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Integrated Arts Curriculum at School Level – A Cultural Perspective. Published in SCOPE: Contemporary Research Topic (Art & Design 5&6) 2010/11, New Zealand http://www.thescopes.org/art/issues.php?issue=5&title=art

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Integrated Arts Curriculum at School Level – A Cultural Perspective This paper attempts to examine New Zealand arts education programmes, beginning with the primary through the secondary school curriculum, to search for the possibility of integrating the independent arts disciplines currently existing in the schools. A learner-centred interactive interdisciplinary pedagogy is intended to draw a paradigm for arts education that has two similar, yet different, integrating points of inception. One is rooted in the indigenous concept of the art form embedded in cultures like those of Africa and Asia, while the other is identified in the modern educational psychoanalytical theory of multiple intelligences proposed by Howard Gardener. Parallel kinds of integration are found in these two approaches – either between the disciplines or within an individual’s intellectual development. Interestingly, it is clear that these two approaches, integrated into a curriculum, would enable a disci...
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INDIGENOUS KNOWLEDGE AND CULTURAL RESPONSIVENESS IN MY PRACTICE

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The most important and significant aspect of Education is to facilitate learning needs that suit every learner from all walks of life. The cultural, social and economic criteria have always been a driving factor in disseminating the necessary education system that is adaptable to different situations. The bi-cultural situation in Aotearoa New Zealand has a binding agreement under the Treaty of Waitangi, to make available the rights to the partnership, protection, and participation of all learners, Maori (iwi) and non-Maori (Paakehaa and Tauiwi). The need for the accelerated pathway of change towards equity, excellence, and belonging, was prioritized by the Ministry of Education for every student. Within this context Maori students were identified as priority learners and that every school in NZ is supported and facilitated with a program that would enable the school to develop and implement a relational pedagogy within a classroom and every other learning environment. This initi...
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PRACTICE - CHANGES IN MY TEACHING PRACTICE

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PRACTICE- Changes in Practice The inspirational quote from the last week of my Mindlab journey is worth mentioning here, “Reflection as a slogan for educational reform also recognises that the process of learning to teach continues throughout a teacher’s entire career, a recognition that no matter what we do in our teacher education programmes, and no matter how well we do them, at best, we can only prepare teachers to begin teaching.” (Carlgren. et al, 1994). Indeed the last 32 weeks has been an exciting journey to me, both personally and professionally. Some of the topics have been very useful and applicable to my field of practice, while the others were interesting and familiar. This course have given me a chance to ponder of the philosophical and theoretical groundings to my practice in more than one ways. Applying the 21 st century rubric to all that I did in this year in my teaching has been rewarding. The implementation of Self-Regulated Learning, Digital and collabo...
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