Creating a socially responsive performing arts curriculum: A case study in higher education

This paper explores the notion of social responsiveness for the modern professional performing artist, and the role of the university to provide opportunities within the curriculum for higher education performing arts students to build awareness and capacity in the area of social responsibility. Beginning with an overview of some of the key literature in the field, the paper examines a case study of a children’s theatre project that is part of the performing arts curriculum of an Australian university. The children’s theatre project has been created to address important social issues relevant to Australian eight-year-olds: safety on non-motorised wheeled transport; strategies to deal with bullying; and protective behaviours with adults. With reference to relevant research in the areas of road safety, bullying and child safety, it was written by university students and academics in conjunction with community stakeholders to create an entertaining piece of music theatre that also educates children in these three vital safety issues. The focus of this paper is on the development and implementation of this project within the higher education institution. The paper examines the research that underpins the project and then discusses the curriculum model that engages higher education performing arts students in this social innovation project. The analysis leads to some preliminary findings that have implications for the training of professional performing arts students at the tertiary level to enable them to become citizens with a socially informed mind-set, while at the same time building their skills as professional performers.