Integrated Curriculum Approaches to Teaching in Initial Teacher Education for Secondary Schooling: A Systematic Review

Demands that Initial Teacher Education (ITE) prepare teachers who can equip students to be agile real-world problem solvers are frequent. Guidance about ITE integrated curriculum approaches to achieve this aim is harder to find, a significant gap given increasing time and policy pressures for ITE educators. Drawing from an Australian context, this systematic review investigates how integrated curriculum is conceptualised and enacted in secondary schooling ITE courses. Three conceptions of integrated curriculum for ITE are highlighted – Interdisciplinary, Disciplinary Literacy, and Transdisciplinary approaches – alongside benefits and barriers to enacting integrated curriculum. Recommendations for further research and practice around integrated curriculum are proposed

Navigating the tension between openness and quality artistic encounters in intermedial experience: a teaching artist’s account

In this article, a teaching artist shares their understandings about designing a large-scale interactive intermedial arts experience for children aged five to eight years, and articulates findings about the conditions that promote quality experiences of this kind. When designing interactive arts experiences, a tension exists between providing openness and structure that derives from motivations to inspire creativity, but this does not need to be the case. Fears of constricting and stifling participants’ creativity are voiced frequently. Enabling constraints are presented here as a method of promoting openness, creativity, and acts of imagination in interactive arts experiences.</p

Exquisite pressure: Entanglements at the intersection of artistry, pedagogy and digital technology

This study examines the teaching-artist's philosophies and practice in the digital arts context, interrogating the limitations and potential at the nexus of teaching-artistry, arts learning and digital technology to create enhanced learning and capitalise on the capacities of learners. The practice at the heart of this research features the performative workshop 'Creature Interactions: an interactive workshop', staged at the Out of the Box Festival, Sydney Opera House, and XinTiandi Festival in Shanghai. The performative workshop features large-scale digitally interactive projections presented in a VR CAVE environment

Aesthetic Approaches to Digital Pedagogy in Arts Education

This article examines the unique intersection of knowledge that occurs in the digital arts learning context. The knowledge shared has emerged from the author’s practice as a teaching artist designing and delivering an immersive and interactive intermedial arts learning experience in the field of physical theatre entitled Creature Interactions: an interactive workshop. Building on Mishra and Koehler’s TPACK model for technology integration in learning contexts, an adapted model for conceiving and understanding technology integration in arts learning is proposed, TPAACK. The revised model presented acknowledges the primacy of aesthetic knowing and affect in arts encounters and its intrinsic presence in arts learning across any domain; digital or analogue

Mutuality and Inter-relativity of Drama and Science

Drama and science are often considered as pedagogical binaries: one concerned with rationality and the other affect. This chapter will explore the notion of mutuality and the inter-relationships between the two disciplines. Neither discipline in service of the other, but one enriching the other. This positions the two disciplines as mutual and symbiotic. Demonstrated in this chapter is a theoretical approach to interdisciplinary unit design that draws on an understanding of the mutuality of the two disciplines, using the Mantle of the Expert and 5Es Inquiry Model. The unit titled “Inter-relationships in Our World” brings together the content from Australian Curriculum Assessment and Reporting Authority (ACARA) at Year 9 in both drama and science

Creature Interactions: An interactive workshop

Creature Interactions: an interactive workshop blends interactive digital media, presented in a VR CAVE environment, and arts learning into an immersive performative workshop experience for children under eight years. The work features a 360-degree immersive visual environment within which participants were led by a teaching artist who performatively responded and shaped the unfolding arts experience to create a new dramatic form ; the performative workshop. The creative work is contingent on the teaching artist's creative leadership and curation from inside the interactive digital environment. Specifically, participants were immersed into a 360 degree, 11-metre-high digital rendering of an Australian bush landscape. Infrared cameras capture the movement of participants and trigger points were coded into the interactive environment, allowing participants to move and change the environment. The teaching artist could control aspects of the virtual environment and shape the unfolding arts encounter. This work was commissioned by QPAC and co-produced by Stalker Theatre and QPAC in collaboration with artists from QUT and UTS

I Will Teach You in a Room - I Will Teach you Now on Zoom: Evidence-based research on creative arts digital pedagogy in Australia

This presentation will report initial outcomes from an evidence-based research project into the pedagogical implications of the shift to online learning that arose in higher education in the creative arts within Australian during the COVID-19 experiences of 2020/21. This in-progress research is expanding on preliminary findings as published by the research team on the impact of Zoom technology on creative practice pedagogy throughout 2020, and seeks to better understand the limitations and unexpected positives of digital pedagogies that emerged from the global pandemic. The research aims to understand the benefits and impact of digital pedagogies on tertiary creative practice education, while also unpacking possible transdisciplinary benefits of a creative arts approach to digital teaching and learning.Contextualised through a global literature review in relation to digital pedagogy and evidence-based case-studies, this presentation will outline the approach to digital learning being rolled out within multiple creative arts disciplines in the Queensland University of Technology, Australia. Through targeted research undertaken in Semester 1, 2021 across a range of undergraduate learning and teaching contexts, the research team is studying student responses to virtual lectures, lecture ‘watch parties’, approaches to blended learning collaboration strategies, and the pedagogical balancing act of managing live and remote student cohorts. A detailed look into the study and its context will be presented, along with the Initial data analysis

Integrated Curriculum Approaches to Teaching in Initial Teacher Education for Secondary Schooling: A Systematic Review

Demands that Initial Teacher Education (ITE) prepare teachers who can equip students to be agile real-world problem solvers are frequent. Guidance about ITE integrated curriculum approaches to achieve this aim is harder to find, a significant gap given increasing time and policy pressures for ITE educators. Drawing from an Australian context, this systematic review investigates how integrated curriculum is conceptualised and enacted in secondary schooling ITE courses. Three conceptions of integrated curriculum for ITE are highlighted – Interdisciplinary, Disciplinary Literacy, and Transdisciplinary approaches – alongside benefits and barriers to enacting integrated curriculum. Recommendations for further research and practice around integrated curriculum are proposed