Purpose
Achievement Criteria
Explanatory Note 1
This Achievement Standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to the objectives of the Big Ideas at Level 7 of the Te Ao Haka Learning Matrix at Curriculum Levels 6, 7 and 8.
Explanatory Note 2
Explore elements to create a section of a Te Ao Haka item involves:
- identifying three elements used within a section of an item
- identifying how three elements relate to ONE of either original text, original music or original choreography used in the section of the item being created.
Apply elements to create a section of a Te Ao Haka item involves:
- bringing the three elements together in the section of an item to express a cohesive kaupapa.
Justify use of elements to create a section of a Te Ao Haka item involves:
- explaining what the intended effects of the elements are in a section of the item, and why they have that effect.
Explanatory Note 3
Elements are aspects of a composition or performance that are present in but not unique to Te Ao Haka.
Examples of elements include:
- tempo
- dynamics
- characterisation
- voice
- point of view.
A more extensive list of elements is available within the Subject Glossary for Te Ao Haka https://ncea.education.govt.nz/arts/te-ao-haka?view=subject-glossary.
Explanatory Note 4
An item refers to a composition or performance which includes key features of Te Ao Haka in its movement, voice or lyrics.
Explanatory Note 5
A section of a Te Ao Haka item is a composition or performance from each individual ākonga, of approximately 30 to 60 seconds in length, which could be part of a larger Te Ao Haka item as a whole.
A section does not need to include a complete narrative.
Conditions of Assessment
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.
Useful Pages
Unpacking the Standard
[ Video Resource ]
- Title: TAH Achievement Standard 2.1
- Description: Iho Pūmanawa speak about A.S 2.1 and how to unpack and incorporate teaching and learning
- Video Duration: 4 minutes
- Video URL: https://player.vimeo.com/video/697235218
- Transcript: English Māori 00:14 Tūhoe Huata So Te Ao Haka 2.1 will teach the akonga to explore how innovation and creativity in te ao haka is informed by interpretation of context. Ko tā te paerewa paetae 2.1 o Te Ao Haka
| English | Māori |
00:14 Tūhoe Huata | So Te Ao Haka 2.1 will teach the akonga to explore how innovation and creativity in te ao haka is informed by interpretation of context. | Ko tā te paerewa paetae 2.1 o Te Ao Haka, he whakaako i te ākonga ki te tūhura he pēhea te auahatanga i te ao haka e whakawaia ai e te whakamāoritanga o te horopaki. |
00:29 Leilani Thomson-Kihi | Students will learn how to tell their story through their composition, tell their personal story through their music or choreography. | Ka ako te ākonga ki te whakapuaki i ngā kōrero mōna, mā roto i āna titonga, ki te whakapuaki hoki i ōna kōrero whaiaro mā roto i te puoro, i te nekehanga rānei. |
00:40 Tūhoe | Akonga will identify components, elements and features of performance through observation and narratives and learn how it is communicated through te ao haka.
There are three composition components within this Te Ao Haka standard. | Ka tautohu te ākonga i ngā waehanga, i ngā huānga, i ngā āhuatanga o te haka mā ngā mātaitanga me ngā tāhū kōrero. Ā, he ako hoki he pēhea ēnā āhuatanga e tukuna ai mā te ao haka.
E toru ngā waehanga o te titonga i tēnei paerewa paetae o Te Ao Haka. |
00:58 Leilani | The students, they’re able to express their thoughts through the written part, the music part or the choreography part. | Ka āhei te ākonga ki te whakapuaki i ōna whakaaro mā te tuhi, mā te puoro, mā te nekehanga rānei. |
01:08 Tūhoe | How is that evaluated? It is evaluated by the presentation of the end product and how well the intent of the piece is performed and received.
So, the length is approximately 30 seconds to a minute. | He pēhea e arotaketia ai? Ka arotaketia te āhua o te mahi whakamutunga me te papai o te whakaatuhia, o te whakawhiwhia hoki o te koronga o te mahinga.
Nō reira, kei tōna 30 hekona, ki te kotahi meneti te roa. |
01:22 Lailani | Students need to understand what they’re writing. They need to understand the music they’re composing, the choreography that they’re working on and tie that story into the three elements that they chose, and that needs to make the connection to the kaupapa. | Me mārama te ākonga ki tāna i tuhi ai. Me mārama ia ki ngā puoro e titongia ana, ki ngā nekehanga e mahingia ana, ā, me kōtuitui i ēnā kōrero ki ngā huānga e toru i whiriwhirihia ai e ia. Ā, me tūhono hoki tēnā ki te kaupapa. |
01:38 Tūhoe | Kaiako have the opportunity to she akonga how Te Ao Haka elements relate to their own tai ao, or surroundings. | Mā ngā kaiako e whakaatu ki ngā ākonga he pēhea ngā huānga o Te Ao Haka e whai pānga ai ki ō rātou taiao, me ō rātou horopakitanga. |
01:46 Leilani | For example we have tempo, we have characterisation, we have voice or reo. Put your own point of view, setting, space, the list goes on.
It allows our students to create coming up with some ideas, having kaupapa, addressing those kaupapa and making it their own. | Hei tauira, ko te tere, ko te whakatau, ko te reo. He whakamahi i tō ake titiro, i tō taiao, i tō tūranga, ā, arā noa atu ngā mea e taea ana.
