What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to explore the function of theatre Aotearoa by performing a 2-4 minute performance from Oscar Kightley’s Dawn Raids (1997). Through taking this performance from page to stage, you will learn how to engage with a range of drama components to connect with an audience. You will demonstrate manaakitanga in the context of theatre Aotearoa.
Drama is all about storytelling. In the study of drama, we learn new skills and build on our knowledge, so that we can tell our own stories in a meaningful way while also honouring and upholding stories that have come before us. Part of our learning in Drama is looking back at the stories that have been told and the theatre that has been created from them. We explore how those stories have helped to heal, educate, entertain, and transform society.
You will reflect on how your performance promotes the function of drama by possibly healing, educating, entertaining, or transforming society. You will also reflect on a relationship between your performance and a particular community of people.
Through a discussion with your kaiako, you may be able to explore another play to show your learning.
Our exploration can be broken down into three main stages:
Taeao (morning) — Preparing ourselves, collecting resources, and reflecting on what we know and what we have to learn
- Consider how you will demonstrate manaakitanga in the context of exploring theatre Aotearoa during this process.
- In a group, we will read and discuss the script, unpack the story it tells, the cultures, societies, and histories it references, and the message(s) it shares.
- We will look at other stories and resources from this point in time, working to create a richer understanding of the world of the play — how this might have influenced the relationship the audience had to the play then, as well as how it might influence audience responses to the play now.
- You could record notes from your reflections in your talanoa check-in, record a group activity and reflection discussion, or brainstorm ideas to share. Keep evidence of your mahi — your thoughts and reflections — as you go.
Aoauli (afternoon) — Putting into practice what we learnt in Taeao, on the floor play, actioning intentions, and experimenting
- You will further explore the themes with your group.
- You will select an important moment from the play you wish to rehearse and perform, focusing on how to effectively communicate the main themes and purpose of your selected moment.
- You will talanoa, collaborate, and experiment with your group about what drama components (techniques, technologies, elements, and conventions) are best suited to honour your performance, as well as the text as a whole.
- You will develop your character with consideration for their mana, your portrayal of them on stage, and how an audience might react to them.
- You will rehearse with your group, showing care for each other and keeping active and engaged in the shaping of your performance.
- You will consider how to use drama components to build and create your performance in a way that connects with the audience and effectively communicates the messages and themes of the play.
- You could record notes from your reflections in your talanoa check-in, record a group activity and reflection discussion, or brainstorm ideas to share. Keep evidence of your mahi — your thoughts and reflections — as you go.
Afiafi (evening) — Performance and collecting your reflection submission
- You will perform your selected scene, or performance, to either your kaiako or class.
- You will reflect on your performance and learning and what message you intended to communicate to your audience.
- Your reflection submission is an opportunity for you to think about the highlights and key learning during this assessment and to:
- show how you demonstrated manaakitanga in the context of exploring theatre Aotearoa
- describe and explain how your performance and the play work to promote the function of drama to heal, educate, entertain, or transform society
- explain the reasoning behind some of the creative choices you made and how you used drama components in a particular way to connect with your audience and enhance the communication of the main idea of the play
- reflect on your understanding of how your performance could promote healing, educating, entertaining, or transforming your audience
- reflect on your understanding of the relationship this play has with your community.
You are going to explore the function of theatre Aotearoa by performing a 2-4 minute performance from Oscar Kightley’s Dawn Raids (1997). Through taking this performance from page to stage, you will learn how to engage with a range of drama components to connect with an audience. You will demonstrate manaakitanga in the context of theatre Aotearoa.
Drama is all about storytelling. In the study of drama, we learn new skills and build on our knowledge, so that we can tell our own stories in a meaningful way while also honouring and upholding stories that have come before us. Part of our learning in Drama is looking back at the stories that have been told and the theatre that has been created from them. We explore how those stories have helped to heal, educate, entertain, and transform society.
