[ File Resource ]
- Title: Te Ao Haka
- Description: TAH Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-06/TAH%20Learning%20Matrix%20English%20-%20updated.pdf?VersionId=qvBgNq.DqlyRmcSjVl4vJLcFdtXepedI
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- Te Ao Haka.pdf
- Description: TAH Learning Matrix
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[ File Resource ]
- Title: TAH NCEA Level 1 Subject Learning Outcomes
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-02/Te%20Ao%20Haka%20NCEA%20Level%201%20W%C4%81hanga%20Ako%20Learning%20Outcomes.pdf?VersionId=9fLf3ZYh3tXZr09NP1OWFg_bO0hL0wir
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- TAH NCEA Level 1 Subject Learning Outcomes.pdf
[ File Resource ]
- Title: TAH NCEA Level 1 Subject Learning Outcomes
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-02/Te%20Ao%20Haka%20NCEA%20Level%201%20W%C4%81hanga%20Ako%20Learning%20Outcomes.pdf?VersionId=9fLf3ZYh3tXZr09NP1OWFg_bO0hL0wir
- File Extension: pdf
- File Size: 207KB
- TAH NCEA Level 1 Subject Learning Outcomes.pdf
What is Te Ao Haka about?
[ Video Resource ]
- Title: Kua Tae Te Wā
- Description: Iho Pūmanawa discuss the development of Te Ao Haka achievement standards.
- Video Duration: 7 minutes
- Video URL: https://player.vimeo.com/video/842329903
- Transcript: Time and speaker Te Reo Māori English 00:00:12
|
Time and speaker |
Te Reo Māori |
English |
|
00:00:12,279 --> 00:00:21,320 Rawiri Toia |
I te tau 2020, i whakatōpūtia te rōpū whakawhanake ki te |
In 2020, the development group had been brought together to develop the draft achievement standards and the significant learning |
|
00:00:21,320 --> 00:00:29,480 |
nui kei roto i te ao whānui o Te Ao Haka. |
within the wider sphere of Māori Performing Arts. |
|
00:00:29,480 --> 00:00:41,200 |
Ināianei, ka wātea ngā kura ki te whakawhanake i ngā mahere whakaakomahere ako e hāngai pū ana ki Te Ao Haka. |
What that means is that kura will now have the opportunity to develop teaching and learning plans which specifically apply to Māori Performing Arts. |
|
00:00:42,679 --> 00:00:47,439 Fred Henare |
Mai i te taumata tuatahi, ki te tuarua me te tuatoru, kua |
From Level 1, 2 and 3, just creates better pathways for our kids. |
|
00:00:47,439 --> 00:00:54,039 |
Ehara i te mea me whai kuhunga ki te whare wānanga mā |
Instead of going through another subject to achieve University Entrance they can actually do it through their performing arts. |
|
00:00:54,039 --> 00:00:59,479 |
He mea nui tonu tēnei ki ā tātou tamariki |
For our kids, especially in the kura, that means a hell of a lot. |
|
00:01:00,960 --> 00:01:06,400 Jamus Webster |
Me whakauru Te Ao Haka ki te wātaka ā-kura? |
Should Māori Performing Arts be timetabled into the school? Yes, it should be. |
|
00:01:06,400 --> 00:01:11,319 |
Me whakatairanga ake ki taua taumata tonu kei reira ērā atu kaupapa katoa, ā, me rite anō te whakamana |
It should be raised at the same height as all other subjects and be given the same mana |
|
00:01:11,319 --> 00:01:16,760 |
i tērā, ko tā Te Ao Haka he tauawhi i te tangata, |
because Māori Performing Arts is inclusive not exclusive. |
|
00:01:16,760 --> 00:01:20,079 Dan Waitai |
|
It’s definitely important that it’s part of the kura auraki curriculum. |
|
00:01:20,079 --> 00:01:23,920 |
Tuatahi, ka wātea kau Te Ao Haka ki ā tātou tamariki kei |
One it gives our kids in kura auraki access to Māori Performing Arts |
|
00:01:23,920 --> 00:01:30,120 |
ngā kura auraki. Tuarua, ka wātea rātou ki te whai whiwhinga |
And secondly it gives them the opportunity to get credentials to back up all the skills and learning |
|
00:01:30,120 --> 00:01:34,879 |
mau i a rātou i roto i Te Ao Haka me ngā mahi kapa haka |
that they learn during Māori Performing Arts and learning kapa haka in general. |
|
00:01:40,799 --> 00:01:46,400 Tiria Waitai |
Ka takoto tētahi huarahi e tino wātea ana, |
It actually provides a very, very clear pathway and that Māori Performing Arts |
|
00:01:46,400 --> 00:01:52,000 |
hei whai mā ā tātou tamariki, ināianei, ā anamata anō hoki. |
is a viable path for our tamariki now and beyond. |
|
00:01:54,640 --> 00:02:04,840 Tūhoe Huata |
Mā tēnei huarahi e āhei ai rātou ki te whai i te |
It allows them to aim for Excellence endorsements within their NCEA studies. It puts value back into |
|
00:02:04,840 --> 00:02:12,879 |
tātou toi. I tēnei wā, kitea ai Te Ao Haka hei kaupapa whakakapi, hei kaupapa tāpiri ki te marau, ā, kāore e |
our art form. At the moment, Māori Performing Arts is seen as a fill in subject, an extra curricula subject and not |
|
00:02:12,879 --> 00:02:17,960 |
kitea i te wātaka, i ngā mahi rānei o te kura. |
within the timetable or the structure of the kura. |
|
00:02:19,960 --> 00:02:26,639 Dayne Hollis |
He mea nui whakahirahira Te Ao Haka, nā te mea ka whiwhi |
Māori Performing Arts is vital because it gives them tools to be successful, a place to practice who they are |
|
00:02:26,639 --> 00:02:32,400 |
hoki tētahi wāhi e tū ai rātou i tō rātou ake tuakiritanga, |
like any kaupapa, couple that with whakairo, couple that with hākinakina |
|
00:02:32,400 --> 00:02:35,280 |
ka angitu ā tātou tamariki Māori i ērā kaupapa. |
our Māori children will be successful in those fields. |
|
00:02:36,199 --> 00:02:45,840 Leilani Thompson |
Me whakauru ki ngā wātaka katoa. He aha ai? Koinei te oranga |
It needs to be on all timetables. Why? It’s the lifeline for some of our students. We’re not just |
|
00:02:45,840 --> 00:02:54,120 |
whakaputa kaihaka noa iho, kei te whakaputa kaihaka mātou e |
creating performers but we’re creating performers with reason and purpose. So that it’s a lifetime journey. |
|
00:02:57,439 --> 00:03:09,800 Rawiri |
Kāore anō tēnei kia mahia. I roto i Te Ao Haka, he tino hou |
This has never been done before for Māori Performing Arts. It’s a very new area of study within an achievement standard framework. |
|
00:03:10,360 --> 00:03:16,680 Leilani |
e tino mārama ana hoki ki te ahurea o tēnei whenua. |
I think the beauty of it is bringing together te Tāhuhu, the Ministry, and also NZQA into the same |
|
00:03:16,680 --> 00:03:27,280 |
te wānanga kotahi ki ngā kaiako me ngā kaitirotiro o waho. |
wānanga with the kaiako and also our external examiners. |
|
00:03:27,280 --> 00:03:34,479 Tiria |
Ka uaua tonu ki te hunga ehara i te Māori ki te whakauru ki |
There are always going to be challenges for non-Māori participating |
|
00:03:34,479 --> 00:03:39,199 |
hunga kei mua i a rātou rātou e tautoko i tērā haerenga. |
but it’s going to come down to the people who are in front of them supporting that pathway and that journey. |
|
00:03:42,680 --> 00:03:52,400 Dayne |
Ki ērā e āhua whakamā ana, me mōhio koe ki te whakamā, mā |
To the ones who are a bit shy, meet the shyness. Through that you’ll meet yourself and learning who you are. Who do I belong to? Where am I from? |
|
00:03:52,400 --> 00:03:59,919 Rawiri |
Kua tō te rā ki ngā kōrero e mea ana, “Kāore koe e whaihua i |
Long gone are the days where people say “kapa haka will get you nowhere”. What we now know is that |
|
00:03:59,919 --> 00:04:06,639 |
Te Ao Haka e whanake ai ngā kaiārahi, ngā māngai mō tō tātou whenua me tō tātou ahurea, mā Te Ao Haka e |
Māori Performing Arts develops leadership, develops ambassadors for our country and for our culture. It |
|
00:04:06,639 --> 00:04:16,279 |
kitea ai rātou, e kawe ai hoki rātou i tō tātou ahurea me te |
allows them to be seen and to be able to take our culture and the culture of Aotearoa New Zealand across the world. |
|
00:04:21,600 --> 00:04:26,279 Fred |
Mā Te Ao Haka e māia ake ai koe, e puta ai hoki koe he |
It helps your confidence. It builds you as a person, to understand, |
|
00:04:26,279 --> 00:04:29,480 |
e tino mārama ana hoki ki te ahurea o tēnei whenua. |
to know to really understand the culture of this whenua. |
|
00:04:30,639 --> 00:04:37,160 Tūhoe |
Kei a tātou te kōwhiringa ki te whakaara ake i ā tātou |
We have the opportunity to elevate our rangatahi into sectors that may not be known to them. |
|
00:04:37,160 --> 00:04:42,920 |
Nō reira, ko tā mātou, ko ngā kaiako, he turaki i ērā taupā, |
For us as kaiako, we need to smash down those barriers and just let our kids fly. |
|
00:04:43,360 --> 00:04:50,600 Tiria |
Ki a au nei, he kōwhiringa mīharo tēnei, tuatahi ake hei |
I just see this as a wonderful opportunity to firstly, acknowledge that Māori Performing arts is something of importance |
|
00:04:50,600 --> 00:05:01,120 |
ā, ka wātea ā tātou tamariki ki hāpai i tēnei taonga hei ngā |
and that our tamariki will have this opportunity to take this taonga with them through to the future. |
|
00:05:01,879 --> 00:05:09,639 Dan |
Mehemea koe e whakapono ana, e ngākaunui ana hoki ki ngā mahi kapa haka, ka nui ngā kōwhiringa ki a koe. |
If you believe and you’re passionate about kapa haka, it can open up many, many doors. |
|
00:05:11,480 --> 00:05:19,920 Jamus |
Me whakawhānui ngā whakaaro ināianei, kaua e whakawhāitihia. |
I believe it is time now to be open-minded. Don’t be so closed off and |
|
00:05:19,920 --> 00:05:26,720 |
he ara anō rānei ngā paerewa paetae o Te Ao Haka e angitu ai ngā ākonga katoa. |
just think that Māori Performing Arts achievement standards is another avenue or pathway for all our students to succeed |
|
00:05:27,560 --> 00:05:35,519 Fred |
Āe, ka whakaaro tonu ahau ki a Uncle Bub rāua ko Aunty Nen. |
Yeah, I’ve been thinking about Uncle Bub and Aunty Nen. For a long time they’ve been my mentors. When I |
|
00:05:35,519 --> 00:05:43,480 |
putanga i te kura i te tau 1989, i kīia mai au kāore he |
left school in 1989, I’d been told there was no pathway through Māori Performing Arts. I wanted to make sure |
|
00:05:43,480 --> 00:05:46,560 |
whakaaro, ā, i mate ahau ki te kimi i ngā tāngata e tika ana |
there was and I had to find the right people to engage |
|
00:05:46,560 --> 00:05:49,160 |
i a au ki te whakatutuki i tērā. |
with and help me achieve that. |
|
00:05:50,199 --> 00:05:57,720 |
Nā Uncle e tū nei ahau hei kaiako ināianei. I mōhio ia ka tū |
Because of Uncle, I’m a teacher now. He knew that I was going to be a teacher and it was always about |
|
00:05:57,720 --> 00:06:01,879 |
ko te tuku i ngā akoranga ki ngā reanga o muri ake nei kia ora ake ai tō tātou ahurea. |
giving back to the next generation to leave our culture in a better space. |
|
00:06:01,879 --> 00:06:04,680 |
Nō reira, e manako ana ka oti tēnā i a au, e koro. |
Hopefully I can do that, koro. |
|
00:06:05,439 --> 00:06:13,600 |
Kia tiki atu au i ngā kupu a Koro Ngāpō, “Ki te wātea te |
I refer to the words of Koro Ngāpō, “Ki te wātea te hinengaro me te kaha rere o te wairua ka taea ngā me katoa.” If the mind is free and the spirit is flowing, you can accomplish anything. |
Subject-specific terms can be found in the glossary.
Te Ao Haka is a culturally responsive art form, providing opportunities for all ākonga to engage in Māori culture, language and traditional practice. Te Ao Haka is founded on traditional knowledge, but is progressive in the development and evolution of the art form.
Intrinsic to Te Ao Haka are culture, language and identity. Te Ao Haka is a vehicle used to wānanga and communicate culture, tikanga, knowledge systems and iwi traditions. Te Ao Haka is enabling and centres around the importance of family, marae, iwi, hapū and waka through connection with the past, present and future. This belonging gives ākonga a purpose to strive towards and achieve to their full potential, including empowering them to have fun and enjoy the performing arts.
Ākonga who engage with Te Ao Haka recognise that pride in their culture also comes with a responsibility to create a positive space for others to continue expressing themselves in developing their craft. Therefore, ākonga are able to understand their contributions to the art form.
Subject-specific terms can be found in the glossary.
Te Ao Haka is a culturally responsive art form, providing opportunities for all ākonga to engage in Māori culture, language and traditional practice. Te Ao Haka is founded on traditional knowledge, but is progressive in the development and evolution of the art form.
Intrinsic to Te Ao Haka are culture, language and identity. Te Ao Haka is a vehicle used to wānanga and communicate culture, tikanga, knowledge systems and iwi traditions. Te Ao Haka is enabling and centres around the importance of family, marae, iwi, hapū and waka through connection with the past, present and future. This belonging gives ākonga a purpose to strive towards and achieve to their full potential, including empowering them to have fun and enjoy the performing arts.
Ākonga who engage with Te Ao Haka recognise that pride in their culture also comes with a responsibility to create a positive space for others to continue expressing themselves in developing their craft. Therefore, ākonga are able to understand their contributions to the art form.
