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 8 o te Tukutuku Ako o Te Ao Haka ki ngā Taumata 6, 7, 8.
Kōrero Āpiti 2
Ka whai wāhi ki te huritao i tētahi ara o te ako whaiaro i takahia ai i tētahi pekanga o Te Ao Haka:
- te tūhura i te whanaketanga o ngā pūkenga i tētahi pekanga
- te tuku tauira mō te huarahi me te wā i puta ai taua akoranga
Ka whai wāhi ki te arotake i tētahi ara o te ako whaiaro i takahia ai i tētahi pekanga o Te Ao Haka:
- te tautohu i ngā wā matua o te ako me te pānga o ērā ki te mahinga whaiaro o Te Ao Haka
- te whakapuaki whakaaro ki ngā mahi ka pai pea kia whakarerekēhia
Ka whai wāhi ki te parahau i ngā huritao i tētahi ara o te ako whaiaro i takahia ai i tētahi pekanga o Te Ao Haka:
- te mātai i ngā pūkenga o te ao whānui ka whakapakarihia mā te ako i te pekanga
- te whakamārama i ngā take e whakaatuhia ana te ara o te ako whaiaro i takahia ai mā te pekanga i kōwhiringia ai
- te tūhono i te ara o te ako whaiaro i takahia ai i tēnei pekanga ki te horopaki whānui ake o te ako i Te Ao Haka
Kōrero Āpiti 3
E kōrero ana te pekanga mō tētahi pekanga whakaatu i roto i Te Ao Haka.
Kei te rārangi o ngā pekanga:
- te mōteatea
- te waiata ā-ringa
- te poi
- te haka, te haka wahine
- te whakaeke
- te whakawātea
Kōrero Āpiti 4
E kōrero ana te ara o te ako whaiaro i takahia ai ki tō te ākonga anō whanaketanga i Te Ao Haka. Mā ngā wheako whaiaro o te ākonga i Te Ao Haka e whakatau te roa o te wā.
Kōrero Āpiti 5
E kōrero ana te wā matua o te ako mō tētahi wā motumotu, mō tētahi wā kua tautohua te whitinga ake o te pūahoahotanga, o te māramatanga rānei e koke ai te ākonga i te ara o te ako.
Ko ētahi tauira o ngā wā matua o te ako ko te:
- autaia o te whakatutuki i tētahi pūkenga hou mō te wā tuatahi
- whakapūahoaho i tētahi wāhanga mātauranga i tino puta ai te māramatanga ki tētahi kaupapa;
- huringa o te waiaro ki te whai i tētahi mahi, pēnei i te kawe i tētahi tūmahi hou i Te Ao Haka, i te hiki rānei i tētahi wero i tētahi whakaaturanga.
Tikanga Aromatawai
Ko ngā otinga mō tēnei paerewa mā te ākonga tonu e hanga, ā, ka whakaputa ā-waha, ā-tuhi rānei, ka taunakitia hoki pea mā tētahi whakaaturanga ā-tinana, mā ētahi ataata rānei.
Me oke ngā kaiako kia tika ngā putanga mō te Taumata 8 o te New Zealand Curriculum.
Ka whakaaturia ngā taunakitanga mā te whakaatu ā-tinana, mā tētahi atu kātū rānei, tae atu ki tētahi:
- pārongo ataata whai kupu āpiti
- whakaaturanga ā-reo
- uiuinga
- whakaaturanga ā-tinana e taunakitia ana ki ētahi whakamārama ā-reo, ā-tuhi rānei
- pārongo ā-tuhi
- hōputunga matihiko
- hopureo, hopuata rānei
- kātū i whakaaetia tahitia e te ākonga me te kaiako
- whakahanumitanga o ngā kātū
Useful Pages
Te wewete i ngā paerewa
[ Rauemi Ataata ]
- Taitara: TAH Paerewa Paetae 3.1
- Whakaahua: Ko ngā Iho Pūmanawa e kōrero ana mō te Paerewa Paetae 3.1, me pēhea hoki te wetewete me te kōtuitui ki roto ki ngā mahi ako, whakaako anō hoki.