You will reflect on how your performance promotes the function of drama by possibly healing, educating, entertaining, or transforming society. You will also reflect on a relationship between your performance and a particular community of people.
Through a discussion with your kaiako, you may be able to explore another play to show your learning.
Our exploration can be broken down into three main stages:
Taeao (morning) — Preparing ourselves, collecting resources, and reflecting on what we know and what we have to learn
- Consider how you will demonstrate manaakitanga in the context of exploring theatre Aotearoa during this process.
- In a group, we will read and discuss the script, unpack the story it tells, the cultures, societies, and histories it references, and the message(s) it shares.
- We will look at other stories and resources from this point in time, working to create a richer understanding of the world of the play — how this might have influenced the relationship the audience had to the play then, as well as how it might influence audience responses to the play now.
- You could record notes from your reflections in your talanoa check-in, record a group activity and reflection discussion, or brainstorm ideas to share. Keep evidence of your mahi — your thoughts and reflections — as you go.
Aoauli (afternoon) — Putting into practice what we learnt in Taeao, on the floor play, actioning intentions, and experimenting
- You will further explore the themes with your group.
- You will select an important moment from the play you wish to rehearse and perform, focusing on how to effectively communicate the main themes and purpose of your selected moment.
- You will talanoa, collaborate, and experiment with your group about what drama components (techniques, technologies, elements, and conventions) are best suited to honour your performance, as well as the text as a whole.
- You will develop your character with consideration for their mana, your portrayal of them on stage, and how an audience might react to them.
- You will rehearse with your group, showing care for each other and keeping active and engaged in the shaping of your performance.
- You will consider how to use drama components to build and create your performance in a way that connects with the audience and effectively communicates the messages and themes of the play.
- You could record notes from your reflections in your talanoa check-in, record a group activity and reflection discussion, or brainstorm ideas to share. Keep evidence of your mahi — your thoughts and reflections — as you go.
Afiafi (evening) — Performance and collecting your reflection submission
- You will perform your selected scene, or performance, to either your kaiako or class.
- You will reflect on your performance and learning and what message you intended to communicate to your audience.
- Your reflection submission is an opportunity for you to think about the highlights and key learning during this assessment and to:
- show how you demonstrated manaakitanga in the context of exploring theatre Aotearoa
- describe and explain how your performance and the play work to promote the function of drama to heal, educate, entertain, or transform society
- explain the reasoning behind some of the creative choices you made and how you used drama components in a particular way to connect with your audience and enhance the communication of the main idea of the play
- reflect on your understanding of how your performance could promote healing, educating, entertaining, or transforming your audience
- reflect on your understanding of the relationship this play has with your community.
How to present your learning
You are going to show your learning through participating in a performance and submitting a reflection.
Your group will perform their 2-4 minute performance.
You have multiple options as to how you might engage in an individual reflection on your performance, including:
- a talanoa with your kaiako (up to 3 minutes)
- a written reflection (up to 700 words)
- a recorded response or self-tape on video (up to 4 minutes).
Working within the time and word limits, you could produce a presentation that combines written, visual, verbal, or recorded responses. Evidence may be presented in a range of forms, including:
- annotated visual information
- oral presentation
- physical demonstration accompanied by verbal or written explanation
- written information
- digital formats
- audio and visual recordings.
You are going to show your learning through participating in a performance and submitting a reflection.
Your group will perform their 2-4 minute performance.
You have multiple options as to how you might engage in an individual reflection on your performance, including:
- a talanoa with your kaiako (up to 3 minutes)
- a written reflection (up to 700 words)
- a recorded response or self-tape on video (up to 4 minutes).
Working within the time and word limits, you could produce a presentation that combines written, visual, verbal, or recorded responses. Evidence may be presented in a range of forms, including:
- annotated visual information
- oral presentation
- physical demonstration accompanied by verbal or written explanation
- written information
- digital formats
- audio and visual recordings.