[ Video Resource ]
- Title: Taku Ara Anamata
- Description: Ākonga and kaiako discuss what Te Ao Haka means to them.
- Video Duration: 5 minutes
- Video URL: https://player.vimeo.com/video/842330193
- Transcript: TimeTe Reo MāoriEnglish00:00:10
Time | Te Reo Māori | English |
00:00:10,800 --> 00:00:17,399 | Ko te mea nui ki ahau e pā ana ki te kapa haka, ko te hītori, te tikanga, te kawa, | The most important thing to me about kapa haka is the |
00:00:17,399 --> 00:00:23,760 | te whakapapa i roto i ia waiata, ia haka, ia mōteatea me wērā atu mea. | genealogy that’s encapsulated in each song and haka. |
00:00:26,039 --> 00:00:32,079 | Kei roto rā ngā hītori katoa, me kore ko te kapa haka, me kore ko ngā hītori, | There’s so much history tied into it, it’s because of kapa |
00:00:32,079 --> 00:00:37,039 | ōku hoa nāku kua tūtaki ngā kaiako, aua mea katoa. | that I’ve met my friends, teachers and more. |
00:00:37,039 --> 00:00:42,520 | Me kore te kapa haka me kore ko te reo e pūāwai ki roto i a au anō, kia pakeke ake. | It’s also because of kapa haka that my language |
00:00:52,920 --> 00:00:55,880 | Ki a au nei, kāore he taonga nui atu i te kapa haka, ka | To me there’s nothing better than kapa haka. Having |
00:00:55,880 --> 00:01:01,240 | ope i runga i te atamira i taku taha, i te mōhio kei te | my ope on stage with me, knowing that they have my back, that makes me very proud. |
00:01:02,840 --> 00:01:07,920 | Ki a au hei rangatahi Māori, kua whaimana, kua whai mauri ā | As a young Māori seeing our mahi being recognised in UE gives it mana gives it mauri. |
00:01:07,920 --> 00:01:14,079 | whakamanatia ana ki te kuhunga whare wānanga, kua | It recognises us as a culture, it also symbolises us as Māori. |
00:01:22,480 --> 00:01:30,760 | Mahi kapa haka i tēnei ao, kua timata i te mahi kapa haka mai a mātou atua, heke ki ngā tīpuna arā ki a mātou ngā taiohi. | Māori Performing Arts began with our deities, it was passed |
00:01:31,560 --> 00:01:35,439 | Āe, he mea nui te whakawhanaunga ki ahau nā te mea i te wā ka tū i te mura o te ahi. | Yes, forming and maintaining connections is vital, |
00:01:35,439 --> 00:01:39,560 | Ka rongo au i te ihi me te wehi o te kapa. | I can feel the thrill and the energy of the group. |
00:01:41,680 --> 00:01:50,760 | Āe, he mea nui ōku kaiako kapa haka ki ahau, nā te mea ko ōku mātua, nā rāua ahau i whakatipu i roto i tēnei ao o te kapa haka. | Yes, my kapa haka teachers are special to me, they’re my |
00:01:57,519 --> 00:01:59,359 | Wāhine mā, ki ngā poi! | Women, fetch your poi! |
00:02:00,840 --> 00:02:09,120 | Ki a au, he mea nui kia whakaurua Te Ao Haka ki te marau | I think Māori performing Arts is important to be a part of the school curriculum because |
00:02:09,120 --> 00:02:15,360 | koinei tō tātou ahurea, tuakiritanga hoki. He mea nui kia | it’s who we are, it’s our culture, it’s our identity. Being able to showcase that through poi, haka, waiata is just important. |
00:02:20,599 --> 00:02:24,840 | Mā tērā e tata ake ai ahau ki tōku ahurea, e hāpai ai ahau i | It helps me keep closer to my culture, it helps me embrace my culture, |
00:02:24,840 --> 00:02:27,560 | e ako ai hoki ahau i ētahi atu mea mō tōku ahurea. | and also learn more about my culture. |
00:02:36,080 --> 00:02:43,479 | Kua huri mātou i te ao ki Hawaii, ki Haina, kua waimarie | We have been around the world, to Hawaii, China, also been fortunate enough to go on cruise ships, |
00:02:43,479 --> 00:02:48,800 | whakangahau i ngā rangatira, arā noa atu ngā āhuatanga kua | perform for the chiefs and many more other experiences that you wouldn't get without doing kapa haka. |
00:02:51,120 --> 00:02:57,599 | Ehara i te mea me noho ngā mahi kapa haka ki te marae noa iho, ki ngā whare o te whānau noa iho | Māori Performing Arts should not only be seen on the marae |
00:02:57,599 --> 00:03:07,719 | Ki te pērā e kore e tino whai i te tino hua o te kapa haka, āe, e tika ana kia kawe atu ngā hua ki ngā kōti | if that’s the case we will never see the full potential of |
00:03:25,960 --> 00:03:33,680 | Ehara te kapa haka i te kapa haka noa iho, he nui ngā | Kapa haka isn’t just limited to kapa haka only there’s different types of āhuatanga, that go into kapa haka, |
00:03:33,680 --> 00:03:41,240 | arā ka whakahoahoa koe, ka whakawhanaunga koe, ka ako koe ki te horoi rīhi ki te kore koe e mahi rīhi. | you know, you make friendships, relationships you can learn how to do dishes if you don’t do dishes. |
00:03:41,240 --> 00:03:45,800 | He nui ngā pūkenga ka mau i roto i te kapa haka, | There’s plenty of skills in kapa haka apart from kapa haka itself. |
00:03:45,800 --> 00:03:50,159 | Kāore e ārikarika ngā mahi o roto i te mahi kapa haka | There’s just so much to do when it comes to |
00:03:50,840 --> 00:03:57,159 | He tino ataahua te mahi kapa haka nā te mea.ka whakaatu te hononga o ngā iwi whānui katoa. | Māori Performing Arts is beautiful, it allows you to |
00:03:58,000 --> 00:04:04,639 | Ko ōku moemoeā kapa haka, kei te hiahia whakaatu noa iho | My kapa haka dreams, I’d just like to show people who I am, where I’m from, and what I’m capable of. |
00:04:04,639 --> 00:04:08,879 | Whaia te iti kahurangi; ki te tuohu koe, me he maunga teitei. | Seek the treasure that you value most, if you bow your head, |
00:04:08,879 --> 00:04:13,319 | Ki a au, ko te tikanga o tēnā, me whai tētahi taumata tiketike. | To me that means aiming for the highest, striving to be the best. |
00:04:13,319 --> 00:04:18,439 | Ka tipu koe i ngā wā katoa kia puta koe hei tino tangata. | There’s always space and time for growth, to be the best that you can. |
00:04:19,199 --> 00:04:27,279 | Maku anō toku nei whare hanga he oha ki nā Kiingi Tāwhio e waihotia mā mātou o ngā ririki o te āpōpō | I will construct my own house, that was King Tāwhiao’s final instructions to his future descendants. |
00:04:27,279 --> 00:04:35,199 | Ko tēnei whakatauakī e kōrero ana mō te waihanga i tōu ake whare i roto i te ao Māori. | This proverb talks about creating your own place in the Māori world. |
Big Ideas and Significant Learning
At Level 6 of the curriculum, students in Te Ao Haka discover, identify, access, and explore foundational knowledge and ideas in and about Te Ao Haka.
At Level 7, students explore their own creativity, based on their grounding in Te Ao Haka. They innovate and experiment, exploring their own role and connections within Te Ao Haka.
At Level 8, students refine their analysis of Te Ao Haka and their skills in performance. They are able to effectively express narrative and embody their performance.
The Big Ideas capture the essential knowledge of and about Te Ao Haka. The Significant Learning captures the ways in which students engage with these Big Ideas at each level of the curriculum.
At Level 6 of the curriculum, students in Te Ao Haka discover, identify, access, and explore foundational knowledge and ideas in and about Te Ao Haka.
At Level 7, students explore their own creativity, based on their grounding in Te Ao Haka. They innovate and experiment, exploring their own role and connections within Te Ao Haka.
At Level 8, students refine their analysis of Te Ao Haka and their skills in performance. They are able to effectively express narrative and embody their performance.
The Big Ideas capture the essential knowledge of and about Te Ao Haka. The Significant Learning captures the ways in which students engage with these Big Ideas at each level of the curriculum.
Big Idea Body:
It is essential that students understand and engage with the origins and development of Te Ao Haka as an artform. Concepts of whakapapa and taiao, and of place space and time, are intrinsic to Te Ao Haka.
Te Ao Haka is born of its context
It is essential that students understand and engage with the origins and development of Te Ao Haka as an artform. Concepts of whakapapa and taiao, and of place space and time, are intrinsic to Te Ao Haka.
Big Idea Body:
Te Ao Haka is built on and communicates narratives. To engage with Te Ao Haka students will require both interpretive and communicative skills - such as listening, pānui, tuhituhi, reo-ā-waha.
Narratives are the catalyst for all composition
Te Ao Haka is built on and communicates narratives. To engage with Te Ao Haka students will require both interpretive and communicative skills - such as listening, pānui, tuhituhi, reo-ā-waha.
Big Idea Body:
Te Ao Haka is a treasure and an inheritance. It is rooted in, and elevates Māori culture and language. For many students, it is an access point to engaging with te ao Māori.
He taonga tuku iho
Te Ao Haka is a treasure and an inheritance. It is rooted in, and elevates Māori culture and language. For many students, it is an access point to engaging with te ao Māori.
Big Idea Body:
To engage with Te Ao Haka, students must engage with tikanga, reo, and Māori culture and identity. The essence and distinctiveness of Te Ao Haka come from its cultural and contextual origins.
Te Ao Haka is uniquely and recognisably Māori
To engage with Te Ao Haka, students must engage with tikanga, reo, and Māori culture and identity. The essence and distinctiveness of Te Ao Haka come from its cultural and contextual origins.
Big Idea Body:
Performance is an intrinsic component for students of Te Ao Haka. Through performance, students can explore foundations, skills, creativity, expression and refinement. Performance will form a key part of their learning as they progress on their Te Ao Haka journey.
Te Ao Haka can only be truly understood through performance
Performance is an intrinsic component for students of Te Ao Haka. Through performance, students can explore foundations, skills, creativity, expression and refinement. Performance will form a key part of their learning as they progress on their Te Ao Haka journey.
Key Competencies in Te Ao Haka
Students of Te Ao Haka develop a range of skills and dispositions that enable them to become life-long learners and equip them for future success.
Te Ao Haka embodies several dispositions, giving ākonga the opportunity to grow into proud, confident, disciplined, resilient, accountable, hard working, committed, humble leaders who are able to work collaboratively. The skills of manaaki, tiaki, aroha, whakapono, aumangea, tiaki wā and tōngakingaki will provide lifelong learning for ākonga.
For many learners, Te Ao Haka provides access to te reo Māori that they have not previously had. Te Ao Haka encourages and facilitates learning about reo ā-waha as well as reo ā-tinana, allowing students to expand their skills as communicators.
Te Ao Haka offers a variety of opportunities for students to nurture and grow their leadership skills. Te Ao Haka requires and supports many different types of leadership, both on and off stage. This gives ākonga the chance to explore and exemplify leadership.
Te Ao Haka requires self-discipline, hard work and dedication. Students in this subject develop a strong work ethic, resilience, perseverance and problem-solving skills.
Whanaungatanga is embodied within the work of Te Ao Haka. Students learn about each other, create important bonds and learn to co-operate and work together.
As with any arts practice, Te Ao Haka fosters creativity and expression. Students will learn and grow as performers as well as fostering their lateral and critical thinking skills.
Students of Te Ao Haka develop a range of skills and dispositions that enable them to become life-long learners and equip them for future success.
Te Ao Haka embodies several dispositions, giving ākonga the opportunity to grow into proud, confident, disciplined, resilient, accountable, hard working, committed, humble leaders who are able to work collaboratively. The skills of manaaki, tiaki, aroha, whakapono, aumangea, tiaki wā and tōngakingaki will provide lifelong learning for ākonga.
For many learners, Te Ao Haka provides access to te reo Māori that they have not previously had. Te Ao Haka encourages and facilitates learning about reo ā-waha as well as reo ā-tinana, allowing students to expand their skills as communicators.
Te Ao Haka offers a variety of opportunities for students to nurture and grow their leadership skills. Te Ao Haka requires and supports many different types of leadership, both on and off stage. This gives ākonga the chance to explore and exemplify leadership.
Te Ao Haka requires self-discipline, hard work and dedication. Students in this subject develop a strong work ethic, resilience, perseverance and problem-solving skills.
Whanaungatanga is embodied within the work of Te Ao Haka. Students learn about each other, create important bonds and learn to co-operate and work together.
As with any arts practice, Te Ao Haka fosters creativity and expression. Students will learn and grow as performers as well as fostering their lateral and critical thinking skills.
Pathways
Te Ao Haka provides ākonga with opportunities both within and outside of the subject. The development of Te Ao Haka skills provides lifelong learning and creates viable career pathways that lead on to further studies in areas such as theatre, TV and film, the tourism industry or government.
Te Ao Haka provides opportunities for all ākonga to develop as global citizens and promote te ao Māori on a global stage, through performances both to visitors to Aotearoa New Zealand, and abroad. This provides the opportunity for Māori culture to be a model for indigenous cultures across the world, giving relevance and value not only to itself, but to others, too.
Te Ao Haka provides ākonga with opportunities both within and outside of the subject. The development of Te Ao Haka skills provides lifelong learning and creates viable career pathways that lead on to further studies in areas such as theatre, TV and film, the tourism industry or government.
Te Ao Haka provides opportunities for all ākonga to develop as global citizens and promote te ao Māori on a global stage, through performances both to visitors to Aotearoa New Zealand, and abroad. This provides the opportunity for Māori culture to be a model for indigenous cultures across the world, giving relevance and value not only to itself, but to others, too.
- Title: Te Ao Haka Podcasts
- URL: https://ncea.education.govt.nz//te-ao-haka-podcasts
- Description: Te Ao Haka podcast bring a range of kōrero to fill your kete mātauranga (basket of knowledge).
