Abstract:
Since 2000, dance has been included within the New Zealand Arts Curriculum from years one to thirteen. This curriculum is one of the essential key learning areas offered in every school. Existing research suggests however, that dance is not present in the majority of primary classrooms in New Zealand schools. This study examines the multiple factors informing the delivery of dance in New Zealand primary classrooms. Within a phenomenological paradigm, a constructivist methodology examined participants’ meanings of dance in three separate schools. Emergent findings offered previously hidden keys to understanding that, unless addressed, will ensure that dance remains outside New Zealand primary classrooms. A review of literature addressed the inherent complexities of teaching in schools. The literature revealed that a lack of experience is a reason teachers believe they don’t have the confidence to teach dance. Findings within the present study supported this theory. Findings also indicated that if the generalist classroom teacher, rather than an ‘Artist in School’ teaches dance, there is more likelihood of a successful and on-going implementation. Emerging from the complexity of this research was information that recognized the importance of valuing teachers and allowing them a sense of autonomy if dance is to be successfully implemented.
