What to do
You will construct a short sequence which incorporates wiri, takahi, pūkana, and two other key features of Te Ao Haka. If you choose to create a sequence for poi, you will substitute rere o te poi for wiri.
You may present this sequence by either performing it yourself or directing others to perform it.
You will accompany your sequence with a description that explains what the key features are, what makes them unique, and how you have used them to create your sequence. This description should also describe the whakapapa of each feature and any tribal variations in the features and why these occur.
Part 1
Decide what kind of sequence you want to create. Your kaiako may help with this. You do not need to create a new composition.
Research existing compositions to help and inspire you.
Your kaiako may provide you with scripts and/or music to base your sequence on, or you may find your own.
Select five key features to incorporate into your sequence. These must include wiri, takahi, and pūkana. If you choose to create a sequence for poi, you will substitute rere o te poi for wiri.
Part 2
Design your sequence. You may wish to do this by drawing diagrams or pictures, writing notes, or working out the sequence physically. Find a way that works for you.
Part 3
Present your sequence. You can do this by performing the sequence yourself. You can also choose to teach the sequence to someone else or a group of others to perform.
Part 4
Describe your sequence. Your description can be written or verbal.
Describe where your features appear in your sequence and how an audience can identify them.
Explain the whakapapa of your features, where they come from and why they appear the way they do.
Discuss any variation, inclusive of iwi, hapū, or rohe variation, that occurs for the features. Have you used this in your sequence? Why or why not?
You will construct a short sequence which incorporates wiri, takahi, pūkana, and two other key features of Te Ao Haka. If you choose to create a sequence for poi, you will substitute rere o te poi for wiri.
You may present this sequence by either performing it yourself or directing others to perform it.
You will accompany your sequence with a description that explains what the key features are, what makes them unique, and how you have used them to create your sequence. This description should also describe the whakapapa of each feature and any tribal variations in the features and why these occur.
Part 1
Decide what kind of sequence you want to create. Your kaiako may help with this. You do not need to create a new composition.
Research existing compositions to help and inspire you.
Your kaiako may provide you with scripts and/or music to base your sequence on, or you may find your own.
Select five key features to incorporate into your sequence. These must include wiri, takahi, and pūkana. If you choose to create a sequence for poi, you will substitute rere o te poi for wiri.
Part 2
Design your sequence. You may wish to do this by drawing diagrams or pictures, writing notes, or working out the sequence physically. Find a way that works for you.
Part 3
Present your sequence. You can do this by performing the sequence yourself. You can also choose to teach the sequence to someone else or a group of others to perform.
Part 4
Describe your sequence. Your description can be written or verbal.
Describe where your features appear in your sequence and how an audience can identify them.
Explain the whakapapa of your features, where they come from and why they appear the way they do.
Discuss any variation, inclusive of iwi, hapū, or rohe variation, that occurs for the features. Have you used this in your sequence? Why or why not?
How to present your learning
Perform a sequence of approximately 30 seconds accompanied by a description of approximately 350 words.
These guidelines are indicative only. A student may be able to demonstrate sufficient evidence for this standard with a smaller volume of evidence. Equally, some students may require more time and words to produce sufficient evidence.
The volume of evidence submitted for the standard should allow the student to demonstrate the best of their ability and knowledge.
Perform a sequence of approximately 30 seconds accompanied by a description of approximately 350 words.
These guidelines are indicative only. A student may be able to demonstrate sufficient evidence for this standard with a smaller volume of evidence. Equally, some students may require more time and words to produce sufficient evidence.
The volume of evidence submitted for the standard should allow the student to demonstrate the best of their ability and knowledge.
Timeframe
Teacher to provide.
Teacher to provide.
Getting started
What features of Te Ao Haka can you think of?
How did these features develop?
What do these features look like in performance?
How do these features enhance a performance?
What variation, inclusive of iwi, hapū, or rohe variation, do we see in Te Ao Haka features?
What sort of sequence would you like to create? Think about Te Ao Haka disciplines:
- whakaeke
- haka, haka wahine
- waiata ā-ringa
- poi
- whakawātea
- mōteatea.
How can you make sure that you can incorporate all five features you choose into your sequence?
What features of Te Ao Haka can you think of?
How did these features develop?
What do these features look like in performance?
How do these features enhance a performance?
What variation, inclusive of iwi, hapū, or rohe variation, do we see in Te Ao Haka features?
What sort of sequence would you like to create? Think about Te Ao Haka disciplines:
- whakaeke
- haka, haka wahine
- waiata ā-ringa
- poi
- whakawātea
- mōteatea.
How can you make sure that you can incorporate all five features you choose into your sequence?
