Published 2000 for the Ministry of Education by Learning Media Limited, Box 3293, Wellington, New Zealand. Website: www.learningmedia.co.nz Copyright © Crown 2000 Diagram on page 15 copyright © Education Department of Western Australia, adapted from Achieving Outcome-based Education (Willis and Kissane, Australia: ACSA, 1997) All rights reserved. Enquiries should be made to the publisher. Dewey number 700.7 ISBN 0 478 12711 1 Item number 12711 105089/00 2 The Arts in the New Zealand Curriculum Contents Foreword 5 Introduction 7 The Arts 9 Education in the Arts 10 Aims 12 Structure 13 Strands 14 Achievement Objectives 15 Learning Examples 16 Dance 18 Dance in the New Zealand Curriculum 19 Strands, Achievement Objectives, and Learning Examples 20 Glossary 32 Chart of Achievement Objectives 34 Drama 36 Drama in the New Zealand Curriculum 37 Strands, Achievement Objectives, and Learning Examples 38 Glossary 48 Chart of Achievement Objectives 50 Music 52 Music in the New Zealand Curriculum 53 Strands, Achievement Objectives, and Learning Examples 54 Glossary 65 Chart of Achievement Objectives 68 The Visual Arts 70 The Visual Arts in the New Zealand Curriculum 71 Strands, Achievement Objectives, and Learning Examples 72 Glossary 83 Chart of Achievement Objectives 86 Implementing Programmes in the Arts 88 Action and Reflection 88 Planning School Programmes 90 Assessment 91 The Arts in Collaboration 93 The Arts and Other Essential Learning Areas 94 The Arts and the Essential Skills 99 Attitudes and Values 102 Links with Artists in the Community 103 Important Considerations when Implementing Programmes 104 Levels 1–4: Chart of Achievement Objectives for All Four Disciplines 108 3 4 The Arts in the New Zealand Curriculum Foreword The Arts in the New Zealand Curriculum is the national curriculum statement for the essential learning area of The Arts. A parallel curriculum statement for use in Màori medium education, Ngà Toi i roto i te Marautanga o Aotearoa, will be published later this year. The Arts in the New Zealand Curriculum replaces the existing syllabuses for art and music. It provides schools with guidance for planning programmes for all students in years 1–10 in the four separate arts disciplines of dance, drama, music, and the visual arts. For students in years 11–13, it complements and supports achievement standards developed for the National Certificate in Educational Achievement. The statement also builds on foundations for learning in the arts described in Te Whàriki, the curriculum for early childhood. The Arts in the New Zealand Curriculum emphasises that the arts disciplines offer students unique opportunities for imaginative and innovative thought and action, for emotional growth, and for deeper understandings of cultural traditions and practices in New Zealand and overseas. Such opportunities are integral to young people achieving their potential as learners and participating fully in their communities and in society as a whole. The Arts in the New Zealand Curriculum also encourages students pursuing specialist studies in the arts at senior secondary level to go on to contribute their vision, abilities, and creative energies to arts initiatives and industries that help define New Zealand’s national identity. I wish to acknowledge all those who have contributed to the development of this document, including the policy advisory group and reference committee, the writing groups and their advisers, the consultation teams, and the many teachers and others who provided feedback on the draft. Howard Fancy Secretary for Education The Arts in the New Zealand Curriculum 5 6 The Arts in the New Zealand Curriculum Introduction The Arts in the New Zealand Curriculum is the core curriculum statement for the essential learning area of The Arts. It identifies the skills, knowledge, and understanding that students will develop as they learn in the arts in years 1–13, and it outlines ways in which this learning contributes to developing the essential skills and the attitudes and values described in The New Zealand Curriculum Framework. The Arts in the New Zealand Curriculum is structured on the four disciplines of Dance, Drama, Music, and the Visual Arts. Within each discipline, achievement objectives are identified for four interrelated learning strands: Developing Practical Knowledge in the Arts, Developing Ideas in the Arts, Communicating and Interpreting in the Arts, and Understanding the Arts in Context. Developing skills, knowledge, attitudes, and understanding in one discipline does not imply a similar development in another. Separate sets of achievement objectives for each discipline recognise that each has its own body of knowledge and means of inquiry. Learning in all four disciplines is essential for a comprehensive