Arias of learning: creativity and performativity in Australian teacher education

This article reports on a five‐year Australian study where pre‐service primary and secondary teachers were encouraged to enhance their creativity through the development of ethnographic operatic performances. The creativity focus of this project was the important aspect of risk‐taking and daring. The methodological basis for the study is ethnographic and narrative methods of enquiry were employed. Rather than learning ‘about’ curriculum and pedagogy, participants were encouraged to learn ‘through’ action and involvement. A new conceptualization of performance pedagogy is provided as well as a discussion of two different interpretations of performativity. A research narrative about the development of the ethnographic operatic performances is told and the implications for creativity in education are discussed