Melbourne Conservatorium of Music - Research Publications
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ItemBeyond Ropar Bar: Transcultural and transformative collaborations of the Australian Art Orchestra and the Young Wagilak Group(Information Age Publications, 2017-03-31)
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ItemCritical Autoethnography and Musical Improvisation: Reflections, Refractions and Twenty-First Century Dimensions(Palgrave Macmillan, 2018)This chapter considers how reflective practice demonstrates a cyclical potential; of self-reflexivity and reviewing personal, critical processes, and maintaining ongoing capacities for exploration and discovery. The chapter views the self-critical and self-affirming processes of an improvising musician, and the meaning-making derived from autoethnographic objects, collaborations and collectives, within communities of practice and the wider creative music politic. The chapter utilizes autoethnography to critically self-reflect the author’s learning journey as educator-practitioner-researcher and the ‘double-consciousness’ inherent as both insider and outsider to these paradigms. Issues of meaning in artefact and creative practices are explored and addressed, and the development and enhancement of self from performing artist to multi-dimensional performative researcher, and the self-critical awareness ushered by this journey.
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ItemOrganisational change for creativity in education(Palgrave Macmillan, Cham, 2018-01-01)Organisations routinely approach change mechanistically, identifying needs, strategies, improvements, and assessing results correlated to intended outcomes and objectives. This is a fine irony when school organisations aim to support students to become creative, flexible, and adaptable citizens and workers. This chapter proposes an alternative developmental approach by surveying distributed leadership, problematizing common assumptions and applications in school organisational practice. Argyris and Schön’s double-loop learning model (Organizational learning II: theory method and practice. Addison-Wesley, Reading, 1996) is explored as a viable and transformative construct for change that tests underlying assumptions of goals, objectives and strategies. Whilst single-loop focuses on lower-level, low-risk change and assumes common values, double-loop learning mobilises higher order change-visioning, engages reflective practice, challenging beliefs, behaviours, conventional thinking, and adaption. This chapter reconceptualises organisational thinking through developing adaptable, sustainable and democratic forms of leadership necessary in schools.
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ItemCreative Ecologies in Education Futures(Springer, 2019)The challenge to foster greater creativity in education systems represents a range of diverse and complex affordances and constraints. Creativity research in education spans policy, teaching, learning and assessment, as well as environments within and beyond the school that promote creative encounters. Worldwide, creativity, critical thinking, and problem-solving skills are marked as essential for effective learners and future employees. Creativity is closely linked with the development of flexible thinking and lateral problem-solving. Yet a shift is occurring from interest in creative individuals to creative ecologies in sociocultural formations of digitally networked cultures and collaborative methods of thinking. The value of attending to increasing creative sociality within and between diverse cultures and contexts is growing. Drawing on an international study of creativity in secondary schools across Australia, Canada, Singapore, and the United States, the authors argue that because creativity in education is central to lifelong learning and work satisfaction, schools must radically shift toward a more interdisciplinary whole-school creative ecology approach, and away from siloed disciplinary and individualist learning. The chapter draws on aspects of creative ecologies in education that combine science, technology, arts, culture, and industry, showing creativity as a fundamental aspect of education across all domains.