Final Paper and Presentation ARE 5245 Program Development .docx

Final Paper and Presentation
ARE 5245: Program Development
DUE DATE FOR PAPER: Monday December 7th
DUE DATE FOR PRESENTATIONS: November 30
For this assignment, students will write a formal proposal for a
therapeutic or educational
program that will serve as the final paper for the course. The
paper should be written in APA
format, including a title page and reference pages (see sample
papers on pages 41 – 59 in 6th ed.
of APA manual), and must follow the basic structure provided
below. The subject matter is the
student’s choice only constricted by some congruity with the
course theme of curriculums and
programs. The paper should be at least 15 pages long
(excluding reference pages, title page, and
visual examples) with a minimum of eight sources.
Each student will deliver an accompanying semi-formal class
presentation related to his or her
paper that should be about 20 minutes in duration and should
include visuals. Presentation times
and dates will be assigned in class. A rubric outlining the
criteria used for assessing the paper
and presentation is provided along with this evaluation packet.
Please attach or print a copy of
this entire evaluation guide (all sides/sheets will be available on
Blackboard) and attach it
as the LAST pages of your paper.

Basic Format Requirements (add sub headings as necessary):
I. Title Page with Author’s Name and Affiliation
II. Introduction (no heading necessary)
A. Purpose of the
Therapeutic/Educational/Adminstrative/Museum Program
(Purpose Statement)
B. Identification of Your Audience: Identify the organization
or people that
you are trying to convince to support/fund your proposed
program. This can be
included along with your purpose statement, if that suits your
sensibilities in
organizing your paper. While you should appropriately identify
the audience that
you are making “your pitch” to, you do NOT need to dwell on
other ways that
your program might be funded. This course is NOT about
funding/grant writing.
C. Need for the Program (Justification): Why is there a need
for the program
you are proposing; why should your audience support your
proposal; why is it
important?
D. Definition of Terms: List and define any key terms that you
think readers of
your proposal will need to know prior to reading its content

E. Brief Overview of the Proposed Program: In a brief
paragraph, let the
audience/reader know what is coming in the pages ahead; what
they should be
expecting
III. Background and Review of Literature Related to Chosen
Topic
Using sub-headings as appropriate, discuss “just the facts,
ma’am” about the existing
literature related to the purposes of your therapeutic/educational
program. For the most
part, take a dispassionate stance in writing this section. You
are merely introducing the
facts, and are not yet interjecting your voice in a significant
manner. Your review of
literature should address, among other topics:
A. Theoretical Framework: Explain the theoretical framework
from which you
are approaching this therapeutic/education project: humanistic,
systemic,
academic, social reconstructionism, a combination of theories,
or otherwise
(constructivism, feminism, etc.)
B. Programs/Studies Directly Related: Briefly explain existing
programs or
studies that have addressed problems similar to the one that you
will be
addressing in your proposal. What aspects of these programs

were successful? In
what ways were the programs unsuccessful? Although you are
primarily
reporting “the facts” of these cases, you may briefly state how
your proposed
program will be different from, or improve upon these previous
studies (IE how
your proposed program will be shaped by those programs that
have preceded it)
IV. Description of Your Program
A. Description of the Setting: Explain the specific location
for your proposed
program (IE: the hospital, school, prison, museum,
organization, city, or event
where the program will take place)
B. Description of Participants/Clients: Explain your targeted
participants/clients as
specifically as you can, whether this information relates to the
age of students,
specific special needs, specially selected participants, or
random visitors to
museums, cities, or events
C. Description of Your Program In-Action (Procedures): The
where, what,
when, how and specific details of your curricular program in
action. If your
audience is going to fund your program, then they will want to
know what
happens during the course of your program . . . so be specific
without using
lesson plans (writing lesson plans is NOT an objective in this

