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Te Kaupeka Tuatoru - Term Three
Week one and two:
Week one and two:
Tuesday - Mau Rākau wananga
Tuesday - Mau Rākau wananga
Wednesday: Workshop in the whare - Wednesday 26 th October. Periods 3,4 and 5.
Wednesday: Workshop in the whare - Wednesday 26 th October. Periods 3,4 and 5.
Final performance 2,30pm (assessment).
Final performance 2,30pm (assessment).
Thursday: Back to your Mōteatea mahi - you should already have a slideshow called Mōteatea.
Thursday: Back to your Mōteatea mahi - you should already have a slideshow called Mōteatea.
Here is a link to a folder with some Mau Rākau and waiata that we have done!
Mōteatea
Watch the Mōteatea clips one, two, three, four, five, six and most importantly - this one (from time 3.44).
Create a slideshow titled Mōteatea. You need to keep a record of all that you learn about Mōteatea and Ka haea te ata. This will form the foundation of your next assessment.
Identify five things that you see being done/used during the performance of mōteatea. Give examples - where did you see it, why do you think it is important?
Make a note of the movements used and all of the things that you noticed. Think about mauri, voice, movement, actions. What do you see?
Use all of the links (below) to find out the different types of mōteatea.
Record what you find out.
Include: oriori, pao, pātere, waiata aroha, waiata tangi
This is the other mōteatea we will learn.
Types of Mōteatea: oriori, pao, pātere, waiata aroha, waiata tangi;
Find out about each of these five types of Mōteatea. Use as much detail as you can. Share what you find out with the rest of the class.
Use the book Ngā Mōteatea (in the whare) to help.
Week 9:
Monday: Run through all waiata in a row. Focus on Koroki taku manu and e rere taku poi and movements between.
Wednesday - Miriama
Friday: Run through all waiata in a row. Run through all waiata in a row. Focus on Koroki taku manu and e rere taku poi and movements between.
Week 7 and 8
Week 7:
Tuesday 6th:
Period 2 - Run through all waiata in a row. Focus on actions you will use in ka haea te ata. Everyone to have at least three and two pukana.
Period 3 - Run through all waiata in a row. Then work on all movement between waiata. Use the whole stage. Try and pin down all movements between waiata/haka.
Wednesday 7th - kapahaka with Miriama
Thursday 8th Run through all waiata in a row. Focus on Beginning (walk on to stage), Tiaho Mai ra, moving into ka haea te ata and then getting ready for haka, and doing haka.
Week 8: Study leave for seniors
Weeks 2 - 6
Weeks 2 - 6
Please learn your words! It is very important. Make sure you know the actions for our waiata a ringa.
Whakaeke- Tiaho mai rā
Mōteatea - Ka haea te ata words
Waiata a ringa - korokī taku manu words
Haka - Te kura tuarua words
Poi/Whakawatea - E rere taku poi
We will be focusing on performance as a group and our movement. Please come prepared - practise your words at home.
Make sure you are learning the movement and prompts between the waiata.
Te wiki tuatahi - Week one
Te wiki tuatahi - Week one
Working on voice and movement, putting the performance together:
Whakaeke- Tiaho mai rā
Mōteatea - Ka haea te ata
Waiata a ringa - korokī taku manu
Haka - Te kura tuarua
Poi/Whakawatea - E rere taku poi
This week we will be having a hui and making decisions about the performance date, audience, and kākahu for assessment.
Te wiki tuawhitu, tekau- weeks 7- 10
Te wiki tuawhitu, tekau- weeks 7- 10
Work together on learning and practising your bracket - ready for assessment at the beginning of term three.
Whakaeke- Tiaho mai rā
Mōteatea - Ka haea te ata
Waiata a ringa - korokī taku manu
Haka - Te kura tuarua
Poi/Whakawatea - E rere taku poi
Te wiki tuarima, tuaono- week five,six
Te wiki tuarima, tuaono- week five,six
Focus on working together to learn the songs and movement for the bracket you will be assessed on.