Title: Te Ao Haka Podcasts
URL: https://ncea.education.govt.nz//te-ao-haka-podcasts
Description: Te Ao Haka podcast bring a range of kōrero to fill your kete mātauranga (basket of knowledge).
Links Title: Te Ao Haka podcasts:
- Title: Te Ao Haka Podcasts
- URL: https://ncea.education.govt.nz//te-ao-haka-podcasts
- Description: Te Ao Haka podcast bring a range of kōrero to fill your kete mātauranga (basket of knowledge).
Title: Te Ao Haka Podcasts
URL: https://ncea.education.govt.nz//te-ao-haka-podcasts
Description: Te Ao Haka podcast bring a range of kōrero to fill your kete mātauranga (basket of knowledge).
Te Ao Haka podcasts:
- Title: Te Ao Haka Podcasts
- URL: https://ncea.education.govt.nz//te-ao-haka-podcasts
- Description: Te Ao Haka podcast bring a range of kōrero to fill your kete mātauranga (basket of knowledge).
Title: Te Ao Haka Podcasts
URL: https://ncea.education.govt.nz//te-ao-haka-podcasts
Description: Te Ao Haka podcast bring a range of kōrero to fill your kete mātauranga (basket of knowledge).
More Support
This page will be a home for Te Ao Haka resources to help kaiako and kura to teach and deliver the new NCEA assessment materials.
This page will be a home for Te Ao Haka resources to help kaiako and kura to teach and deliver the new NCEA assessment materials.
Sector Readiness Videos
Sector Readiness Videos
[ Video Resource ]
- Title: Te Ao Haka
- Description: Video 1 - Journey
- Video Duration: 9 minutes
- Video URL: https://player.vimeo.com/video/861085043
- Transcript: Timecode TranscriptTranslation 00:00:30 Te āo haka
Timecode | Transcript | Translation |
00:00:30 | Te āo haka, i ahu mai i a Tama-nui-te-ra e whiti nei. Ko te hoa tuatahi o Tama-nui- te-ra, ana ko Hine-Takurua. Ki a mātau o Te Tairawhiti, a i te wā i whanau mai a Hine-Raumati, ka rere a Tama-nui-te-ra, ka kite ia i a Hine-Raumati e whakapūawai ana i te ngāhere. Nā reira, kaha tana whiti i te ra ki runga i a ia. Kāore a Hine-Raumati i aro ake. Nā reira ka huri ake a Tama-nui-te-ra ki ngā pōhatu, kia Rakahore, te kaitiaki o ngā pōhatu. Ka whiti a Tama-nui-te-ra i āna hihi, i āna reireia ki runga i ngā pōhatu. Ana, ka hiwa mai a Tanerore. Ana i roto i taua hiwa o Tanerore ana ka huri a Hine-Raumati ki te titiro, i te ātāahua o te hiwa mai o ngā hihi ā Tama-nui-te-ra. Ana, kite ana koe i te wera i runga i te rori, he ōrite, ana koira a Tanerore e hiwa mai ana, e haka mai ana i tana haka, ana ka puta te āo haka.
| Te Ao Haka was born of Tama-nui-te-rā who shines upon us. The first wife of Tama-nui-te-rā was Hine-Takurua. As we say on the East Coast, when Hine-Raumati was born, Tama-nui-te-rā took flight. He saw Hine-Raumati causing the forest to blossom, so he made sure to immerse her in sunlight. Hine-Raumati paid him no attention. So, Tama-nui-te-rā turned his attention to the rocks, and to Rakahore, the guardian of the rocks. Tama-nui-te-rā shone his rays over the stones. Then, Tānerore began to shimmer. Through the shimmering of Tānerore, Hine Raumati turned and took notice of the beauty of the shimmering rays of Tama-nui-te-rā. So, when you see the heat radiating from the road, it is just that, it is Tānerore quivering as he performs his haka, and from there came ‘Te Ao Haka’. |
00:01:45
| Ko aku whakaaro mō te āo haka mōku ake i āhua uaua ā i tētahii wā. Engari nā te akoako, nā te toai o te kupu, o ngā kupu hōu i timata au ki te waia haere ki aua kupu. I timata au ki te ako i ngā kupu o roto i te āo haka e mārama ai au ki te tumomo āhuatanga o te āo haka. | When I think about Te Ao Haka, for me personally, it was challenging at times. But, through learning and repeating the words, the new words especially, I started to get used to those words. I began to learn the terminology pertaining to Te Ao Haka so that I could come to understand what Te Ao Haka is all about. |
00:02:12
| Ehara i te mea ko te āo haka he āo rereke ki ā mātau ākonga i konei, i Hawaiki Hōu. Ko Te Ao Haka ki a mātau, he huarahi e uru ai ngā tamariki, ngā ākonga ki te whare wānanga ka tahi. Ka rua, he huarahi hoki, hei whai i te tuakiritanga o te tangata. Nā te mea, i roto i Te Tairawhiti, ka whanau mai i roto i te āo haka, āo haka noa nei. Nā te mea, katoa ngā mātua, katoa ngā pākeke he pānga ō tēna whānau, o tēna hapu, o tēna iwi, ki tētahi kapa, ki ētahi kapa rānei. Nō reira, he . puru rourou tēna mahi ki a mātau. Kāore i rerekē. Ko te mea noiho, i whai takunga. I whai takunga mātau te kura, ngā ākonga, ngā whānau ki te whai i te kapahaka, arā,tētahi o ngā ngākaunui, nga mea pai, ngā mea e rikarika ai te ngākau o ngā tamariki. | Te Ao Haka doesn't present a whole different world for our students here at Hawaiki Hou. Firstly, for us, Te Ao Haka is a pathway for our kids, for our students to gain entry into tertiary study. Secondly, it is also a pathway to discovering one's identity. On the East Coast, they are born into the world of haka, as all parents, seniors, whānau, hapū and iwi have connections to one or more kapa. So that’s the icing on the cake for us. It’s nothing new, we’ve now just got an excuse. Our school, our students and whānau have just been given an excuse to pursue kapa haka, which is one of our passions, and one of the things that really excites our kids. |
00:03:15
| I really enjoy Te Ao Haka. My thoughts on it is that it’s something we’ve needed for a very long time, and I’m excited that we get to be a part of the uprising of Te Ao Haka within schools. It’s giving us Māori students the opportunity to do kapa haka inside a scheduled time instead of giving up our own personal time to do so.
| Pārekareka katoa ana Te Ao Haka ki ahau. Ki ōku nei whakaaro, kua roa e hiahiatia ana tēnei kaupapa, ā, e hiamo katoa ana ahau e whai wāhi atu ana mātou ki te whanaketanga mai o Te Ao Haka i ngā kura. Nāna i whai wāhi ai mātou ngā ākonga Māori ki te aro ki te kapa haka i tētahi wā kua āta whakaritea, tē mate ai ki te whakapau i te wā whaiaro e taea ai. |
00:03:43
| He kaupapa tino pai i te mea kua kuhu mai mē kī ki roto i te marautanga. Ngā pūkenga, ngā akoranga mō te rohe, mō te reo, mō ngā hītori o Aotearoa, e ako ana rātau i roto i te kapahaka, Inaianei kua whai mana i roto i te marautanga. Nā reira, he mea nui tera, ko te buzz word, ko te mana orite. I te kī ētahi o ngā tauira, he māmā. He māmā taua kaupapa ako i te mea ko tēra te mea e ngakaunui ana ki a ratau, te mea, ngā mahi a Tanerore me Hine-te- rehia. Nā reira he māmā i te mea mōhio pai rātau ki taua mōmō kaupapa ako. Me whai rātau i ngā mea e ngākaunui ana ki a rātau. | It’s a great initiative because it’s now part of the curriculum - the skills, the knowledge pertaining to the regions, to te reo Māori and to New Zealand history, they’re learning about through kapa haka. Now, it has been recognised in the curriculum. That’s a big deal. The buzz word at the moment is ‘equal status’. Some of the students were saying it was easy. It’s easy because that’s what they’re passionate about; the activities representative of Tānerore and Hine-te-rēhia. They find it easy because they are familiar with that sort of subject area. They should pursue the things they are passionate about. |
00:04:45
| I te wā i tamaiti nohinohi ana ahau i tipu mai ahau i raro i ngā rekereke o ōku matua keke, o ōku whaea keke nō roto o te kapa o Te Iti Kahurangi. When we go into the two lines, the ends spread out, Ka pai?’ Ko ōku whakaaro e pā ana ki tēnei mea te āo haka, ā, he pupuru tonu, he mau tonu ki ngā tāonga a ngā tipuna. Ā, kia whakatinanahia i ngā uara me ngā tōmairangi o rātau mā. | When I was young, I grew up around my uncles and aunties from Te Iti Kahurangi.
Ka nuku ana ki ngā rārangi e rua, me wehewehe ngā pito, ok?
The way I see Te Ao Haka is that it is about ensuring we hold fast to the treasures of our ancestors, and in doing so, uphold their values and beliefs. |
00:05:24 |
Ahakoa i timata nga Paerewa rua tau ki muri i timata tēnei hikoi i ahau i te timata i tēnei kura, ā, waru tau, iwa tau ki muri. Ā, i mahi au i ngā paerewa mō te MPA, Maori performing arts. Ā ēngari ka noho ēra ki raro i te Unit Standards. Ka whai mana mō ngā whiwhinga, ēngari kāore e whai mana i a koe e puta ana i te kura, atu i ngā pūkenga ako, i taua wā. Ēngari ka hua mai tēnei mea te Āo Haka. Kua mana ngā Paerewa, kua huri ki te Achievement Standards. Ā kua mana ki ngā Whare Wānanga me kī. Nō reira, kei te kite Te Tāhuhu i te wariu i roto i ngā pūkenga, ā te ātāahua o ngā mahi o te āo haka.
| Although the standards came in to force two years ago, my work in this area began when I started at this school, 8 or 9 years ago. I was working with the Māori Performing Arts (MPA) standards, but they were classified as Unit Standards. While they were worth credits, they weren’t useful when you left school, other than the skills themselves. But then Te Ao Haka came about. The standards have been recognised and have now become Achievement Standards. They are also recognised at tertiary institutions. So the Ministry (of Education) is now seeing the value in the skills and the overall beauty of Te Ao Haka. |
00:06:14 | I am Samoan, Tokelauan. It’s fun learning about other people’s culture. I’ve always did a little bit of singing. Māori songs. I didn’t know te ao haka until one of my friends came up to me and they were like “oh, you want to join our class?” and I was “what is it?” And they were like “it’s called Te Ao Haka” and I was like “oh what do they do?” and “oh well, they’re just learning waiata ā-ringa and like the poi and stuff” and I said “oh yeah cool - I’ll definitely come and join!” | He Hāmoa, he Tokelau anō ahau. He rawerawe katoa te ako mō ngā ahurea o iwi kē. He rite tonu taku waiata i ngā waiata Maori. Kāore au i mōhio ki tēnei mea, ki Te Ao Haka, kia uia rā anōtia au e tētahi o aku hoa; “Ka hia uru mai rānei koe ki tō mātou karaihe?” Ka ui atu au, “Ko te aha hoki tērā?” Ka mea ia, “Ko Te Ao Haka." Ko tāku, “He aha ā rātou mahi?” “E ako ana rātou i te waiata ā-ringa, i te poi, me ērā tūmomo mea." Ka kī atu au “Ka pai – ko reira au!” |
00:06:53 |
Ā ki ahau nei, i te mea i tipu Māori mai ahau, ā, i tipu Māori mai taku whānau, he mea kua roa nei mātau e mahi ana. Heoi, i roto i taku kuhunga ki ngā kura, auraki nei, ka kite i te tino hiahia a ngā ākonga Māori ki tēnei kaupapa, te kapahaka, o, me kī, te āo Māori. Nō reira, ko ēnei kitehanga aku i mua i taku whai tohu kaiako. Nō taku whainga i te tohu kaiako ka timata i a mātau ngā mahi Māori Performing Arts me kī, ki roto i te kura nei, me te hīkaka o ngā ākonga, Māori mai, ā Hāmoa mai, Tonga mai, Pākeha mai ētahi wā. Ka kite i te hiahia i roto i a rātau ki tēnei kaupapa, ki te ako, i te mea, he kaupapa kāore e tino kitea i roto i tā mātau hāpori. He hāpori rerekē tā mātau, ēhara i te mea, ko te Tonga o Tamaki noiho, ēngari, kua tata Waikato Tainui, heoi kāore e tino whai wāhi tā mātau hāpori, nē. Nō reira, he hāpori motuhake ake. A nō reira kia kite ēnei kaupapa Māori i roto i tēnei kura, i tēnei hāpori he mea rerekē, ēngari he mea e whakaharikoa ai i te hunga Māori o tēnei wāhi.
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For me, because my whānau and I have grown up immersed in the Māori world, it’s something we’ve been doing for a long time. But, in my going into English medium schools, I saw that Māori students had a real appetite for kapa haka, and in fact, the Māori world. These were my observations prior to my pursuing my teaching qualification. Once I received my teaching degree, we started teaching Māori Performing Arts in this school. The students - Māori, Samoan, Tongan, and even Pākehā at times, were very keen. You could see how much they wanted to learn about this subject, because it's something that isn’t really seen in our community. We have a different community make-up. We're not only South Auckland, we're also very nearly Waikato-Tainui, however, our community doesn’t really have a solid connection. We are very much our own unique community. So when we have these sorts of Māori initiatives in this school and community, it may be different, but it’s something that brings joy to Māori in this area.