- Roanga o te Ataata: 6 minutes
- Wāhitau Tukutuku Ataata: https://player.vimeo.com/video/697252736
- Tauwhaituhi: 00:21 Leilani Thomson-Kihi Te Ao Haka Standard 3.1 is asking our students to reflect on a personal learning journey through a discipline such as whakaeke
00:21 Leilani Thomson-Kihi | Te Ao Haka Standard 3.1 is asking our students to reflect on a personal learning journey through a discipline such as whakaeke, mōteatea, waiata-ā-ringa, poi, haka and whakawātea. | Ko tā te paerewa 3.1 o Te Ao Haka, he tono i ngā ākonga kia huritao i ōna akoranga whaiaro mā roto i tētahi o ngā pekanga, pēnei i te whakaeke, i te mōteatea, i te waiata ā-ringa, i te poi, i te haka me te whakawātea. |
00:45 Dan Waitai | Students will learn to reflect on their journey, evaluate what they have learnt and justify what they have reflected on. | Ka ako te ākonga ki te huritao i tana huarahi ako, ki te arotake i ngā mea i ako ai ia, ā, me te parahau hoki i ngā āhuatanga i huritaotia ai e ia. |
00:52 Leilani | They’re self-evaluating, they’re group evaluating to deepen their knowledge, their skill base and their understanding. To reach that higher level of performance. | Kei te arotake rātou i a rātou anō, kei te arotake ā-rōpū rātou me kore e hōhonu ake ai tō rātou mōhio, e pakari atu ai ō rātou pūkenga me tō rātou māramatanga. Kia eke kē atu ai te taumata o te tū. |
01:41 Dan | I can actually remember when we sat at the table discussing the content for this standard and i remember us sitting down and saying ‘hey there’s a lot of things we do within this standard that the past standards have not captured, for example where can guitarists be acknowledged, where can leaders such as kaitakite wahine be acknowledged, where can kaitatoke be acknowledged for their mahi’
This standard allows that to happen, where we can acknowledge all these little key roles that happen throughout peoples journey in kapa haka. | Ka mahara iho au ki te wā i noho ai mātou ki te wānanga i ngā kai mō roto i tēnei paerewa, ā, ka mahara au i a mātou e noho ana, ka puta te kōrero, “E, he maha ngā āhuatanga e mahingia ana i tēnei paerewa, kāore i tutuki i ngā paerewa o mua” Hei tauira, ko te whakanuitanga o te kairakuraku, o ngā kaitātaki, pēnei i te kaitātaki wahine. He aha te wāhi ki ngā kaitātaki, me te whakanuia o rātou me ā rātou mahi.
Mā tēnei paerewa e taea ai ēnā āhuatanga, arā, te whakanui i ērā kawenga iti ka kitea i roto i tā te tangata whai i te kapa haka. |
02:20 Leilani | Students will be able to decide which discipline they’re passionate about; whether it be haka, poi, or whakaeke.
And why, why that discipline, the purpose of that discipline, the key moments in their life in their understanding and skills that they can reflect elements in that discipline.
Students will learn the standard through discussing their skills, building on those skills, evaluating those skills, seeking support, whether it’s kaumatua, teachers, friends, people of the community to enhance that skill.
| Mā ngā ākonga e tatū ko tēhea te pekanga e kaingākautia ana e rātou, ahakoa ko te haka, ko te poi, ko te whakaeke rānei.
Ā, he aha te take, he aha hoki te take i whiriwhirihia ai taua pekanga, he aha te iho o tēnā pekanga, he aha ngā maharatanga hira, i ō rātou oranga, i ō rātou māramatanga me ō rātou pūkenga, ka huritaotia ai ēnā āhuatanga i tērā pekanga.
Ka ako ngā ākonga i ngā āhuatanga o tēnei paerewa mā te wānanga i ō rātou pūkenga, mā te whakapakari i aua pūkenga, mā te arotake i aua pūkenga. Mā te kimi āwhina hoki i ngā kaumātua, i ngā kaiako, i ngā hoa, i ngā tāngata o te hapori hei whakamarohi i taua pūkenga. |
03:12 Dan | A key learning moment could include the time you first picked up a taiaha to the time you executed your first sequence using a taiaha, to the time you learn’t korero regarding the taiaha that deepened your understanding of it and how these key moments helped to shape them as a performer.
Step ups are Reflect, Evaluate, Justify. The notion behind Reflection is to reflect on something in order to grow. For example you could reflect on the time you first picked up the poi to now.
What has happened between now and then to help carve you to the poi person you are today? The next step up is Evaluate which is identifying key learning moments and their impact on the persons practice. | Ko tētahi maharatanga hira pea, ko te wā tuatahi pea i mau ai te taiaha ki te ringa. Ko te wā tuatahi rānei i tuku ai koe i ētahi raupapatanga āhei me te taiaha. Ko te wā rānei i ako kōrero ai koe e pā ana ki te taiaha i hōhonu kē atu ai tō mārama ki taua mahi. He pēhea hoki tā ēnei maharatanga hira whakawai i a ia hei kaihaka. Ko ngā pikinga ko te huritao, ko te arotake, me te parahau. Ko te tikanga o te huritao, ko te huritao i tētahi āhuatanga hei whakapakari i a koe. Hei tauira, ka huritaotia te wā tuatahi i mau ai te poi ki te ringa.
