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Data dictionary: Artist in Residence program Outcome ReportThe outcome reports webpage on the Arts Queensland website contains a number of tools and resources to support data collection.

If you are unsure about any of the following definitions or counting methods, please contact your Arts Queensland program officer to clarify.

1. Number of activities by type Source of information: Project/activity records

Definitions Counting method and rulesStudent activities with artists – number of activities delivered as part of the project that were targeted at students (e.g. in-class activities and workshops)

Count each student activity as 1 activity

EXAMPLES: A project which involves three separate in-class arts-led workshops held over three weeks with the same group of

students is counted as 3 activities A project which involves a series of three workshops repeated with two different groups of students is counted as 6

activities A project which involves one activity held over two school days is counted as 1 activity

DO NOT COUNT: Activities not targeting students Professional development activities for educators (this is reported below) Community engagement activities with the broader school community – e.g. parents (this is reported below) Presentation of student work – e.g. via exhibitions, performances, publications (this is reported below)

Educator professional development – number of professional development activities delivered as part of the project aimed at building educators’ knowledge and capacity (e.g. educator training workshops)

Count each professional development activity delivered as 1 activity

EXAMPLES: Count a workshop or training session delivered to one group of educators over two days as 1 activity For a workshop or training series, count each individual workshop as 1 activity (e.g. a series of three different

workshops delivered to one group of educators over two months would be counted as 3 activities; a workshop repeated three times for a different group of educators each time would be counted as 3 activities)

DO NOT COUNT: Professional development activities not delivered as part of the project

Community engagement – number of activities undertaken to engage the broader community in the project (e.g. parent/community consultations)

Count each community engagement activity delivered as 1 activity

EXAMPLES: A series of three meetings held with the same group of community members to discuss the goals of the project is

counted as 3 activities A series of three meetings held with different groups of community members to discuss the goals of the project is

counted as 3 activitiesPresentations:

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Definitions Counting method and rulesExhibitions – number of exhibitions delivered to present students’ work developed through the project

Count each exhibition as 1 activity

EXAMPLES: Count a single exhibition of student work held over two weeks as 1 activity Count two different exhibitions containing different student work as 2 activities

Performances – number of live performances delivered to present students’ work developed through the project

Count each individual performance as 1 activity

EXAMPLES: Count a series of performances of the same work held on three separate evenings as 3 activities

Publications – number of publications (online or offline) produced to present students’ work developed through the project

Count each individual publication as 1 activity.

EXAMPLES: Count a single publication containing student work as 1 activity Count a project publication of student work made up of four different issues as 4 activities Count an online publication or blog* that presents student work and is regularly updated as 1 activity

DO NOT COUNT: Exhibition or theatre programs *Web platforms established for the project to engage with students as part of delivering student activities (this is

reported in Q6) – however, an online publication or blog that presents student work should be counted hereOther (please specify) – any other significant activities you delivered that are not captured in the above definitions

Count as relevant to the ‘other’ activity you have identified

DO NOT COUNT: Internal activities such as planning meetings, administration, staff meetings etc.

2. Number of activities, students, educators, artists and attendees

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Source of information: Project/activity records, ticketing information, registration information Refer to fact sheet about counting attendees available on Arts Queensland’s website These measures do not refer to where students, educators, artists and attendees live; they are focused on how many engaged in your project in a given

region regardless of where they live It is important you establish a credible counting method to minimise double-counting of attendees at activities and workshops. It is preferable to be

conservative than over-estimate attendees, to ensure final data is meaningful.

Definitions Counting method and rulesActivities – as defined in Question 1

Count the total number of activities undertaken in each region (refer below for definitions of regions) Only include data from activities reported in Question 1 as follows:

Student activities Educator professional development Community engagement Exhibitions Performances Publications

EXAMPLE: A project in Brisbane involves 4 student activities, 1 educator professional development activity and 3 presentations/

performances. This is counted as 8 activities in Brisbane.

DO NOT COUNT: Activities reported as ‘other activities’ in Question 1

Students – students at educational institution(s) involved in project

Count the total number of individual students participating in student activities in each region

EXAMPLE: A project in Cairns involves 3 workshops with the same group of 30 students in year 5, and 1 workshop with a group

of 15 students in year 6. This is counted as 45 students in Outside South East Queensland.

