Mātauranga Māori, inquiry and creative music-making in the primary music classroom - A Pākehā teacher's journey - Special Issue

Oct 15, 2026

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This article draws on a master’s study examining classroom program decisions by a Pākehā primary music teacher seeking to integrate mātauranga Māori, tikanga Māori, and te ao Māori into teaching practice. Using an inquiry approach, the study explores how children experience mātauranga Māori through engagement with tāonga pūoro and whakataukī connected to the whakapapa of Māori music. Action research and self-study supported an intervention of eight lessons with 28 children (Years 3–4), analyzed via questionnaires, teacher journal, reflections, and student audio and scores.

LanguageEnglish

CategoryLiterature

FormatPDF

Pages15

Reading Time23 min

AccessFree to download

Abstract

Introduction

The whakapapa of Māori music and a genealogy of creation

Research context

Findings and analysis

Student questionnaires, teacher journal, and student reflections

Scores and audio recordings of creative music-making

Volume 22 Issue 2, 2022. Special Issue: TheArts in the classroom: Advocacy, theory and practice Mātauranga Māori, inquiry and creative music-making in the primary music classroom: A Pākehā teacher's journey Sarah Dunn and Millie Locke Special Issue Editors: Millie Locke, Robyn Ewing and Terry Locke To cite this article: Dunn, S. & Locke, M. (2022).Mātauranga Māori, inquiry and creative music-making in the primary music classroom: A Pākehā teacher's journey. Teachers and Curriculum, 22(2), 99–112. [https://doi.org/10.15663/tandc.v22i2.399](https://doi.org/10.15663/tandc.v22i2.399) To link to this volume: [https://doi.org/10.15663/tandc.v22i2](https://doi.org/10.15663/tandc.v22i2) Copyright of articles Authors retain copyright of their publications. Articles are subject to the Creative commons license: [https://creativecommons.org/licenses/by-nc-sa/3.0/legalcode](https://creativecommons.org/licenses/by-nc-sa/3.0/legalcode) [Summary of the Creative Commons license.](Summary of the Creative Commons license.) Author and users are free to Share—copy and redistribute the material in any medium or format Adapt—remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following terms Attribution—You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use Non-Commercial—You may not use the material for commercial purposes ShareAlike—If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original No additional restrictions – You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits. Open Access Policy This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. MĀTAURANGA MĀORI, INQUIRY AND CREATIVE MUSIC-MAKING IN THE PRIMARY MUSIC CLASSROOM: A PĀKEHĀ TEACHER’S JOURNEY SARAH DUNN AND MILLIE LOCKE University of Auckland New Zealand Abstract This article draws on a master’s study into programme decisions and processes of a Pākehā primary music teacher who sought to include mātauranga Māori (Māori knowledge), tikanga Māori (Māori practices) and te ao Māori (a Māori way of seeing the world) in their teaching practice. The study investigated how children are enabled to experience mātauranga Māori within an inquiry approach to teaching and learning, through engagement with taongapūoro (singing treasures) and the whakataukī(proverb) ofthe whakapapa (genealogy) ofMāori music as stimuli for creative music-making. Drawing on action research and self-study, I conducted an intervention ofeight music lessons with 28 children from Years 3 and 4. Findings emerged from an analysis ofstudent questionnaires, my teacher journal, student reflections, and scores and audio recordings of students’ creative music-making. In this article Ifocus specifically on two aspects of my findings: 1. The way that the teacher-as-learner position within inquiry pedagogy complements the ethos of ako (reciprocal learning), and the way a holistic, integrated learning approach is supported by the centrality ofinterconnection within te ao Māori. 2. The process by which a teacher might use the whakapapa of Māori music as a conceptual framework for inspiring a sound palette of the natural world in children and for scaffolding creative music-making. As a teacher Ifound that I could establish whanaungatanga (a family-like connection) in the primary music classroom through a relational pedagogy and valuing the children’s individuality through collaborative processes. This small study reinforced my belief that teachers need to take responsibility f

FAQs

What integration does the article focus on in primary music teaching?

It focuses on integrating mātauranga Māori, tikanga Māori, and te ao Māori into primary music classroom practice through an inquiry approach.

How does the study enable children to experience mātauranga Māori?

Children experience mātauranga Māori through engagement with tāonga pūoro and whakataukī related to the whakapapa of Māori music as stimuli for creative music-making.

What research methods and materials were used to analyze the intervention?

The study used action research and self-study, analyzing student questionnaires, the teacher’s journal, student reflections, and scores and audio recordings of students’ creative music-making.

Oct 15, 2026

Upload by Levi