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Assessment Guidelines - AIR 2016

These guidelines are designed to:

  • help applicants understand the sorts of things the panel may consider when assessing applications
  • serve as prompts for the panel members in assessing submissions against the criteria.

The assessment criteria for the AIR program are:

  1. The calibre of the artist, the strength and relevance of their practice, the capacity to undertake the residency and the timeliness of the proposal in relation to the artist's career.
  2. The suitability of the proposal to the student demographic and residency situation.
  3. The extent to which the proposal demonstrates new artistic approaches and experimentation, offers students and staff exposure to current arts practice and the potential to create a legacy for the artist, students and the teachers.

Application assessment guidelines

1. The calibre of the artist, the strength and relevance of their practice, the capacity to undertake the residency and the timeliness of the proposal in relation to the artist's career.

Indicator The panel may consider

Calibre of the artist/s

  • How the applicant is recognised by their peers in the artform/sector

Strength of artistic practice

  • Demonstrated achievements commensurate with career stage
  • The quality of the work previously produced

Progression- fresh artistic approaches, experimentation and creative challenge in career, practice and professional development

  • How this proposal develops the applicant's artform
  • Whether the proposal demonstrates professional progression

Currency – timeliness in career, relevance to career development, potential for growth in practice

  • What the context is for the residency in the applicant's career
  • Why this, why now

2.The suitability of the proposal to the student demographic and residency situation.

Indicator The panel may consider

Capacity – calibre of personnel, resource and financial management, planning

  • How viable the residency proposal is
  • Whether there is a clear plan
  • Whether the timelines, planning, use of resources are realistic and achievable
  • Whether the proposal is clear – what it is, why, how and when
  • Whether the artist has considered the risks

The suitability of the proposal within the educational context

  • The relevance of the proposal to the setting and capacity for the program to adapt to changed residency circumstances

3. The extent to which the proposal demonstrates new artistic approaches and experimentation, offers students and staff exposure to current arts practice and the potential to create a legacy for the artist, students and the teachers.

Indicator The panel may consider

What are the outcomes of the project?

  • Whether the proposal demonstrates new artistic approaches and experimentation that exposes students and staff to current arts practice
  • How the artistic proposal sits in an education context, particularly in relation to the curriculum and/or possible student experiences
  • The opportunities for staff and students and the extent to which the artist has considered the engagement possibilities
  • What the potential legacy of the residency proposal is. What the lasting impacts will be for the artist, for the school or college culture, for the range of staff who may come into contact with the artist, and for the student body

Creativity- imagination, originality

  • How interesting/exciting/inventive the proposal is
  • Whether the proposal demonstrates creative thinking that suggests strong artistic/professional development potential
  • Whether the proposal has the potential to excite and engage the students

Growth – diversity and development of career, professional capacity, new contexts and new connections 

  • How the residency will extend/augment the applicant's current practice, building skills, immersion in the artform
  • Whether there is evidence of artistic or professional development challenge/risk
  • How this proposal builds the applicant's career, exposure, and/or practice in new contexts with new connections