title: The Orff approach in the professional lives and practices of teachers in the Aotearoa/New Zealand school context

authors: Locke, Linda Mildred

subjects: music education

abstract: This doctoral research investigated issues concerned with the application of the Orff approach to music education in the Aotearoa New Zealand school context. The author brought to the study an in-depth knowledge of the Orff approach as a result of engagement with both the practice and theory of the Orff approach over a 15-year span of teaching music in a state primary school. She noted the scarcity of contemporary studies that systematically investigate the potentialities and constraints of the Orff approach, particularly in the New Zealand context. 
Drawing upon a praxial philosophy, this project considered from a scholarly perspective the way in which engagement with the Orff approach impacted on the professional lives of nine teachers, all of whom had adapted this approach to their respective school settings. Taking into account the widely acknowledged inconsistency in the quality, or even existence, of music programmes in the state school system, this study sought to investigate the impact of professional learning in the Orff approach upon the provision of music education programmes in schools.
In epistemological terms, this study was qualitative in its interest in the participants’ experiences and how they interpreted them. The nine participant teachers, had all undertaken, over a period of three or more years, a number of courses offered by Orff New Zealand Aotearoa (ONZA). Using multiple case studies, this project aimed to gain access to the wealth of knowledge and know-how that teachers develop in their everyday work lives.  Mixed methods in the form of questionnaires, observations and interviews and a focus group discussion were used to gather data. Findings emerging from a quantitative analysis of the questionnaire responses were used to illuminate and triangulate with findings from other data, which were analysed thematically. 
A recursive approach to analysis of the data produced findings which indicated that the Orff approach impacted upon how teachers thought about what it means to do music, to be a musician and to teach music. These findings are illustrated in individual case studies, which offer a richly textured description of the impact of the Orff approach upon these teachers and their respective classroom practices. 
Although all participants described the approach as making an impact in broadly similar terms upon their thinking, the practices observed and reported on in their classroom settings were varied in terms of their choice of materials activities and purposes. Findings of a more generally thematic nature indicate that the professional learning that occurred for these teachers yielded significant sources of self-efficacy, which in turn impacted upon the formation of professional identity formation. The construction of teaching as an artistic endeavour emerged as a characteristic of the understanding and application of the Orff approach in the New Zealand setting. 
This study contributes to the understanding of the impact of the Orff approach upon teachers’ lives and work.  In particular it illustrates some of the consequences of the construction of music as a form of embodied behaviour available to all people and offers some examples of specific ways in which educational practices can reflect this belief.  
This study engages respectfully with the work of teachers ‘on the ground’ at a time when calls for so called ‘accountability’, through ever-increasing bureaucratic systems of standards-based assessment and teacher monitoring.  To a small extent it offers a voice for these teachers and the work they do in enabling success for all in music for their pupils.
For a greater understanding and to enable critical interrogation of music education in Aotearoa New Zealand, studies which are focused on classroom practice and ask the question: ‘What is the construction of music and of teaching and/or of education that lies beneath or pervades practice?’ needs to be asked in order to continue the debate regarding the role and efficacy of music education practices in New Zealand schools.

