Teachers and Curriculum
Special Issue: The Arts in the classroom: Advocacy, theory and practice

Special Issue: The Arts in the classroom: Advocacy, theory and practice

Kerry Earl Rinehart
1-4
An introduction to the third special issue in our special series: The Arts in the classroom: Advocacy, theory and practice
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Millie Locke, Robyn Ewing, Terry Locke
5-6
Editorial
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Olivia Karaolis
7-16
Puppets and inclusive practice: Engaging all learners through drama and puppetry in preschool contexts
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Alison Grove O'Grady
17-24
Performing empathy: Using theatrical traditions in teacher professional learning
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Zoe Hogan, Victoria Campbell
25-33
Playing in the liminal space: Literacy learning through drama in the adult language classroom
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Natasha E. Beaumont
35-47
“It makes you feel a little bit freer”: Committing to creativity: A hermeneutic phenomenological study of a primary teacher’s use of drama with additional language learners
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John Nicholas Saunders
49-61
Using drama-rich pedagogies with the episodic pre-text model to improve literacy
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Terry Locke
63-73
Te reo pohewa: Engaging primary-school children in writing poetry
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Verity Short
75-88
Mana kupu, the power of words: Exploring creative writing in the primary classroom
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Robyn McQueen
89-98
Enhancing student agency in the primary music classroom through culturally responsive practice
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Sarah Dunn, Millie Locke
99-112
Mātauranga Māori, inquiry and creative music-making in the primary music classroom: A Pākehā teacher’s journey
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Millie Locke
113-125
Manakitia a Papatuanuku: Eco-literate pedagogy and music education
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Fabio Morreale
127-133
Rethinking music technology pedagogy: A New Zealand focus
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Tom Pierard, David Lines
135-145
A constructivist approach to music education with DAWs
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