Search

This paper reports on a small-scale research project that aimed to examine the impact of assessment changes to a second-year course called Tuhura Nga Toi Ahuatanga: Exploring the Role of the Expressive Arts in Education. This 30-credit course is part of a Bachelor of Education (Early childhood teaching) at a pre-service education provider in Auckland, in New Zealand. The adjustments to the arts course were instigated as part of a wider programme review undertaken between 2018-2019. These changes responded to the literature and also to the findings of the author's doctoral research. They resulted in a stronger emphasis on self-reflection about student's personal history of the arts and an assessment dedicated to developing practical skills in relation to a chosen arts domain.

This study examined the contextual factors that shape how young children come to value and use the visual arts in their learning. The research sought to understand more deeply, the impact of visual arts practices that are informed by sociocultural theories on children's and their family's perceptions and engagement with the visual arts in their learning. Recognising the profound impact of bidirectional relationships in the early years (Bronfenbrenner, 1979), this interpretive qualitative research focused on the interactions between children, teachers, and families at three early childhood settings and at six children's homes in Auckland, New Zealand. The theoretical framework and study design were underpinned by sociocultural theories, bioecological theories, and by narrative inquiry. Participatory arts-based methods were fundamental as they allowed the research participants to play significant roles in telling their stories through textual and visual means. Through multi-layered analysis, a complex web of influences shaping how children engage in the visual arts emerged. A key finding was the impact of bi-directional interactions within settings and between settings. The teachers in this study wove together rich, contextualised visual arts curricula and actively engaged with children through the visual arts. They prioritised disseminating the value of these practices to their educational communities. As a result, parents recognised how visual arts can enrich and support their child's learning. Teachers who actively role modelled enjoyment and expertise in the visual arts were a particularly potent influence. These findings demonstrate that developing shared values between settings in the microsystem can enrich children's capacity to become imaginative visual researchers.