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00:08:27 |
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[ Video Resource ]
- Title: Te Ao Haka
- Description: Video 2 - How to Prepare
- Video Duration: 8 minutes
- Video URL: https://player.vimeo.com/video/861063984
- Transcript: Timecode TranscriptTranslation 00:35 - 01:17 I think it begins with one’s self. Nobody can prepare you more than yourself. Because my class was the ‘guineapig’ class
Timecode | Transcript | Translation |
00:35 - 01:17
| I think it begins with one’s self. Nobody can prepare you more than yourself. Because my class was the ‘guineapig’ class, we were kind of the little test subjects, and I like to think it was easy for us, cause nobody knew what we were doing. So we were all just learning together, learning off each other. Especially since this course is very new, you kind of have no choice but to learn off each other. But every community is different. The best you could probably do is keep your mind open. You may know some things, but if you just let go of that knowledge for a minute you could learn more about it than you thought you ever could.
| Ki ahau, ka tīmata ki a koe anō. Kāore i tua atu i a koe hei kaiwhakarite mōu anō. I te mea ko taku karaihe te karaihe ’kinikini’ me kī, ko mātou hei whakamātautanga, me taku whakaaro i māmā noa pea te wāhi ki a mātou i te mea kāore tētahi i mōhio e aha ana te aha. Nā reira i te ako ngātahi noa mātou, i te whai akoranga hoki tētahi i tētahi. I te mea he tino hou tēnei akoranga, kāore ō kōwhiringa i tua atu i tā tētahi whai akoranga i tētahi atu. Engari he rerekē tēnā hapori i tēnā hapori. Heoi anō pea tāu he noho ngākau tuwhera. Ko te mōhio kē pea koe ki ētahi mea, engari, ki te tuku noa i aua mōhiotanga rā ki te taha mō tētahi wā, he nui noa atu pea ngā akoranga ka tau ki a koe, kei tua pea i tāu i pohewa ai. |
01:28 - 2:38
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Mō ngā kura, me kaha ki te whakatakoto māhere. Kaore au e tino kaha, ki tēra taha o ēnei mahi, ki te whakatakoto māhere. Heoi, e kōrero noa ana au ki ngā kura auraki i tēnei wā, me tino whakatakoto māhere e kite ai tō tumuaki, to pōari, tō hāpori, a wai ake ranei, i ngā hua o ēnei mahi, Kaua mō te tamaiti Māori anake, ēngari mō ngā tamariki katoa puta noa i te motu. Ahakoa te whakapapa o te tamaiti, he hua kei roto i a te Ao Haka mō a tātau tamariki. Ka mutu mā te whakatakoto māhere e kite ai aua tangata i tō kaha, i tō hiahia kia tutuki tēnei kaupapa kia eke ngā ākonga. Ki ahau nei kaua e aro noa ki te taha o te tū noiho, ēngari me ōrite te whakapapa ki tera taha o te tū. Mā te whakapapa e taea ai te tamaiti te āta puta i ōna māramatanga me kī.
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For schools, they must be good at planning. I’m not the best at the planning side of things. But, I’m speaking directly to English Medium schools here - you really have to lay out a plan so that your principal, your board, your community and whoever else, can really see the value in this programme, not only for Māori children, but for all children throughout the country. Regardless of where a child comes from, there are benefits to be had by all from Te Ao Haka. Furthermore, by laying out your plan, those parties will see your dedication and desire to pull this programme off and ensure the students succeed. In my opinion, you shouldn’t just focus on the performance aspect. The background and lead up should be just as important. Through understanding that, students will be able to demonstrate their knowledge and understanding. |
2:56 - 3:12
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To be prepared, don’t be shy to be who you are, and just perform at your highest potential. Because it’s not scary, and it’s not something to be ashamed of. It really makes me feel like I’m at home, no matter where I am in the country.
| E rite ai koe, kaua e whakamā ki te whakaatu atu ko wai koe, ki te tuku anō i tō katoa ka whakangahau ana. Ehara i te mea whakamataku, ehara hoki i te mea e whakamā ai koe. Nāna i rongo ai au i te mahana o te kāinga, ahakoa kei hea au. |
3:36 - 4:19
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Ā tuatahi ake, me piri atu ki tētahi kua eke ki runga i tēnei waka i mua ra, hei hoa māu, hei hoa āwhina i a koe kia tino mārama koe ki ngā kaupapa, ki ngā aromatawai. Haunga tēra, me āta tirohia, me āta wānanga i te marau mō tēnei kaupapa, kia tino mātau koe, he aha te ekenga o ngā mahi. Kei reira katoa ngā kōrero hei whai māu. Heoi anō, me he he pātai, he aha ranei āu, tuku atu ki tētahi hoa, ki tētahi e mōhio ana koe e mātau ana ki ngā mahi o Te Ao Haka. Ki ngā ākonga, ko te tumanako ia, haere mai ki te ako i tō tātau āo. Haere mai ki te kapo atu i ngā tāonga ā kui mā, ā koro mā, me te here atu ki ngā wāhi katoa, ki ngā marae, ki ngā papatūwaewae, ki ngā kura, ki reira, whakatinana ai.
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Firstly, connect with someone else who has already had experience with this subject area, as a buddy or support system, so you can really come to understand the subject matter and the assessments. That being said, you really need to explore and think carefully about the curriculum for this subject so you are absolutely clear as to what it entails. All of the information is there for you to follow. However, if you have any questions or other requirements, direct them to a friend, or someone else you know who is familiar with Te Ao Haka. In regards to the students, hopefully they come ready to learn about our world. Come and grasp some of the real gems passed down from our elders, and take them everywhere - to our marae, on stage, and to schools, and put them into practice. |
4:32 - 5:12
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Maumahara ō kupu. Maumahara ō kupu. A ina ka maumahara koe i o kupu, ka māmā hoki te maumahara i te whakamāramatanga o te kupu. Me te mea hoki, me kaha koe te kimi i tētahi huarahi kia māmā ake tō āhuatanga ako. Ā me honohia ki a koe āno. A me ō akoranga, ā tēra pea ka whakahono ki ō akoranga ki roto i te ruma Toi, ō roto i Te Reo Rangatira. Ae kia māmā te ako i ngā kaupapa katoa o roto i te kura.
| Remember your words. Remember your words. If you remember your words, it is much easier to remember what they mean. Also, make sure you find a way to make your learning easier. Find a connection to you and what you're learning. Perhaps you can find a connection to what you are doing in Art, or Te Reo Rangatira. This helps make it easier to learn all subjects in school. |
5:18 - 6:27
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Tane mā, ko te take i mahue i a koutou tō koutou rarangi nā te mea i te kōrero koutou. Tā te kaiako tuatahi, me mōhio koe ki ō mahi, nā te mea, ko Te Ao Haka, he marau hōu. Nā reira, me mōhio koe ki ō kupu, me mōhio koe he aha ō ākoranga, he aha ngā hiahia, he aha hoki ngā pūkenga hei whakaako ki nga tamariki, ngā ākonga. Tuarua, me tuwhera te ngākau ki te āo Māori, ehara ko te Ao Haka anake nā te mea ko te Ao Haka, he wāhanga noiho tēra o te ao Māori. Me tūwhera te ngākau ki te ao Māori. Ko te Ao Haka, he huarahi hei whai i te tuakiri, kia whakahokia mai te Māoritanga, kia whakahokia mai te mana i roto i tō tātau ao Māori. Me tuwhera te ngākau. A ko ngā tamariki me manawa ū, me manawa piharau. Me ngana, nā te mea, he tāonga ēnei, kei te mōhio tātau, he tāonga ēnei. Ko ngā mahi a Hine-te-rehia, a Tanerore. I ahu mai tātau i ngā atua, nō reira ko tātau noiho kei te ako i a tātau. Kei te ako tātau i ō tātau whakapapa, i ō tātau hītori, e puāwai mai ai tēnei mea te whakahihi kia tū Māori.
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Boys, the reason you guys missed your line is that you were talking. For a teacher, firstly, you need to know what you are doing, because Te Ao Haka is a new subject. So you need to know your words, you need to know what you are teaching, what the desired outcomes are, and what skills are to be taught to the students. Secondly, you must be open to drawing on the Māori world, not just the world of haka. Haka is but a small part of the Māori world. You need to draw on the wider Māori world. Te Ao Haka provides a pathway to exploring identity, and in doing so, reclaiming Māori identity and re-instilling mana in our Māori world. You must be open and willing. The students need to be committed and stay the course. They need to persevere, as these are special learnings. We know these things are precious - they are the embodiment of Hine-te-rēhia and Tānerore. We, ourselves, are derived from our atua, so we are really just learning about ourselves. We are learning about our genealogy and our histories so that we may foster a sense of pride in being Māori. |
6:38 - 7:00 |
My advice for people starting Te Ao Haka, would probably just be just being familiar with what it is would probably be easier, cause I already did kapa haka as a kid. It was quite easy for me to get into that stuff and do good in that stuff as well. But I feel like some of the kids who never done Haka before, they found it quite challenging and hard. So I feel like just being familiar with what it is, would be quite good.
| Ko tāku ki te hunga e tīmata ana ki te whai i Te Ao Haka, mā te mōhio ki te kaupapa e māmā ake ai. I mahi kapa haka au nōku e tamariki ana, me te aha, i māmā noa taku kuhu ki ērā mahi, me taku eke anō hoki. E whakapono ana ahau, i uaua ki ētahi o ngā tamariki i tauhou katoa ki te haka. Nō reira, ki a au, ko te painga atu mēnā e wāhi mātau ana te tangata ki te kaupapa. |
7:06 - 8:12 | Kāore anō he hē i roto i te haere mai ki te titiro. Nō reira ki te kaiako, ko tāku ki a rātau, haere mai i runga i te ngākau whakapono ki te kaupapa. Haere mai i runga hoki i te ngākau tapatahi o te ako o te tauira me te kaiako i runga i te whakaaro kōtahi.
Engari ko tō rātau mahi, he tito i tetahi waiata me āna tukanga.
Ki te tauira, he pēna ano, haere mai i runga i te ngākau hiahia ki te ako, ā hiahia ki ngā tāonga ā o tātau tipuna. Ina hiahia tonu te tāngata kia tino marama i te ao Maori haere mai ki te ako i roto i āna waiata. Haere mai hoki i runga i te ngākau tapatahi, E kore nei e taea, ina kua noho a kaiako ki konei, kua noho a tauira ki konei. Me haere ngātahi raua i roto i tēnei ao, I te mea he pūkenga tō te kaiako, he pūkenga ano te tauira.
| There’s nothing wrong with just coming in to have a look. So to the teachers, I say, come along believing in this programme. Also, come with the intention to have students and teachers learning alongside one another.
Their job is to compose an item and outline their process.
To the student, it’s much the same. Come ready to learn, and with a desire to learn about the precious knowledge from our forefathers. If someone really wants to understand the Māori world, come and learn about it through its songs. Come ready to work together. It won't work if the teacher is here and the student is over here. They must work together in this space. The teacher has a lot to offer, as do the students. |
[ Video Resource ]
- Title: Te Ao Haka
- Description: Video 3 - Support Networks
- Video Duration: 8 minutes
- Video URL: https://player.vimeo.com/video/861065179
- Transcript: Timecode TranscriptTranslation00.27 - 01:15 01:30 01:46 I ahu mai tēnei ingoa i te timatanga o tēnei huarahi. Te huarahi i whakamana ai Te Tāhuhu kia tū ai tēnei kaupapa
Timecode | Transcript | Translation |
00.27 -
01:15
01:30
01:46 | I ahu mai tēnei ingoa i te timatanga o tēnei huarahi. Te huarahi i whakamana ai Te Tāhuhu kia tū ai tēnei kaupapa, hei kaupapa motuhake. Nā reira ko te pūtake o tēnei ingoa o Te Ihopūmanawa, ā, ko te Subject Expert. Nā reira, ko mātou ngā Iho Pūmanawa kua tau mai tēnei mahi nui ki runga i a mātou, nā runga i te mea, ko mātou ngā kaiako e whakaako ana i Te Āo Haka. I ngā mahi kapahaka ki roto i ngā kura, ngā Wharekura me ngā Haikura. Otira ra, he kaihaka mātou.
We’ve been kai haka mai rānō probably because that’s our passion.
(To acknowledge that the people who were brought in as the executor expert group, words, goods and kapa haka, as running performing arts)
Me mihi ka tika ki ngā tāngata i mua i a mātou kua para tēnei huarahi. Kei te kōrero ahau mō ngā rangatira pēra i a Ngāpō Wehi, ki a Ānaru Paenga, rātou mā.
So the amazing mahi that they started through the development of Māori Performing Arts. We’re now at the space where Te Ao Haka has progressed from Unit Standards, to Achievement Standards, so being asked to be a part of this kaupapa. I’m so privileged to work amongst the likes of Tūhoe Huata, Leilani Kihi, Fred Henare, Jamus Webster, my husband Dan Waitai. So we were the first group of Iho Pumanawa, and since then it’s progressed and we are so lucky to have grown that puna. Tēra puna mātauranga.
| This name comes from the beginning of this journey, the journey of The Ministry of authorising the establishment of this initiative, this specialised endeavour. Therefore the origin of this name, Iho Pūmanawa, is a Subject Expert. So we are the ‘Iho Pūmanawa’ who have come to complete this work, because we are the teachers who teach Te Ao Haka, and kapa haka with the schools, the Wharekura and the high schools. We are also haka exponents.
He kaihaka mātou mai rā anō, inā hoki koia tō mātou kaingākautanga.
(kia mihia ngā tāngata i heria mai ai hei iho pūmanawa, me ngā pūkenga i te kapa haka, kia whakahaerehia ngā mahi a te rēhia)
It’s appropriate to acknowledge those who walked this path before us. I’m speaking of our esteemed chiefs like Ngāpō Wehi, Ānaru Paenga and the like.
Nā reira ko ngā mahi whakamīharo i tīmata ai rātou mā roto i ngā mahi Kapa Haka, kei tētahi wāhi mātou e kitea nei te kokenga o Te Ao Haka i te Paerewa, ki ngā Paerewa Paetae. Nā reira i te tonoa ōku ki tēnei kaupapa, e whakahīhī nei au ki te mahi tahi ki te momo pērā i a Tūhoe Huata, i a Leilani Kihi, i a Fred Hēnare, i a Jamus Webster, i taku tāne hoki, i a Dan Waitai. Nā, ko mātou te rōpū Iho Pūmanawa tuatahi, ā, nō taua wā kua rere tonu ngā mahi, ka mutu, e waimarie ana mātou i te whakatipuranga o tērā puna, o tērā puna mātauranga. |
02:22
02:53
03:40
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Question online: Resources. For example you know when you’re comparing a Te Ao Haka item to another item, you know I’m not a drama teacher, or I’m not a dancer safe to say, so I can’t really give the expectation to my tamariki when I really don’t know how to do other dances. Other than haka. Is there any, I guess . . . resources?
Answer: Yes we have to look. That’s what being a good kaiako is. Yeah? Go out and seek, you find.