He aha ngā āhuatanga i hua ake mai i taua wā, ki ēnei wā, i tū ai koe he tangata poi i ēnei rangi? Ko te pikinga atu i reira ko te arotake. Arā, ko te tautohu i ngā akoranga hira me ōna pāpātanga ki ngā mahi a te tangata. |
04:00 Leilani | So when we’re looking at Evaluating, it’s critically analysing ourselves. Whether it’s from twirling a poi, to your stance in mau rakau or haka and making sure that we are understanding the purpose of each of those elements. | Nō reira, ko te arotake he āta tātari i a tātou anō. Ahakoa ko te piu i te poi, ko te tū i te mau rākau, i te haka rānei. Me mātua mōhio ki ngā koronga o tēnā mahi, o tēnā huānga. |
04:18 Dan | The last step up is Justify. Which means examining the life skills developed in your journey, why you have chosen that discipline and how does it connect to Te ao haka. | Ko te pikinga mutunga ko te parahau. Arā, ko te whakatewhatewha i ngā pūkenga oranga whānui kua whanake i a koe. He aha koe i whiriwhiri ai i tēnā pekanga, ā, he aha hoki tōna hāngai ki Te Ao Haka. |
04:30 Leilani | Through Justification you’re able to reevaluate yourself first then put that back into practice. The step ups will be able to be demonstrated through three activities; Interview, Scrapbook or Portfolio, or Digital movie. | Ko te parahau, ka arotaketia tukuruatia koe, ā, ka hoki ai ki te whakamātau anō i te mahi. Ka whakapuakina ngā pikinga nei mā ētahi ngohe e toru, arā, mā tētahi uiui, mā tētahi puka kohinga whaiaro, mā tētahi kiriata matihiko rānei. |
04:47 Waiora (student) | Tena koutou, my name is Waiora and welcome to my poi journey in Te Ao Haka. | Tēnā rā koutou, ko Waiora tōku ingoa, ā, nau mai ki taku ara whai i te poi i Te Ao Haka. |
04:53 Leilani | Through those three activities they will be able to demonstrate the challenges and the skills, the understanding, the knowledge, people who helped them along the way.
Also making connections with our hapuri to enrich those understandings and knowledge. | Mā ēnā ngohe e toru ka kitea tā te ākonga whakapuaki i ngā uauatanga, i ngā pūkenga, i ngā mātauranga me te whakanui i te hunga nā rātou i āwhina.
Me te tūhonohono anō hoki i ngā taura here i roto i ngā hapori hei whakamarohi i te māramatanga me ngā mātauranga. |
05:19 Dan | This standard teaches our students long life skills they can use for the rest of their lives; cooperation, management, whaikorero, karanga and the list goes on. | Mā tēnei paerewa e ako ai ngā ākonga ki ngā pūkenga mauroa hei whakamahinga mā rātou i te roanga o tōna oranga, pēnei i te mahi tahi, i te whakahaere, i te whaikōrero, i te karanga me te aha atu anō. |
05:29 Leilani | Working hard and maintaining that same energy from learning a new skill, prospering into Te ao maori. It’s a lifetime journey. | Ko te ahunui me te pupuri i te kaha, atu i te wā i ako tuatahitia ai tētahi pūkenga hou tae noa ki te pūāwaitanga i te ao Māori. He ahunga tautini, he haerenga tūroa. |
Ka mārama te ākonga ki ōna ake tirohanga hei kaimātakitaki i ngā whakaaturanga me te tāpae i ōna ake mātauranga me ōna ake whakaaro, kua whakanake i roto i te wā, hei āpitihanga ki te toi nei. Ka whiwhi āheinga hoki te ākonga ki te huritao i tana takahi i te huarahi nei me te kōkiri kaupapa mō te ao Māori mā roto i Te Ao Haka me te whai mārama ki te hāngai o te tikanga i Te Ao Haka hei āhuatanga ahurei nō te ao Māori.
Kaupae 3
I te Kaupae 3, ka whakapakari ake te ākonga i ana pūkenga whakaaturanga me te whakahōhonu i tana mārama ki ōna ake wheako i Te Ao Haka. Ka kitea tēnei i te aronga o ngā Paerewa ki te mahi whakaatu me te arotake i aua whakaaturanga.
Ka mārama te ākonga ki ōna ake tirohanga hei kaimātakitaki i ngā whakaaturanga me te tāpae i ōna ake mātauranga me ōna ake whakaaro, kua whakanake i roto i te wā, hei āpitihanga ki te toi nei. Ka whiwhi āheinga hoki te ākonga ki te huritao i tana takahi i te huarahi nei me te kōkiri kaupapa mō te ao Māori mā roto i Te Ao Haka me te whai mārama ki te hāngai o te tikanga i Te Ao Haka hei āhuatanga ahurei nō te ao Māori.
Kaupae 3
I te Kaupae 3, ka whakapakari ake te ākonga i ana pūkenga whakaaturanga me te whakahōhonu i tana mārama ki ōna ake wheako i Te Ao Haka. Ka kitea tēnei i te aronga o ngā Paerewa ki te mahi whakaatu me te arotake i aua whakaaturanga.