Project-based learning (PBL) is recognized as a powerful pedagogical model for developing agency, collaboration, and professional capability in arts education (Kolb, 1984; Blumenfeld et al., 1991). This case study examines the implementation of PBL within the Bachelor of Performing and Screen Arts at Unitec in Auckland, New Zealand. The programme is conservatory-style and offers majors in Acting for Screen and Theatre, Screen Arts, and Contemporary Dance. The curriculum combines discipline-specific projects with interdisciplinary productions, providing students with authentic and varied learning experiences across a large and diverse cohort. Although elements of project-based and interdisciplinary training can be found in leading international conservatories, the formal integration of curriculum-embedded collaboration across acting, screen production, and contemporary dance, grounded in indigenous values and focused on equity outcomes, is distinctive to this programme. Guided by Te Noho Kotahitanga, a unique treaty-based foundation, Māori values and decolonizing principles are embedded throughout the student journey, supporting a culturally responsive environment (Smith, 2012). Informal analysis of student and staff reflections indicates high levels of engagement and success, particularly among Māori and Pacific students. The study discusses how this PBL model nurtures creativity, teamwork, and graduate readiness for the creative industries, and considers implications for curriculum design in tertiary arts education.

Authors:
Michael North, Unitec, New Zealand

About the Presenter(s)
Michael North is Academic Programme Manager for Performing and Screen Arts at Unitec, Auckland, Aotearoa New Zealand.

Connect on Linkedin
https://www.linkedin.com/in/moviemichael/

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