Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.

We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.

The intent of the Standard

This Standard is about performance skills, which includes technical proficiency, stage presentation, and musicianship, shown by ākonga during a music performance. Students develop the craft of performing music for others through focusing on these competencies.

This Achievement Standard is closely connected to the following Big Ideas:

• music is an expression of, and a way of connecting with, culture, identity, place, and time 
• music expresses emotions and communicates ideas and intent 
• music evokes emotions and responses.

It is connected to the following Significant Learning, where ākonga may:

• engage in creating and performing music within a range of contexts and settings
• experiment with music tools and concepts when composing or performing music, for intended effects 
• explore how identity can be expressed through music   
• develop insights into how te ao Māori concepts such as ihi, wehi, and wana are experienced in Māori music contexts 
• consider how ihi, wehi, and wana may relate to personal music making 
• experience how music can communicate stories, knowledges, and ideas.

Making reliable judgements

To achieve this Standard, ākonga need to present a music performance on an instrument for an audience, at a level that is appropriate to a third year in continuous itinerant music lessons or kapa haka training. It should be noted that voice is also an instrument. Ākonga will demonstrate technical skills, as well as musicianship skills, that help to shape and communicate the music. In their performance they need to use stage presentation skills that are appropriate to the style of the music, and where and for whom they are performing. This could include acknowledging the audience, positioning in the performance area, managing support material such as sheet music and devices appropriately, and following any performance protocols connected to a specific type of music performance.

At higher levels of achievement, ākonga will exhibit a combination of complementary performance skills, such as confident and relaxed stage presentation, as well as technical and expressive fluency, that enables them to create a connection with the audience while communicating the music.

Collecting evidence

Ākonga will perform music live. The assessor may not always be physically present at the performance, in which case the ākonga must present video footage to be assessed. The recording must have good sound quality, and must also clearly show the ākonga, the audience, the presentation, and technical and musicianship skills of the ākonga throughout the performance.

Possible contexts

A music performance context could take many forms, and where possible should align with the style of performance by ākonga. For example, it would be suitable for a heavy-metal drummer to perform at a rock band concert, a solo classical instrumentalist to perform in a more intimate setting, a kapa haka performer to perform in a school or community event, or a singer-song writer to perform in a competition heat or to a group of friends or whānau. Performers will also demonstrate performance conventions that are appropriate to their performance style and context.

Ākonga may perform either as a soloist or in a duo or a group. It is important that the performer’s part is clearly identifiable to enable the assessor to mark fairly, and to ensure clear evidence is available for moderation.

Ākonga can consider their own tūrangawaewae and cultural contexts when preparing music for this Standard. Performances grounded in mātauranga Māori should be guided by tikanga. This allows ākonga to safely navigate lyrical and musical parameters. Tikanga also requires an awareness of the whakapapa of the music, including the composer and kaupapa within the music. Therefore, connections with mana whenua may be sought wherever possible to foster a culture of learning alongside those who hold the taonga.

Standard Exclusions

This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.

Find out more about the NCEA Level 1 Exclusions List.