Te Kete Ipurangi Navigation:

Te Kete Ipurangi

Te Kete Ipurangi user options:

Senior Secondary navigation


You are here:


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.

Learn more:

Last updated July 31, 2015