English Australia Journal : English Australia Journal 31.2
Volume 31 No 2 17 English Australia Journal their descriptions with personal interpretations, such as: ‘I see a dying man floating up towards a pink cloud’, or ‘ Tired and exhausted. Running around yet still. Sleeping with eyes wide open in a pool of fresh blood.’ Students were able to use their ideas to develop storytelling skills, and expanded their higher order thinking as they thought divergently about what they saw. • Future visitation Ninety-two percent of the teachers ‘strongly agreed’ they would consider bringing more students on excursions to museums in the future. Additionally, 79% of students strongly agreed the Potter is an enjoyable place to learn, and that they would like to re-visit independently or with others, indicating a desire to share their positive experience: I want to take more time to discover the other exhibitions with my friends. Not only about sport – different topics. It’s great to come back to because I can learn lots . . . AMEP student, AMES Flagstaff Sixty percent of students expressed that they would visit again to improve knowledge of Australian art and culture, indicating a strong desire to assimilate in their new environment. One can propose that increased museum literacy skills – that is, cultural knowledge of museum manners, etiquette and the roles and functions of museums, motivates students to visit museums in the future. As a participating teacher stated, ‘students will be more likely to visit an art museum in the future because they know how to behave, converse, understand art, and access a museum.’ • The education resource The education resources motivated teachers to re-visit the Potter: I would consider bringing my students to museum’s education program repeatedly especially if the same amount of pre- and post-visit excursion activities are provided for my students. Teacher, AMES Flagstaff Eighty-seven percent of the students indicated the worksheets helped improve their English; 93% of the students recorded that the worksheets improved their knowledge about the Potter and the BSAP; 81% expressed that on-site gallery worksheets made their visit more interesting. However, only 40% of the teachers said that they would be comfortable making their own resources, indicating the need for professional development.
English Australia Journal 31.1
English Australia Journal 32.1