Challenge

The students of the Queensland Conservatorium are usually re-calibrating their career ambitions by third year further understanding what they would like to achieve long term, and realising the process will require future study/mentorship and resources. Although there are an array of grants and sponsorships available, the process is challenging and the competition is great. Further to this, it requires an objective perspective of one’s core strengths, past and current activity, and potential capabilities which need to be written within a well argued and evidenced proposal consisting of three core questions roughly translated as “what have you done, what would you like to do, and how will this impact your career and those influenced by your profession”. In essence this grant application assignment is disguised career planning with a further exploration into “what things cost”. Although between 80-84% of students are active within music and music-related employment, they struggle to see themselves as professional emerging musicians and require assistance to identify with their identity and nascent entrepreneurial capabilities, and in short “dream with their eyes open”. Furthermore, they seek to clarify their transition from university to the next stage of their career and this assessment aids this process.

Approach

Music graduates require a broad range of skills to successfully navigate their world of work. My Life as a Musician 2 is the second of three courses unique to the Queensland Conservatorium. This suite of courses aims to develop student musicians “knowledge, understanding and skills in, of and about the music industry” (Course Profile, 2020QCM). A 50 per cent written grant application has been incorporated to develop student musicians’ persuasive writing, self-promotion capability and career confidence.

Assessment item
This assessment item requires students to complete a grant application modelled on the Ian Potter Cultural Trust fund. Student musicians respond to the requested information, inclusive of an itinerary and budget. Relevant to all grants and to aid their self-promotional skill development , students are required to further complete:

• A one-page CV
• A 200 word biography
• A screenshot of the website frontpage.

Marking
Student musicians will be assessed on their ability to:

1. Comprehend the grant application process. E.g. does the budget balance? Has the student communicated a point of differentiation from other grant applicants?
2. Demonstrate their ability to communicate according to the normal conventions with respect to language use, grammar and referencing. Students are reminded that spelling and grammar errors are regarded as the handbrake of employment and grant funding—please do proof read thoroughly.
3. Apply persuasive writing skills to all aspects of the assignment task. E.g. does the biography have a sense of story line? does the CV capitalise on the strengths the audience it is intended for needs? Does the website possess a call-to-action? Has the student given appropriate evidence of their activity as a musician that supports the grant proposal?
4. Integrate course content and knowledge to all aspects of the assignment task. i.e. has the student demonstrated that s/he not only understands the knowledge worked throughout in class but also are applying it? and can apply it in a variety of mediums?

This assessment is then submitted via Learning@Griffith (not the grant funding body)

Support resources and activities:
Students are giving a guiding template and are directed to the Ian Potter Cultural Trust for further information. Students are also directed to to the mission statements of several funding organisations to understand the “power words” that one can speak to within the grant application. For example, where “innovation” is viewed of primary value within the mission statement - evidence of such is required within the application, likewise with “proactivity”, “creativity”, “diversity” etc. Students are also encouraged to write each others’ biographies and read them out in class - this is an activity to further mine for unrealised strengths and to objectively understand how others can view one’s talents and “assets”. Worksheets for the budget and itinerary are given to aid those less comfortable with this process.

Outcomes

This assessment item provides students with the practical experience that is required to develop a grant application. SEC feedback from students has indicated a greater sense of preparedness in developing persuasive written documentation. Students have also communicated success with applying and gaining grants from funding bodies such as the Ian Potter Cultural Trust and the Australian Council for the Arts and further understanding the local, state and federal arts funding policy.

Implement

If you are thinking about implementing this approach, consider the following:

• Facilitate a workshop for students to provide an overview of the grant application process, lessons learned and tips for developing an effective proposal;
• If possible, provide a list of reputable funding organisations so that students are aware of legitimate organisations;
• If possible, provide previous student examples for students to review. Engage in conversations about what was good about the application, what were the weaknesses.
• Provide examples of student successes - this will aid relevancy to the assessment and inspire the students further
• If you can, discuss your own success with grant writing as well as your experiences following - likewise, this will install in the students an “I can do that do” attitude.

Griffith Graduate Attributes

This assessment item aligns to the following Griffith Graduate Attributes:

1. Knowledgeable and skilled, with critical judgement
2. Effective communicators and collaborators;
3. Innovative, creative and entrepreneurial;
4. Socially responsible and engaged in their communities.

This assessment item requires students to develop an innovative, creative and persuasive career plan therefore articulating the benefits the funding will return to the relevant organisation, and the music profession. As the students need to investigate their career options, they gain more knowledge of their professional community and become more engaged.

Contributed by

• Arts, Education and Law
  Queensland Conservatorium
  Diana Tolmie
  (07) 373 56357
  d.tolmie@griffith.edu.au
  Griffith Experts profile
• Learning Futures
  

Preferred Citation

Tolmie, D., & Learning Futures (2019). Enhancing the persuasive writing skills of students. Retrieved from https://app.secure.griffith.edu.au/exlnt/entry/5765/view