text: The Orff approach in the professional lives and practices of teachers in the Aotearoa/New Zealand school context This doctoral research investigated issues concerned with the application of the Orff approach to music education in the Aotearoa New Zealand school context. The author brought to the study an in-depth knowledge of the Orff approach as a result of engagement with both the practice and theory of the Orff approach over a 15-year span of teaching music in a state primary school. She noted the scarcity of contemporary studies that systematically investigate the potentialities and constraints of the Orff approach, particularly in the New Zealand context. 
Drawing upon a praxial philosophy, this project considered from a scholarly perspective the way in which engagement with the Orff approach impacted on the professional lives of nine teachers, all of whom had adapted this approach to their respective school settings. Taking into account the widely acknowledged inconsistency in the quality, or even existence, of music programmes in the state school system, this study sought to investigate the impact of professional learning in the Orff approach upon the provision of music education programmes in schools.
In epistemological terms, this study was qualitative in its interest in the participants’ experiences and how they interpreted them. The nine participant teachers, had all undertaken, over a period of three or more years, a number of courses offered by Orff New Zealand Aotearoa (ONZA). Using multiple case studies, this project aimed to gain access to the wealth of knowledge and know-how that teachers develop in their everyday work lives.  Mixed methods in the form of questionnaires, observations and interviews and a focus group discussion were used to gather data. Findings emerging from a quantitative analysis of the questionnaire responses were used to illuminate and triangulate with findings from other data, which were analysed thematically. 
A recursive approach to analysis of the data produced findings which indicated that the Orff approach impacted upon how teachers thought about what it means to do music, to be a musician and to teach music. These findings are illustrated in individual case studies, which offer a richly textured description of the impact of the Orff approach upon these teachers and their respective classroom practices. 
Although all participants described the approach as making an impact in broadly similar terms upon their thinking, the practices observed and reported on in their classroom settings were varied in terms of their choice of materials activities and purposes. Findings of a more generally thematic nature indicate that the professional learning that occurred for these teachers yielded significant sources of self-efficacy, which in turn impacted upon the formation of professional identity formation. The construction of teaching as an artistic endeavour emerged as a characteristic of the understanding and application of the Orff approach in the New Zealand setting. 
This study contributes to the understanding of the impact of the Orff approach upon teachers’ lives and work.  In particular it illustrates some of the consequences of the construction of music as a form of embodied behaviour available to all people and offers some examples of specific ways in which educational practices can reflect this belief.  
This study engages respectfully with the work of teachers ‘on the ground’ at a time when calls for so called ‘accountability’, through ever-increasing bureaucratic systems of standards-based assessment and teacher monitoring.  To a small extent it offers a voice for these teachers and the work they do in enabling success for all in music for their pupils.
For a greater understanding and to enable critical interrogation of music education in Aotearoa New Zealand, studies which are focused on classroom practice and ask the question: ‘What is the construction of music and of teaching and/or of education that lies beneath or pervades practice?’ needs to be asked in order to continue the debate regarding the role and efficacy of music education practices in New Zealand schools.

year: 2016

title: Fa’afatāmanu talafeagai mo lesona fa’asaienisi: O le tu’ualalo mo a’oga a faia’oga saienisi fa’aōliōli. A culturally appropriate formative assessment in science lessons: Implications for initial science teacher education.

authors: Lee-Hang, Desmond Mene

subjects: culturally appropriate

abstract: This study set out to find the views of Samoan teachers on formative assessment and to document any cultural aspects of the fa’aSamoa (or Samoan culture) that could hinder the use of formative assessment in science classrooms. In addition, the research was also an opportunity for professional development of teachers on doing formative assessment. The culturally constructed le-tautala or pupil silence in the classrooms that was mentioned by teachers seemed to hinder formative interactions in classrooms. Written worksheets from this study seemed to be culturally appropriate for doing formative assessment because it provided a way to overcome le-tautala, since the worksheets solicited responses from all pupils. At the same time these written formative assessment worksheets have the potential to enhance Samoan pupils learning of science concepts because of the opportunity provided for feedback and feedforward.

text: Fa’afatāmanu talafeagai mo lesona fa’asaienisi: O le tu’ualalo mo a’oga a faia’oga saienisi fa’aōliōli. A culturally appropriate formative assessment in science lessons: Implications for initial science teacher education. This study set out to find the views of Samoan teachers on formative assessment and to document any cultural aspects of the fa’aSamoa (or Samoan culture) that could hinder the use of formative assessment in science classrooms. In addition, the research was also an opportunity for professional development of teachers on doing formative assessment. The culturally constructed le-tautala or pupil silence in the classrooms that was mentioned by teachers seemed to hinder formative interactions in classrooms. Written worksheets from this study seemed to be culturally appropriate for doing formative assessment because it provided a way to overcome le-tautala, since the worksheets solicited responses from all pupils. At the same time these written formative assessment worksheets have the potential to enhance Samoan pupils learning of science concepts because of the opportunity provided for feedback and feedforward.

