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5: Broader Issues [Next Chapter] [Previous Chapter] [Contents]

• Overview
• Methodology
• Influence of Content on Australian Students’ Understanding of Asian Culture
• Influence of Content on Australian and Asian Students’ Understanding of Australian Culture
• Influence of Asian Students on Australian Students’ Understanding of Asian Culture
• Influence of Asian Students on Australian Students’ Understanding of Australian Culture
• Australian Students’ Discussion of Issues Raised in Drawing Class with Asian Students
• Asian Students’ Estimation of Usefulness of Contact with Australian Students
• Mentoring
• Racism Issues
• Issues Identified by University Art School Staff
• Conclusion

Overview

This chapter is intended to provide a context to the information contained in the preceding chapters. An art school is comprised of an array of interacting elements which influence the learning outcomes of students. In earlier chapters data about curricula and pedagogy have been isolated from the body of the questionnaires and described and analysed in detail. A similar range of data about the effects of unit content as well as the broader learning environment was also sought in these questionnaires. However, as these issues go beyond the focus of the study, it should be emphasised that the data should only be seen as a rich potential source of information for further related investigation.

The topics which deal with this broader context include:

• the influence of the content of units on Australian students’ understanding of Asian culture;
• the influence of content of units on Australian and Asian students’ understanding of Australian culture;
• the influence of Asian students on Australian students’ understanding of Asian culture;
• the influence of Asian students on Australian students’ understanding of Australian culture;
• Australian students’ discussion of issues raised in Drawing class with Asian students;
• mentoring; and
• racism.

Methodology

Most of the information presented in this chapter was gained from student questionnaires (Questionnaires 2 to 5). At the end of this chapter are issues identified by lecturing staff in response to Questionnaire 1. (Refer to ‘Methodology’ in the Introduction).

Influence of Content on Australian Students’ Understanding of Asian Culture

Art Theory

In Questionnaire 3, Australian students only were asked the following question:

Q9 (part 1) Has the content of your Art Theory/History units influenced your understanding of Asian culture (including art)?

Out of 234 Australian students (including one from an Asian background), 226 completed this question. Of these students, 55 (24%) reported below medium influence, and 99 (43%) reported medium to high influence.

Seventy-seven students made additional comments that fall into the following broad categories:

Only one Australian student made a negative comment, and this was a criticism regarding the lack of Asian content in the theory program rather than its influence or lack of influence on understanding: ‘Need more to understand cultures better’.

Drawing

In Questionnaire 5, Australian students only were asked the following question:

Q7 (part 1) To what extent has the content of your Drawing units influenced your understanding of Asian culture (including art)?

Out of 156 Australian students (including four from an Asian background) 139 completed this question. Of these, 110 (79%) reported below medium influence, and 29 (21%) reported medium to high influence.

Thirty-three students made comments to the extension of this question ‘If so in what way?’ Eleven of these responses were disregarded because they did not address the question. The remaining 25 (16.05%) responses were grouped in the following categories:

• stimulated interest to independently pursue further information (3);
• increased understanding of how different cultures place art in their society (1);
• created opportunity for acquisition of new skills (1);
• through contact with an Asian lecturer (1);
• broadened understanding of formal and stylistic concerns (4);
• broadened understanding of conceptual basis of perception (1);
• growth in appreciation of previous contact with intercultural communication (1);
• appreciation of broader aspects of culture such as religion and cuisine (5);
• acquisition of more broadly based interpretive skills (1);
• opened eyes to plurality of Australian culture (1); and
• through prior intercultural experience (e.g. childhood in an Asian country) (2).

Influence of Content on Australian and Asian Students’ Understanding of Australian Culture

Art Theory

Both Australian and Asian Art Theory/History students were asked this question, which formed the second part of Question 9 of Questionnaire 2, and Question 9 of Questionnaire 3:

Q9 (part 2) Has the content of your Art Theory/History units influenced your understanding of Australian culture (including art)?

Australian Students

Out of 234 Australian students (including one from an Asian background), 219 completed this question. Of these, 104 (48%) said there was below medium influence, and 115 (53%) said the influence was medium to high.

Seventy students made comments that fall into the following broad categories:

Of these students, one commented:

That our ethnographic position is biased. That our ignorance, chosen or not, is devaluing our abilities to communicate more significantly about where we live.

These results seem to indicate that Australian students’ understanding of Australian culture rather than Asian culture is more pronounced.

Some responses combine a number of the above examples.

Asian Students

Out of 28 Asian students, 27 completed this question. Of these, 15 (56%) said the influence was below medium, and 12 (44%) said the influence was medium to high.

Ten students made comments that fall into the following broad categories:

Drawing

In the Drawing questionnaires, only Australian students were asked this question, which formed the second part of Question 7, Questionnaire 5:

Q7 (part 2) To what extent has the content of your Drawing units influenced your understanding of Australian culture (including art)?

Out of 156 Australian students (including 4 from an Asian background), 138 completed this question. Of these, 68 (49%) said the influence was below medium, and 70 (51%) said the influence was medium to high. Ten per cent of these students stated that the influence was very high.