Ka tukuna te ākonga ki te waihanga whakaaro, ki te whai whakaaro ki ngā kaupapa o te wā, ki te urupare i ēnā kaupapa, ka whakamahia ai ki tāna i pai ai. |
02:16 Tūhoe | What they will learn is structure or formula that many kaiako and kapahaka tutors implement when creating items for a campaign.
This will give the akonga a real experience that has relevance for when they are ready to compose for their whanau, hapu and iwi. | Ka ako rātou i ngā hanganga, i ngā tikanga rānei e whakamahia ana e ngā kaiako me ngā kaiako kapa haka tokomaha, i ā rātou waihanga i ngā titonga mō tētahi terenga. Ka whai wheako tūturu te ākonga, e whaitake ana mō te wā e tito waiata ai rātou mā ō rātou whānau, mā ō rātou hapū me ō rātou iwi anō hoki. |
02:36 Leilani | So students will not only tell the story of their kaupapa but they’re able to use metaphor, kīwaha, reo whakataukī to enrich the written piece.
They’re also able to use iwi ōhākī, proverbs from that specific area, which is the reason why they need to do some research with kaumatua or kaiako in that space.
Students are able to show the original piece of music through singing or asking someone else to sing it. | Ehara i te mea ka whakapuaki noa iho te ākonga i tana kaupapa, heoi anō, ka whakamahi anō hoki ia i te huahuatau, i te kīwaha, i te whakataukī, hei whakarāwai i tana titonga. Ka āhei hoki ia ki te whakamahi i ngā ōhākī ā-iwi, i ngā whakataukī o taua takiwā tonu. Koinei te take me rangahau kōrero ia me ngā kaumātua, me ngā kaiako rānei.
Ka āhei te ākonga ki te whakaatu i te titonga puoro motuhake mā te waiata, mā te tono rānei i tētahi atu ki te waiata. |
03:12 Tūhoe | It can be demonstrated through movement, music and harmonic caters. Voice is a key element within Te Ao Haka. It has the ability and power to transform the emotions of an audience deeply within the performance. | Ka āhei ki te whakaatu mā te nekehanga, mā te puoro, mā te reo niko hoki. Ko te reo tētahi huānga matua i Te Ao Haka. Ko tana āheinga, he whakaaweawe i ngā kare ā-roto o te hunga mātakitaki. |
03:36 Leilani | Choreography is important because it tells a story at a different level. | He hira anō te nekehanga, inā hoki, he taumata anō tēnā momo whakapuaki kōrero. |
03:41 Tūhoe | The delivery of the words enables the performer to provide a certain visual scene within a performance. This is enhanced by a sequence of movements, shapes, sound or actions. | Ko te tuku i te kupu, he tuku i te kaihaka ki te whakaahua i tētahi ataata i roto i tana tū. Ka whakanikohia mā te raupapa o ētahi nekehanga, mā te āhua, mā te oro, mā ngā ringa rānei. |
03:52 Leilani | If we look at our tangata hauā, they’re not able to hear but they can see. So it's telling another story through choreography.
At an Achieved Level we explore. Students develop their understandings, and a step up to that would be a Merit, where we apply new skills whether it's the narrative text, the piece of music or choreography.
The next step, Excellence, is to justify, justify the why, the purpose of each of those steps, giving their understanding, giving their breakdown of knowledge learnt along the way to express through those three activities.
Advice to our kaiako, to our teachers, let our students create. Allow them that space to create in an area that they feel comfortable with where they love to write, create music or move. | Ki te whakaarohia te hunga hauā, ko ētahi he turi, engari ka taea tonu te kite. Nō reira, ka rerekē te whakapuaki i te kōrero mā ngā nekehanga.
I te taumata paetae, he tūhura te mahi. Ka whakawhanake te ākonga i tana māramatanga. Ā, ko te pikinga ki te kaiaka, he whakamahi pūkenga hou, arā, he tuhi kōrero, he hanga puoro, he waihanga nekehanga rānei.
Ko te pikinga whai muri, arā, ki te kairangi, he parahau. He parahau i te pūtake, i te aronga o ia mahi. He tuku i ana māramatanga. He wetewete i ngā mātauranga i ako ai ia, i roto i tana whai ki te whakapuaki kōrero mā ērā mahi e toru.
Ko taku kupu akiaki ki ō tātou kaiako, tukuna ā tātou ākonga kia auaha. Tukuna ki a rātou te āheinga kia auaha i te wāhi hāneanea, i te wāhi e aroha ai rātou ki te tito, ki te waihanga puoro, nekehanga rānei. |
Students will demonstrate their understanding of narrative in Te Ao Haka and how it is communicated. They will be encouraged to explore the development and evolution of Te Ao Haka through their own original composition.
Level 2
Students at Level 2 should be experimenting and innovating. This is reflected in the internals' credit values being higher than those of the externals to provide room for creativity and a safe space to develop through taking creative risks. Six credits have been allocated to both internal Achievement Standards for this reason, with the stated aim of bringing out the best in all ākonga in a 'safe' – or familiar – space.
Students will demonstrate their understanding of narrative in Te Ao Haka and how it is communicated. They will be encouraged to explore the development and evolution of Te Ao Haka through their own original composition.
Level 2
Students at Level 2 should be experimenting and innovating. This is reflected in the internals' credit values being higher than those of the externals to provide room for creativity and a safe space to develop through taking creative risks. Six credits have been allocated to both internal Achievement Standards for this reason, with the stated aim of bringing out the best in all ākonga in a 'safe' – or familiar – space.