year: 2011

title: Ecological modelling of water quality management options in Lake Waahi to support Hauanga Kai species: Technical Report

authors: Allan, Mathew Grant

abstract: This report describes a numerical modelling approach for Lake Waahi to assess the effects of various future scenarios on water quality attributes known to affect the appearance of the lake’s multiple hauanga kai species across differing spatial scales. Hauanga kai refers to customary gathering and use of naturally occurring and cultivated foods. Numerical models were used to support shared learning and development of future scenarios in response to different management options and environmental pressures. The shallow lakes of the Waikato region have been particularly impacted by anthropogenic eutrophication. This is due to the fact that many of these lakes have already undergone a degree of natural eutrophication due to their geomorphic properties, such as their low elevation and shallow depth. The main contributing factors to water quality decline in shallow Waikato lakes have been identified as: high external nutrient and sediment loads, internal loading exacerbated by high sediment resuspension and bioturbation from pest fish (carp), reduced water depth due to installation of water control structures, reduction in wetland filtering potential due to draining, and stock access to wetlands. A 1-D hydrodynamics model, the General Ocean Turbulence Model was coupled to a complex ecological model (PClake) via the Framework for Aquatic Biogeochemical Models (FABM). FABM is an open source FORTAN-based code that facilitates the coupling of hydrodynamic and ecological models. FABM-PCLake is a redesigned PCLake. The consensus from the model simulations carried out in the study suggests that, for Lake Waahi to undergo restoration whereby the lake is restored to clear-water stable state, both external load needs to be reduced significantly by greater than 50%, along with changes in lake ecological structure, resulting from re-establishment of macrophytes aided by the control of carp biomass. These finding supports the general view within the literature that for lake restoration success, external load reduction (catchment load) is critical. Finally, if the ultimate goal of lake restoration in Lake Waahi is to address the decline in tuna (shortfin eel - Anguilla australis) biomass, a return to a clear-water stable state should facilitate improvement in tuna habitat and provide the conditions for development of a healthy eel population. Coupled modelling approaches will provide a more complete picture of potential responses of Hauanga kai species to land and lake management scenarios.

text: Ecological modelling of water quality management options in Lake Waahi to support Hauanga Kai species: Technical Report This report describes a numerical modelling approach for Lake Waahi to assess the effects of various future scenarios on water quality attributes known to affect the appearance of the lake’s multiple hauanga kai species across differing spatial scales. Hauanga kai refers to customary gathering and use of naturally occurring and cultivated foods. Numerical models were used to support shared learning and development of future scenarios in response to different management options and environmental pressures. The shallow lakes of the Waikato region have been particularly impacted by anthropogenic eutrophication. This is due to the fact that many of these lakes have already undergone a degree of natural eutrophication due to their geomorphic properties, such as their low elevation and shallow depth. The main contributing factors to water quality decline in shallow Waikato lakes have been identified as: high external nutrient and sediment loads, internal loading exacerbated by high sediment resuspension and bioturbation from pest fish (carp), reduced water depth due to installation of water control structures, reduction in wetland filtering potential due to draining, and stock access to wetlands. A 1-D hydrodynamics model, the General Ocean Turbulence Model was coupled to a complex ecological model (PClake) via the Framework for Aquatic Biogeochemical Models (FABM). FABM is an open source FORTAN-based code that facilitates the coupling of hydrodynamic and ecological models. FABM-PCLake is a redesigned PCLake. The consensus from the model simulations carried out in the study suggests that, for Lake Waahi to undergo restoration whereby the lake is restored to clear-water stable state, both external load needs to be reduced significantly by greater than 50%, along with changes in lake ecological structure, resulting from re-establishment of macrophytes aided by the control of carp biomass. These finding supports the general view within the literature that for lake restoration success, external load reduction (catchment load) is critical. Finally, if the ultimate goal of lake restoration in Lake Waahi is to address the decline in tuna (shortfin eel - Anguilla australis) biomass, a return to a clear-water stable state should facilitate improvement in tuna habitat and provide the conditions for development of a healthy eel population. Coupled modelling approaches will provide a more complete picture of potential responses of Hauanga kai species to land and lake management scenarios.

year: 2018