education in the arts. The Arts in the New Zealand Curriculum provides students with opportunities to express themselves through making and presenting art works. Students will also respond to and interpret others’ art works and learn about diverse art forms from both within and beyond New Zealand. Such learning includes developing an understanding of art forms in relation to the tangata whenua, to biculturalism in New Zealand, and to the multicultural nature of our society and its traditions. Under the umbrella of the National Education Guidelines, The Arts in the New Zealand Curriculum includes mandatory requirements for the essential learning area of The Arts (see pages 90–91). In years 1–8, students will study all four disciplines. In years 9–10, students should continue to learn in all four disciplines; as a minimum requirement, they must study at least two disciplines. In years 11–13, The Arts in the New Zealand Curriculum provides the basis for specialist teaching and learning programmes in the arts disciplines. The Arts in the New Zealand Curriculum 7 Ko Toi te uri o Mahara Pòhewa. Art is the child of Imagination. 8 The Arts in the New Zealand Curriculum The Arts The arts are powerful forms of personal, social, and cultural expression. They are unique “ways of knowing” that enable individuals and groups to create ideas and images that reflect, communicate, and change their views of the world. The arts stimulate imagination, thinking, and understanding. They challenge our perceptions, uplift and entertain us, and enrich our emotional and spiritual lives. As expressions of culture, the arts pass on and renew our heritage and traditions and help to shape our sense of identity. All art works are made, used, interpreted, and valued within social and cultural contexts and may be regarded as texts or commentaries that reflect history, tradition, and innovation. In Aotearoa New Zealand, toi Màori, the arts of the Màori, are integral to our sense of a distinctive, evolving national identity. European, Pacific, Asian, American, Indian, and African arts have progressively become part of the New Zealand cultural tapestry. Our cultural heritage now includes such traditional art forms as Celtic dancing and design, colonial architecture, orchestral and choral music, tapa and tìvaevae, raku and earth-fired pottery, puppetry, dragon dances, plays, musical theatre, and landscape painting. New Zealand artists often draw on and combine such art forms, along with traditional Màori forms such as poi, whare whakairo, and mòteatea, to create distinctive, contemporary art works. The arts enable people to participate in collaborative and individual pursuits that contribute to community and personal identity. New Zealanders are involved in many art forms and arts-related fields of employment. For example, they are painters, dancers, musicians, actors, writers, weavers, designers, composers, choreographers, architects, film-makers, educators, historians, curators, producers, therapists, and technicians. Many people also pursue careers outside the arts using analytical, creative, co-operative, entrepreneurial, and problem-solving skills that have been enhanced through learning in the arts. The arts develop the artistic and aesthetic dimensions of human experience. They contribute to our intellectual ability and to our social, cultural, and spiritual understandings. They are an essential element of daily living and of lifelong learning. The Arts in the New Zealand Curriculum 9 Education in the Arts All New Zealanders have a right to an education in the arts as part of their schooling. Arts education enables students to generate ideas about themselves, their experiences, and their environments and to express and communicate them in a variety of artistic forms. It enables them to understand how and why individuals, communities, and societies make art works and value the arts, using them for a range of purposes. In this curriculum, the arts are identified as the separate disciplines of dance, drama, music, and the visual arts. Each has its distinctive body of knowledge with its own concepts, forms, styles, conventions, processes, and means of inquiry. Students will participate in and enjoy dance, drama, music, and the visual arts in a variety of contexts and develop informed attitudes towards traditional and contemporary modes of expression in each discipline. Learning in the disciplines of the arts impacts strongly on how students think and expands the ways in which they can express ideas, feelings, beliefs, and values and understand those of others. Such learning, which in today’s world is vital for communication, understanding, and intellectual and emotional growth, leads to the development of what can be termed “literacies” in