Seventeenth International Conference on the Arts in Society

Abstract

Initial teacher educators have an imperative to develop students’ skills and knowledge in contemporary arts pedagogies to support innovative practices in the teaching profession. Experiential learning is an approach that we have used in our music education method classes to develop our initial teacher education (ITE) students’ understanding of the positive impact of authentic and real-life teaching and learning experiences. In higher education, experiential learning can provide a more personalised experience for students as it positions teaching and learning in real-life and authentic practice using varying formats such as project-based work and activities in different contexts. However, for such teaching and learning to be effective there needs to be stronger links between theory and practice. It is also crucial to consider the role of assessment in facilitating this process. This paper presents the themes and challenges as identified in the related discourses to guide future Arts pedagogy and practice. We recommend using experiential learning projects as a form of assessment to provide opportunities for initial teacher education students to apply their knowledge to authentic real world issues. Our work highlights a significant opportunity to expand the current repertoire of progressive approaches to assessments that will influence and inform future pedagogy and curriculum in teacher education.