ABSTRACT
This chapter discusses the generalist primary school pre-service teachers' higher music education is driven by the recurring challenge of educating teachers to feel capable and motivated to include music in their future teaching. The educational discourse on pre-service school teachers' musical creativities rings loud with teachers' lack of confidence and competence to teach music, compose, improvise and involve creative pedagogies in their classroom practice. The unit as a whole has an auto ethnographic focus whereby playing and composing music together is a way of constructing and doing embodied narrative inquiry. The promise of performance ethnography is the use of performance in the sense of self-making presentations as a method of understanding the ways people create and re-create themselves through 'communicative action'. Students construct and interrogate their personal musical life stories in relation to music and education discourses through writing and discussion groups.
