Sometimes it makes us laugh, sometimes it makes us think, and sometimes it is downright offensive. But what can graffiti past and present tell us about human creativity?
Russell Bishop is Professor of Māori Education at the University of Waikato and director of Te Kotahitanga. Russell talks about the need to provide a classroom context where caring and learning relationships paramount to the educational performance of Maori students can be developed.
Examples of ako in arts classrooms. Ako involves reciprocal shared learning in the classroom and beyond.
The UNESCO-NIE Centre for Arts Research in Education (CARE) of Singapore generates collects and disseminates high-quality research which promotes education in and through the arts through a strong collaborative network in the Asia-Pacific region.
This Kansas report (26 pages) contains a review of literature regarding student engagement a list of indicators of engagement the kinds of techniques that artists use to engage students and reasons for why the arts engage students. Interview questions for artists and students are provided in the Appendix.
A report confirms that Scotland’s craft makers continue to be optimistic and adaptable working within a sector that while changing remains healthy robust and contributes income of £70 million to the Scottish economy.
Creative Commons (CC) provides free tools that let authors scientists artists and educators easily mark their creative work with the freedoms they want it to carry. You can use CC to change your copyright terms from "All Rights Reserved" to "Some Rights Reserved."
An article that discusses the problem of the "missing males" in the arts. In studying the cause of this trend it discusses the construction of masculinity in the arts through societal forces including the media school influences peer expectations parental wishes teacher attitudes and texts. It also refers in detail to the nature of stereotypes that prevent boys from participating in the arts.
This New Zealand TKI site has a page for resources relating to The Arts and gifted students.
These are New Zealand Ministry of Education guidelines for schools for the online publication of student images and schoolwork.
This paper prepared for the Taking the Measure of Culture Conference is by Joshua Guetzkow. In it he considers issues that need to be addressed when thinking about and studying how the arts impact communities and provides an introduction to the literature on arts impact studies. Published by Princeton University Center for Arts and Cultural Policy Studies 2002.
A lengthy article but a very good discussion about how to write about art from Harvard University.
The benefits of art in early childhood education.
This literature review was carried out by Merryn Dunmill and Azra Arslanagic of Te Puna Puoru National Centre for Research in Music Education and Sound Arts University of Canterbury in July 2006 for the New Zealand Ministry of Education. The review sought to find Australasian research (and research from other comparative education systems) on the positve impact of ICT on student achievement and teaching in the arts.
This NZCER research includes publications and resources relating to the Key Competencies as outlined in the NZ school curriculum.
This summary of Wallace-commissioned research examines efforts to rebuild arts learning for American city children through the coordinated work of schools and other groups. It also explores how more and better arts education could boost demand for the arts.
Incredible India (PDF 1.6MB) (1.60 MB)
This 2007 report from Merryn Dunmill an Asia New Zealand Foundation "Linking Latitudes" conference delegate includes information about the Indian Arts Curriculum and state of education and society in the complex and diverse "many Indias" of today.
This video and accompanying materials describe and justify an arts-integration programme in primary schools. While the programme relies on visiting arts specialists in the classroom there are ideas and rubrics that could be adapted by generalists.
Although contextualised in the teaching and learning of Technology the case study materials confidentiality agreements and information about IP and student work on this site are useful and important considerations for arts contexts.
Ka Hikitia - Managing for Success: The Māori Education Strategy 2008 - 2012 is the Ministry of Education's approach to improving the performance of the education system for and with Māori. It is a key aspect of having a quality education system where all students are succeeding and achieving.
Literacy Online is the New Zealand site to help primary and secondary teachers develop teaching and learning programmes across all learning areas based on the literacy needs of their learners.
Examples of manaakitanga in arts classrooms. Mannaakitanga is about values of integrity trust sincerity and equity. Through manaakitanga the teacher and fellow students recognise and affirm the identity of each student in open and trusting relationships.
This site provides an interactive approach to understanding elements and principles. Choose a tour by school of art or medium and explore the National Gallery's collections of painting sculpture works on paper photographs and decorative arts.