Timeframe
This assessment will run over approximately four weeks, in three stages: Taeao, Aoauli, and Afiafi (morning, afternoon, and evening). These upu, which denote different times of the day, place an emphasis on the stages of our assessment as we move from start to finish. The stages are all as important as each other, but separate and unique in their timing and duration. Your kaiako will determine the pace at which you move, what to give more space and time to, and the details of the logistics of your performance, such as the date, time, and technologies available.
Whilst moving through the three stages of our assessment, we will engage in three ‘Talanoa check-ins’. Talanoa check-ins are open conversations “where people can speak from their hearts and where there are no preconceptions” — Halapua (Farrelly & Nabobo-Baba, 2012).
The check-ins are opportunities for you to share your learning, refine creative decisions, or ask questions. You can discuss with your teacher how you might like to design your talanoa check-ins. Options might include:
- you and the kaiako
- your group and the kaiako (this may be your performance group or a group of your peers)
- your class and the kaiako.
Notes or recordings from these talanoa can be presented in your reflection.
This assessment will run over approximately four weeks, in three stages: Taeao, Aoauli, and Afiafi (morning, afternoon, and evening). These upu, which denote different times of the day, place an emphasis on the stages of our assessment as we move from start to finish. The stages are all as important as each other, but separate and unique in their timing and duration. Your kaiako will determine the pace at which you move, what to give more space and time to, and the details of the logistics of your performance, such as the date, time, and technologies available.
Whilst moving through the three stages of our assessment, we will engage in three ‘Talanoa check-ins’. Talanoa check-ins are open conversations “where people can speak from their hearts and where there are no preconceptions” — Halapua (Farrelly & Nabobo-Baba, 2012).
The check-ins are opportunities for you to share your learning, refine creative decisions, or ask questions. You can discuss with your teacher how you might like to design your talanoa check-ins. Options might include:
- you and the kaiako
- your group and the kaiako (this may be your performance group or a group of your peers)
- your class and the kaiako.
Notes or recordings from these talanoa can be presented in your reflection.
Getting started
You will collect your reflections over time throughout the assessment period. After your performance, you can collate your reflections into your final reflection for your assessment submission. The reflection can be up to 700 words or 4 minutes depending on the format of your submission.
Your kaiako will supply you with at least one other theatre Aotearoa context as part of your learning before you start Dawn Raids. You may look at examples of different theatre forms within theatre Aotearoa.
You will need to understand how drama components work together to create a connection with an audience to communicate the message of a scene or play. You will need to understand how drama can heal, educate, entertain, or transform society.
Although this is a play, and the characters, situation, and action have been created by the playwright, they are reflective of actual people and actual events from history. We must remember that these stories speak true to Pacific peoples and their experiences in migrating to Aotearoa New Zealand.
You will need to understand manaakitanga and how you can demonstrate manaakitanga in the context of exploring theatre Aotearoa. Make sure your kaiako explains what this looks like, and record some examples as you go through Taeao, Aoauli, and Afiafi.
You will collect your reflections over time throughout the assessment period. After your performance, you can collate your reflections into your final reflection for your assessment submission. The reflection can be up to 700 words or 4 minutes depending on the format of your submission.
Your kaiako will supply you with at least one other theatre Aotearoa context as part of your learning before you start Dawn Raids. You may look at examples of different theatre forms within theatre Aotearoa.
You will need to understand how drama components work together to create a connection with an audience to communicate the message of a scene or play. You will need to understand how drama can heal, educate, entertain, or transform society.
Although this is a play, and the characters, situation, and action have been created by the playwright, they are reflective of actual people and actual events from history. We must remember that these stories speak true to Pacific peoples and their experiences in migrating to Aotearoa New Zealand.
You will need to understand manaakitanga and how you can demonstrate manaakitanga in the context of exploring theatre Aotearoa. Make sure your kaiako explains what this looks like, and record some examples as you go through Taeao, Aoauli, and Afiafi.
