Tēnā te ngaru whati,
tēnā te ngaru puku.
There is a wave that breaks,
there is a wave that swells.
Pedagogies for the arts work together like the threads of a web to create an interwoven approach to teaching and learning.
- An inclusive approach will foster connections between teachers, students, whānau, and community in ways that facilitate and enhance learning.
- Teachers can facilitate and enhance learning through ako, where both student and teacher inquire, explore, and invent side-by-side in reciprocal learning.
- Inquiry, exploration, and invention reflect the learner as artist and researcher.
- Through high levels of engagement, teachers and learners work together as artists to co-construct supportive and productive art-making communities.
A cycle of action and reflection
Effective pedagogy in the arts occurs when teaching and learning programmes are framed around a model of action and reflection. The following taxonomy articulates this cycle:
Generate: Trialing, improvising, exploring, experimenting, building on, imagining, inventing, responding, identifying …
Apply: Active demonstration of the skill or concept being taught to a specific context, copying, imitating, demonstrating, responding, interpreting, using, creating …
Reflect: Thinking or verbalising in, on, or after action, a pause moment, crystalising …
Refine: Social or individual – adjusting, negotiating, regenerating, shifting focus, adding, discarding …
Connect: Linking, threading, interweaving, making connections, synthesising ideas from peers and others, making links to other curriculum areas, talking about links (across contexts) …
Transform: Interpreting meaning, articulating, communicating new understanding, talking, showing, presenting, using arts language – learners see themselves as being part of a community of arts learners.
Last updated July 31, 2015