Education Residencies 2022-23

The peers discussed the overall quality of the applications to the 2021-22 round of Education Residencies and made the following comments:

• Applications should open with a clear one paragraph summary of what the artist wants to explore or achieve during the residency.
• Applications should explore the potential benefits for:
  • the artist and their creative practice
  • the young people at the school
  • the broader school community, including teachers and families.
• Applicants are encouraged to:
  • take a collaborative approach to working with young people and teachers in the school environment – rather than trying to take on a teaching role
  • show that they can be flexible and adaptable in the sometimes-unpredictable school environment
  • consider how they could use the opportunities provided through a residency in a school to challenge themselves and experiment with their practice.
• Applications that explored themes that are relevant or engaging for young people were more likely to be supported.
• Applications that include input or advice from Tasmanian Aboriginal artists or reference Aboriginal cultural content must include signed letters of support from the Tasmanian Aboriginal community.
  • Aboriginal people who are providing cultural support or advice on a project must be paid for their time
  • applications from Tasmanian Aboriginal artists were more likely to be supported if they included support from the broader Tasmanian Aboriginal community.
• Applications that included complex themes and language were difficult to assess.
  • peers questioned whether artists who had an academic writing style would be able to adapt to the school environment
  • artists should write the application as though it will be read by the school students
  • this will show the peers that they can communicate with a younger audience
  • all applications to Arts Tasmania’s programs are assessed by multi-artform panels
  • applicants should avoid acronyms and artform specific language.
• Applications should include a clear timeline.
  • each residency is only 30 days in length, so it is important to be realistic about what can be achieved.
• Applicants were strongly encouraged to include letters of support that spoke to quality and benefit.
  • letters of support that spoke to the applicant’s experience working with young people were particularly beneficial.
• Support material must be easy to access as possible.
  • artists should not include support material that is on member only websites.
  • support material should be relevant to this application and appropriately named.

Applicants should read the program guidelines closely and speak to Arts Tasmania staff before applying for support to make sure that this program is the best fit for their proposed activity.

The following peers assessed in Arts Tasmania’s March 2022 round (including Artsbridge [March 2022], Education Residencies 2022-23 and New work for new markets 2021-22):

• Ashley Bird
• Bianca Templar
• Bill Hart
• Caleb Nichols-Mansell
• Christopher Jackson
• Clare Spillman
• Emma Anglesey
• Erin Collins
• John Henry
• Kyle Perry
• Laura Jones
• Merinda Sainty
• Naarah
• Raymond Arnold
• Shelley O’Reilly
• Sofie Burgoyne