course). Many of
the Blackboard articles that describe curricular programs in
action can serve as
excellent examples for this section. Those articles tend to
describe what has
happened in a particular program, while you will be describing
what will happen.
V. Findings/Interpretation
Not necessary for this proposal. Your data has not yet been
collected. This
course is NOT about program evaluation. You do NOT need to
include a
section on how your program will be evaluated.
VI. Summary/Conclusion
A. Brief Summary of Purpose, Justification, and Proposed
Procedures of Your
Therapeutic/Educational Program
B. Limitations: Discuss any unresolved problems and
weaknesses of your
proposed program. It’s better for you to admit what your
program will not
accomplish, rather than have your potential funding
organization point it out to
you.
C. Suggestions for Future Programs or Adaptations to your
Program: How
might your proposed therapeutic/educational program serve as a
springboard for
future projects on this topic.

VII. Reference Page (APA Format)
See the attached rubric for specific criteria for assessment.
Rubric Program Development: Final paper Due Monday
December 7th as a hardcopy in Jeff’s mailbox (Presentations on
November 30th)
There are 96 total points embedded in the rubric above.
CATEGORY
Exemplary
(16 points)
Intermediate
(12 points)
Progressing
(8 points)
Needs Improvement
(4 points)
Format

The student follows the format provided
by this Evaluation Packet and in the 6th
edition of the APA manual. The student
makes the use of this format abundantly
clear through the use of appropriate
headings and sub-headings. Content is
appropriately placed within the correct
sections of the given format.
The student follows the correct format
provided in this Evaluation Packet/APA
Manual. He/she makes this format clear
through the use of headings and sub-
headings. In terms of content within those
sections, there may be some overlapping
ideas that stray outside of the set boundaries
established by the format (such as returning
to an in-depth theoretical discussion based
on existing related literature throughout the
Procedures section).
The student follows the correct format
provided by this Evaluation Packet/APA
manual, but fails to make this process
clear to readers by misusing or omitting
the correct headings and subheadings.
Some of the content within these sections
is misplaced.
The student clearly strays from or omits the
format provided by this Evaluation
Packet/APA Manual. Much of the content
within each section is misplaced.
References

The student uses at least 8 sources in
his/her paper and uses correct APA
formatting for in-text citations and the
attached reference page.
The student uses at least 8 sources in
his/her paper but does not always use
acceptable APA formatting for in-text
citations and the attached reference page.
The student uses a least 8 references but
frequently misuses acceptable APA
formatting for in-text citations or on an
attached reference page. Citations are
frequently misplaced.
The student uses less than 8 sources. A
“needs improvement” grade will be assigned
even if the format of these sources is correct.
Additional points will be subtracted if a
reference page is not included.
Literature
Review
The Literature Review is accurate and of
appropriate breadth and depth for the
subject matter selected for investigation.
The Literature Review section is accurate
and appropriate in length, yet may overlook
minor or obscure details that would have
had some relevance to the topic under

investigation.
The Literature Review section is
accurate, yet overlooks major details that
have considerable impact on the
development of the selected topic. (IE:
Don’t compare the results of student artwork
completed in teacher-centered, student-
centered, and constructivist environments
without first explaining these approaches and,
perhaps, their origins in the first place.)
The Literature Review section presents
inaccurate information or is not substantial in
covering the topic in breadth or depth.
Curricular
Problem/Purpose
and Procedures
The stated curricular problem/purpose,
along with the description of procedures,
are clear, logical, and coherent. The
proposed procedures are appropriate and
match the goals of the curricular
program. The overall proposal has no
significant holes on a level appropriate
for a beginning curricular
specialist/graduate student.
The stated curricular problem/purpose could
use some minor re-wording or expansion,
but is generally clear and understandable, if
not completely justified. The use of
procedures is appropriate and congruent

