Arts Integration in Northland, New Zealand:
A case of socially empowered learning
Keywords:arts integration curriculum pedagogy
This article presents a comprehensive case study on arts integration with students from a small, rural New Zealand school. In the spirit of mixed-methods triage (Martin, 2018c), three researchers come together from different parts of the world to present findings from their different perspectives and experience. Ralph Buck and Barbara Snook from the University of Auckland offer their qualitative research findings with Brittany Martin of the University of Calgary adding her quantitative research findings. The authors outline the process and procedures of the studies and provide an overview of the methodological base from which findings were drawn. Research participants were six generalist primary teachers and their 61 students. The findings from this study and resulting themes have potential transferability for teachers and students attempting to implement arts integration in other locations. Overall, findings support the notion that through arts integration, teachers and their students may become socially empowered.