ABSTRACT

While the skill of leadership is emerging as an important graduate attribute for higher education graduates, finding ways to embed this learning within the often crowded higher education performing arts curriculum requires creativity and innovation on the behalf of faculty. This chapter reports on an extracurricular community project as an incubator for the development of student leaders. Sitting outside the regular curriculum, the project is a unique partnership of tertiary performing arts students, university faculty, government partners and community leaders. The project uses the performing arts as a framework to deliver safety messages to school students in their final year of schooling before they attend post-graduation celebrations. With a track record spanning 17 years and a clear community mandate for its continuation, the project has been recognised nationally and internationally, with evidence demonstrating that it changes the lives of young people during their celebrations. The chapter addresses one research question: Which key factors in the design of the extracurricular community project facilitate the development of leadership skills for students? Using a case study methodology, past student leaders of this project were asked to reflect on their experiences as emerging leaders. Analysis of their responses identified four consistent themes: the value of mentorship; positive benefits to personal confidence and self-esteem; the acquisition of generic skills relating to leadership and the application of these in later work opportunities; and greater awareness of self and the possibilities for career development. The analysis suggests that this type of community performing arts project provides increased opportunities for the acquisition of leadership skills among student leaders. The chapter posits ideas for future research to enhance curriculum development.