Ko ngā rauemi he mea kua tākohahia mai e wētahi. Kua whānako kia ra e mātou. Ko ngā rauemi, he kiriata. Te nuinga he kiriata, ā he kōrero atu i ngā Mātanga o Te Ao haka. Heoi anō, ko tō mātou e tino kimi nei ko ngā tuhinga. Ko ngā tuhinga a ō tātou kuia koroua. Kaore anō kia tino kitea. E mārama ana he tino uaua ki ētahi whānau ki te tuku i ēra mōmō, kia kitea, kia pānuihia e te katoa. A i te mea, he tāonga tuku iho. Nō reira e mārama ana ki tēra. Heoi anō, mā te aha e tuku i ēna kōrero ki o tātou tamariki, ki o tātou mokopuna, kia noho pū tonu nē. Te mahara ki ēra kuia koroua, kia mahara.
Before the end of the day we are going to have a haka composed. And it’s going to be one of the best haka ever composed. Yeah? in this century. You’re going to compose it, and it’s going to be our takoha for these kids. OK? | He pātai ā-ipurangi: Ngā Rauemi. Hei tauira, i te wā e whakatairite nei koe i tētahi tūmomo ki tētahi tētahi atu tūmomo. Nā, ehara au i te i te kaiako whakaari, i te kaikanikani rānei. E mārakerake ana tēnā, engari kāore i te tika taku pēhi i aku tamariki mēnā e kūare ana au ki ētahi atu kanikani, hāunga rā te haka. He rauemi rānei kua puta?
Te Whakautu: Āe, engari me mātua kimi. Koia te tohu o te kaiako pai. Nē? E puta, kimihia, ka kitea ai.
The resources are those that have been gifted and we’ve taken. The majority of the resources are videos, and accounts from experts within Te Ao Haka. However, what we’re really looking for are texts, texts from our elders. We haven’t found any, yet. I understand that it’s very difficult for some families to give them to be viewed and read by the masses, because they are treasured heirlooms, so we do understand that, but it’s better to hand them down to our children and our grandchildren as a way to recall those elders. To remember.
I mua i te paunga o te rā, ka titoa he haka, ka mutu, koia tētahi o ngā haka tino pai rawa atu kua titoa. Nē, i tēnei rautau. Mā koutou e tito, ā, koia tā tātou takoha ki ēnei tamariki. Ka pai? |
03:50
04:32
04:45
| Hei te hui tuatahi, kāore au e tino mōhio ka pēra rawa te rerekētanga ki ēra Paerewa o te Maori Performing Arts. Engari, ngā te kitenga i ēra Iho Pūmanawa, i ēra e hautū, e arahi nei i te kaupapa, ka kite i reira te rerekētanga. Tuatahi kua whakakanohi mai rātou ki a mātou ngā kaiako. Ka mutu, ngā rātou anō ngā kaupapa i whakamārama mai. Kaore i waiho mā te ipurangi, mā te pukapuka kē e whakamārama. Engari kua rongo ā-taringa, ā-hinengaro, ā-wairua i tōna whanaketanga, i tōna whanautanga mai
You know, they’re very minor things, but they have a big impact, in the way the kaiako roll out the standards, or assess the kids’ mahi.
It’s because of the iho pumanawa, that we’ve been able to see the success that we have, with lots of our tauira, lots of our mahi. They’ve created opportunities for us, like all the kura come together, and we did in two days, three different assessments. And I think if it wasn’t for their ability to look forward and think about different ways in which we can make our assessing and moderating a lot easier, I think a lot of us would be still trying to submit the first one or two internals. |
In the initial meeting, I didn’t really know that the Māori Performing Arts Standards would be that different, but seeing those Iho Pūmanawa who are driving and guiding the initiative, that’s when I realised how different it would be. First of all, they represent us as teachers. Also, they’re the ones explaining the initiatives, instead of relying on the internet or books to do this. But we can hear its development and creation with our ears, our minds, and our spirits.
Nā, he mea iti noa iho ērā, engari e nui ana ngā pānga ki te āhua o tā te kaiako kōkiri i ngā paerewa, aromatawai hoki i ngā mahi a ngā tamariki.
Nā ngā Iho Pūmanawa i kitea ai e mātou ngā momo angitu kua kitea i roto i te tokomaha o ā mātou tauira, me te maha o ā mātou mahi. Nā rātou i wātea ai ngā ara ki a mātou, pērā i te whakahuinga o ngā kura katoa, ā, i roto i ngā rangi e rua, i tutuki ngā aromatawai rerekē e toru. Waihoki, mei kore ake tā rātou whakakitenga, whai whakaaro hoki ki ngā ara rerekē e nui ai te whakamāmātanga o ngā mahi aromatawai me te whakaōritenga. E whakapae ana au ki te kore, ko te tokomaha tonu e ngana ana ki te tāpae i te whakamātautau ā-roto tuatahi, tuarua rānei. |
05:17
05:31
| Ka pai? This is giving out kids the credits that are available, for the skill and expertise that they have. That’s what this is. It’s about us as kaiako, doing the mahi, and doing the paperwork, and getting it loaded. That’s what it’s about.
Nō reira ko ēnei hui ka whakatūria hei awhina nē, i ngā kaupapa huhua katoa o Te Ao haka, ahakoa, ko ngā whakamāheretanga, ngā mahi whakaako, ngā mahi ako, ngā mahi aromatawai, ngā mahi tuku i ngā tauira mahi ki Te Tāhuhu, ki NZQA hoki. Ngā āhuatanga katoa e hāngai pū ana ki te kaiako, me ōna whakahaere, ka kōrero ki ēnei tū wānanga.
| Good? Mā tēnei e whiwhi ai ā mātou tamariki i ngā māka e wātea ana mō ngā pūkenga me ngā mōhiotanga kei a rātou. Ko tēnei pū te hāngai. Ko tōna tino kaupapa, ko tā mātou, ko tā te kaiako mahi, me te whakatutuki i ngā mahi pepa, me te uta hoki. Koia pū te hāngai.
Therefore, these meetings have been held to assist with the many aspects of Te Ao Haka, from the planning, to teaching to learning activities, to assessment, to sending examples of work to The Ministry and to NZQA. Everything directly relating to teachers and its facilitation is discussed in these wānanga. |
05:58
06:23
06:28
07:05
| If we did have kura who want to take it next year, they need to have those numbers of expression of interest this year, so that there’s some solid support for people next year. If you don’t have the access to ring and ask, then it’s quite difficult. But I think working together is really going to be what makes a huge difference.
He wero nui tenei mō ngā kura, ā ngā kura tōuhōu ki tēnei kaupapa.
What I want to say to our kaiako is that we have a huge responsibility. Our responsibility is to ensure that the mātauranga ngā kōrero tuku iho . . . . kia noho haumaru ki roto i a tātou.
We look after that mātauranga, and that we protect it, and share it in such a way, that the mana of all the mātauranga, Te Ao Haka, is upheld.
So I know we are all at different phases of our journey, and you know ko wētahi o ngā kaiako . . . he tōuhōu hei kaiaiko, You know, he hōu rātou hei tū hei kaiako.
So we have really young inexperienced teachers, but who are passionate about Te Ao Haka, coming into this space. What I would say to them is: I encourage you to go out and find your own iho pūmanawa, your own support systems who can guide you in this space. But luckily there is a lot of resource out there as a result of the development of Te Ao Haka - use paerewa paetae | Mēnā he kura e pīrangi ana ki te whai atu ā te tau e tū mai nei, me mōhio ki te nui o te hunga pīrangi i tēnei tau e pūmau ai te mōhio he momo tautoko ka wātea ā tērā tau. Mēnā kāore koe i te mōhio, waea atu ki te pātai. Engari ki a au, ko te mahi tahi te tino mea e nui ai ngā hua.
This is a big challenge for schools; for the schools who are new to this initiative.
Ko tāku ki ō mātou kaiako, he haepapa nui tō mātou. Ko tō mātou haepapa ko te whakapūmau i te mōhio ko te mātauranga … That knowledge that’s been handed down, that it rests safely with us.
Ka tiaki mātou i taua mātauranga, ka whakaruruhautia hoki, ka tiria hoki e puritia tonutia ai te mana o te katoa o aua mātauranga, o Te Ao Haka hoki.
Nā, kei te mōhio au e rerekē ana te wāhi e noho nei tātou i tō tātou haerenga, ka mutu, … some of the teachers are new teachers. You know, they're just at the beginning of their teaching career. Nā, he kaiako e taiohi ana, kāore anō hoki kia whai wheako, engari e ngākaunui ana ērā ki Te Ao haka, e kuhu mai ana hoki ki tēnei ao. Ko tāku ki a rātou: E akiaki ana au i a koe kia puta ki te whai i ōu ake Iho Pūmanawa, i āu ake pūnaha tautoko hei ārahi i a koe i tēnei ao. Engari i pai ai, he nui ngā rauemi kei reira kua puta i te waihanganga o Te Ao Haka - e whakamahi nei i ngā Paerewa Paetae. |
[ Video Resource ]
- Title: Te Ao Haka
- Description: Video 4 - Hapū, Iwi Engagement & Variations
- Video Duration: 9 minutes
- Video URL: https://player.vimeo.com/video/861066883
- Transcript: Timecode TranscriptTranslation 00:33:20 Tēnā rā koutou katoa. Ko Helen Joseph tōku ingoa. Ōku iwi nō Ngāti Porou
Timecode | Transcript | Translation |
00:33:20
| Tēnā rā koutou katoa. Ko Helen Joseph tōku ingoa. Ōku iwi nō Ngāti Porou, Maniapoto me Nga Puhi, engari i tipu ahau i roto i te iwi ō Ngāti Pourou te taha o tōku māmā. Rima tekau mā rua ōku tau i noho ahau i konei inaianei. I whanau ahau ōku tamariki ki konei, ēngari kāore he Kōhanga i konei. Tino pouri tōku ngākau nā te mea, kāore he wāhi mō rātou ki te ako i te reo. I tārai hoki ahau ki te kōrero ki a rātou ēngari, kāore rātou i tino pirangi ki te whakarongo, ngā te mea ko ō rātou hoa, kāore i te mōhio ki te kōrero māori. Kua tipu haere inaianei te reo māori, ki roto me kī, ngā kura.
| Hello, everyone. My name is Helen Joseph. My tribes are Ngāti Porou, Maniapoto and Ngāpuhi, but I grew up with my mother in Ngāti Porou. I’ve lived here for 52 years now. I gave birth to my children here, but there’s no Kōhanga here. This saddens me, because there wasn’t a place for them to learn te reo. I tried to speak to them, but they didn’t want to listen, due to the fact that their friends weren’t able to speak Māori. Te reo Māori has grown within schools. |
01:23:21
| Ko tōku reo ohooho, ko tōku reo tōku māpihi maurea. | My language is my language is my awakening. My language is the window to my soul. |
01:28:15
01:34:00
01:51:20 | Ko tōku hoa tane te mea nui. Ko ia i awhinatia i ahau i roto i te kura. He awhi i ngā tangata whenua i kōnei. They didn’t mind. They had no one else. Kei reira rātou e mirimiri tōku tuara. Ēngari kāore rātou e tino haere mai ki roto i te kura ki te kite he aha ngā mahi i roto. They were very supportive. Being the kaiako in the kura. Yeah! He pae rawa rātou ki ahau.
| My partner is the most influential. He was the one who helped me at school. He helped the local tribe. Kāore he aha ki a rātou. Kāore he tāngata atu anō. They were there to massage my back, but they didn’t really come into school to see what was happening there.
I nui tā rātou tautoko i taku tū hei kaiako i roto i te kura. Āe. They were very good to me. |
02:00:01
| I mua i taku nuku ki kōnei, kaha au ki te rangahau mō ngā iwi o kōnei. Ngā kōrero, ngā area, you know, ēra momo mea katoa, kia kite au ki te landscape me kī o tēnei wāhi. Tāku tino whainga, ko te whanaungatanga. Ngā mana whenua, te whenua, ngā tāngata whenua, te taiao o tēnei rohe, kia mōhia pai au ki tēnei mahi.
| Before I moved here, I did a lot of research about the local tribes here. The narratives, the area, you now, all of those sorts of things, and seeing the landscape of this area. My main goal was to build relationships with the local tribal authority, with the land, with the people from here, with the environment of this region, to help me in this role. |
02:33:07
| I think we’re going through a little bit of a renaissance here in Te Tau Ihu. Which is really quite nice because you know back in the 80’s, the 90’s, we had strong enough haka personnel here. And then you know we went through a real down period so to have gone through a rebuild within our rohe, and it’s about ensuring we have the resource people here to be able to maintain haka with our tamariki, with our rangatahi, and even with our pakeke groups.
So hapū and iwi, we’ve just starting to get back into it. You’ve seen a lot more happening in our marae with the iwi themselves and with our whānau, and waiata are coming forward. Which is one of the greatest things, because those are some of our resources that we use for Te Ao Haka, are our local waiata. So really important for all of our marae here in Te Tau Ihu, puta noa i te motu. The interactions that we have with our whānau help our tamariki and kura | Ki ōku whakaaro, he whakarauoratanga kei te haere i konei, i Te Tauihu, te āhua nei, me te pai hoki, nā te mea ki te hoki atu ki ngā 80 tau me ngā 90 tau, i kaha ō mātou kaihaka o konei. Kātahi ka tino heke mō tētahi wā, nā reira kua nui te whanaketanga i roto i tō mātou rohe, me te mōhio kei a mātou ngā rauemi ā-tāngata e pūmau ai ngā mahi haka ki te taha o ō mātou kapa tamariki, o ō mātou kapa rangatahi, o ō mātou kapa pakeke hoki.
Nā, mō te hapū me te iwi, kātahi anō ka tīmataria te whakahokinga mai. E nui ake ana te kitea o ngā mahi i tō mātou marae i te taha tonu o te iwi me tō mātou whānau, me te putanga mai o ngā waiata. Koia tētahi o ngā āhuatanga whakahirahira katoa, inā hoki ko ērā, ko ngā waiata nō te rohe ētahi o ā mātou rauemi e whakamahia ana mō Te Ao Haka . Nā reira e nui whakaharahara ana ki ō mātou marae katoa o konei, and throughout the country.