with the general sentiment expressed by the
curricular problem/purpose. The curricular
design is still on an appropriate level for a
beginning curriculum specialist/graduate
student.
The stated curricular problem/purpose
does not match and is not addressed by
the procedures described in the proposal.
The justification of the program is
somewhat unclear or insufficiently
addressed. There may be some minor
overlooked holes in the overall design of
the proposed curricular program, which
is slightly below an appropriate level for
a graduate student.
The purpose or problem addressed by the
proposed curricular project is unclear. There
is a clear mismatch between the implied
purpose of the curricular proposal and the
stated use of procedures. There are
significant holes in the overall design of the
curricular project, which is below an
appropriate level for a graduate student.
Craftsmanship
(Quality of
Writing)
The student uses complete sentences,
proper spelling/grammar, and correct
word usage appropriate for a college-
level graduate course.

There are occasional lapses in spelling,
grammar, and sentence structure that do not
distract from the overall reading of the
paper. The quality of writing is still
appropriate for collegiate graduate students.
There are frequent errors in sentence
structure, spelling, and grammar usage.
These errors distract in reading the paper
and leave occasional ideas unclear. The
quality of writing is slightly below an
appropriate level.
The quality of writing is typical of a rough
draft that has not been proof-read, spell-
checked, or was written quickly the night
before the assignment was due. The quality
of writing is below an appropriate level for
graduate students.
Semi-Formal
Presentation
The student thoughtfully plans and
delivers an accurate presentation that is
of appropriate length, incorporates
visuals, and shows the student’s
preparation and knowledge of the
proposed curricular project. The student
does not read large chunks of text
directly from a PowerPoint slide or
script, etc.
The student plans and delivers an accurate
presentation that is of appropriate length

and incorporates visuals or a display.
Occasionally, the student relies on reading
large chunks of text directly from a book,
PowerPoint slide, script, etc.
The student plans and delivers an
accurate presentation that is of
appropriate length, but is lacking in
incorporating meaningful visuals that
contribute to the presentation. The
student frequently relies on reading large
chunks of text directly from a book,
PowerPoint, slide, script, etc.
The presentation contains some inaccuracies,
or is clearly deficient in scope or length. A
grade of “needs improvement” may be
assigned to presentations that do not use
meaningful visuals. The student appears
unprepared and relies almost entirely on
reading large chunks of text from prepared
sources.
1
Running head: AN INTERNSHIP FOR ARTS
ADMINISTRATION PROGRAM
18
AN INTERNSHIP FOR ARTS ADMINISTRATION PROGRAM
An Internship for Arts Administration Program
At Guangdong Teachers College of Foreign Language and Arts
With the rapid development of society, the contemporary

society demands of graduating college students the request to be
more and more successful. For the soon-to-be college graduates,
in order to better adapt to the increasingly rigorous employment
situation and to integrate into society as quickly as possible
after graduation, many of them participated in an internship
program before graduating. The internship programs can help
them learn more about society while also laying down a solid
foundation when they get into the real world. As the saying
goes, the opportunities are waiting for those well-prepared.
Internships as opportunities for students to participate in
communities of practice of professional cultures, have a huge
effect on what and how the student learns (Sides & Mrvica,
2007). Moreover, many employers would like to hire who have
direct experience in the position they are looking for to fill.
Related work experience is very important for many kind of
works. That is the reason why internships play a significant role
in the future career of soon-to-be college graduates.
Purpose Statement
The purpose of my proposed program is to develop an internship
with an existing Arts Administration Program at Guangdong
Teachers College of Foreign Language and Arts (GTCFLA) in
Guangdong, China. Internships, can lead to a job opportunity
whether paid or unpaid, and serve as valuable steppingstones
that help young people land future jobs. The internship program
will help students gain considerable knowledge and experience
in a corporate environment and make sure their area of study is
a good choice. More importantly, it is a chance to apply the
knowledge and skills learned at school in the real world.
Audience
The audiences of my proposed program will be the
administrators of Arts Administration Program at GTCFLA and
the local arts organizations which can provide art-related
internships to students. Because of GTCFLA is located in
Guangdong and the arts administration involved in many kinds
of arts organization, the local arts organizations will be:
1. Guangzhou Opera House: the biggest performing center in