What to do
You will construct a short sequence which incorporates wiri, takahi, pūkana, and two other key features of Te Ao Haka. If you choose to create a sequence for poi, you will substitute rere o te poi for wiri.
You may present this sequence by either performing it yourself or directing others to perform it.
You will accompany your sequence with a description that explains what the key features are, what makes them unique, and how you have used them to create your sequence. This description should also describe the whakapapa of each feature and any tribal variations in the features and why these occur.
Part 1
Decide what kind of sequence you want to create. Your kaiako may help with this. You do not need to create a new composition.
Research existing compositions to help and inspire you.
Your kaiako may provide you with scripts and/or music to base your sequence on, or you may find your own.
Select five key features to incorporate into your sequence. These must include wiri, takahi, and pūkana. If you choose to create a sequence for poi, you will substitute rere o te poi for wiri.
Part 2
Design your sequence. You may wish to do this by drawing diagrams or pictures, writing notes, or working out the sequence physically. Find a way that works for you.
Part 3
Present your sequence. You can do this by performing the sequence yourself. You can also choose to teach the sequence to someone else or a group of others to perform.
Part 4
Describe your sequence. Your description can be written or verbal.
Describe where your features appear in your sequence and how an audience can identify them.
Explain the whakapapa of your features, where they come from and why they appear the way they do.
Discuss any variation, inclusive of iwi, hapū, or rohe variation, that occurs for the features. Have you used this in your sequence? Why or why not?
You will construct a short sequence which incorporates wiri, takahi, pūkana, and two other key features of Te Ao Haka. If you choose to create a sequence for poi, you will substitute rere o te poi for wiri.
You may present this sequence by either performing it yourself or directing others to perform it.
You will accompany your sequence with a description that explains what the key features are, what makes them unique, and how you have used them to create your sequence. This description should also describe the whakapapa of each feature and any tribal variations in the features and why these occur.
Part 1
Decide what kind of sequence you want to create. Your kaiako may help with this. You do not need to create a new composition.
Research existing compositions to help and inspire you.
Your kaiako may provide you with scripts and/or music to base your sequence on, or you may find your own.
Select five key features to incorporate into your sequence. These must include wiri, takahi, and pūkana. If you choose to create a sequence for poi, you will substitute rere o te poi for wiri.
Part 2
Design your sequence. You may wish to do this by drawing diagrams or pictures, writing notes, or working out the sequence physically. Find a way that works for you.
Part 3
Present your sequence. You can do this by performing the sequence yourself. You can also choose to teach the sequence to someone else or a group of others to perform.
Part 4
Describe your sequence. Your description can be written or verbal.
Describe where your features appear in your sequence and how an audience can identify them.
Explain the whakapapa of your features, where they come from and why they appear the way they do.
Discuss any variation, inclusive of iwi, hapū, or rohe variation, that occurs for the features. Have you used this in your sequence? Why or why not?
How to present your learning
Perform a sequence of approximately 30 seconds accompanied by a description of approximately 350 words.
These guidelines are indicative only. A student may be able to demonstrate sufficient evidence for this standard with a smaller volume of evidence. Equally, some students may require more time and words to produce sufficient evidence.
The volume of evidence submitted for the standard should allow the student to demonstrate the best of their ability and knowledge.
Perform a sequence of approximately 30 seconds accompanied by a description of approximately 350 words.
These guidelines are indicative only. A student may be able to demonstrate sufficient evidence for this standard with a smaller volume of evidence. Equally, some students may require more time and words to produce sufficient evidence.
The volume of evidence submitted for the standard should allow the student to demonstrate the best of their ability and knowledge.
Timeframe
Teacher to provide.
Teacher to provide.
Getting started
What features of Te Ao Haka can you think of?
How did these features develop?
What do these features look like in performance?
How do these features enhance a performance?
What variation, inclusive of iwi, hapū, or rohe variation, do we see in Te Ao Haka features?
What sort of sequence would you like to create? Think about Te Ao Haka disciplines:
- whakaeke
- haka, haka wahine
- waiata ā-ringa
- poi
- whakawātea
- mōteatea.
How can you make sure that you can incorporate all five features you choose into your sequence?
What features of Te Ao Haka can you think of?
How did these features develop?
What do these features look like in performance?
How do these features enhance a performance?
What variation, inclusive of iwi, hapū, or rohe variation, do we see in Te Ao Haka features?
What sort of sequence would you like to create? Think about Te Ao Haka disciplines:
- whakaeke
- haka, haka wahine
- waiata ā-ringa
- poi
- whakawātea
- mōteatea.
How can you make sure that you can incorporate all five features you choose into your sequence?