role in allowing them to feel part of the community.
Significantly, nearly all students' grades improved and they were
able to better participate in compulsory tutorials.
In first semester, 'normal' tutors marked their work; in semester
2, the 'special tutor' did this, in consultation with the former.
During the year, a number of related compulsory professional development
workshops were run for all staff, on 'teaching NESB and international
students'. These provided a learning environment more conducive
to cultural diversity.
Student enthusiasm has led to offering extra second year tutorials
in 2002, in a school suffering under significant deficit. The
school considers this to be an encouraging start in addressing
their stated needs.
The reason for the initiative's effectiveness
A non-competitive environment and supportive environment assisted
international art students to succeed in a 'foreign' subject area.
Further details
Pamela Zeplin
Senior Lecturer, Portfolio Leader: Student Support & Equity
South Australian School of Art, University of South Australia
pam.zeplin@unisa.edu.au