Guangdong.
2. 53 Art Museum: the first non-profit private contemporary art
museum in Guangdong.
3. YouYou Contemporary Art Centre: one of the most popular
art spaces for contemporary art in Guangdong.
4. Shenzhen Grand Theater: one of the eight famous cultural
facilities in Shenzhen City, Guangdong.
5. Guangdong Times Museum: a non-profit arts institution in
Guangdong.
Need for the Program
With arts administration’s burgeoning development, the
people who engaged in this field must have some relevant
experience so that they are able to handle arts administration
work. That’s why work experience became more and more
important today as a part of Arts Administration Programs.
Students majoring in Arts Administration at GTCFLA are
having difficulty finding jobs related to arts administration after
they graduate because of lack of experience; they may
eventually find another job for financial reasons, rather than
following their own interest—Arts Administration. “With the
need for training and specific skill sets identified as crucial to
the field of arts administration, three possible training
approaches were identified: formal higher education programs,
short-term professional development seminars, and other
methods such as internships and on-the-job training” (Dewey &
Rich, 2003, p. 24).
Although GTCFLA already has an Arts Administration Program,
there is a lack of actual internships for students to have the
chance to use knowledge from classes in the real work
environment. What they gain from the program relates entirely
to theory rather than practice. However, what Arts
Administration Programs really need is not only theories but
also real practice in the real world. In order to change this
situation, developing an internship for existing programs is
necessary. Not only will the students benefit from it, but also
GTCFLA and the employers. Students, employers, and schools

all are beneficiaries of the internship program (Coco, 2000). For
example, the students will have an opportunity to use classroom
concepts to practical application; the employers will gain
competent assistance with low spending; GTCFLA offers this
kind of program with an internship shows a good perspective, it
will attract more students to GTCFLA to be a part of Arts
Administration Program.
Definition of Terms
Internship. An internship is a short-term undertaking which
emphasizes on the on job apprentice as opposed to employment
and it can be compensated or not. If for instance one wants to
pursue a publishing career, then they have to undergo a
practicum before they acquire skills and expertise for the real
job. “Internships are supervised introductory career
opportunities provided in partnership between academic
institutions and professional organizations” (Sides & Mrvica,
2007, p. 1).
Arts Administration. Art administration or arts management is a
field concerned with business operations that take place around
arts organizations. Arts administrators facilitate the daily
operations of the organization as it pushes to accomplish its
missions. The duty scope of the art administrator includes
management of the human resource, budgetary allocation
management, maintenance of public relations, seeking funds,
program and project development and evaluation as well as
chairing board meetings to create a board rapport.
Brief Overview of the Proposed Program
My proposed program is aims to provide an internship for
students majoring in Arts Administration at GTCFLA, which
will help them gain practical experience in order to better meet
the change and developments of social environment as soon as
possible, and learn to how to prepare for the future career.
Content in the next the relevant literature and an existing
internship program will be reviewed. Theoretical frameworks
included in my proposed program chiefly is academic
curriculum; humanistic curriculum will be included as a minor

