The exemplars in this book should be considered in conjunction with the discussion in Book 16. Opportunities for children to be creative and imaginative through the arts are woven throughout Te Whāriki. The 2007 New Zealand school curriculum identifies four disciplines of the arts. These are: dance, drama, music – sound arts, and visual arts. The curriculum reminds us that:
The arts are powerful forms of expression that recognise, value, and contribute to the unique bicultural and multicultural character of Aotearoa New Zealand, enriching the lives of all New Zealanders. The arts have their own distinct languages that use both verbal and non-verbal conventions, mediated by selected processes and technologies. Through movement, sound, and image, the arts transform people’s creative ideas into expressive works that communicate layered meanings.
Arts education explores, challenges, affirms, and celebrates unique artistic expressions of self, community, and culture. It embraces toi Māori, valuing the forms and practices of customary and contemporary Māori performing, musical, and visual arts.1
The arts exemplars in this book are viewed through one or more of the three lenses outlined in Book 16:
- a lens that focuses on assessment practices, referring to the definition of assessment as "noticing, recognising, and responding" from Book 1 of Kei Tua o te Pae;
- a Te Whāriki lens;
- a lens that focuses on the symbol systems and technologies described as "the arts".
In this section