Te Whāinga
Paearu Paetae
Kōrero Āpiti 1
I ahu mai tēnei paerewa paetae i The New Zealand Curriculum (NZC), Te Pou Taki Kōrero, Te Tāhuhu o te Mātauranga, 2007, ā, ka hāngai ki ngā whāinga o ngā Whakaaro Whānui i te Taumata 7 o te Tukutuku Ako o Te Ao Haka ki ngā Taumata 6, 7, 8.
Kōrero Āpiti 2
Ka whai wāhi ki te tūhura huānga hei auaha i tētahi wehenga o tētahi tūmomo o Te Ao Haka:
- te tautohu i ngā huānga e toru kua whāia i roto i tētahi wehenga o tētahi tūmomo;
- te tautohu ka pēhea te hāngai o ngā huānga ki te te titonga hou o te kupu rānei, o te puoro rānei, o te nekehanga rānei kua whāia i roto i tētahi wehenga o tētahi tūmomo e hangaia ana.
Ko ngā huānga i tautohua, me hāngai noa tētahi o ēnei, arā, te titonga hou rānei, te puoro rānei, te nekehanga rānei i tētahi wehenga o tētahi tūmomo.
Ka whai wāhi ki te whakahāngai huānga hei auaha i tētahi wehenga o tētahi tūmomo o Te Ao Haka:
- te whakakotahi i ngā huānga e toru i tētahi wehenga o tētahi tūmomo hei whakapuaki i tētahi kaupapa tauhonohono.
Ka whai wāhi ki te parahau i te whakamahinga huānga hei auaha i tētahi wehenga o tētahi tūmomo o Te Ao Haka:
- te whakamārama i ngā hua o ngā huānga e whāia ana i tētahi wehenga o tētahi tūmomo me ngā take i pērā ai aua hua.
Kōrero Āpiti 3
Ko ngā huānga he āhuatanga nō tētahi titonga, nō tētahi whakaaturanga ka kitea i Te Ao Haka engari kāore e whāiti ana ki reira anake.
Ko ētahi o ngā tauira o ngā huānga, ko:
- te tere
- ngā taineke
- te whakatau
- te reo
- te tirohanga.
He rārangi tōtōpu o ngā huānga kei te Kuputaka o Te Ao Haka.
Kōrero Āpiti 4
Ko te tūmomo e kōrero ana mō tētahi titonga, mō tētahi whakaaturanga rānei e whai wāhi atu ai ngā āhuatanga tāpua o Te Ao Haka i te nekehanga, te reo me te kupu.
Kōrero Āpiti 5
Ko tētahi wehenga o tētahi tūmomo o Te Ao Haka tētahi titonga, tētahi whakaaturanga rānei nā ia ākonga, kei te takiwā o te 30 ki te 60 hekona tōna roa, e noho ana hei wāhanga mō tētahi tūmomo o Te Ao Haka e nui ake ana i tērā.
Ehara i te mea me whai wāhi ki tētahi wehenga tētahi kōrero tōtōpū.
Tikanga Aromatawai
Ko ngā taunakitanga mō tēnei Paerewa he titonga motuhake nā te ākonga, ā, ka whakaatu ā-tuhi, ā-hopukanga, ā-whakaaturanga mataora rānei. Ka tāpae hoki te ākonga i ētahi kōrero ā-tuhi, ā-reo hei tautoko i ana taunakitanga.
E pai ana kia tū takitahi, tū ā-kapa rānei.
Ko ngā whakaaturanga i kaupapa kē, pērā i tētahi taiopenga ā-hapori, ā-kura rānei, mō tētahi whakataetae rānei, ka whakaaetia hei taunakitanga mō tēnei paerewa.
Ki te kore te kaiako i te whakaaturanga mataora, me mātua hopu te whakaaturanga mō ngā take aromatawai.
Me oke ngā kaiako kia tika ngā putanga mō te Taumata 7 o te New Zealand Curriculum.
Ka whakaaturia ngā taunakitanga mā te whakaatu ā-tinana, mā tētahi atu kātū rānei, tae atu ki tētahi:
- kōrero ā-tuhi
- hopureo, hopuata rānei
- whakaaturanga i te akomanga tonu
- whakaaturanga i te aroaro o te kaiako, o te kaiwhakamātautau rānei
- whakaaturanga i ētahi pae matihiko
- whakahanumitanga o ngā kātū.
Me uru hoki ki te tāpaenga te taunakitanga o te titonga ake a te ākonga me ngā kōrero tautoko ā-tuhi, ā-reo rānei.
Useful Pages
Te wewete i ngā paerewa
[ Rauemi Ataata ]
- Taitara: TAH Paerewa Paetae 2.1
- Whakaahua: Ko ngā Iho Pūmanawa e kōrero ana mō te Paerewa Paetae 2.1, me pēhea hoki te wetewete me te kōtuitui ki roto ki ngā mahi ako, whakaako anō hoki.
- Roanga o te Ataata: 4 minutes
- Wāhitau Tukutuku Ataata: https://player.vimeo.com/video/697235218
- Tauwhaituhi: English Māori 00:14 Tuhoe 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 Tuhoe 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 Tuhoe | 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 Tuhoe | 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 Tuhoe | 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 Lailani | 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 Tuhoe | 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 Tuhoe | 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 Tuhoe | 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. |
Ka whakaatu māramatanga te ākonga ki ngā kōrero i Te Ao Haka, me pēhea hoki e whakawhitiwhitihia ai aua kōrero. Ka ākina rātou ki te tūhura i te whanake me te kuneroa o Te Ao Haka mā roto mai i ā rātou ake titonga.
Kaupae 2
Ko tā te ākonga i te Kaupae 2, he whakamātautau, he auaha. Ka kitea tēnei i ngā whiwhinga o ngā aromatawai ā-roto, arā, e nui kē atu ana i ērā o ngā aromatawai ā-waho. E pērā ana e taea ai ngā auahatanga i runga i te haumaru me te whai wā ki te whakamātau i aua auahatanga. Me te aha, e ono whiwhinga kua tukua ki ia Paerewa Paetae ā-roto, i runga i te whai kia tino eke ai ngā ākonga katoa i runga i te ‘haumaru’, i te hāneanea rānei.
Ka whakaatu māramatanga te ākonga ki ngā kōrero i Te Ao Haka, me pēhea hoki e whakawhitiwhitihia ai aua kōrero. Ka ākina rātou ki te tūhura i te whanake me te kuneroa o Te Ao Haka mā roto mai i ā rātou ake titonga.
Kaupae 2
Ko tā te ākonga i te Kaupae 2, he whakamātautau, he auaha. Ka kitea tēnei i ngā whiwhinga o ngā aromatawai ā-roto, arā, e nui kē atu ana i ērā o ngā aromatawai ā-waho. E pērā ana e taea ai ngā auahatanga i runga i te haumaru me te whai wā ki te whakamātau i aua auahatanga. Me te aha, e ono whiwhinga kua tukua ki ia Paerewa Paetae ā-roto, i runga i te whai kia tino eke ai ngā ākonga katoa i runga i te ‘haumaru’, i te hāneanea rānei.