Ko tā mātou toro ki ngā whānau tērā ka āwhina i ā mātou tamariki me te kura. |
03:33:04
|
Ko te tāhuhu o tō mātou whare, ko te Aho Matua. Nō reira, mātua ra, ko te Aho Matua ēngari ko te Aho Matua e hono ana ki ngā iwi. Ko tētahi mātapono o Te Aho Matua, ko ngā iwi. He kaha mātou ki te torotoro. Ka noho mātou ki ngā marae. Ngā marae o Ngāti Porou, ngā marae o Hauiti, o Te Aitanga ā Mahaki, Rongowhakaata, Ngai Tāmaneka, ka torotoro mātou. Ka haere mātou ki te whakarongo ki ngā toki kōrero o tēna iwi, o tēna hapu o tēna whanau. Ka mutu i roto i ngā mahi, ka tukuna ngā tamariki ki te ako nē, nā te mea nō Taranaki te whanau Apanui Kai Tahu. Kāore i ahau ngā whakautu mō tēna iwi, mō tēna iwi. No reira ētahi wā, ko rātou kei te whakaako mai i ahau. A koina ā Ako. Ako atu ako mai. Koina ngā mātāpono ngā āhuatanga o te Aho Matua.
| Te Aho Matua is the ridge pole of our building. Therefore, Te Aho Matua is paramount. However, Te Aho Matua is that which brings the tribes together. ‘Ngā Iwi’ is one of the principles of Te Aho Matua. We often travel and stay at marae, like the those of Ngāti Porou, of Hauiti, of Te Aitanga-a-Māhaki, of Rongowhakaata, of Ngāi Tāmaneka. We visit and travel so that we can listen to the skilled orators of each tribe, sub-tribe and family. Also, during that work, the children are learning, right? Because Te Whānau-a-Apanui, Kāi Tahu, they’re from Taranaki. I don’t have the information for each and every tribe. They’re the ones teaching me. That’s the nature of ‘Ako’. To teach and to learn. Those are the principles and features of Te Aho Matua. |
04:21:22 | Ko te nuinga o te hāpori e mōhio pū ana ki tēnei kaupapa. Ko tā rātou whakaaro e tautoko pū ana i te kaupapa nei, i te mea, he kaupapa māori. He kaha tā mātou iwi a Ngāti Tamaoho te tautoko mai i tēnei kaupapa. He kaha hoki te marae o ngā Hau e Wha te tautoko mai i tēnei kaupapa. Ēhara i te mea he raru ēngari ko te rerekētanga kei roto pea i tēnei kura o tātou, he mea rerekē ki te hāpori i te mea, ko tōna whakapapa, te whakapapa o te kura nei, he whakapapa rerekē. Nō reira he mea hōu te kite i te kaupapa Māori i konei. Nō reira, ahakoa te rerekētanga, e tautoko kaha ana te hāpori i a mātou i konei.
| Most of the community knows about this initiative. They support it because it’s a Māori initiative. Our Tribe, Ngāti Tamaoho, had greatly supported this initiative. The Ngā Hau e Whā marae has also supported this initiative. It’s not a problem, but one of the differences in this school of ours is that it differs from the community, in that the genealogy of the school is different. So, it was unique to see a Māori initiative here. Therefore, despite that difference, the community are avid supporters of us here. |
05:14:24
05:47:13
| We were lucky, we’ve got a couple of kaiako from different iwi, so we call upon them. And also we’re lucky enough that the tauira go home to talk to their whānau. Tauira not only from Tauranga Moana from different rohe, so they try and get ideas from there, which is cool.
I’m also hearing ideas from other kura that are ringing outside rohe, to whānau they know, students they know, teachers they know, that can help with them in that aspect. Which I think is cool, because I don’t think the past would have allowed that. The past Pairewa.
| I pai ai, he kaiako ō mātou nō ngā iwi rerekē, nā reira ka toro atu mātou ki tērā hunga. E waimarie ana hoki mātou i tā ngā tauira hoki ki te kāinga ki te kōrero ki ō rātou whānau. Kaua noa iho ko ngā tauira nō Tauranga Moana, engari nō ngā rohe whānui, nā reira ngā tōia mai ngā whakaaro i reira, me te pai hoki.
Kei te rongo hoki au i ngā whakaaro nō kura kē e pāorooro ana i waho i te rohe, ki ngā whānau, ki ngā ākonga, ki ngā kaiako hoki e mōhio nei rātou, hei āwhina i a rātou mō tērā āhuatanga. Ki a au, he pai, inā hoki, ki ōku whakaaro, kua kore e pērā i ngā wā o mua, i te Paerewa o mua.
|
05:57:02
06:14:21 | One of our tauira who is from Ngati Hine, so we talked about wiri, and why do they open up their hands? And so she told me it was because it was them picking kai moana from out of the mud. And that’s why they open up their hands during the wiri, so it’s bringing their uniqueness and so that they know who they are.
Koirā kē pea te mea nui ki a au nei. | Nō Ngāti Hine tētahi o ā mātou tauira, nā reira i kōrerotia te wiri e mātou, me te take me tuwhera ngā ringaringa. Nā konā i kī mai ai ia ko te tiki kaimoana i te paruparu te take e tuwhera nei ngā ringaringa i te wā o te wiri, nā reira ko te whakaatu i tō rātou motuhaketanga me tō rātou mōhio ki tō rātou anō tuakiri te take.
That’s perhaps the biggest thing. |
06:18:00 | Ā ki roto i ngā āhuatanga o te haka kia tiro e tātou i aua wā, e titiro ki ngā āhuatanga o te, anei te tuapou o te whare, ngā whakaamo o te whare, nā reira he whānui te tū. I roto i ēra o Anaru Painga, Anaru Takurua mā arā koira, kia whānui te whakaamo i ō waewae. Kia tū koe kia rite ki tō whare. Anei, pēnei te waharoa nei, te tuapou, kia whānui te māramatanga o te tū, kia whānui ngā ringa, ā ko tōnā āhua ko tōna whare, ko tōna āhua ko Maui Tikitiki. Ko tōna āhua ko te urunga mai o te ra, ko te tōnga o te ra. A koira tētahi o ōna rerekētanga | And, within the aspects of haka, we look at those times, we look at the features of … here’s the ‘tuapou’ and the ‘whakaamo’ of the whare; therefore, there’s a wide stance. For those, such as Anaru Painga and Anaru Takurua, it’s that. The width of your legs need to be ‘whakaamo’, to stand like your whare. Here, like the ‘waharoa’ and the ‘tuapou’, your understanding of the stance needs to be broad, as should your arms be, to resemble their whare. It should resemble Māui Tikitiki. It should resemble the sunrise and the sunset. That’s one of its differences. |
07:15:00 | When it comes to pūkana, there’s not much kōrero, and for majority it’s a sign of intimidation and to frighten the enemy. When we in my class talk about it, I often talk about, well there’s that pūkana where you say you want to eat someone. Aye, we know that one. That’s the fierce ugly, ugly like oh my gosh scared for your life.
Then there’s that “I told you to CLEAN your bloody room!” Then there is a shocked one, you know like a “Aye, what you talking about?” Then there’s a flirtatious, which we won’t put on camera.
But those to me are the different types of pūkana, that are used today. Obviously there would have been different types of pūkana that meant the kauae. You know having the kauae and using that to flash your whakapapa. You had the eyebrows that were constantly going whilst pūkana to show maybe your hononga to Ngā Taniwha o Te Awa.
A pūkana that I learnt from my mother was a staunch ‘hold-it, no kupu, nothing!’ here, and that was an intimidating pūkana. Those types of pūkana now for me, I think are not as known, today, but those one’s I mentioned before are what I teach my kids, because they can relate. | Mō te taha ki te pūkana, kāore i te nui ngā kōrero, ā, ko te nuinga he tohu whakawehi ki te whakamataku i te ito. Ka kōrerotia ana i roto i taku akomanga, e rite tonu ana hoki te kōrerotia, nā, he pūkana e tohu ana i tō pīrangi kai i te tangata. Koia te mea weriweri, anuanu, auē, e wehi ana kei hinga.
Koia hoki tērā o te, “I KĪIA koe kia whakapaitia tō purari rūma!” Koia hoki te mea e tohu ana i te ohorere, “Nā, he aha tāu e kōrero nā?” Ka mutu, koia hoki te mea hemahema, e kore nei e whakaaturia ki te kāmera.
Engari koia, ki a au, ngā momo pūkana rerekē e kitea ana i ēnei rā. Kāore e kore, i nui kē atu ngā momo pūkana mō te kauae, arā, ko tō kauae me tōna whakamahinga hei whakaatu i tō whakapapa. I te auau te rere o ngā tukemata i te wā o te pūkana hei whakaatu pea i tō hononga ki Ngā Taniwha o te Awa.
Ko tētahi o ngā pūkana i ako ai au i taku māmā ko tētahi mea māia o te ‘puritia, kāore he kupu, kāore he aha!’ Anei, ā, koia tētahi pūkana whakawehi. Ko ērā momo pūkana, ki a au, ngā mea kāore e kaha mōhiotia ana i ēnei rā, engari ko ērā i kōrero rā au i mua ngā mea e whakaako nei au ki aku tamariki, nā te mea kei te mārama ki a rātou. |
[ Video Resource ]
- Title: Te Ao Haka
- Description: Video 5 - Challenges & Mana Ōrite
- Video Duration: 8 minutes
- Video URL: https://player.vimeo.com/video/861068011
- Transcript: Timecode TranscriptTranslation00:36 It comes with it’s challenges
Timecode | Transcript | Translation |
00:36
| It comes with it’s challenges, you know singing and all that what not, But, you now, it’s just really understandings for me, so you know not knowing the whakapapa behind things or not really knowing too much about it so your just trying to just learn and understand what they’re all about, for me.
| Kei reira ōna wero, arā, te waiata me ērā momo mea. Engari, ko te māramatanga, ki a au, ko te kūare ki te whakapapa e hāngai ana me te kore e kaha mōhio e pā ana ki tērā, engari e ngana ana ki te ako me te whai māramatanga, i ōna katoa, ki a au. |
00:58
| Ko tētahi māku ko te whakarongo. Ko te whakaoti mahi anō hoki. Ko ahau tētahi tangata ka whakaoti mahi i te ra ōrite me ū atu. A ki reira, ka tino anga ū aku mahi i roto i ngā mahinga katoa.
| One thing for me is listening and completing work. I’m the kind of person who completes their work on the day that it’s due. Due to this, all of my work can be kind of difficult. |
01:17
| One of my challenges were speaking in front of a group. Yeah I feel uncomfortable sometimes and yeah, it’s slowly overcoming my fear.
| Ko tētahi o ōku wero, ko te kōrero ki mua i tētahi rōpū. Āe, ka hēmanawa au i ētahi wā, ā, kei te āta tūwhiti au i taku hopo. |
01:29
| All together……..toru wha…
Learning the poi, Learning the poi was just another new journey for me, cause in Samoa or other cultures I’ve experienced they don’t use poi. So yeah that was the difficult thing for me to learn. | E te katoa … three … four …
Ko te ako i te poi. Ko te ako i te poi tētahi haerenga anō ki a au, nā te mea i Hāmoa me ētahi atu ahurea kua wheako au, kāore te poi e whakamahia. Nā reira, āe, i uaua ki a au te ako i tērā. |
01:48
| Piki kapa….bend your knees —-. Kia piko ngā turi.
He nui ngā wero, he maha ngā wero, kaua nā te kaupapa anake ēngari nā ngā āhuatanga o te ao, nā ngā āhuatanga e pēhi nei i a tātou katoa. Te mate Kōwheore tētahi nō reira ko ngā wero, he akiaki ki nga tauira kia hoki mai ki te kura.
Koira tētahi wero. Ko tētahi atu o ngā wero, kia tū tangata ai ngā ākonga. A koira ngā whēako e nana nei au te whakatō ki roto i aku ākonga i te mea, kāore rātou i te tū tangata i roto i te ao Māori.
I roto pea i te ao whutupaoro, i roto pea i te ao o te rīiki, o te aha atu rānei ēngari ko te ao māori, ko te ao haka, he rerekē.
Nō reira, koira tētahi wero māku, i te mea he rerekē ki a rātou, e hīkaka ana ēngari kāore pea i kaha te tū. Koira tāku e ngana nei te whakatō. |
There are lots of challenges, there are many challenges. Not just from this subject, but from what’s happening in the world and the pressures that we’re all facing. The COVID pandemic is one. Therefore, it’s challenging to entice students to come back to school.
That’s one challenge. Another challenge for the students is to be relaxed. And that’s one of the experiences that I seek to instill into my students, because they’re not comfortable in the Māori world.
In the world of rugby, perhaps, in the world of league, perhaps, but in the Māori world and the world of haka, it’s different.
Therefore, that’s one challenge for me, because it’s different to them, they’re enthusiastic, but maybe aren’t capable performers. That’s what I’m trying to instill. |
02:54
| Engari ko tō rātou mahi he tito i tētahi waiata. Some of the things that I have come across that are challenge is the new terms. Kupu that are used. I’m old school so I was taught reo a different way, so when you’ve got these new kupu that are coming out, it’s a bit of a struggle not only for me but for our tamariki as well to get their heads around the terminology.
I think reo variation, iwi variation. I’m a strong believer that a tamaiti should come with all their ahurea and not be expected to just stick to one reo, so bring in that iwi variation of reo and making sure that it’s a safe place for them to be able to do that. I think, koira kē ngā tino wero o te Paerata nei. |
But, what they have to do is compose a song.
Ko ētahi o ngā mea kua kitea e au e wero ana ko ngā kupu hou. Nō te ‘Kura Tawhito’ ahau, nā reira i rerekē te whakaakona mai o te reo ki a au. Nā, ka kitea ana ēnei kupu hou e putaputa mai ana, he uaua, kaua ki a au anake, engari ki ā tātou tamariki hoki kia whai māramatanga ki ngā kupu.
Ki ōku whakaaro, ko ngā rerekētanga ā-reo, ā-iwi hoki ... e kaha ana taku whakapono ki te tamaiti me tōna anō ahurea, ā, ehara i te mea me mau ki te reo kotahi anake, nā reira heria mai ō rerekētanga ā-reo, ā, me te whakarite i tētahi āhuru mōwai mō rātou ki te mahi i tērā mahi. Ki ōku whakaaro, that’s the real challenge of this pilot. |
...03:53 | Mana ōrite - so if I’m thinking just about this school, first thought is breathe in and then slowly breathe out.