Focus on:
Mōteatea - Ka haea te ata (time 3.44)
Haka - Te kura tuarua ( wahine, tane)
Waiata a ringa - korokī taku manu
Together you can choose 1 or two more waiata to add to the bracket.
Te Kaupeka tuarua, te wiki tuatahi (Term two, week one)
Te Kaupeka tuarua, te wiki tuatahi (Term two, week one)
We are continuing our Mōteatea mahi and we are also working on learning our bracket for our performance.
1: Types of Mōteatea: oriori, pao, pātere, waiata aroha, waiata tangi;
Find out about each of these five types of Mōteatea. Use as much detail as you can. Share what you find out with the rest of the class.
Use the book Ngā Mōteatea (in the whare) to help.
2: Work on learning our waiata a ringa, our haka and our mōteatea
Mōteatea - Ka haea te ata (time 3.44)
Haka - Te kura tuarua ( wahine, tane)
Waiata a ringa - korokī taku manu
.
He wiki tekau me tekau mā tahi (weeks 10 and 11)
Mōteatea
Watch the Mōteatea clips one, two, three, four, five, six and most importantly - this one (from time 3.44).
Create a slideshow titled Mōteatea. You need to keep a record of all that you learn about Mōteatea and Ka haea te ata. This will form the foundation of your next assessment.
Identify five things that you see being done/used during the performance of mōteatea. Give examples - where did you see it, why do you think it is important?
Make a note of the movements used and all of the things that you noticed. Think about mauri, voice, movement, actions. What do you see?
Use all of the links (below) to find out the different types of mōteatea.
Record what you find out.
Include: oriori, pao, pātere, waiata aroha, waiata tangi
This is the other mōteatea we will learn.
He wiki tuaiwa (week nine)
First - listen to this! An old classic was recorded in te reo Māori last year!
It is time for your presentation of a person in kapahaka. Make sure you have it ready to present to the class - to teach us all about the person you have been researching. Final check - make sure you have answered all of the questions and have your references included. We will have 2-3 presentations per class until everyone has presented.
Mōteatea - we are looking further into mōteatea, specifically Ka haea te ata.
Do some research - find out what kind of movement is usually involved in mōteatea - watch these mōteatea clips one, two, three, four, five, six and most importantly - this one (from time 3.44).
Think about mauri, voice, movement, actions. What do you see?
Create a slideshow titled Mōteatea. You need to keep a record of all that you learn about Mōteatea and ka haea te ata. This will form the foundation of your next assessment. Identify five things that you see being done/used during the performance of mōteatea. Give examples - where did you see it, why do you think it is important?
We will put all of our ideas together and begin to make a plan - what will we do in our performance of Ka haea te ata, to let our mauri shine?
Continue to watch and learn this Waiata, and practise your poi drill.
..
He wiki tuawaru (week eight)
If you have not completed your presentation of a person in kapahaka - please make sure it is completed by: Monday 28th March. We will be presenting in class.
Watch this video - practise the actions until you know it completely, we will work on doing this together in class. Please put some of your time into this. Our goal is to be able to perform this at the end of this term.
Learn this poi drill - Practise!
Keep working on learning the Mōteatea below:
Ka haea te ata
Hāro ana te kāhu
I te parinui o Whiti
Rere tou rā
Ki kā pakihi whakatekateka o Waitaha
Ka poupou te rā ki ruka Aoraki
Topa tou atu taku manu
Ki, Te Ara whenewhene a Kiwa
Ka ura te raki
Tau atu au ki Te Tai o Poutini
Ka taepaepa kā waewae o te rā
Te whenua tapatapahia
E taku tipuna Tahu Pōtiki
Ka tau, ka tau au ki konei e
Ka tau, ka tau au ki konei
Taku manu ka tau, tau ha e...I
Explanation:
This mōteatea takes us on a journey across the rohe pōtae (tribal territory) of Ngāi Tahu. Commencing at the northern boundary, travelling across the plains, past Aoraki, down to the southern waters and then back up the western side of Te Waipounamu.