part. I was made aware the related existing internship program
by my interviewee—Professor Li, the details will be discussed
in the corresponding section.
I will further discuss the description of my proposed
internship program with three parts: setting, participants and
procedures. Through internship experience, the students
majoring in Arts Administration at GTCFLA will have more
opportunities to get a relevant job after their graduation.
Without doubt, there are some limitations in my program and
there is still room for improvement which I will discuss these in
the last section.
Background and Review of Literature
In recent study, arts administrators’ job positions have
involved in “a wider range of not-for-profit, for-profit and
public organizations in music, theatre, opera, dance, museum,
literature, arts/humanities, councils, presenting organizations,
service organizations, theme parks, broadcast media, the film
industry and the recording industry” (Dewey, 2005, p. 8). For
those who would like to work in these places, experience is
required in most cases. But how can college graduates gain
these valuable experiences? Having an internship during the
school year would significantly help the students better prepare
themselves for their future career.
Internships are a crucial part of the Arts Administration
Program (Cuyler & Hodges, 2015). Internships can provide
value learning experience to students’ cognitive learning and
help the students better prepare for their future career. On the
other hand, since arts administration require professional skills,
arts administrators have a better chance for future employment
if they have practical experiences (Dewey, 2005). With the need
of actual practice for arts administration, internships would be a
good choice for students directly transfer the classroom theory
into real work environments (Dewey & Rich, 2003).
Successful internship depended heavily on recognizing that
there are certain administrative responsibilities sites would do
well to meet (Sides & Mrvica, 2007). Establishing a secure

foundation for the internship results in avoiding unnecessary
confusion and mistakes that any new interns might be prone to
make. What’s more, meeting those responsibilities fosters the
creation of an environment in which learning and professional
growth are foremost, and the environment are expected to
diminish as intern progress when become fully functional
professionals in the discipline.
For the reason that experience is required for many job
positions, students should understand that in order to get a good
job, they will need experience (D'Amico, 2006). An internship
can provide knowledge and references to them for better
graduation. A successful internship is benefit for students,
school, and employers.
Theoretical Framework
Academic curriculum. The academic curriculum is a reflection
of wider cultural trends, which transfer into another formation
of commercialization of education (McNeil, 2009).
Undoubtedly, it gives priority to the economic benefits,
regarding knowledge as commodity in order to exchange the
following item: individuals can get the high-paid job after
graduation; schools as institutions offers knowledge to bring
grants, institutional grading, inventions, tuitions
and provide for-profits corporations; research yields end results
for expanded money on behalf of health and economic
aggressiveness and security that would be paid by the
government. In the academic curriculum, this trend acts as
knowledge for consumption. Students and parents frequently see
that the school curriculum as there to meet their auxiliary needs
and not used for improving the life of the local or the society as
a whole or even the interest to understand the world.
Given that this trend in academic curriculum represents a kind
of instrumentalism— “knowledge for use” (McNeil, 2009, p.
71). When it comes to my proposed internship program, for
example, the way academic curriculum knowledge points apply
to it is that students can well prepare and absorb substantial
knowledge in the internship before entering the job market so

that they are able to acquire high-paid position. Also, this
internship increases enrollment that students can accumulate
more experience in this major compared with the original mode
as well as cooperation with arts organizations.
Humanistic curriculum. Humanists conclude that the work of
the curriculum is to offer each learner with essentially
profitable experiences that provide personal deliverance and
development (McNeil, 2009). The aims of humanistic education
promote personal growth, comprehensive qualities, uprightness,
and independence. They also believe that healthier attitudes
toward oneself, peers, and learning are among their
anticipations. The model of self-actualization is at the center of
the humanistic curriculum. A person who shows this quality is
not only calmly cognitive but also developed in artistic and
moral ways; that is a person who does good works and has good
character. The humanists perceive actualization growth as a
fundamental need. Exposed, intensified and instructed by this
curriculum is the self of each learners.
How to apply such knowledge into my internship program?
Well, this particular internship is designed for the development
and freedom of individuals and based on their interests. Due to
the various categories divided from arts organizations, students
are welcome to choose different kinds of internships based on
various fields of interests. Clarifying the specific goals of
future job and formulating the schedule for chasing it would be
the main benefit for the main stakeholders in this program,
which is another kind of expression of humanistic curriculum of
spirit.
Programs Related
Arts Administration Internship Program at Shaoguan University.
Nowadays, many schools provide internships for students while
they are in school year. From my interviewee—Professor Li
Shuhong, who is an Associate Professor of Arts Administration
and Coordinator of Internships in the School of Music at
Shaoguan University, China, I learned that Shaoguan University
provide internships for students majoring in Arts

