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EDCR132 Music, Dance and Drama

Introduces teaching and learning in music, dance and drama.

This paper introduces students to the aims, philosophy, content and structure of music, dance and drama disciplines in The Arts in The New Zealand Curriculum. Through theory and practical experiences, students will analyse teaching pedagogies, methodologies and resources required for effective and sequential learning in in these arts areas.

Paper title Music, Dance and Drama
Paper code EDCR132
Subject Education
EFTS 0.15
Points 18 points
Teaching period Not offered in 2022 (On campus)
Domestic Tuition Fees (NZD) $887.55
International Tuition Fees Tuition Fees for international students are elsewhere on this website.

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Limited to
BEd, BEdSt, BTchg
TESOL, Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) and Primary Education students only.

Trish Wells,

Teaching staff

Paper Co-ordinator: Trish Wells
Southland campus: Alli McKenzie (Dance and Drama)
Adair Polson-Genge (Music)

Paper Structure


  • Introduction to creative movement and dance in past and contemporary contexts
  • Exploring and using the elements of dance as a participant, creator, performer and critiquer
  • Planning for dance teaching and learning in the classroom, using resources and stimuli
  • Teaching and management approaches for dance in the classroom


  • Group Building/Introduction to the drama component of the Arts in the New Zealand Curriculum document
  • Exploration of the elements and techniques of drama
  • Introduction to the conventions of drama
  • Process drama


  • Inclusive approaches to teaching singing, instrumental playing creating, and listening
  • Applied music theory and language
  • Music and technology
  • Observation and reflection
  • Current resources

Required Readings: Drama

  • Ministry of Education. (2001). Drama in the classroom resource for teachers of Year 1-10. Wellington, New Zealand: Learning Media.
  • Cremin, T., Goouch, K., Blakemore, L., Goff, E., & Macdonald, R. (2006). Connecting Drama and Writing: Seizing the Moment to Write. Research in Drama Education: The Journal of Applied Theatre and Performance, 11(3), 273-291. doi: 10.1080/13569780600900636
  • O'Connor, P. (2004). Form and content: The centre of what we do in drama teaching. New Zealand Drama Journal, 28 (1).
  • O'Connor, P. (2010). Creating democratic citizenship through drama education the writings of Jonothan Neelands. Stoke on Trent, UK: Trenthan Books Ltd.
  • O'Toole, J. & Dunn, J (2002) pretending to learn: helping children learn through drama. N.S.W. Australia; Pearson Education.
  • Poston-Anderson, B. (2007). Drama: Learning connections in primary schools. Melbourne, Australia: Oxford University Press.
  • Roy, D., Bake, W., & Hamilton, A. (2012) Teaching the arts early childhood and primary education. Melbourne, Australia: Cambridge University Press.

Required Readings: Music

  • New Zealand Ministry of Education (2007). The New Zealand Curriculum. Wellington: Learning Media Ltd.

Required Readings: Dance

  • New Zealand Ministry of Education (2007). The New Zealand Curriculum. Wellington: Learning Media Ltd.

The following readings are required for the assignment and are available online (e-Reserve) under the course or lecturer's name:

  • Brehm, M. A. & McNett, L. (2008). Principles of dance as creative art activity. Creative dance for learning: The kinaesthetic link (pp. 6-17). Boston: McGraw-Hill.
  • Clark, D. (2007). Classroom management challenges in the dance class. Journal of Physical Education, Recreation and Dance, 75(2), 19-24.
  • Gard, M. (2008). When a boy's gotta dance: New Masculinities, old pleasures. Sport, Education and Society, 13(2), 181-193
  • Hanna, J. L. (2008). A non-verbal language for imaging and learning: Dance education in K-12 curriculum. Educational Researcher, 37, 491-506.
  • Melchior, E. (2011). Culturally responsive dance pedagogy in the primary classroom. Research in Dance Education, 12(2), 119-135.
Graduate Attributes Emphasised
Global perspective, Interdisciplinary perspective, Lifelong learning, Communication, Cultural understanding, Information literacy, Research, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
Students who successfully complete the paper will be able to:
  1. Make appropriate links to the New Zealand Curriculum
  2. Demonstrate understanding of content knowledge relevant to each subject area
  3. Explain pedagogic strategies appropriate to each subject area
  4. Consider New Zealand's bicultural heritage relevant to each subject area

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Not offered in 2022

Teaching method
This paper is taught On Campus
Learning management system