It doesn’t mean to say that those within the kura, that are not knowledgeable in terms of Mātauranga Māori, aren’t wanting to incorporate it, but it’s about the ‘how’ and doing it properly and that really needs to come from the top and it needs to be genuine and it’s about how we distribute that and how we upskill so that that mana of Mātauranga Māori is within every kaupapa ako. Nui ngā mahi.
| Te Mana Ōrite. Nā, ki te hāngai pū aku whakaaro ki tēnei kura anake, ko te whakaaro tuatahi ka puta kia hā whakaroto, kia āta hā whakawaho.’
Ehara i te mea ko te hunga i roto i te kura, e kūare ana ki te mātauranga Māori, kāore e hiahia kia whakaurua te mātauranga Māori, engari kē ko te ‘me pēhea’ me te mahi tika me heke iho i ngā upoko, ā, me houtupu hoki. Ko te ara hoki o tā tātou tiri i tērā me te whakangungu e whakamanatia ai te mātauranga Māori i roto i ngā kaupapa ako katoa. There’s lots to be done. |
04:33 | Tane mā, ko te take i mahue koutou i o koutou rārangi nā, i te kōrero koutou.
Mana ōrite means to be at the same level but the same level to help both parties see each other or see the way they are. Doesn’t mean we Māoris have to go back to wearing grass skirts or whatever, but it means allowing us to think the way we think, allowing us to sit the way we sit and to walk the way we walk.
And the way I am saying that is, it might sound simple, but in reality it’s quite hard to comprehend because it’s metaphoric. But that’s the way we are as a people, we are metaphoric. We talk in riddle and if you don’t understand that riddle, well then you just don’t understand.
Like Te Kani Otakirau said, “Ehara taku maunga i te maunga nekeneke, engari he maunga tūtono”. When he got asked to be King he said that instead of just saying “No!” and that saying something. He said “No” without saying ‘no’ and you have to understand that. But if you don’t understand the language or the way we think as people well then your just saying “my mountain doesn’t move” well what the heck does that mean?
So that’s what I am talking about. If you don’t understand the language and the ideologies behind that language then you don’t get the way we think and the way I’m thinking about what Mana Orite is, it’s not the same as what a Pākehā man or anyone else thinks about Mana Orite.
So Mana Orite means to me like - Pākehā, you can do what you want to do, you do how you ever do, no judgment. But I expect the same’.
| Men, the reason you were left behind by your lines is that you were all talking.
Ko te Mana Ōrite ko te noho ki te pae kotahi, engari te pae kotahi e pai ai tā te tangata āwhina i ngā taha e rua ki te kite i a rātou anō me ō rātou āhua. Ehara i te mea me hoki tātou, te iwi Māori, ki te mau kaka pātītī me ērā momo mea, engari ko te tuku i a tātou ki te whakaaro i ō tātou whakaaro, ki te noho i tā tātou noho, ki te hīkoi hoki i tā tātou hīkoi.
E māmā noa ana pea i roto i aku kōrero, engari i te ao motuhēhē, inā te uaua o te whakaaro ake, inā hoki he huahuatau kē. Engari koia tātou hei tangata. He panga ā tātou kōrero, ā, ki te kore koe e mārama ki te panga, e kore noa iho koe e mārama.
He pērā i tā Te Kani-a-Takirau, ‘Ehara taku maunga i te maunga nekeneke, engari he maunga tū tonu.’ I te tonoa ōna hei kīngi, i puta tērā - tē kī kē ai i ‘Kāo’. I puta te ‘Kāo’ ahakoa kāore i kīia te ‘Kāo’, ā, me mārama ki tērā. Engari ki te kore koe e mārama ki te reo, ki ngā ara rānei o ō tātou whakaaro hei tangata, nā, e mea noa ana koe, “Kāore taku maunga e neke.” He aha ianei te tikanga o tērā?
Nā reira koia aku kōrero. Ki te kore koe e mārama ki te reo me ngā whakaaro kei muri i te reo, e kore koe e mārama ki ō mātou ara whakaaro me ōku whakaaro mō te Mana Ōrite. Kāore e rite ana ki tō te tāne Pākehā whakaaro, ki tō wai ake rānei, mō te Mana Ōrite.
Nā reira, ko te Mana Ōrite ki a au, “Pākehā mā, hoea tō koutou nā waka, kāore au mō te whakawā, engari kia pērā hoki au.” |
06:01 | Taihoa i roto nei ka nui te ngakau e Hold on in here, there’s lots from the heart …
It’s about time our ahurea Māori is being recognized and the appreciation for what knowledge and skill they have. The fact that our kids can get Bursary with Te Ao Haka and I was there when Māori performing Arts was coming through at the very beginning there and just the development over those 20 years has been immense, and the fact that our kids and our people have really wanted it and thankfully they have answered it. |
Kua tae ki te wā e whakamanatia ai tō tātou ahurea Māori, me te mārama ki ngā mōhiotanga me ngā pūkenga kei reira. Ko te mōhio ka whakawhiwhia ā tātou tamariki ki te tohu o Te Ao Haka, ā, i reira au i te wā i te tīmata noa te urunga mai o Te Ao Haka, ka mutu, kua nui whakaharahara te kōkiritanga i roto i ngā tau e 20, me te aha, i pīrangi nuitia e ā tātou tamariki me tō tātou iwi, ka mutu, he koanga ngākau kua uruparetia te tono. |
06:37 | A kia maia, ki taku kiri …. (Be steadfast, to my skin.)
I love it. Ki te kore ka kore a Te Ao Haka i hua mai. I believe if it didn’t change we would have just seen unit standards. So, nō reira i runga i tēnei āhuanga o te Mana Orite, kua mana Māori Performing Arts ka hua mai Te Ao Haka ā ka whai hua ngā Tauira Māori i roto i tēnei ao mātauranga.
So our Māori students finally get recognized for the mahi that they do and I honestly think that the success of Māori and the attendance of Māori students has increased. |
E rawe ana ki a au. If that weren’t the case, Te Ao Haka wouldn’t have come into existence. E whakapae ana au mēnā kāore i panonihia, kua kite noatia ngā paerewa. So, due to Mana Ōrite, Māori Performing Arts has become certified, and Te Ao Haka has come into being, and it’s the Māori students who are reaping the benefits in the world of education.
Ināianei, e whakanuia ana ā tātou ākonga Māori mō ngā mahi e mahia ana e rātou, ā, e motuhenga ana taku whakapono kua kaha ake te angitu Māori me te taenga mai o ngā ākonga Māori ki te kura. |
[ Video Resource ]
- Title: Te Ao Haka
- Description: Video 6 - Pathways & Inspiration
- Video Duration: 10 minutes
- Video URL: https://player.vimeo.com/video/858796160
- Transcript: Timecode TranscriptTranslation00:20 Mehemea ka moemoea ahau
Timecode | Transcript | Translation |
00:20
| Mehemea ka moemoea ahau, ka taea e au, mehemea ka moemoea tātou, ka taea e tātou. | If I dream, I dream alone. If we dream as a collective, we can achieve our dream. |
00:36
| I think that Te Ao Haka helps with a lot of different pathways, especially with speaking to people. I think being able to come out of your comfort zone, and talking to people you haven’t necessarily met, but taking that leap of faith and being able to really boost your confidence up.
And I think it really helps when you get over that initial stage fright. And this is one of the classes where like you have fear, but you are able to overcome that fear, cause you have a lot of support.
And it’s having that backing, knowing that well someone’s going to be there when you fall, and they’re not going to criticize you about it. They’re going to help you through it. I think that’s what really makes people come here a lot. | Ki ōku whakaaro, he āwhina kei roto i Te Ao Haka mō ngā ara maha, inarā te kōrero ki te tangata. Ki ōku whakaaro, ko te putanga i tō āhuru mōwai me te kōrero ki te hunga kāore anō kia tūtakina e koe, engari me whakapono tonu hei whakapiki i tō māia.
Ki a au, he āwhina nui tērā kia tūwhiti koe i tērā hopo i te atamira i te tuatahi, ka mutu, ko tērā tētahi o ngā akomanga kei reira te wehi, engari ka taea te tāmoe taua wehi, nā te mea he nui te tautokona ōu.
Ā, ko taua taituarā, ko te mōhio hoki kei reira tētahi tangata ina hinga koe, me te kore e whakatakē i a koe mō tērā. Ka hāpai taua tangata i a koe ā tutuki noa. Ki a au, koia te take e kaha whakapoapoatia mai nei te iwi ki konei. |
01:20
| Left and right . . . Potential pathways. Well I look at myself and all the different pathways I’ve had: Kohanga Reo, Te Hunga Pāpāho, Tourism, Health and Fitness, Kaiako, Education and not just kura. You don’t realise until you get into it, how much mātauranga you actually learned, through waiata. And that stuff can be put back out to the Iwi through any space.
(You’d) be surprised how kapa haka can influence, or can teach you about science, about all of those spaces | Ki te taha mauī, ki te matau . . . Ko ngā ara tērā pea ka whāia. Nā, ka tiro au ki a au anō me ngā ara rerekē i whāia ai e au: Ko te Kōhanga Reo, ko te hunga pāpāho, ko te ao tāpoi, ko te hauora me te whakapakari tinana, ko te mahi kaiako, ko te mātauranga, kaua ko te noho noa ki te kura. Kāore koe e mōhio ki te nui o te mātauranga kua ākona mā roto i te waiata kia kuhu noa koe. Waihoki, ka taea te whakahoki ērā mea ki te iwi i roto i ngā wāhi katoa. Ka ohorere te tangata i ngā ara e whakaawe nei te kapa haka, e whakaako rānei te kapa haka ki te pūtaiao, ki aua wāhi katoa. |
02:04
| (ākonga) E hika tu ake, hei tama tu, hei hine tu kia tu rangatira au i te ao. Mauao hi! mauao ha! (My friend, arise, as active boys and girls, so that I may stand ennobled in the world. Mauao hī! Mauao hā!)
Well just in our own kete here I see great composers. I see great tune makers. What kapa haka does for them, what Te Ao Haka does for them, is it gives them confidence. It’s endless the things you can do with the skills that you learn in Te Ao Haka.
Ara kē ngā kōrero o ngā pakeke. It’s only a matter of time before us Māori go out with our pūkenga and share it with the world, and the world is waiting for it. | E hika, tū ake! Hei tama tū, hei hine tū, kia tū rangatira au i te ao. Mauao hī! Mauao hā!
Nā, i roto i tā mātou kete o konei, e kite ana au i ētahi kaitito autaia, i ētahi kaitito rangi autaia hoki. Ko tā te kapa haka, ko tā Te Ao Haka, he whakamāia i a rātou. Kāore he mutunga o ngā mea ka taea e te tangata me ngā pūkenga e ahu mai ana i Te Ao Haka.
As it was said by the elders. Ka taka te wā, ka puta tātou, te iwi Māori, me ō tātou pūkenga ki te tiri atu ki te ao, ā, e tatari ana te ao ki tērā. |
02:56
| Tō matau kaiako, he tauira o tēra kōrero ra, ngā te ao haka ia i kawe ki ngā tōpito katoa o te ao. A, ngā te ao haka ia i kawe ki ngā taumata rangatira, ngā te ao haka ia i wikitoria ai ki te matatini. I haere ai ki Tiamana, ki Hawai, i haere ai ki Amerika, ki tawhiti pamamao, a hoki rawa mai ki te kainga e tau nei. Nō reira kaore pea he tauira nui ake, hirahira ake i tēra i te mea, koia e whakatinana ana i ngā hiahia o tēnei kaupapa nei.
| Our teacher is an example of that statement. Te Ao Haka has carried them to the far reaches of the world and Te Ao Haka has carried them to the highest levels. Due to Te Ao Haka, they've won Te Matatini. They went to Germany, to Hawai'i, to America, to distant places, and they've returned home. Therefore there may be no greater example, none more important, because they've embodied the desire within this subject. |
03:42
| He maha ngā momo hua mā te kaiako me te ākonga. Tuatahi mō te kaiako. They’ve gone to doing their degree in Māori Performing Arts, and actually coming out of that, you know that corner of being scared “oh excuse me” that, to “Oh kei au tētahi whakautu”. And so that’s the beauty of that, because once you can get over that anxiety, you’re open to learning and to project that information. And also with the ākonga, because, speaking personally about our ākonga in our kura, there was some hesitation there, but when they actually understood what the standard is, and how they can use it to tell us their narratives, their stories, it’s beautiful.
| There are many benefits to the teachers and the students. First of all, for the teacher. Kua tahuri rātou ki te whai i tō rātou tohu i ngā mahi Kapa Haka, me te puta i tēnā kokonga o te wehi, o te "Ā tēnā, ..." ki tērā o te "Oh, I know the answer." Nā koia te ātaahua o tērā, inā hoki ki te tūwhiti koe i tērā hopo, ka rite koe ki te ako me te tuku i taua pārongo. Waihoki, ki ngā ākonga, nā te mea e kōrero whaiaro ana au mō ā mātou ākonga i tō mātou kura, he horokukū i reira, engari i tō rātou mārama haere ki te paerewa, me tā rātou whakamahi i tērā hei kōrero i ā rātou pūrākau, i ā rātou kōrero, inā te rerehua. |
04:24 | So here we are, so we want to say “Kia mau!” and all we’re going to do is just walk.Alright? Kia rite. Toru! All together. Toru! Wha!
Māori movement is centered around the philosophies of Te Ao Haka, Kapa Haka movement that is derived from the marae ātea, from our traditional martial ways of moving, and it draws on tūpuna knowledge to be able to facilitate a way of people, Māori and non-Māori, moving in a way that frees their mind, their heart, and their intuition.
And when you bring those together outside of the context of a rigid space and environment, THEN we can begin to move. So I think that this is a tool that schools can use, one to warm their kids, their tamariki taiohi into a space of receiving knowledge.
And so it can be used as a movement, warmup training system. It can also be used as a system that can be used to create choreography, dance and expression | Nā reira kei konei tātou, e pīrangi ana ki te kī atu "Kia mau!", ā, ka hīkoi noa tātou, nē? Get ready. Three! Kia kotahi. Three! Four!