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to explore the function of theatre Aotearoa by performing a 2-4 minute performance from Oscar Kightley’s Dawn Raids (1997). Through taking this performance from page to stage, you will learn how to engage with a range of drama components to connect with an audience. You will demonstrate manaakitanga in the context of theatre Aotearoa.
Drama is all about storytelling. In the study of drama, we learn new skills and build on our knowledge, so that we can tell our own stories in a meaningful way while also honouring and upholding stories that have come before us. Part of our learning in Drama is looking back at the stories that have been told and the theatre that has been created from them. We explore how those stories have helped to heal, educate, entertain, and transform society.
You will reflect on how your performance promotes the function of drama by possibly healing, educating, entertaining, or transforming society. You will also reflect on a relationship between your performance and a particular community of people.
Through a discussion with your kaiako, you may be able to explore another play to show your learning.
Our exploration can be broken down into three main stages:
Taeao (morning) — Preparing ourselves, collecting resources, and reflecting on what we know and what we have to learn
- Consider how you will demonstrate manaakitanga in the context of exploring theatre Aotearoa during this process.
- In a group, we will read and discuss the script, unpack the story it tells, the cultures, societies, and histories it references, and the message(s) it shares.
- We will look at other stories and resources from this point in time, working to create a richer understanding of the world of the play — how this might have influenced the relationship the audience had to the play then, as well as how it might influence audience responses to the play now.
- You could record notes from your reflections in your talanoa check-in, record a group activity and reflection discussion, or brainstorm ideas to share. Keep evidence of your mahi — your thoughts and reflections — as you go.
Aoauli (afternoon) — Putting into practice what we learnt in Taeao, on the floor play, actioning intentions, and experimenting
- You will further explore the themes with your group.
- You will select an important moment from the play you wish to rehearse and perform, focusing on how to effectively communicate the main themes and purpose of your selected moment.
- You will talanoa, collaborate, and experiment with your group about what drama components (techniques, technologies, elements, and conventions) are best suited to honour your performance, as well as the text as a whole.
- You will develop your character with consideration for their mana, your portrayal of them on stage, and how an audience might react to them.
- You will rehearse with your group, showing care for each other and keeping active and engaged in the shaping of your performance.
- You will consider how to use drama components to build and create your performance in a way that connects with the audience and effectively communicates the messages and themes of the play.
- You could record notes from your reflections in your talanoa check-in, record a group activity and reflection discussion, or brainstorm ideas to share. Keep evidence of your mahi — your thoughts and reflections — as you go.
Afiafi (evening) — Performance and collecting your reflection submission
- You will perform your selected scene, or performance, to either your kaiako or class.
- You will reflect on your performance and learning and what message you intended to communicate to your audience.
- Your reflection submission is an opportunity for you to think about the highlights and key learning during this assessment and to:
- show how you demonstrated manaakitanga in the context of exploring theatre Aotearoa
- describe and explain how your performance and the play work to promote the function of drama to heal, educate, entertain, or transform society
- explain the reasoning behind some of the creative choices you made and how you used drama components in a particular way to connect with your audience and enhance the communication of the main idea of the play
- reflect on your understanding of how your performance could promote healing, educating, entertaining, or transforming your audience
- reflect on your understanding of the relationship this play has with your community.
You are going to explore the function of theatre Aotearoa by performing a 2-4 minute performance from Oscar Kightley’s Dawn Raids (1997). Through taking this performance from page to stage, you will learn how to engage with a range of drama components to connect with an audience. You will demonstrate manaakitanga in the context of theatre Aotearoa.
Drama is all about storytelling. In the study of drama, we learn new skills and build on our knowledge, so that we can tell our own stories in a meaningful way while also honouring and upholding stories that have come before us. Part of our learning in Drama is looking back at the stories that have been told and the theatre that has been created from them. We explore how those stories have helped to heal, educate, entertain, and transform society.
