Genre-bending: student-created performance resources in teaching public law

Research output: Contribution to conferencePresentationEducation


Should students sing, dance, and create in the course of a legal education? Certainly, it’s
unorthodox and raises an eyebrow or two. Providing opportunities, however, for students to
be creative leads to joint-responsibility for their learning as they become co-creators of the
teaching experience and of teaching resources. My colleague and I have built into
Constitutional Law (and I have done the same with the Laws of Armed Conflict and
Peacekeeping), an additional assessment that allows students to create teaching and learning
materials through drama, music and other creative genres. In this short presentation, I
demonstrate how we went about doing this and canvass the andragogical benefits and
limitations of such an approach. This presentation will also be accompanied by a short video
presentation showcasing students as co-creators of public law resources.
Original languageEnglish
Publication statusPublished - 14 Feb 2019
EventThe 5th Annual Public Law in the Classroom 2019: A workshop for teachers of Australian Public Law - University of New South Wales, Sydney, Australia
Duration: 14 Feb 201914 Feb 2019
Conference number: 5th


ConferenceThe 5th Annual Public Law in the Classroom 2019: A workshop for teachers of Australian Public Law
OtherOrganised by the Gilbert + Tobin Centre of Public Law, UNSW and Public Law and Policy Research Unit, University of Adelaide.

Public Law in the Classroom has become a community-building forum in which teachers of Australian public law can share ideas and inspire one another. The 2019 Workshop was presented in three sessions, each followed by a discussion and sharing of practice.

The first session, Public Law in a Global Context, examined the importance of international and comparative perspectives in public law classrooms. It featured a panel and wider discussion among the workshop participants. The second session showcased cutting edge teaching approaches in the area of Students as Co-Creators in Public Law. The final session was a panel-based discussion of why and how statutory interpretation in public law is important and not boring.
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