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‘Cranking’ Composing: Reflections on Collaboration and Integrated Arts-Based Performances

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While the integrated nature and collaborative aspects of learning are key principles of learning in primary education, in practice they have been addressed discreetly through the lens of individual subjects. This chapter explores the value of cross-disciplinary and collaborative practice, and how it has led to the development of an innovative integrated arts-based approach in pre-service teacher arts education. Specifically, it describes and critiques creative collaborations within, between and across an integrated arts initiative that draws on composing, responding and performing experiences in the Bachelor of Education degree. Adopting a self-study research design, it sheds light on the benefits, opportunities and challenges of interdisciplinary processes and performances. It raises questions concerning the constraints and challenges collaborative creativity can pose. Notwithstanding obstacles to cross-disciplinarity, this study proposes a “better together” approach yields richer results for both arts disciplines, “cranking” new understandings of theory, praxis and pedagogy for both teacher educators involved.

Keywords: Creativity ; Cross-disciplinarity ; Interdisciplinarity ; Music ; Primary Education ; Self-study ; Teacher Education ; Visual Arts

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‘Cranking’ Composing: Reflections on Collaboration and Integrated Arts-Based Performances
Intellect , 122 (2025); https://doi.org/10.1386/9781835951286_9
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