Creating a space and place for culture bearers within tertiary institutions: Experiencing East African dance songs in South Africa

This paper highlights the intersections between formal and informal African music and dance within a tertiary setting. Reflective practice, journaling and survey data within case study methodology provide a snapshot of the teaching and learning that took place at North West University in South Africa in October 2012. I argue for the inclusion of informal pedagogy of indigenous musics within the formal context of university courses. The experience provided a pathway to connect local community and university to celebrate the rich diversity of African music and culture. The teaching and learning experiences served as onsite professional development for tertiary students, music staff and myself.

Louise Lightfoot and Rajkumar Priyagopal Singh: the first Manipuri dance tour of Australia, 1951

Manipur, a small state in the North-Eastern corner of India, is traditionally regarded as the home of gandharvas (the celestial dancers). Manipuri is one of the 11 dance styles recognized by the Ministry of Culture of India that have incorporated various key techniques mentioned in the ancient treatises like the Natya Shastra and Bharatarnava and has been placed under 'a common heritage' called Indian classical dance forms (shastriya nritya) - Bharata Natyam, Kathak, Kathakali, Kuchipudi, Manipuri, Mohiniyattam, Odissi, Sattriya, Chhau, Gaudiya Nritya, and Thang Ta. In 1951 Louise Lightfoot, the 'Australian mother of Kathakali' dance, visited the remote mountain state of Manipur to learn more about Manipuri dance. Soon she was successful in persuading and bringing eminent exponents of Manipuri dancing style Jagoi, Rajkumar Priyagopal Singh and Lakshman Singh, to tour Australia. Priyagopal, with the help of Lightfoot and their international tours, to some extent, de-provincialized and also popularized the Manipuri dance and paved the way for other dancers from North-eastern region of India in the International art world. Through this paper I attempt to highlight the contribution of Lightfoot in the promotion of Manipuri dance and in Australia. I here also engage explicitly with Priyagopal and Lightfoot's unusual dance collaboration and trace the historical journey and reception of a Manipuri dance in Australia. © 2014 © 2014 Taylor & Francis.

Surf and turf: music education riding the wave and/or planted firmly in teacher education arts courses across two Australian universities

Tertiary Arts educators are exhorted to offer The Australian Curriculum: The Arts (Dance, Drama, Media Arts, Music and Visual Arts) in their teacher education programs. This paper situates itself across two interstate universities (Deakin in Victoria and Griffith in Queensland) where both authors are music educators at these institutions. They discuss the two different ways that primary Arts education is offered at their universities by focusing on the Bachelor of Primary course (program/degree). The focus at Griffith University is on integrating the Arts whereas at Deakin University, the Arts are taught as a discipline within the unit (subject). Across both universities two teaching units for primary Arts education is core within the four-year program. Drawing on the author’s narrative reflection, observation, student questionnaire data, anecdotal feedback and student end of semester evaluations we discuss two different methods of delivery, assessment and challenges the units present to the authors and students. Though tertiary Arts educators are challenged to be inclusive of a rich and diverse arts curriculum as music educators we question whether the students are merely surfing the crest of the wave or being firmly planted in the ground to effectively implement music education in their future primary classrooms. We invite dialogue with other music educators who face similar situations where the delivery of music education is not located within the Arts and is dependent on staffing, resourcing and time limits and in some situations is almost drowning.