Translation of places:
Canterbury plains - Ka Pākihi whakatekateka o Waitaha
Foveaux Strait - Te Ara whenewhene a Kiwa
Te Tai Poutini - West Coast
Listen here:
Ka haea te ata was composed by the Te Rūnanga o Ngāi Tahu Kā Tuākana i te reo Māori class in February 2010.
The broad kaupapa was to compose a waiata about Te Waipounamu. This then developed into a journey across the rohe potae of Ngāi Tahu, commencing at the northern boundary, travelling across the plains, past Aoraki, down to the southern waters and then back up the western side of Te Waipounamu. Sheree Waitoa composed the tune.
* Note that our eponymous ancestor, Tahu Pōtiki, did not set foot in Te Waipounamu. Tahu Pōtiki however is reflected in his descendants, our tīpuna, who travelled, explored, claimed, named and established ahi kaa to the rohe pōtae of Ngāi Tahu.
(From an Email sent by Te runanga O Ngāi Tahu)
He wiki tuaono me tuawhitu - Weeks 6 and 7
Watch this video - practise the actions until you know it completely, we will work on doing this together in class. Please put some of your time into this. Our goal is to be able to perform this at the end of this term.
Learn this poi drill - Practise!
Continue with your Person in Kapahaka Mahi
Please complete all the following mahi by Friday, March 18th
LI: Demonstrate knowledge of people associated with kapa haka
SC: Find out and record details of someone famous for kapahaka
The definition of Kapahaka is a Māori cultural group, Māori performing group.
Check - Does your person fit into this category? Even if they don't now - have they previously been successful in kapahaka? if not, we need to find another person for you to research.
Create a presentation to show the class
Include details of your person: Place and date of birth, whakapapa, iwi and hapū, whānau connections. Who are they related to?
In kapahaka, what awards, accolades, successes, and triumphs have they achieved? Describe how their achievements came to be and the significance of the achievements.
What were the influencing factors in your person's life: social, cultural, economic, political, iwi, whānau. Describe how the influencing factor impacted on their involvement in kapa haka.
Show me a piece of work from your person - it may include performance, establishment of a group, performance of a group, composition, bracket (at a festival). Describe the history of the piece of work and its significance.
Record your references! Try the following links:
Te Ara national library 1964 kapahaka waka huia
Look at the books that are in the basket in the whare!
This presentation needs to be completed (for initial feedback) by Friday March 4th.
Remember to link it to hand in your mahi.
He wiki tuawhā me tuarima - Weeks 4 and 5
Monday activity:
Take 2-3 lines each of the following waiata. Use Te Aka to find out what each word means. Put it all together - what do you all think this waiata is about?
Taku piki kotuku e
Rere ngātahi ana e
Hoki mai ano ki te awhi i ahau
Taku tau piki kotuku e
Pa ana te wehi
Tau awhitia e koe
Tō ana te rā o te ao wairua
He whakaruruhau mo te iwi
E pokaikaha nei
I te ao turoa
Hoki mai ano
Ki te awhi i ahau
Tuku tai piki kotuku e
Natemea
Arahina to iwi e
Ki te ahurewa tapu
O te runga rawa
Continue with your Person in Kapahaka Mahi
LI: Demonstrate knowledge of people associated with kapa haka
SC: Find out and record details of someone famous for kapahaka
The definition of Kapahaka is a Māori cultural group, Māori performing group.
Check - Does your person fit into this category? Even if they don't now - have they previously been successful in kapahaka? if not, we need to find another person for you to research.
Create a presentation to show the class
Include details of your person: Place and date of birth, whakapapa, iwi and hapū, whānau connections. Who are they related to?
In kapahaka, what awards, accolades, successes, and triumphs have they achieved? Describe how their achievements came to be and the significance of the achievements.
What were the influencing factors in your person's life: social, cultural, economic, political, iwi, whānau. Describe how the influencing factor impacted on their involvement in kapa haka.