Ko te pokapū o te nekehanga Māori ko ngā tautake o Te Ao Haka. Kua ahu mai ngā nekehanga kapa haka i te marae ātea, i ngā āhuatanga o ngā nekehanga tuku iho e ahu mai nei i ngā mātauranga o ngā tūpuna kia huawaeretia ai he momo nekehanga a te tangata, Māori mai, tauiwi mai hoki, e tuwhera mai ai te hinengaro, te whatumanawa, te rongo ā-manawa anō hoki.
Nā, ki te whakakotahitia aua āhuatanga i waho i te horopaki i tētahi wāhi, i tētahi taiao hoki whakaioio, kātahi nā ka tīmata te nekehanga. Nā reira, ki a au, he rawa tēnei hei whakamahi mā ngā kura, hei whakatau i ā rātou tamariki, i ā rātou taiohi hoki ki tētahi wāhi e pai ai te whiwhinga o te mātauranga.
Ā, ka pai hoki te whakamahi hei pūnaha mō te whakakorikori me te whakamahana. Ka pai hoki pea te whakamahi hei pūnaha e waihangahia ai he nekehanga, he kanikani, he whakapuakanga anō hoki.
|
05:31 | Takina te kawa, te kawa ora, ko te kawa tipua, ko te kawa tawhito, te kawa i tiki mai i Hawaiki. Te pakia mai au i te kura e. Te kura i tipua, te kura tawhito te kura i hōu mai i Hawaiki. He kura tangata, he kura tipua, he kura atua, he kura ora, Tuturu whakamaua kia tina, tina, haumi e, hui e, taiki e.
| (ākonga mihi not translated as it is a karakia and not appropriate to CC)
|
| Ka tae mai tētahi manuhiri tauiwi, nō tāwāhi rānei ki Aotearoa, kāore rātou i te hiahia kite i te Pākeha. Ehara tēnei i te kōrero whakaiti, kei te hiahia kē rātou ki te i te Māori me āna mahi. Koina, i roto i te ao haka, ara, koina tētahi wāhanga nui o te ao Māori. Kāore ngā tikanga i konei kāore i te rite ki wāhi kē atu. He hononga ki tēna motu, ki tēna whenua, ki hea ake rānei, Heoi anō, ka tae mai he manuhiri ki konei ki Aotearoa, kei te hiahia kite atu, kite mai i a tātou. Mōhio ko wai tātou, he aha tatou. Engari koina ngā huarahi kei te hiahiatia tātou e te ao. Ko Niu Tireni noiho pea, te ahurea, kāore i te hiahiatia ki tō tātou ahurea. | When a non-Māori guest arrives, from overseas to New Zealand, they don't want to see Pākehā. This isn't said to belittle, but they would like to see Māori doing what they do. That's it. It's Te Ao Haka, namely, that's one of the main parts of the Māori world. The protocols that we have here aren't like that of anywhere else. There are links to other lands, where ever they may be. However, when foreigners arrive in New Zealand, they want to see us, they want to know about us and what we are. That's what the world wants. Perhaps it's only New Zealand that doesn't want our culture. |
06:57
07:12 | (ākonga mihi) E ko ahau, ko ngā ahorau, ko ahau!
I think if they see that you enjoy it, that you have a passion for it, that they can feed off that. And they’ll see that within you. And so when they see that I’m enthused about watching a performance, or giving up myself, then they tend to turn around and say “oh . . . OK, now I’ve got a level to attain. To reach for.”
So I hope that would be inspiring for them. We do watch a lot of stuff on-line, however you don’t get the same feeling as being in the presence of a performance happening in front of you. | E ko au, ko Ngā Ahorau, ko ahau.
Ki ōku whakaaro, ki te kite rātou i tō ngahau, i tō kaingākautanga, ka whāngai tērā i a rātou. Waihoki, ka kitea tērā i roto i a koe. Nā reira ka kitea ana taku rikarika ki te mātakitaki i te tū, i taku whakahere, ka tahuri rātou me te kī ake, "Nā, he taumata me eke, hei toronga hoki māku."
Nā reira, ko te wawata e whakahihiko ana tērā ki a rātou. He nui tā mātou mātakitaki i ngā whakaaturanga kei te ipurangi; heoi, kāore e rite ana te wairua o tērā ki tō taenga ā-tinana atu ki tētahi whakaaturanga kei mua tonu i a koe. |
07:49
08:24 | (ākonga mihi) Ko ngā hau ki runga, ko ōku whe ki raro, ko Rangitane tangata rau, kei waenganui. Tu ana au ki te taumata kōrero o tapuwae o Uenuku, ka kai aku mata ki ngā Wairau o Ruatere. Ka hao ki te kuku o te manawa ki te pā o Omaka te āhuru mowai mō tātou. E ai ki te kōrero, tuiai ki runga, tuia ki raro, tuia te aroha ki te ngākau o te tangata. Tihei mauri ora.
Ma te mahi kapa haka ka ako au i te reo māori, ka ako au i ngā tikang māori. Te kiwaha kei muri i ahau ‘ki te wātea te hinengaro me te rere o te wairua, ka taea ngā mea katoa’. Tino hiahia au, kia whakaako aua akoranga ki te rangatahi o āianei, kia angitu ā mātou rangatahi.
What inspires me to do Kapa Haka and Te Ao Haka is my whānau. I want to keep making them proud, and keep improving myself. | Ko ngā hau ki runga, ko ōku whe ki raro, Rangitāne tangata rau, kei waenganui. Tū ana au ki te taumata kōrero o tapuwae o Uenuku, ka kai aku mata ki ngā Wairau o Ruatere. Ka hao ki te kuku o te manawa ki te pā o Omaka te āhuru mowai mō tātou. E ai ki te kōrero, tuia ki runga, tuia ki raro, tuia te aroha ki te ngākau o te tangata. Tihei, mauri ora.
Through kapa haka, I have learned te reo Māori and tikanga Māori. The saying that's in the back of my mind is "If the mind is free and the spirit is willing, anything is possible." I really want to teach those lessons to the youth of today, so that our young people will excel.
Ko te mea e whakahihiko nei i a au ki te mahi i te kapa haka me Te Ao Haka ko taku whānau. Ko aku hiahia kia whakahīhī tonu rātou ki a au, kia haere tonu taku whakapakari i a au anō. |
Teaching and Learning Plans
These Teaching and Learning Plans have been developed to provide you with exemplars of a full year’s teaching and learning programme using the new Achievement Standards, aligned specifically to the ‘Te Ao Haka’ Learning Matrix.
These examplars are here as a valuable resource to support the creation and development of your own Teaching and Learning Programs in Te Ao Haka at NCEA Level 1, 2 and 3.
Te Ao Haka ki te hoe!
Teaching and Learning Plans
These Teaching and Learning Plans have been developed to provide you with exemplars of a full year’s teaching and learning programme using the new Achievement Standards, aligned specifically to the ‘Te Ao Haka’ Learning Matrix.
These examplars are here as a valuable resource to support the creation and development of your own Teaching and Learning Programs in Te Ao Haka at NCEA Level 1, 2 and 3.
Te Ao Haka ki te hoe!
T&L Plans 2021 - Level 1
T&L Plans 2021 - Level 1
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Teaching and Learning Plans - Level 1
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T&L Plans 2021 - Level 2
T&L Plans 2021 - Level 2
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T&L Plans 2021 - Level 3
T&L Plans 2021 - Level 3
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T&L Plans 2021 - Levels 1 - 3
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T&L Plans 2021 - Levels 1 - 3
Nā Te Wharekura o Mauao tēnei mahere ako i whakarite hei rauemi mō Te Ao Haka
T&L Plans 2021 - Levels 1 - 3
Nā Te Wharekura o Mauao tēnei mahere ako i whakarite hei rauemi mō Te Ao Haka
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Assessment Matrix
Conditions of Assessment for internally assessed standards
This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic
- any other relevant advice specific to an Achievement Standard.
NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.
The school's Assessment Policy and Conditions of Assessment must be consistent with the Assessment Rules for Schools With Consent to Assess. These rules will be updated during the NCEA review. This link includes guidance for managing internal moderation and the collection of evidence.
For all Achievement Standards
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
The design of assessment should reflect and reinforce the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs or film), or a portfolio of evidence.
The collection of evidence for internally assessed Standards should not use the same method that is used for any external Standards in a programme/course, particularly if that method is using a time-bound, written examination. This could unfairly disadvantage students who do not perform well under these conditions.
A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities, for example, in a portfolio. This approach can also ease the assessment workload for both students and teachers.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Authenticity of student evidence needs to be assured, regardless of the method of collecting evidence. This needs to align with school policy. For example, an investigation carried out over several sessions could include teacher observations or the use of milestones such as a meeting with the student, a journal, or photographic entries recording progress etc.
External moderation submission dates
Moderation for internally assessed standards will occur in a kāhui (cluster setting). Kura can submit material for moderation at any time throughout the year. However, NZQA should receive the material for the standards that have been assessed at least two weeks before the kāhui.
2023 Kāhui Dates
| Date | Kāhui | Level |
|---|---|---|
| 26 to 28 May | 1 | All levels |
| 11 to 13 August | 2 | All levels |
| 24 to 26 November | 3 | All levels |
Refer to the Te Ao Haka NZQA website for Internal assessment dates and information.
This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic
- any other relevant advice specific to an Achievement Standard.
NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.
The school's Assessment Policy and Conditions of Assessment must be consistent with the Assessment Rules for Schools With Consent to Assess. These rules will be updated during the NCEA review. This link includes guidance for managing internal moderation and the collection of evidence.
For all Achievement Standards
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
The design of assessment should reflect and reinforce the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs or film), or a portfolio of evidence.
The collection of evidence for internally assessed Standards should not use the same method that is used for any external Standards in a programme/course, particularly if that method is using a time-bound, written examination. This could unfairly disadvantage students who do not perform well under these conditions.
A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities, for example, in a portfolio. This approach can also ease the assessment workload for both students and teachers.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Authenticity of student evidence needs to be assured, regardless of the method of collecting evidence. This needs to align with school policy. For example, an investigation carried out over several sessions could include teacher observations or the use of milestones such as a meeting with the student, a journal, or photographic entries recording progress etc.
External moderation submission dates
Moderation for internally assessed standards will occur in a kāhui (cluster setting). Kura can submit material for moderation at any time throughout the year. However, NZQA should receive the material for the standards that have been assessed at least two weeks before the kāhui.
2023 Kāhui Dates
| Date | Kāhui | Level |
|---|---|---|
| 26 to 28 May | 1 | All levels |
| 11 to 13 August | 2 | All levels |
| 24 to 26 November | 3 | All levels |
Refer to the Te Ao Haka NZQA website for Internal assessment dates and information.
The material for this standard will be student-generated information which may be presented in verbal or written form, and may be accompanied by physical demonstration or visual images.
Teachers should ensure the rigour of the outcome is appropriate for Level 6 of the New Zealand Curriculum.
Evidence may be presented through physical demonstration, or other formats, including:
- annotated visual information
- oral presentation
- physical demonstration accompanied by verbal or written explanation
- written information
- digital formats
- audio and visual recordings
- format as agreed between student and teacher as reliable and assessable
- a combination of formats as appropriate.
The evidence for this standard will be a student performance. This performance may be given with or without an audience.
Performances may be given as an individual or in a group.
Performances given for another purpose, for instance at a community or school event, or as part of a competition may be used as evidence for this standard.
Teachers should ensure the rigour of the outcome is appropriate for Level 6 of the New Zealand Curriculum.
Evidence may be presented through physical demonstration, or other formats, including:
- video recordings of the performance
- performance in front of a kaiako or examiner
- performances on digital platforms
- format as agreed between student and teacher as reliable and assessable
- a combination of formats as appropriate.
The evidence for this standard will be a student's original composition, which may be presented as a written text, a recording, or a live performance. Students will also submit accompanying written or verbal text as part of their evidence.
Performances may be given as an individual or in a group.
Performances given for another purpose, for instance at a community or school event, or as part of a competition may be used as evidence for this standard.
If kaiako are not able to attend the performance live, a video recording of the performance must be captured for assessment purposes.
Teachers should ensure the rigour of the outcome is appropriate for Level 7 of the New Zealand Curriculum.
Evidence may be presented through physical demonstration, or other formats, including:
- written text
- audio or video recordings
- in-class presentation
- performance in front of a kaiako or examiner
- performance on digital platforms
- format as agreed between student and teacher as reliable and assessable
- a combination of formats as appropriate.
Submissions must include both evidence of the original composition and accompanying written or verbal text.
The evidence for this standard will be a student performance. This performance may be given with or without an audience.
Performances may be given as an individual or in a group.
Performances given for another purpose, for instance at a community or school event, or as part of a competition may be used as evidence for this standard.
Teachers should ensure the rigour of the outcome is appropriate for Level 7 of the New Zealand Curriculum.
Evidence may be presented through physical demonstration, or other formats, including:
- video recordings of the performance
- performance in front of a kaiako or examiner
- performances on digital platforms
- format as agreed between student and teacher as reliable and assessable
- a combination of formats as appropriate.
The material for this standard will be student-generated information which may be presented in verbal or written form, and may be accompanied by physical demonstration or visual images.
Teachers should ensure the rigour of the outcome is appropriate for Level 8 of the New Zealand Curriculum.
Evidence may be presented through physical demonstration, or other formats, including:
- annotated visual information
- oral presentation
- interview
- physical demonstration accompanied by verbal or written explanation
- written information
- digital formats
- audio and visual recordings
- format as agreed between student and teacher as reliable and assessable
- a combination of formats as appropriate.
The evidence for this standard will be a student performance. This performance may be given with or without an audience.
Performances may be given as an individual or in a group.
Performances given for another purpose, for instance at a community or school event, or as part of a competition may be used as evidence for this standard.
Teachers should ensure the rigour of the outcome is appropriate for Level 8 of the New Zealand Curriculum.
Evidence may be presented through physical demonstration, or other formats, including:
- video recordings of the performance
- performance in front of a kaiako or examiner
- performances on digital platforms
- format as agreed between student and teacher as reliable and assessable
- a combination of formats as appropriate.