Administration. Considering my proposed program will take
place in GTCFLA, China, it will greatly beneficial to the
development of my proposed internship program if I learn their
experiences.
At Shaoguan University, students majoring in Arts
Administration will have to complete ten credits of internships
in the last semester and there is no other course they need to
take during that semester (S. Li, personal communication,
November 6, 2015). For each credit hour of internship taken,
students must complete 48 clock hours of work. Before taking
an internship program, students should complete required arts
administration coursework in the previous semesters. It is very
important that students have a good understanding of arts
administration major before they get into practical work. After
internship experiences, students need to submit an internship
reflection paper that demonstrates their learning experiences to
her to evaluate the quality of their internship.
For the process of internship experiences, Professor Li Shuhong
told me that in the first place her duty is to update and main the
informational items for students (S. Li, personal
communication, November 6, 2015). Because she has always
had associations with local arts organizations and set up a good
relationship via cooperation, the arts organizations provide
internships for students from the university. In order to notify
student about internship programs, she posts the internship
descriptions via email to students and also puts up posters on
the bulletin boards. When students discovered there is a job that
suit them, they need to contact Professor Li for more details
about the recruitment, paperwork and recommendation so that
they can start the internship.
During the internship, Professor Li continuously takes care of
the students at each workplace, monitors progress in developing
their experiences, offers feedback, and makes sure they are on
track to produce a successful internship (S. Li, personal
communication, November 6, 2015). If problems occur,
Professor Li needs to resolve the issue in time and offer a

timely report about the situation to the school and parents. After
graduating from the internship, Professor Li sums up the
internship to the school and assesses the students’ achievement
with employers depending on students’ performance and
reflection paper.
For my proposed program, I realized that the internship program
at Shaoguan University is structured from beginning to the end
and the process Professor Li go through in placing and
arranging internships, provides a blueprint about my proposed
internship program. There are two aspects of the internship
program at Shaoguan University were greatly successful: first,
helping students gain actual experience to be able to explore
their careers and develop skills that employers require. In this
point, it is a valuable contribution to students and school as
well as the society. Secondly, with China’s burgeoning economy
development, people develop higher needs for the diversity of
arts administration. Internship Program can make Arts
Administration Program develop into a ripe professional
discipline (S. Li, personal communication, November 6, 2015).
My proposed program is different from Shaoguan University in
that students majoring in Arts Administration at GTCFLA will
begin internship after complete two semesters of required arts
administration coursework, it does not necessary to only take
internships in the last semester. An internship may occur at one
or multiple venues during one or more semesters. The sooner
the students get involved in work environment, the more
experiences the students gain. Moreover, students can learn
different knowledge form different internship placements.
Arts Administration Internship Program at Boston University.
Before the students majoring in Arts Administration Program
get the degree, they are required to have some direct work
experience in arts organization. A minimum of six of the ten
required courses must be completed before the student
undertakes the actual fieldwork, although the planning phase
may begin earlier. The program maintains a formal relationship
with a core group of potential host organizations that have been

selected for their willingness to work with interns, although it is
possible to intern with other organizations as well. Each student
is expected to complete a total of 150 hours of work with the
host agency, generally within a single semester.
Learning a related program form different cultural background
would be beneficial for my proposed internship program. I have
found that the placements of the Arts Administration Internship
Program at Boston University are very broad and wide which
including various arts organizations, such as Addison Gallery of
American Arts, New England Foundation for the Arts (NEFA),
Harvard University Art Museums, Boston Modern Orchestra
Project, etc. Internships take place in various arts filed would
provide more opportunities to better meet the students’ specific
interests, abilities and aptitudes. This is a very important point
for my proposed internship program which I should consider
more about how to provide more internship placements to the
students.
Description of Program
Internships are a bridge between the theory of the
classroom and the real world of practice (Carl, Philipp & Jill,
2014). Internships can help classroom concepts become clear
and more practically meaningful to the students, make students
easily transfer classroom knowledge into workplace.
Description of Setting
The setting for my proposed program is Guangdong
Teachers College of Foreign Language and Arts (GTCFLA) in
Guangdong, China. Located in the traditional Wushan university
area in Guangzhou, GTCFLA comprises of Wushan Campus and
Yanling Campus. GTCFLA offers 38 diploma programs
including Arts Administration Program. However, there is no
internships for this program. This lack of actual internships
experience situation directly lead the students have no chance to
use knowledge from classes in the real work environment.
Description of Participants
Participants of the internship program, main stakeholders,
aged approximately from 18 to 22 will be majoring in Arts