Show me a piece of work from your person - it may include performance, establishment of a group, performance of a group, composition, bracket (at a festival). Describe the history of the piece of work and its significance.
Record your references! Try the following links:
Te Ara national library 1964 kapahaka waka huia
Look at the books that are in the basket in the whare!
This presentation needs to be completed (for initial feedback) by Friday March 4th.
Remember to link it to hand in your mahi.
.
Week tuatoru
Learn:
LI: Demonstrate knowledge of people associated with kapa haka
SC: Find out and record details of someone famous for kapahaka
Create a presentation about your chosen person - Include whakapapa, Their awards and successes, who influenced them, a composition or performance by them in as much detail as possible, record your references and use your own words.
Share: You will share your presentation with the class.
This mahi will be the foundation of your first assessment - for all levels.
Week tuarua
LI: Understand aspects of mōteatea
SC: Have an understanding of what make mōteatea unique
Ka haea te ata
Dawn appears
Ka haea te ata
Hāro ana te kāhu
I te parinui o Whiti
Rere tou rā
Ki kā pakihi whakatekateka o Waitaha
Ka poupou te rā ki ruka Aoraki
Topa tou atu taku manu
Ki, Te Ara whenewhene a Kiwa
Ka ura te raki
Tau atu au ki Te Tai o Poutini
Ka taepaepa kā waewae o te rā
Te whenua tapatapahia
E taku tipuna Tahu Pōtiki
Ka tau, ka tau au ki konei e
Ka tau, ka tau au ki konei
Taku manu ka tau, tau ha e...I
Explanation:
This mōteatea takes us on a journey across the rohe pōtae (tribal territory) of Ngāi Tahu. Commencing at the northern boundary, travelling across the plains, past Aoraki, down to the southern waters and then back up the western side of Te Waipounamu.
Translation of places:
Canterbury plains - Ka Pākihi whakatekateka o Waitaha
Foveaux Strait - Te Ara whenewhene a Kiwa
Te Tai Poutini - West Coast
Listen here:
Ka haea te ata was composed by the Te Rūnanga o Ngāi Tahu Kā Tuākana i te reo Māori class in February 2010.
The broad kaupapa was to compose a waiata about Te Waipounamu. This then developed into a journey across the rohe potae of Ngāi Tahu, commencing at the northern boundary, travelling across the plains, past Aoraki, down to the southern waters and then back up the western side of Te Waipounamu. Sheree Waitoa composed the tune.
* Note that our eponymous ancestor, Tahu Pōtiki, did not set foot in Te Waipounamu. Tahu Pōtiki however is reflected in his descendants, our tīpuna, who travelled, explored, claimed, named and established ahi kaa to the rohe pōtae of Ngāi Tahu.
(From an Email sent by Te runanga O Ngāi Tahu)
Finding out more about mōteatea - what kinds are there, what is the purpose, some examples etc.
Using the pukapuka that whaea has given you. Work in pairs (mahi takirua) and gather information to share with the class.
These podcasts are also helpful: Taringa Link one, Taringa link two, RNZ
Using the books and the internet, find out about the following:
oriori, pao, pātere, waiata aroha, waiata tangioriori, pātere, waiata tangi, waiata aroha, pao. You will share this information back to class.
In week three, (on Wednesday), we will also have our first session of learning new waiata with Whaea Miriama.
Please spend some time trying to learn the words to 'ka haea te ata' and the new waiata (words will be added to this site).
Work on learning this mōteatea for week two
Week tuatahi
LI: Discover who we are as a group
SC: Have an understanding of what each member of our rōpu want to get out of Māori Performing arts this year.
Getting to know our rōpu...
What skills and experience do we have in our rōpu?
What waiata do we know?
What do we want to know?
Making a plan together
Before class: Think of your two favourite waiata.
During class: Show respect by listening to each other and joining on conversations. everyone will share ideas
After class: Have a look online and see if you can find a waiata that you really want to learn.
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