The Arts Strategy 2006-08 is underpinned by the objectives of the Schooling Strategy: Making a Bigger Difference for all Students (www.minedu.govt.nz/goto/schoolingstrategy). The strategy focuses on improved outcomes for teachers and students by ensuring all resources face to face and online support networks are cohesive and effective. It will build on the focused professional development offered to teachers through School Support Services and on published materials that have supported the implementation of The Arts in the New Zealand Curriculum.
This tool organises resources and information that support professional learning and leadership as schools implement The New Zealand Curriculum. There is a selection of resources for The Arts in this database.
The New Zealand Disability Strategy's vision is of a society that highly values the lives and continually enhances the full participation of disabled people. It provides a framework to guide government agencies making policy and services impacting on disabled people. In taking the lead the Government will do everything possible to influence the attitudes and behaviour of society as a whole. By all New Zealanders considering issues facing people with disabilities and their aspirations New Zealand can become a fully inclusive society.
The Pasifika Education Plan 2013 – 2017 (PEP) is aimed at raising Pasifika learners’ participation, engagement and achievement from early learning through to tertiary education.The PEP’s vision is to see ‘Five out of five Pasifika learners participating, engaging and achieving in education, secure in their identities, languages and cultures and contributing fully to Aotearoa New Zealand’s social, cultural and economic wellbeing'.
The PEP Implementation Plan 2013-2017 is an overview of the Ministry of Education and Education Partner Agencies’ programmes to achieve the goals and targets of the PEP. It includes the lead agencies, key contacts and links to more information on each programme.
Visit this website to explore the fascinating history of colour in paintings. Learn about the symbolism of colour in art and read all about pigments from the earthy days of cave painting to the synthetics of modern-day art.
This site covers exhibits relating to the art of painting and includes information about the most important pigments used through time.
This 2010 report evaluates how schools have promoted success for Māori students since ERO’s previous national report in 2006. The success of Māori students at school is a matter of national interest and priority. This 2010 ERO evaluation indicates that not all educators have yet recognised their professional responsibility to provide a learning environment that promotes success for Māori students.
A site with inspirational quotes that advocate for the power of art.
This 2011 report sets out a series of strategies to achieve the over-arching conclusion from this 18-month study. To realise the potential of arts education the report argues for a seamless marriage of arts education strategies with overall educational goals. To accomplish this requires a dynamic collaboration between arts specialists classroom teachers and teaching artists to create creative environments that allow each child to reach his or her potential using all the tools available to reach and engage students in learning.
In this Wallace-commissioned study RAND researchers describe initiatives in six American cities to reverse a long decline in arts education by coordinating the work of city agencies arts institutions schools and others. These “coordinated efforts” are fragile RAND concludes but show some promise in making more and better arts education available to more city children.
Addressing the cultural and racial bias found in the art world and seen in museums.
Information resources and guidance to support secondary teaching and learning.
What if you could visualize the crescendo of an orchestra as a barrage of colour and texture, like something out of the Disney movie Fantasia? Or if observing a rippling stream caused your brain to reverberate with the musical notes of a cello? This is something of what life can be like for those who experience synesthesia, a condition in which two or more senses are coupled together.
Some good ideas for teaching a significant amount of content.
This New Zealand Ministry of Education website is intended to help teachers build on existing practice to create opportunities for all boys to succeed.
Te Marautanga o Aotearoa the new Māori curriculum document has been distributed to all Māori-medium schools. The document was launched on 26 September 2008. Explore the online community for Te Kaupapa Marautanga o Aotearoa.
Interesting article and forum reflecting on teaching strategies in art history and its relationship to teaching pedagogy.
Collaborative and Individual Virtual Exhibition projects.
Was the Renaissance the most creative period in history? It’s definitely one of them, but other periods in time can’t be discounted.
In some instances, we’re constantly fending off distraction; on the other, the internet has created amazing new tools for viewing art and helping artists get their work funded.