DO NOT COUNT: Students who are attendees at presentation activities (e.g. exhibitions, performances) but who are not directly

participating in the project (this is reported in ‘other attendees’ below)Educators – educators involved in the project by directly contributing to delivery of student activities or participating in educator professional development

Count the total number of educators participating in the project in each region

EXAMPLE: A project in Logan involves 2 educators who support the artist in residence to deliver student workshops, as well as

an in-service training day with 10 educators from the broader region. This would be counted as 12 educators in Greater South East Queensland.

DO NOT COUNT: Educators who are attendees at presentation activities (e.g. exhibitions, performances) but who are not directly

involved in the project (this is reported in ‘other attendees’ below)

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Definitions Counting method and rulesArtists – artists who are engaged in delivering the project

Count the total number of artists engaged in the project in each region

EXAMPLE: A project in Longreach involves 4 student workshops delivered by 2 artists in residence. For the student performance,

another artist is also engaged to assist with music. This is counted as 3 artists in Outside South East Queensland.

DO NOT COUNT: Arts teachers who are employed by the educational institution outside the life of the project.

Other attendees – people who attend other activities delivered as part of the project, including community engagement activities and student presentations

Count the number of attendees in each region

EXAMPLES: A project in Noosa involves 1 community engagement activity attended by 20 parents, and 3 performances attended

by a total of 100 attendees. This is counted as 120 other attendees in Greater South East Queensland. A project in Longreach involves an exhibition presented in the school that is attended by 300 school students and

educators not directly involved in the project. This is counted as 300 other attendees in Outside South East Queensland.

DO NOT COUNT: Students, educators and artists counted above as participants in the project.

REGIONAL DEFINITIONS:Brisbane – Brisbane City Council area

Greater South East Queensland (excluding Brisbane) – Gold Coast City Council, Ipswich City Council, Lockyer Valley Regional Council, Logan City Council, Moreton Regional Council, Redland City Council, Scenic Rim Regional Council, Somerset Regional Council, Sunshine Coast Regional Council, Noosa Shire Council

Outside South East Queensland (but still in Queensland) – any part of Queensland outside Brisbane and Greater South East Queensland

3. Where artists are from

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Definitions Counting method and rulesArtists – artists who are engaged in delivering the project

Count the number of artists from Queensland, interstate and overseas (this is about where artists themselves live)

EXAMPLES: A project involves 1 artist from Ipswich, 1 artist from Sydney and 1 artist from Melbourne. This is counted as 1 artist

from Queensland and 2 artists from Interstate.

4. Locations where you undertook the activities

Definitions Counting method and rulesNames of communities – communities where you undertook the activities reported in Question 2

Provide list of communities receiving activities reported in Question 2

EXAMPLES: A project reported in Question 2 involved 1 activity in Brisbane and 2 activities in Outside South East Queensland.

Locations would be listed in Question 4 as Inala (Brisbane), Bundaberg and Winton.Names of educational institutions – educational institutions where the project was delivered

Provide list of educational institutions receiving activities reported in Question 2

EXAMPLES: A project involved 2 workshops at Parkside Special School and 2 workshops at Parkside Primary School. Educational

institutions would be listed as Parkside Special School and Parkside Primary School.

5. Curriculum areas and year level No additional definitions or instructions apply beyond those provided in template

6. Digital engagement Source of information: online data Refer to fact sheet about tracking online data available on Arts Queensland’s website

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Definitions Counting method and rulesWeb link to your online platform – web address for online platform actively managed and driven by you to deliver at least one aspect of your activities (e.g. secure eLearning environments, a project webpage on your own website, a Facebook page for your project, a Twitter account for your project, a blog to engage with students, YouTube or Vimeo clips uploaded etc.)

List the web links for up to three online platforms used and the purpose as per options provided (marketing, distribution/delivery, active engagement)

If you used more than three online platforms, report on those that were most significant to your work

DO NOT COUNT: Other online platforms not managed or driven by you (e.g. promoting your activities through external event websites) Your generic online platforms that were not specifically related to your project (e.g. your general website that did not

include a project webpage, a general social media account that was not used as part of your project, etc.)