Fifty-nine students made comments to the extension of this question ‘If so in what way?’ Nine of these responses have been disregarded because they do not address the question. The remaining 50 responses have been grouped in the following categories:

Some responses combine a number of the above examples.

Influence of Asian Students on Australian Students’ Understanding of Asian Culture

Art Theory

In Questionnaire 3, Australian students only were asked the following question:

Q10 Do you feel that having Asian students in your course has influenced your understanding of Asian culture?

Out of 234 Australian students (including one from an Asian background), 230 completed this question. Of these, 136 (59%) said the influence was below medium, and 94 (41%) said the influence was medium to high.

Eighty-nine students made comments that fall into the following broad categories:

Of the 89 Australian students who commented, a high number (24 students or 27%) said that they had little or no interaction with Asian students.

Drawing

In Questionnaire 5, Australian students only were asked the following question:

Q8 To what extent do you feel that having Asian students in your course has influenced your understanding of Asian culture?

Out of 156 Australian students (including four from an Asian background), 174 completed this question. Of these, 90 (52%) said that the influence was below medium, and 50 (29%) said the influence was medium to high.

Fifty-four students made comments to the extension of this question ‘If so in what way?’.

‘I have learnt not only to accept new ideas but have also made many Asian friends’ reflects the warmth and appreciation of many of the responses. On the other hand, two students objected to this question on the grounds that, in drawing attention to differences between students, racism could be implied and one made a response which was actively hostile to considering the effects of contact with Asian students.

Many of these respondents talk about their understanding of other cultures being broadened by different approaches to Drawing and seeing as well as contact with new and different ideas. One compares the reality of people rather than the stigma of cultural difference, another the contact with other social and political agendas.

The perception of three respondents was that the influence only flowed one way—that the Asian students were working in the Western tradition so that the scope for influence was eliminated.

Four mention the approach to work habits and the way Asian students approach and interpret problems posed in projects.

One Australian student from an Asian background reports a growth of intra-Asian understanding.

Eleven mention that learning from Asian students happens through informal interaction and conversation.

Nine mention gaining an enriched understanding of cultural issues from hearing Asian students discuss their approaches in formal contexts such as critiques and/or in less formal discussions which are focussed on work.

Influence of Asian Students on Australian Students’ Understanding of Australian Culture

Art Theory

In Questionnaire 3, Australian students only were asked the following question:

Q10 Do you feel that having Asian students in your course has influenced your understanding of Australian culture?

Out of 234 Australian students (including one from an Asian background), 225 completed this question. Of these, 146 (65%) reported below medium influence, and 79 (35%) said the influence was medium to high.

Seventy-one of these students made comments that fall into the following broad categories:

Of the 71 Australian students who made comment, nine (13%) said that they had little or no interaction with Asian students. Only one student (1%) made a negative comment, that Asian culture is not relevant or similar to the Australian culture he/she grew up in.

Drawing

In Questionnaire 5, Australian students only were asked the following question:

Q8 [contd] Do you feel that having Asian students in your course has influenced your understanding of Australian culture?

Out of 156 Australian students (including four from an Asian background), 138 completed this question. Of these, 93 (67%) reported below medium influence, and 45 (33%) said the influence was medium to high.

The relevant answers have been categorised under the following broad headings.

Relational/comparative (13)

Seeing ourselves through others’ eyes (9)

Reinforcing appreciation of multiculturalism (6)

Stimulation to emulate their work ethic (1)

Sympathy for the experience of their position in Australia (1)

Stimulation/inspiration (1)

Six (4%) respondents note a deficit in their knowledge of Asian culture, citing its complexity and diversity. Six (4%) also make reference to an increase in understanding of Asian stylistic, technical and/or formal concerns. Eight (5%) of the references pertain to a growth in understanding of Asian culture.

The following questions were asked only in the Drawing questionnaires.

Australian Students’ Discussion of Issues Raised in Drawing Class with Asian Students

In Questionnaire 5, Australian students were asked:

Q9 Do you discuss issues raised in Drawing classes with Asian students?*

* This question provided no section in which students could make additional comment.

Out of 156 Australian students (including four from an Asian background), 142 completed this question. Of these, 59 (42%) answered ‘yes’, and 81 (57%) said ‘no’. Two other students were uncertain in their response.

Asian Students’ Estimation of Usefulness of Contact with Australian Students

In Questionnaire 4, Asian students were asked:

Q11 As a student of Drawing, how useful do you find contact with Australian students?

Out of 21 Asian students, 11 answered this question. Of these, four (36%) said the contact had low to medium usefulness, two (18%) said it was average, four (36%) answered that the usefulness was medium to high, and one (9%) said it was extremely useful.

Five students made comments to the extension of this question ‘If you find contact with Australian students useful, please describe how’.

Each of these students reported that contact with Australian peers enhanced their learning. All the responses suggest their interactions involve either exchanges of information, a broadened perspective through exchanges of views and feedback (about their work). To quote one student:

Interaction between students [is] very active, and everybody gives feedback to each other.

