In this paper, preliminary comments are made about "The Arts in the New Zealand Curriculum" document questioning its framing of the arts "disciplines". The notion of the "the arts", which appears to take its meaning from the generic term "art" that directs us to class together music, painting, visual art, dance and other diverse activities, is examined. The idea of "literacies" in the arts is questioned, as well as the ideological nature of representing the arts as "essential skills". Suggestions are made concerning the identity and role of educators in the arts areas of the curriculum. I then take strands within the Arts curriculum document ("Communicating and interpreting in the arts" and "The arts in context") and scrutinize these in terms of the possibilities for a critical interpretation of pedagogy and what I believe to be our obligations as teacher educators within a pre-service programme in university setting. (Contains 2 notes.)