Much of what happens in primary classrooms reflects a number of rituals and routines that have largely become an unconscious part of teachers' repertoires. While these 'rituals of practice' provide a framework or structure to learning in classrooms, they are often left unexamined. These taken-for-granted ways of teaching require close examination in order to ascertain their merit or otherwise for children's learning. This paper outlines some rituals of practice in primary classrooms in the Arts (dance, drama, music and visual art). It outlines the nature of these rituals and discusses how some were disrupted by teachers-as-researchers in collaboration with their university colleagues in a joint research project. The findings suggest that research partnerships of this nature provide a supportive environment for questioning assumptions and enacting alternatives that promote learning.