Number of unique users – number of individual users of each platform (if available)

For secure eLearning environments, count the number of individual student/educator users For websites/webpages and blogs, count the number of unique visitors For Facebook, count the number of likes of your page if specifically established for your project or likes of posts about

your project if they are included on a more generic Facebook page For Twitter, count the number of followers if your account was specifically established for your project For YouTube clips related to your project, count number of unique visitors For Vimeo content related to your project, count the number of plays (unless you can access unique visitor data

through advanced statistics)

DO NOT COUNT: Number of webpage or website hits Visitors to online platforms not specifically related to your project

Other online statistics – other statistics collected about usage of your online platforms that you would like to share (e.g. number of re-tweets, number of people commenting on blogs, number of Facebook ‘shares’ etc.)

Include as relevant

7. Diversity of attendees/participants No additional definitions or instructions apply beyond those provided in template Remember to only complete this section if your project specifically targeted any groups listed. Do not complete if your activities were generally available to

all students but not deliberately targeted.

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8. Student feedback Source of information: Student survey, group discussion or other method as deemed appropriate Refer to sample student survey available on Arts Queensland’s website which contain relevant questions Refer to fact sheet about developing and implementing surveys available on Arts Queensland’s website

Definitions Counting method and rulesThe following definitions and counting rules are only relevant if you conducted a formal student survey. If you gathered feedback in other ways (e.g. group discussion), there is space in the template to record this feedback and student quotes.Respondents who rated your work as good or excellent – students who completed your survey(s) and answered the overall rating question as ‘good’ or ‘excellent’

Count number who answer ‘good’ or ‘excellent’ to the following ‘overall rating’ question student survey(s): ‘Overall, how would you rate the project?’

Calculate as % of total survey respondents who answered this question

EXAMPLES: 30 students completed a survey about their experience of a project. 28 students completed the ‘overall rating’

question. Of these, 15 rated the project as ‘excellent’ and a further 7 as ‘good’. This would be calculated as 79% of respondents rating the work as good or excellent (number = 22).

Total number of survey respondents – total number of students who completed your survey(s)

Count all respondents surveyed (irrespective of whether they completed the ‘overall rating’ question)

EXAMPLES: From the example above, the total number of survey respondents is 30.

Response rate – percentage of students who completed your survey(s) when invited

Count the total number of students you invited to complete the survey(s) Calculate % of people who completed the survey(s) from the total invited

EXAMPLES: From the example above, educators asked 32 students to complete the survey, with 30 doing so. This would be

calculated as a response rate of 94%.Survey respondents as a % of your total student participants – percentage of students who completed your survey(s) from the total number of students participating in the project

Count the total number of students who completed the survey(s) Count total number of students involved in the project overall Calculate % of students who completed the survey(s) from the total number of students involved

EXAMPLES: From the example above, a total of 60 students were involved in the project overall. Of these 60 students, 30

completed the survey. This would be calculated at 50% of total student participants.

9. Educational institution feedback No additional definitions or instructions apply beyond those provided in template You may need to consult with educators involved in the project to determine your response

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10. Artist feedback No additional definitions or instructions apply beyond those provided in template You will need to ask artist(s) involved in the project to complete this part of the report based on their views and experiences

11. Examples of innovation Source of information: Project/activity records You are not expected to tick all boxes. Please only select those that were significant to your project.

Definitions Development of approaches to student learning – new or significantly improved approaches to student learning developed through the project – e.g.

peer to peer learning Artistic/cultural experimentation or risk-taking – new ways of experimenting artistically or culturally – e.g. students are supported to lead all aspects

of production of a performance, from writing to directing to marketing Modes of engagement (within educational setting and wider community) – new or significantly improved ways of engaging with others in the

educational setting and/or wider community – e.g. involvement of local community in development of project Digital approaches – new or significantly improved ways of using digital technology adopted – e.g. Instagram exhibition space established to present

students’ smart phone photography exhibition Modes of distribution – new or significantly improved ways of distributing or delivering activities – e.g. postcards of student work distributed through

local cafes; educator professional development delivered via new blog environment Environmentally sustainable practice – new or significantly improved sustainable practices adopted – e.g. sourcing of recycled materials for project Ways of using art to deliver educational outcomes – new or significantly improved ways of using artists and creative learning to deliver educational

outcomes – e.g. use of theatre to explore scientific concepts Ways of working collaboratively to deliver outcomes – new or significantly improved ways of collaborating – e.g. improved collaboration between

educators from different areas of curriculum to deliver project External partnership approaches – new or significantly improved ways of partnering with other communities external to the educational institution –

e.g. new partnership with local aged care centre to involve older community members working with students on history and memory project; new partnership with local businesses or community groups to share skills and materials; partnerships with external organisations that will extend the life of the project