Administration at GTCFLA. The sample of participants in this
program is about sixty people that there are thirty students in
one class and two classes in total. Although this internship is a
must for all participants in this program, it has the standard that
students need to complete two semesters of required arts
administration coursework as the premise. It is very important
that students have an overall understanding of arts
administration before they get into practical work. Moreover,
raise the awareness to the students about the importance of an
internship. An internship is a period of training to continuing
students to allow them learn doing practical delivery at
workplace because they can rarely learn it from the class (S. Li,
personal communication, November 6, 2015).
Description of Procedures
The administrators of Arts Administration Program at GTCFLA.
First, the thing I need to do is to communicate with the
administrators in order to gain the admission of this internship.
The skills in getting permission by providing the reasons why
these students need this internship because they lack of working
experience so that they cannot find a job after graduation.
Besides, talk to them about the way an internship can benefit
the students, the development of the program, try to convince
the administrator to realize the importance of an internship so
that the Internship Program can be further developed.
The coordinator. After acquiring the permission, finding out a
coordinator who possesses sufficient expertise in developing an
internship program to help building a bridge between the
internship program and students will be the second step. Then
coordinator should find out which arts organization can provide
internship to students and based on the students’ interested field
to assign their internship placement, which concludes
Guangzhou Opera House, 53 Art Museum, YouYou
Contemporary Art Centre, Shenzhen Grand Theater and
Guangdong Times Museum. The coordinator should set up a
good relationship with more local arts organizations which can
provide various arts administration internships for students.

Basic information. The vital standards of joining internship
cannot be forgotten that students need to complete two
semesters of required arts administration coursework as the
premise. Then, Students should submit the registration letter to
one of selected organization through the coordinator. Each
student is expected to complete a total of 160 hours of work
with the arts organization. The credit of the internship is about
9.
Observation. When students arrived at the specific organization
position, instead of placing themselves into the jobs, the initial
task is to follow regular pattern of work. Only in this way can
they gain overall view of whole operation. It may take about
one week. There are three on-site supervisors in each
organization, assisting and guiding them the basic knowledge
and requests in it. Then students need to write one-page paper
about reflection of the one-week observation to the supervisors.
Therefore, based on the reflection of the observation, on-site
supervisors can determine the content of the internship.
During the internships. Students should follow work schedule
provided by the on-site supervisors, working hard and applying
their knowledge learned in classrooms to their internship.
Besides, students should submit the reflection at the regular
interval to supervisors as the part of grading. During the
internship, the supervisors should continuously take care of the
students at each workplace, monitors progress by coordinators
and supervisors in developing their experience, offers critical
feedbacks, and make sure they are on track to produce a
successful internship (Rhoads & Weber, 2011). Not only do
students gain internship knowledge but also the internship
experience. Then, the letter from supervisors acknowledging the
work that students did during the internship should be
transmitted to coordinators. Finally, they should submit the
overall paper to coordinators to evaluate them whether they
really learn the knowledge or not in this internship, which
include summary of the internship, a discussion of most
valuable learning experience, best practices or theories from

