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.
Under the broad title Thinking Ahead on the Sagamore Institute’s Policy Research site this article discusses why arts should be central to education initiatives with reference to presentations by Arkansas Governor Mike Huckabee and Sir Ken Robinson.
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.
This website provides general information about copyright and how it affects New Zealand primary and secondary schools. In particular it informs the main groups within school communities about their basic rights and responsibilities in relation to copyright material.
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."
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.
Harmony Project uses music education to provide students with the skills and resources needed to thrive in school, in their community, and in life. They are LA’s largest music education organisation dedicated exclusively to youth from low-income families and under-resourced communities.
This page provides a series of steps designed to help all students including those with special needs to have productive art-making experiences.
Michael Rosen shares his checklist for how teachers can ensure that arts education is worthwhile for all students.
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 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.
Useful for researching the history characteristics influences famous individuals and terminology of different dance genres/styles. Suitable for teachers and students - primary to secondary. Please be aware that as Wikipedia is a public document accuracy of information cannot be guaranteed.
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.
Making music with special needs children – strategies for non-specialist teachers is a New Zealand paper written to help teachers and other carers to successfully involve children with special needs in regular classroom music and to use the medium of music to encourage such children to develop many other important skills.
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.
The site will be of relevance to teachers who might want to subscribe for news updates and information about cluster groups and workshops in the approach.
This site has many interesting papers on Drama and the Mantle of the Expert. All articles are available as PDF files.
This website is devoted to explaining Dorothy Heathcote’s Mantle of the Expert approach to learning across the curriculum through drama which is becoming widely accepted throughout the United Kingdom.
Music Australia is the only organisation in Australia devoted to music in its entirety. They are a 50-member national umbrella body with activities spanning education, community and the professional industry. They deliver campaigns, information, resources, sector networking, community engagement, a national school music participation program, and demonstration projects.
In the past because written music requires basic music literacy the songs that children created on the spur of the moment were difficult to record replicate or edit. This article explores how technology has solved that problem by providing a number of inexpensive ways in which children can write and record their own music. Learn how fifth graders at California's Village School composed original rondos and created their own CD.
Gary Daverne is a composer of a wide range of highly successful musicals for school age children. His site provides information useful to all schools.
The National Drama website is useful for reviews of texts publications other sites of interest links teacher resources and more.
This report presents details and results of the 2008 NEMP assessments in music years 4 and 8.
In 2004 the second year of the third cycle of national monitoring three areas were assessed: music aspects of technology and reading and speaking. This report presents details and results of the assessments in music.
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.
This website is a great resource for finding New Zealand songs and waiata.
Learn about the history and protocol surrounding New Zealand's two national anthems. Access the lyrics for both and the score and sound files for 'God Defend New Zealand'.
This MENZA (Music Education New Zealand Aotearoa) page is a calendar of events for music education in New Zealand.
Ofsted's 2102 report 'Music in Schools: Wider still and wider' has been released and highlights that little improvement in music education has been seen since its previous report three years ago. The study was based on evidence from inspections of 90 primary and 90 secondary schools from 2008 – 2011 and calls for a critical improvement in music teaching and learning in schools in England.
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.
This site has really valuable information on Pasifika music particularly Fijian. There are great pictures music and interview downloads for classroom use.
This section of the Performing Arts Facilities in Schools website looks at the pros and cons of schools building theatres and auditoriums. Includes ideas for making theatres curriculum-friendly and examples (with photos) of theatre-related facilities in a selection of New Zealand schools.
This section of the Performing Arts Facilities website provides information about the programme needs for drama in years 1-8. It looks at the benefits of both using general classrooms and separate teaching spaces for drama. Includes the features of specialised drama spaces.
This section of the Performing Arts Facilities in Schools website discusses equipment and spaces needed for music teaching in years 1-8. Includes a look at performance spaces facilities that make teaching music easier for generalist teachers and specialist teaching spaces.
A brief description of a cross-cultural study and a web link to students' drawings and comments on how Hip Hop has impacted on their lives.
Quotes and sayings that inspire and celebrate the joy of dance.
A site with inspirational quotes that advocate for the power of music.
Created in New Zealand heard around the world. SOUNZ the Centre for New Zealand Music is a music information centre promoting the music of New Zealand. SOUNZ has the largest and most accessible collection of New Zealand music in the world which is now online. SOUNZ provides a range of services projects and activities including music teaching resources such as the SOUNZwrite guides for NCEA and Ears Wide Open for upper primary and junior secondary.
For all those who make NZ music ‘happen’ there is a special area on this website which allows composers and contributors to share new works products and events. It also allows contributors to update their profiles and contact details online. To access this part of the site a user name and login are required.
SOUNZ offers secure e-commerce from this site allowing the purchase of musical scores recordings and publications that are available from the Centre. As well as selling many unpublished works by NZ composers through licence SOUNZ endeavours to stock all publications – cds scores music resources and books – that relate to their music.
This New Zealand Ministry of Education website is intended to help teachers build on existing practice to create opportunities for all boys to succeed.
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.
The Song Room is a not-for-profit organisation dedicated to providing music and arts programmes in Australian schools and communities. The Song Room provides a range of free programmes to schools and communities that otherwise would not have access to such opportunities.
A selection of images an essay and music clips that look at the integral role that music played in traditional Māori life. Topics include waiata haka and musical instruments. From the Discover Te Kohinga Taonga collection of the National Library of New Zealand.
A selection of music clips relating to traditional Maori music. Audios include haka a canoe chant a fishing chant waiata and samples of traditional musical instruments like the koauau. From the Discover Te Kohinga Taonga collection of the National Library of New Zealand.
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 reading recognises that drama is crucial to early literacy development because it changes reading and writing into holistic and meaningful communication processes. It also acknowledges that the mental requirements for drama are similar to those for reading. It broadens out these statements and gives examples of how literacy and drama can walk hand in hand.
A TED talk by Mark Barnes discussing approaches to assessment and how to include the student voice in a ‘beautiful conversation’.
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.
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.