"George Kahi gave me the keys to the recording studio. He must've thought that it was something I really needed and wanted to do."

Technological Areas:

Information and Communication
Electronics and Control

Context: Personal, Community

Strand A1: Technological Knowledge and Understanding

L4 AO 1. Within a range of technological areas and contexts, students should investigate and explain the use and operation of a range of technologies in everyday use.

Strand B6: Technological Capability

L4 AO 6. Within a range of technological areas and contexts, students should produce technological solutions with reference to identified needs and opportunities identifying the nature and details of the issue and explore feasible strategies: select an appropriate solution through testing, adaptation, refinement and modification.

Learning Outcomes
Students will be able to:

• Become familiar with some aspects of the roles experts have.
• Identify technical components in a production.

Activities
a. Meet and interview a producer or stage manager, set designer, sound/lighting technician. Ask questions about processes, equipment, time frames, and factors to be considered when making a production.

INFLUENCES - Music, Recording,

" I'm influenced by what I hear on the radio and other music, like dance music, hip hop, acid jazz ands classical even. It all moulds into one, it becomes part of me."

Context: Personal, Community

Strand C: Technology and Society.

L4 AO 8. Explore and discuss the impacts over time on the local and wider environments and society of some specific technology.

L5 AO 8. Investigate and describe the present impact, and the possible future effects of some instances of rapidly changing technologies.

Learning Outcomes
Students will be able to:

• Compare the effect/use of some of these components in a production
• Survey the local community about attitudes to use of multimedia
• Debate the impact on society of multimedia.

Activities

a. Interview friends or family about productions that they have enjoyed and identify the impacts of the different components such as lighting, visuals, backdrop, special effects, costuming, background music.

b. Choose a simple movement sequence, poem, two person dialogue. Incorporate at least two technologies e.g. small audio tape, video effects lighting. Perform the simple piece without support such as on an empty stage. Perform with the use of at least two technologies to create an effect. Evaluate the effect created by the use of the different technologies.

c. Prepare a presentation looking at current developments in the music/video recording industry. Questions students could ask include "Do we go to the movies as often? Live shows? What alternative entertainment do you choose? Why?"

POP UPS
Words with information that relates to this activity:

Sound Engineer
Producer
Sampler
Demo
Phonograph

6. Patricia Grace - writer
Starter ideas linking to English

PROCESS - Environment, First draft, Feedback, Editing
WRITING - Themes, The Reader, Characters, Adaptations
IDEAS - Experiences, Development.

"I think every experience is valid, whether it's good or bad. Everything that surrounds you - and all the ordinary things - they're the material to base writing on."

" I do quite a bit of handwriting in my first draft. I have an exercise book that I write in and sometimes I use a piece of paper to try something out on or to brainstorm something for a minute."

"I do a lot of editing. I go over and over my work until I find that the changes I'm making are not making much difference."

Strand Writing functions.
Expressive Writing

L4 AO Write regularly and with ease to express personal responses to a range of experiences and texts, explore ideas, and record observations.

L5 AO Write regularly and confidently to respond to a range of experiences, ideas, observations, and texts, developing a personal voice.

Learning Outcomes
Students will be able to:

• Listen to and read a variety of short stories, e.g. collection of NZ short stories.
• Write informally in journals about a personal experience.

Activities
a. Teacher / student share a short story.

b. In pairs or groups share what was used to make this story work - humour, memory, collegiality, repetition, characterisation, language...

c. Choose own experience to treat in a similar way. Brainstorm or mindmap the main characters. Develop a plot with a beginning, a climax and an ending.

d. Write the draft, rework the description and share with a partner. Work through an editing process then share with a group for some feedback. POP UPS
Words with information that relates to this activity:

Setting
Creative writing
Witi Ihimaera
weaving