'It looks like a tornado, now it looks like a cowboy hat': Community Arts and diverse learners.

This paper draws from theories of 'situated learning', 'collaborative teacher communities', and analysed data from six case studies, and discusses how engaging in community arts activities caters for the needs of diverse learners. Emerging themes from analysed data reveal parallels to Elwyn Richardson's observations published 56 years ago. He describes a pedagogical approach that is still able to inform teaching and learning in a contemporary setting. The findings and themes in this paper are particularly pertinent today as primary school teachers are confronted with decreased curriculum support and a recent emphasis on the national testing of numeracy and literacy standards. [ABSTRACT FROM AUTHOR]