Moments of becoming: experiences of embodied connection to place in arts-based service learning in Australia

Abstract

The experience of place in arts-based service learning (ABSL) is personal. It can be difficult to define and challenging to share and build upon. This paper, reporting from a national ABSL project involving three Australian universities, is concerned with experiences of place in forming professional teacher identity. Using a narrative methodology in presenting the stories of six people, pre-service teachers and Indigenous community members, the paper draws on a number of different theoretical frameworks to explore each participant’s experience and its longer-term impact on their thinking. The participant stories revealed the value of spaces between art-making, teaching, and research. The learning experiences led pre-service teachers to reflect deeply in relation to self and to consider the impact of their experiences on both current and future professional interactions. As anticipated, participants found it difficult to communicate these elemental experiences in the written word. The findings have implications for the value of flexible and critical service-learning approaches, particularly in diverse cultural contexts.

Keywords:

• arts-based service learning
• place-based learning
• pre-service teachers

Acknowledgements

Support for this project has been provided by the Australian Government’s Office for Learning and Teaching. The views expressed in this paper do not necessarily reflect the views of the Australian Government’s Office for Learning and Teaching. The project was led by Queensland Conservatorium Griffith University in collaboration with Curtin University, The University of Western Sydney, and community partners in Central Australia and Western Australia. The project team consisted of Dr Brydie-Leigh Bartleet (Queensland Conservatorium Griffith University), Professor Dawn Bennett (Curtin University), Associate Professor Anne Power (University of Western Sydney), and Dr Naomi Sunderland (Griffith University).

Additional information

Funding

This project has been supported by the Australian Government’s Office for Learning and Teaching. The views expressed in this paper do not necessarily reflect the views of the Australian Government’s Office for Learning and Teaching. The project, titled Enhancing Indigenous content in performing arts curricula through service learning with Indigenous communities, was a partnership between Queensland Conservatorium Griffith University, the University of Western Sydney, Curtin University, the University of Sydney, and Indigenous communities in Central Australia and Western Australia. The authors would like to acknowledge the generous contributions of all of our community partners and students.

Notes on contributors

Anne Power

Associate Professor Anne Power’s work with service learning and disadvantaged students converges with themes of creativity. Anne is editor of two journals and on several editorial boards.

Dawn Bennett

Professor Dawn Bennett’s research interests include identity development and music education. She serves as a commissioner with the ISME Commission for Education of the Professional Musician.