content used during the internship, any surprise students
encountered and how students dealt with them, comparative
analysis of the current internship and previous internships.
Evaluation. While during the internship, it is supervisors’
responsibility to evaluate the reflection papers as students’
ordinary achievement (60%) and daily performance (10%). The
overall summary paper will account for 30% in the overall final
grading to form the final overall score in students’ internship by
the coordinators who will input the final score into the system
of scoring in school.
Review. The school will hold a summarization convention for
all students. The students need to demonstrate their internship
experience by presentation. It is a chance for student better
review their progress. The students may begin to realize what
they want and do not want from work, discover this out in
advanced in their job search process rather than non-interns.
The students may realize what is their specific interest field and
go further toward their interest arts work environments.
Conclusion
Summary
The proposed internship program provides opportunities
for students majoring in Arts Administration Program at
GTCFLA. GTCFLA has an Arts Administration Program, but
there is a lack of actual internships for students to have the
chance to use knowledge from classes in the real work
environment. In this situation, what they gain from the program
relates entirely to theory rather than practice. Considering Arts
Administration Programs really need is not only theories but
also real practice in the real world, an internship is required for
the students if they want to get a good job after graduation.
The internship will begin after students complete two
semesters of required arts administration coursework. They can
choose their interest arts field to do the internship by submit the
registration letter to the coordinator. During the internship, the
supervisors should continuously take care of the students at
each workplace, monitors progress by coordinators and

supervisors in developing their experience, offers critical
feedbacks, and make sure they are on track to produce a
successful internship. After internship, students should submit
the overall paper to coordinators to evaluate them. At last, a
summarization convention will be hold by school which provide
a valuable opportunity to student better review their progress in
the internship.
Limitation
Nevertheless, there are limitations of my proposed
internship program. First, students of the program are new of
this work area. The organization may not give some meaningful
works to students. Causing the students can not gain a wealth of
experience from internship. Second, due to the limited
internships placement, students may not be assigned to the
position what they interested.
Suggestions for Future Programs
If the above limitations occur, the students should actively
demonstrate their abilities to the organization during the
internship period. Students should prove themselves they are
able to do work so that they can gain more meaningful work
experience. For the limited internships placement, the
coordinator should build relationship with more arts
organizations which can provide internships for students.
Besides, the students can go to look for an internship by
themselves rather than waiting school’s arrangement.
References
Carl, P. M. J., Philipp, A. S., & Jill, M. (2014). Building
successful internships: Lessons from the research for interns,
schools, and employers. Career Development International,
19(1), 123 142. doi: 10.1108/CDI-03-2013-0025
Coco, M. (2000). Internships: A try before you buy
arrangement. SAM Advanced Management Journal, 65, 41-
43. Retrieved from
http://bi.galegroup.com.proxy.lib.fsu.edu/essentials/article/
GALE%7CA62205446?u=tall85 61

Cuyler, A. C., & Hodges, A. R. (2015). From the student side of
the ivory tower: An empirical study of student expectations of
internships in arts and cultural management. International
Journal of Arts Management, 17(3), 68-79. Retrieved from
http://search.proquest.com/docview/205827359?accountid=
4840
D'Amico, G., S. (2006). How to develop an internship program.
Printing News, 156(25), 6. Retrieved from
http://search.proquest.com/docview/235892509?accountid=4840
Dewey, P. (2005). Systemic capacity building in cultural
administration. International Journal of Arts Management,
8(1), 8-20. Retrieved from
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Dewey, P., & Rich, J. D. (2003). Developing arts management
skills in transitional democracies. International Journal of
Arts Management, 5(2), 15-28. Retrieved from
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McNeil, J. D. (2009). Contemporary curriculum in thought and
action (7th ed.). Hoboken, NJ: Wiley Press.
Rhoads, K., Radu, I., & Weber, K. (2011). The teacher
internship experiences of prospective high school
mathematics teachers. International Journal of Science and
Mathematics Education, 9(4), 999-1022. Retrieved from
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