This review of international and New Zealand literature explores the arguments made and evidence for the contribution of participation and/or formal learning in arts disciplines to educational social/cultural and economic outcomes with a key focus on school-aged learners.
This was the second stage of a two-part project carried out for the Ministry for Culture and Heritage by the New Zealand Council for Educational Research. The first part comprised a review of New Zealand and international research on the impacts and outcomes of arts learning on a range of educational social economic and other outcomes with a focus on school-aged learners (Bolstad 2010). This synthesis draws and expands on Part 1.
This multi-method evaluation investigates the effectiveness of professional development facilitation processes and structures in the arts. The research was carried out during 2005. There is discussion about the impact of the professional development on teachers' knowledge and student achievement in Auckland and Northland regions.
Written by Christopher Madden this 2009 report presents a global perspective on independence in government arts support exploring issues such as the ‘arm’s length principle’ and the ‘arts council versus ministry’ debate. It explores arts policy models and frameworks through a neutral lens surveying the incidence of different approaches around the world and summarising expert opinion on the strengths and weaknesses of the main approaches.
Researchers at Harvard’s Project Zero explore the qualities of good K-12 arts programmes and conclude they go beyond “best practices” to include consideration of the goals of arts education such as aesthetic awareness and personal growth.
The Tate Movie Project is an animated film made by and for children. The Tate Movie Project is a uniquely ambitious project using great artworks to inspire 5-13 year olds to contribute their ideas to an animated movie.
The Treaty of Waitangi website provides a great deal of information. There are all sorts of very good drama pre-texts here. ‘Quotes’ – what were people saying about the events surrounding the treaty? 128 biographies of key people in treaty history booklets case studies and a timeline.
Tātaiako: Cultural Competencies for Teachers of Māori Learners is a new resource explaining the progression of the competencies teachers need to develop so they can help Māori learners achieve educationally as Māori. Tātaiako has been developed to help all educators think about what it takes to successfully teach Māori learners. It provides a guide to the development of cultural competence for teachers themselves for their employers and for Initial Teacher Education providers and providers of on-going teacher professional development.
This document is designed to promote a common understanding among all stakeholders of the importance of Arts Education and its essential role in improving the quality of education. It endeavours to define concepts and identify good practices in the field of Arts Education. In terms of its practical aspects it is meant to serve as an evolving reference document which outlines concrete changes and steps required to introduce or promote Arts Education in educational settings (formal and non-formal) and to establish a solid framework for future decisions and actions in this field.
Teachers are seldom taught how to teach creativity, but a few teachers have a ‘gift’ for it. Could be that they are ‘struck by’ the ability to teach creativity?
The Different Components that are explored in writing about art works.
A TED talk by Mark Barnes discussing approaches to assessment and how to include the student voice in a ‘beautiful conversation’.
This was reposted from Musicnet as it was such a good thread Professional reading.
David Kelly - building creative confidence universally beneficial and increases the appreciation for creative thinking (he did a TED talk about this too).
Michael Rosen shares his checklist for how teachers can ensure that arts education is worthwhile for all students.
Creative New Zealand have recently published their findings after a three-year study looking at our attendance, attitudes and participation in the Arts. This three-yearly research began in 2005 and was repeated in 2008, 2011 and 2014. It delivers on-going information to the arts sector about New Zealanders’ level of involvement in, and attitudes towards, the arts.
Devised for 'guilty teachers' to manage work/life balance.
This easy 3 – 4 page article by Vistoria L. Tilney discusses the integration of arts into other curricula and includes teachers’ comments from their own experience.
Written by Steve Seidel, Shari Tishman, Ellen Winner, Lois Hetland and Patricia Palmer, it is based on a study conducted in the US during 2006-2007 by Project Zero, commissioned by the Wallace Foundation and published at the Harvard Graduate School of Education – the home of Project Zero.
Encouraging writing through 'life journals' comic strips and drawing.
Creatives as leaders - short article by David Burkus.
An article about the relationship between the arts, clinical observation and maintaining empathy in the medical profession.