12. Employment and volunteering generated for this project Source of information: HR and volunteer records

Definitions Counting method and rulesNumber of full-time Count using the following methodology:

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Definitions Counting method and rulesequivalent (FTE) positions – total number of FTE positions created for the delivery of this project

a. Calculate the number of hours equivalent to a full-time position for one year (including annual leave entitlements)e.g. 8 hours per day, 5 days per week, 52 weeks per year = 2080 hours per year (this is a good standard to use but you can adjust it if your full-time staff are required work fewer or more than 8 hours per day – e.g. 7.5 hours per day, 5 days per week, 52 weeks per year = 1950 hours per year)

b. Calculate the total number of paid hours undertaken by staff employed (on contract or permanent basis) specifically to support delivery of this project

c. Divide the total number of paid hours undertaken by the total number of hours that make up one full-time position for one year

EXAMPLES: A project contracts 2 additional people to support delivery– one part-time artist who works a total of 50 hours over the

course of the project and one part-time digital officer who works a total of 10 hours to establish and manage an online platform for the project. This would be calculated as follows:

a. Number of hours equivalent to a full-time position for one year = 2080 hoursb. Number of paid hours undertaken by staff = 50 hours + 10 hours = 60 hoursc. FTE = 60 divided by 2080 = 0.03 FTE

DO NOT COUNT: Staff already employed/engaged before this project commenced (e.g. teachers and administration officers on staff) External business providers engaged such as caterers or equipment providers who are not employed staff members –

this would be counted in Question 15 (Queensland-based businesses contracted to provide services)

Number of paid artists/arts and cultural workers – total number of people paid as artists or arts and cultural workers for the delivery of this project

Count the number of individuals receiving payment in an artistic or cultural role (irrespective of length of engagement)

EXAMPLES: A project employs 1 artist full-time and 3 artists part-time over 6 weeks as part of the project. This would be calculated

as 4 paid artists.

DO NOT COUNT: People who self-identify as artists/arts and cultural workers but were paid to undertake a non-arts role such as

administration – they would be counted as ‘other paid workers’ in the next question Arts educators already on staff at your educational institution who were not employed specifically for this project

Number of other paid workers – total number of people paid for the delivery of this project, who were not engaged in an artistic/ cultural

Count the number of individuals receiving payment in a non-artistic or non-cultural role (irrespective of length of engagement)

EXAMPLES: A project contracts 1 part-time digital officer and 1 part-time facilitator (not an artist) to support delivery of the project.

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Definitions Counting method and rulesrole This would be calculated as 2 paid workers.

DO NOT COUNT: Artists and arts and cultural workers counted above People not engaged specifically for the project (e.g. teachers and administration officers on staff)

Number of volunteers – total number of people engaged as volunteers to support delivery of your project. Volunteer work is: unpaid (reimbursement for

out-of-pocket expenses is not considered payment)

provided in the form of time, service or skills (donation of money or goods not included)

formal; carried out for or through an organisation or group

Count the number of individuals who volunteered to support delivery of your project (irrespective of the amount of time they contribute)

Count each individual once, irrespective of the number of different times they volunteer

EXAMPLES: A group of 10 parents volunteer at different times to support delivery of project activities. This would be calculated as

10 volunteers.

DO NOT COUNT: Staff who contribute unpaid over-time People reported as in-kind partners in Question 13

13. Financial and in-kind partnerships (excluding Arts Queensland) Source of information: Project/activity records, financial records

Definitions Counting method and rulesNumber of financial partnerships – number of financial partners contributing to your project, not including Arts Queensland

Count each financial partner once (irrespective of number of different activities they support)

EXAMPLES: A project is supported by Arts Queensland, a philanthropist and 2 financial sponsors. This would be calculated as 3

financial partnerships.