You will reflect on how your performance promotes the function of drama by possibly healing, educating, entertaining, or transforming society. You will also reflect on a relationship between your performance and a particular community of people.
Through a discussion with your kaiako, you may be able to explore another play to show your learning.
Our exploration can be broken down into three main stages:
Taeao (morning) — Preparing ourselves, collecting resources, and reflecting on what we know and what we have to learn
- Consider how you will demonstrate manaakitanga in the context of exploring theatre Aotearoa during this process.
- In a group, we will read and discuss the script, unpack the story it tells, the cultures, societies, and histories it references, and the message(s) it shares.
- We will look at other stories and resources from this point in time, working to create a richer understanding of the world of the play — how this might have influenced the relationship the audience had to the play then, as well as how it might influence audience responses to the play now.
- You could record notes from your reflections in your talanoa check-in, record a group activity and reflection discussion, or brainstorm ideas to share. Keep evidence of your mahi — your thoughts and reflections — as you go.
Aoauli (afternoon) — Putting into practice what we learnt in Taeao, on the floor play, actioning intentions, and experimenting
- You will further explore the themes with your group.
- You will select an important moment from the play you wish to rehearse and perform, focusing on how to effectively communicate the main themes and purpose of your selected moment.
- You will talanoa, collaborate, and experiment with your group about what drama components (techniques, technologies, elements, and conventions) are best suited to honour your performance, as well as the text as a whole.
- You will develop your character with consideration for their mana, your portrayal of them on stage, and how an audience might react to them.
- You will rehearse with your group, showing care for each other and keeping active and engaged in the shaping of your performance.
- You will consider how to use drama components to build and create your performance in a way that connects with the audience and effectively communicates the messages and themes of the play.
- You could record notes from your reflections in your talanoa check-in, record a group activity and reflection discussion, or brainstorm ideas to share. Keep evidence of your mahi — your thoughts and reflections — as you go.
Afiafi (evening) — Performance and collecting your reflection submission
- You will perform your selected scene, or performance, to either your kaiako or class.
- You will reflect on your performance and learning and what message you intended to communicate to your audience.
- Your reflection submission is an opportunity for you to think about the highlights and key learning during this assessment and to:
- show how you demonstrated manaakitanga in the context of exploring theatre Aotearoa
- describe and explain how your performance and the play work to promote the function of drama to heal, educate, entertain, or transform society
- explain the reasoning behind some of the creative choices you made and how you used drama components in a particular way to connect with your audience and enhance the communication of the main idea of the play
- reflect on your understanding of how your performance could promote healing, educating, entertaining, or transforming your audience
- reflect on your understanding of the relationship this play has with your community.
How to present your learning
You are going to show your learning through participating in a performance and submitting a reflection.
Your group will perform their 2-4 minute performance.
You have multiple options as to how you might engage in an individual reflection on your performance, including:
- a talanoa with your kaiako (up to 3 minutes)
- a written reflection (up to 700 words)
- a recorded response or self-tape on video (up to 4 minutes).
Working within the time and word limits, you could produce a presentation that combines written, visual, verbal, or recorded responses. Evidence may be presented in a range of forms, including:
- annotated visual information
- oral presentation
- physical demonstration accompanied by verbal or written explanation
- written information
- digital formats
- audio and visual recordings.
You are going to show your learning through participating in a performance and submitting a reflection.
Your group will perform their 2-4 minute performance.
You have multiple options as to how you might engage in an individual reflection on your performance, including:
- a talanoa with your kaiako (up to 3 minutes)
- a written reflection (up to 700 words)
- a recorded response or self-tape on video (up to 4 minutes).
Working within the time and word limits, you could produce a presentation that combines written, visual, verbal, or recorded responses. Evidence may be presented in a range of forms, including:
- annotated visual information
- oral presentation
- physical demonstration accompanied by verbal or written explanation
- written information
- digital formats
- audio and visual recordings.
