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Observing the Delivery of a Curriculum-Integrated Dance Programme Across Four New Zealand Primary Schools

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Abstract

This paper explains the design, development and delivery of a curriculum-integrated dance programme across four primary schools in Auckland, New Zealand. Four teachers and their respective classes (101 children in total) were part of the programme. Each class participated in 18 dance sessions at their schools during school hours. The dance educator delivered the dance programme and collaborated with each class teacher for planning and implementation. Various topics related to science, mathematics, English and Māori culture were covered in accordance with the term focus of each class teacher. The core values from the New Zealand primary school curriculum and New Zealand arts curriculum were embedded in the dance programme. The applicability, transferability (to other participant groups), challenges (such as time and venue) and evaluation design associated with the dance programme are discussed. Teachers’ reflections are embedded with researcher observations as they describe the significance of the dance programme.

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Notes

  1. SeeSaw is an online platform, where children share their learning through written reflections, videos or pictures amongst peers, teachers and parents.

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Acknowledgements

The research team would like to thank all the schoolchildren, teachers, school principals and allied school staff who provided immense support and assistance for this research. We thank AUTEC for granting Ethics approval for this research.

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Authors and Affiliations

  1. School of Sport and Recreation, AUT University, Auckland, New Zealand

    Geeta Sharma, Jennifer Nikolai & Scott Duncan

  2. Pocket Rockets, Auckland, New Zealand

    Jane Carter

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  1. Geeta Sharma
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  2. Jennifer Nikolai
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  3. Scott Duncan
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  4. Jane Carter
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Correspondence to Geeta Sharma.

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Sharma, G., Nikolai, J., Duncan, S. et al. Observing the Delivery of a Curriculum-Integrated Dance Programme Across Four New Zealand Primary Schools. NZ J Educ Stud 55, 29–47 (2020). https://doi.org/10.1007/s40841-019-00151-2

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