DO NOT COUNT: Arts Queensland Other organisations or individuals funded by Arts Queensland for the same activity (i.e. your co-funding partner)

Number of in-kind partnerships – number of in-kind partners contributing non-cash assistance to your project, not including Arts Queensland

Count each in-kind partner once (irrespective of number of different ways they support an activity or the number of different activities they support)

Include the following types of in-kind partnerships in your count: Donated goods (e.g. equipment, materials, supplies) Donated services (e.g. professional services, technical services)

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Definitions Counting method and rules Donated use of facilities (e.g. venue hire, office space)

EXAMPLES: A project is supported by a number of in-kind partners including 1 local council which contributes venue hire and

catering without charge and 1 research consultant who contributes unpaid time to develop an evaluation plan for the project. This would be calculated as 2 in-kind partnerships.

DO NOT COUNT: Your own in-kind support of your own work (e.g. through administration, governance, educators, facilities etc.) – this is

reported in your budget In-kind support you provide to others Other organisations or individuals funded by Arts Queensland for the same activity (i.e. your co-funding partner) Any Arts Queensland in-kind contribution Volunteers reported in Question 12

$ value of support: financial partnerships – total value of financial partnerships, not including Arts Queensland

Count the total dollar value of all financial partnerships reported above, excluding GST

EXAMPLES: Apart from Arts Queensland funding, a project is supported by $3000 from a philanthropist and a $500 sponsorship

from a local business. This would be calculated as a total value of $3500.

DO NOT COUNT: Arts Queensland contribution

$ value of support: in-kind partnerships – total value of in-kind partnerships, not including Arts Queensland

Count the total estimated dollar value of all in-kind partnerships reported above You may need to gather this data in a range of ways – e.g. ask in-kind partner the value of the goods or services

being donated or find out the market price of similar goods or services

EXAMPLES: The local council contributes venue use (hire fees would normally cost $500) and catering (valued at $400), and a

research consultant contributes their unpaid time to develop an evaluation plan (which they cost as worth $3500). This would be calculated as a total value of $4400.

DO NOT COUNT: Any Arts Queensland in-kind contribution Your own in-kind contribution

14. Broader social and community outcomes (if relevant to your project) Source of information: Project/activity records, evaluation data on social outcomes Refer to fact sheet about evaluating social outcomes, available on the Arts Queensland website You are not expected to tick all boxes. Please only select those that were significant.

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Definitions Community building – e.g. a project involves students working with residents from a local aged care home over a number of weeks, with residents

reporting an improved sense of community connection as a result Health and wellbeing outcomes – e.g. a project engages young people in physical activity through regular dance classes, with 30% of participating

students showing significant improvement in key indicators of fitness by the end of the project Community recovery after disasters – e.g. a kindergarten uses visual arts as a way for children to discuss their memories of a recent flood, with a

number of parents interviewed about the project commenting that it helped open up conversations at home Environmental outcomes – e.g. the art work created through a project exploring water management helps spark broader community discussion about

the issue Promotion of cultural diversity – e.g. a project involves students sharing cultural practices from their own families and communities, with teachers

observing greater respect and collaboration among students as a result

15. Contribution to local economy and businesses Source of information: Project/activity records, financial records

Definitions Counting method and rulesNumber of Queensland-based businesses contracted to provide services – number of external businesses based in Queensland you have contracted as part of delivering your project (e.g. venues, equipment hirers, caterers, printers, etc.)

Count number of Queensland-based businesses contracted over the course of your project Count each business only once (irrespective of number of different times contracted)

EXAMPLES: An educational institution hires 1 external venue used on two different occasions, equipment from 1 hirer and catering

from 2 different companies over the course of a project. This would be calculated as 4 businesses contracted to provide services.

DO NOT COUNT: Individuals you have counted in employment figures in Question 12 Businesses not specifically contracted for your project (i.e. businesses contracted for other activities that are not part

of the funded project)Total value of contracts with Queensland-based businesses – total dollar value of all contracts with Queensland-based businesses

Calculate the total dollar value of all contracts referenced in the question above, excluding GST

EXAMPLES: An organisation hires 1 external venue used on two different occasions (total spend $800), equipment from 1 hirer

(total spend $400) and catering from 2 different companies (total spend $600). This would be calculated as a total value of $1800.

Questions 16-20 No instructions apply beyond those provided in template. However, for Question 17 about your learnings and reflections, you may wish to consider

seeking a statement from your Principal if appropriate.