Timeframe
This assessment will run over approximately four weeks, in three stages: Taeao, Aoauli, and Afiafi (morning, afternoon, and evening). These upu, which denote different times of the day, place an emphasis on the stages of our assessment as we move from start to finish. The stages are all as important as each other, but separate and unique in their timing and duration. Your kaiako will determine the pace at which you move, what to give more space and time to, and the details of the logistics of your performance, such as the date, time, and technologies available.
Whilst moving through the three stages of our assessment, we will engage in three ‘Talanoa check-ins’. Talanoa check-ins are open conversations “where people can speak from their hearts and where there are no preconceptions” — Halapua (Farrelly & Nabobo-Baba, 2012).
The check-ins are opportunities for you to share your learning, refine creative decisions, or ask questions. You can discuss with your teacher how you might like to design your talanoa check-ins. Options might include:
- you and the kaiako
- your group and the kaiako (this may be your performance group or a group of your peers)
- your class and the kaiako.
Notes or recordings from these talanoa can be presented in your reflection.
This assessment will run over approximately four weeks, in three stages: Taeao, Aoauli, and Afiafi (morning, afternoon, and evening). These upu, which denote different times of the day, place an emphasis on the stages of our assessment as we move from start to finish. The stages are all as important as each other, but separate and unique in their timing and duration. Your kaiako will determine the pace at which you move, what to give more space and time to, and the details of the logistics of your performance, such as the date, time, and technologies available.
Whilst moving through the three stages of our assessment, we will engage in three ‘Talanoa check-ins’. Talanoa check-ins are open conversations “where people can speak from their hearts and where there are no preconceptions” — Halapua (Farrelly & Nabobo-Baba, 2012).
The check-ins are opportunities for you to share your learning, refine creative decisions, or ask questions. You can discuss with your teacher how you might like to design your talanoa check-ins. Options might include:
- you and the kaiako
- your group and the kaiako (this may be your performance group or a group of your peers)
- your class and the kaiako.
Notes or recordings from these talanoa can be presented in your reflection.
Getting started
You will collect your reflections over time throughout the assessment period. After your performance, you can collate your reflections into your final reflection for your assessment submission. The reflection can be up to 700 words or 4 minutes depending on the format of your submission.
Your kaiako will supply you with at least one other theatre Aotearoa context as part of your learning before you start Dawn Raids. You may look at examples of different theatre forms within theatre Aotearoa.
You will need to understand how drama components work together to create a connection with an audience to communicate the message of a scene or play. You will need to understand how drama can heal, educate, entertain, or transform society.
Although this is a play, and the characters, situation, and action have been created by the playwright, they are reflective of actual people and actual events from history. We must remember that these stories speak true to Pacific peoples and their experiences in migrating to Aotearoa New Zealand.
You will need to understand manaakitanga and how you can demonstrate manaakitanga in the context of exploring theatre Aotearoa. Make sure your kaiako explains what this looks like, and record some examples as you go through Taeao, Aoauli, and Afiafi.
You will collect your reflections over time throughout the assessment period. After your performance, you can collate your reflections into your final reflection for your assessment submission. The reflection can be up to 700 words or 4 minutes depending on the format of your submission.
Your kaiako will supply you with at least one other theatre Aotearoa context as part of your learning before you start Dawn Raids. You may look at examples of different theatre forms within theatre Aotearoa.
You will need to understand how drama components work together to create a connection with an audience to communicate the message of a scene or play. You will need to understand how drama can heal, educate, entertain, or transform society.
Although this is a play, and the characters, situation, and action have been created by the playwright, they are reflective of actual people and actual events from history. We must remember that these stories speak true to Pacific peoples and their experiences in migrating to Aotearoa New Zealand.
You will need to understand manaakitanga and how you can demonstrate manaakitanga in the context of exploring theatre Aotearoa. Make sure your kaiako explains what this looks like, and record some examples as you go through Taeao, Aoauli, and Afiafi.