Abstract
At a time when schools are under pressure to cater for the diverse needs of students and staff, community arts projects have the potential to provide support for teaching and learning in schools. Drawing upon analysed data from four New Zealand case studies, this paper examines the relationship between community arts projects and participating schools. Initial data analysis demonstrates a link between a school's participation in community arts projects and enhanced teaching and learning. Evidence highlights the important role played by situated learning and collaborative teaching methodologies in engaging students and supporting teachers. The case studies presented in this article include a community's visual response to Matariki (Māori New Year), a masked parade, and the work of two public galleries in coordinating community visual arts based projects with community artists and local schools.
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