Mentoring

Art Theory

Both Australian students and Asian students were asked the following question, that was Question 11 in Questionnaire 3 and Question 10 in Questionnaire 2:

Questionnaire 3:

Q11 Have you had any involvement in a mentor system with Asian students, organised by your institution? (A mentor system gives a student regular contact, on a formal or semi-formal basis, with another individual who acts as a source of information and expertise and who communicates in such a way as to enable the student to achieve major goals.)

Australian Students

Out of 234 Australian students (including one from an Asian background), 230 completed this question. Of these, only seven (3%) answered ‘yes’, 221 (96%) answered ‘no’, and the remainder were unsure.

Only four Australian students commented, and none of the comments listed benefits of involvement in a mentor system. However, one student said: ‘I’m very friendly with students from Asia and have learnt a great deal by extending hospitality’.

Asian Students

Out of 28 Asian students, 26 completed this question. Of these, nine (35%) answered ‘yes’ and 17 (65%) answered ‘no’.

Five students made additional comments, including:

It helps me to improve my skill and broaden my knowledge. And improve my English.

Less formality involved. Important and helpful concerns and issues have been raised. Great influenced.

I came to think that I have to study as much as possible; no giving up etc.

Drawing

Both Australian students and Asian students were asked the following question, that was Question 10 in Questionnaire 5 and Question 12 in Questionnaire 4:

Questionnaire 5:

Q10 Have you had any involvement in a mentor system with Asian students, organised by your institution? (A mentor system gives a student regular contact, on a formal or semi-formal basis, with another individual who acts as a source of information and expertise and who communicates in such a way as to enable the student to achieve major goals.)

Australian Students

Out of 156 Australian students (including four from an Asian background), 142 completed this question. Of these, 11 (8%) answered ‘yes’ and 131 (92%) said ‘no’.

Seven students responded to the extension of this question, ‘Please list any benefits you find from this involvement’.

Of these, two report little or no interaction while the remaining five mention beneficial exchanges of information and points of view.

Asian Students

Out of 21 Asian students, nine completed this question. Of these, one (11%) answered ‘yes’ and eight (89%) said ‘no’.

Two students responded to the extension of this question, Please list any benefits you find from this involvement.

Of these one did not understand this system and the other reported benefits of gaining information and suggestions.

Racism Issues

Art Theory

In Questionnaire 2, Asian students were asked the following question:

Q19 Please indicate to what extent you have experienced racist attitudes while studying in Australia:

• in the local community;
• across the university campus; and
• within your art school.

The student responses were as follows.

With regard to racism in the local community, 26 out of 28 students answered this question. Of these, six (23%) reported no racism, eight (31%) said there was low to medium racism, and four (15%) said that the racism was medium. Seven students (27%) reported that racism was medium to high, and one (4%) had experienced significant racism.

Across the university campus, out of the 26 students who answered the question, eight (31%) reported no racism, eight (31%) said there was low to medium racism, and four (15%) said that the racism was medium. Four students (15%) reported that racism was medium to high, and two (8%) had experienced significant racism.

Within the art school, out of the 26 students who answered the question, 10 (39%) reported no racism, four (15%) said there was low to medium racism, and six (23%) said that the racism was medium. Four students (15%) reported that racism was medium to high, and two (8%) had experienced significant racism.

Drawing

In Questionnaire 4, Asian students were asked the following question:

Q19 Please indicate to what extent you have experienced racist attitudes while studying in Australia:

• in the local community;
• across the university campus; and
• within your art school.

The student responses were as follows.

With regard to racism in the local community, all 21 students answered this question. Of these, three (14%) reported no racism, six (29%) said there was low to medium racism, and seven (33%) said that the racism was medium. Five students (24%) reported that racism was medium to high, and none of these students had experienced significant racism.

Across the university campus, out of the 20 students who answered the question, four (20%) reported no racism, six (30%) said there was low to medium racism, and six (30%) said that the racism was medium. Three students (15%) reported that racism was medium to high, and one (5%) had experienced significant racism.

Within the art school, out of the 17 students who answered the question, seven (41%) reported no racism, four (24%) said there was low to medium racism, and four (24%) said that the racism was medium. Two students (12%) reported that racism was medium to high, and none of these students had experienced significant racism within their art school.

Issues Identified by University Art School Staff

In Questionnaire 1, some of the general comments made by staff had pedagogical implications. Lecturers at 16 schools out of the 28 schools who responded made specific comments in the following categories:

Benefits of having Asian students in course

7 schools

Disadvantages of having Asian students in course

4 schools. Disadvantages included:

• clarifying expectations of Asian students working in a Western school context;
• shortfall in applying ideas that arise from cross-cultural seminars; and
• problems with language.

Lack of commitment by University to promoting fine art

3 schools

Conclusion

It is obvious that the student questionnaires have amassed a wealth of information across a broad range of issues, including the effect of curriculum content, the interaction between Australian and Asian students, mentoring and racism.

The scope and depth of these data are comparable with those pertaining to curricula and pedagogical issues, however, much of it is beyond the scope of this investigation. For this reason it has only been recorded here in order to set the scene for the main body of research.

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