Indigenous creativities, the Australian Curriculum, and pre-service teachers

Sarah Jane Moore, William Baker


This research reports the impact of changes made to an Arts education module in Aboriginal and Torres Strait Islander Histories and Cultures within a Bachelor of Education degree, and the learning and experience of pre-service teachers in response to these changes. Aboriginal and Torres Strait Islander music and visual arts making was presented in the module as rich and abundant material to be reflected on and introduced in the classroom. The authors showcased the transformative possibilities for pre-service teachers of studying, reflecting on, and learning about Aboriginal and Torres Strait Islander Arts practises. The authors who crafted the module regarded it as a way to encourage two-way (or both ways) learning in which the celebration of Aboriginal creative knowledges in teaching was encouraged. Pre-service teachers were surveyed, interviewed, and asked to reflect on their exposure to Aboriginal music and visual arts in their learning. The research mapped the growth in respect and understandings that studying Aboriginal arts and Torres Strait Islander creativities developed in pre-service teachers. The research showcased visual arts making from non-Aboriginal students that was produced in response to Aboriginal music and that demonstrated high levels of empathy and understanding.


Pre-service teacher education; in-service teacher education; ITE; Aboriginal and Torres Strait Islander histories and cultures; cross curricular priorities; general capabilities; music and visual arts education; Australian curriculum; early years learning

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