Priority Projects

Goold Catholic Museum Baroque Art (Arts, CI Prof. Jaynie Anderson)
This project aims to investigate the cultural vision of the first Catholic Archbishop of Melbourne, James Goold (1812- 1886), whose architectural patronage changed Melbourne. An Irishman educated in Italy, Goold was a passionate collector and missionary bishop. He imported a library and late Italian Baroque paintings to convey the intensity of European religious experience. When Goold was appointed to Melbourne, it was a provincial town, but the discovery of gold and the commissioning of St Patrick's Cathedral made Melbourne an international metropolis. The project will examine Goold’s collection and communicate the results through an exhibition and conference. The research may change our understanding of the narratives of Colonial Australia.

Innovative Learning Environments and Teacher Change / ILETC (MGSE & Architecture, A/Prof. Wesley Imms, Prof. John Hattie, Prof. David Clarke)
An ARC linkage project jointly led by the Melbourne Graduate School of Education and the Melbourne School of Design through the Learning Environments Applied Research Network, the project will investigate how teachers can use the untapped potential of Innovative Learning Environments (ILEs) to improve learning outcomes for students. It will identify whether there is a link between quality teaching and effective use of ILEs and develop practical tools to assist teachers to adapt their teaching practices to maximise deeper learning.

Creative Convergence: Enhancing Impact in Regional Theatre for Young People (Prof. Rachel Fensham)
This faculty of arts project examines theatre companies working with young people in regional Victoria. Researching both creative processes and audience response, the project examines how theatrical impact can be enriched through relationships and activities that extend beyond the immediacy of the event; and how, in turn, this changes our understanding of what a theatre event is. Events happen at diverse sites of “creative convergence,” whose conceptual underpinnings and practical applications can be applied nationally and internationally. The project is in early stage planning with the SCIP team.

Arts Precincts and Networked Spaces (Arts, Prof. Nikos Papastergiadis, A/Prof. Audrey Yue)
Cultural activity in the contemporary city is increasingly networked and street-based, manifest in events that use the city as a stage for mass participation in art. This challenges the dominant model of cultural engagement that focuses on activities within cultural institutions located in designated arts precincts. This project will develop tools for data gathering to map this shift. The analysis is expected to contribute to the evaluation of cultural policy settings and design developments in Australian cities. The project is in early stage planning with the SCIP team.

Towards culturally inclusive language assessments for Indigenous students (Arts, Prof Gillian Wigglesworth)
This project aims to improve educational outcomes for rural and remote Aboriginal students. It focuses on the assessment of oral language, the foundation for written literacy skills, and the mode of communication most common for this student cohort. The project will collect school-based oral language data from rural and remote educational sites and use it to develop supplementary assessment tools for multilingual education. The assessment tools will be validated in workshops with teachers and expanded with descriptors for assessing Aboriginal students’ communicative competence. The project is in early stage planning with the SCIP team.

Learning to tell a narrative in Murrinhpatha (Arts, Dr Barbara Kelly)
This project aims to examine the linguistic, social, and cognitive stages of children’s narrative development in Murrinhpatha, an Indigenous Australian language spoken in Wadeye. Until they encounter the bilingual education system at primary school, the children of Wadeye grow up in a largely monolingual Murrinhpatha environment. The research will examine how children structure narratives in this typologically unusual language. It will provide insights into how information interacts with linguistic complexity, cognitive constraints and social interaction. This project aims to maintain the vitality of Murrinhpatha in the community and contribute to the development of bilingual education programmes.

Khasi Hills research project (Arts, Prof. Andrew May)
This project examines the impact of British Colonialism on the Khasi Hills of Northwest India. The research process will involve the curation and interrelation of material on the Khasi Hills to enable crowd-sourced transcription and bilingual translation. The project is in early stage planning with the SCIP team.

Researching Histories of Child Refugees in Australia (Arts, Dr Mary Tomsic, Prof. Joy Damousi)
Through researching the history of child refugees as well as campaigns undertaken on behalf of child refugees during the twentieth and twenty-first centuries, a more complex understating of how children are placed within national and international relationships will be revealed. Researchers in the project team are examining shifting understandings of child refugees, and children more generally, through public policies, personal memories and visual imagery. These ideals will be examined in a range of archival sources including official documentation, media reports, photography, art, literature, personal testimony as well as on social media. The project is in early stage planning with the SCIP team.

Child+Adult Art Response Projects (MGSE, Dr Marnee Watkins, Gina Grant)
This project generates digitised art works and interview data. These will generate a bank of quality images and voice data with potential for accessing and placing different research lenses for analysis, and synthesis for presentations, publications, and grant applications. The outcome will be quality visible / audible exemplars of visual arts practice that can be accessed for current and future research and for sharing with the professional community.

Arts Education Artefacts (MGSE, Dr Marnee Watkins, Jennifer Stevens-Ballinger)
In arts education, the production of student work - from conception, through the learning process, to the final arts artfect - is a primary form of research data. Digitising students’ visual art, music, and integrated arts works and performances has allow us to access and place different research lenses over the data for analysis, and synthesis for presentations, publications, and grant applications. The project is establishing a repository for the management and access of the existing research data and to support the collection of future research data.

Sands & McDougall Melbourne Directories (Arts, Prof. Andrew May)
The Baillieu library holds hard copies of Melbourne directories published first as Sands & Kenny's directory (1857-1859), then Sands, Kenny & Co.'s directory (1860-1861) and finally as the Sands & McDougall's directory. Information in the directories reflects the expansion of the metropolis and development of its social and commercial life. The outcome of this digitisation project will be that the directory data will become available for further targeted and systematic analysis, and become a vital additional resource on Data will also be specifically utilised in various pilot projects.

Schools Curriculum Policies Project (MGSE, Prof. Lyn Yates)
The project aimed to provide an overview analysis of curriculum formulation across the different Australian states. Many State Education departments do not keep comprehensive archives of their curriculum policy documentation. The project focused on the key documents evident at 10 year intervals between 1975 and 2005. SCIP supported the digitisation workflow of 492 policy documents that were exported into the special collections repository. The eScholarship Research Centre's OHRM platform has been used to establish an online knowledge base to facilitate access and research at

Engaging the Disengaged Project (MGSE, A/Prof. Neryl Jeanneret)
This project aims to creative thinking, and intercultural, personal and social knowledge in low Socio-Economic Status schoolsinvestigate the impact of a more culturally inclusive pedagogy on student engagement, musical, critical and creative thinking, and intercultural, personal and social knowledge in low Socio-Economic Status schools. Through a longitudinal, mixed methods approach with education sector partners it aims to generate new understanding about how music education can engage disadvantaged groups in schooling.