Unit 3: Demigods and superheroes
Writers: Tabitha Hapi and Tanemahuta Gray
How to use this unit
Unit 3 is for junior students, years 1–2. It focuses on Mahi a Te Rēhia and Toi Ataata. There are three sections: Mahi 1, 2 and 3. Mahi 3 includes a commentary from the choreographer of Māui – One man against the gods and a set of classroom questions.
Mahi 1
Writer: Tabitha Hapi
Kōeke: 1
Te Pou Toi Māori: Toi Ataata
Whāinga paetae
- Ka whakauru atu te ākonga ki ngā mahi Toi Ataata, ki te rāwekeweke i ngā rawa o te ao tangata me te ao māori (mahi).
- Ka whai mōhiotanga te ākonga mō āna mahi Toi Ataata (mōhiotanga).
Ngā Toi i roto i te Marautanga o Aotearoa (2000), wh. 98, 106.
Ngā putanga ako
Ka āhei te ākonga ki:
- use the elements and techniques of visual art to explore demigods/superheroes
- demonstrate an understanding of body composition
- demonstrate imagination to express visual ideas of their demigod/superhero.
| Learning experience |
Teaching notes |
Resources |
- In small groups students brainstorm as many demigods (in Māoridom and Greek mythology) and superheroes as they know.
- Students write their answers on a sheet of paper with markers.
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- Give students pens/crayons and paper. Students are also able to draw pictures or symbols instead of words. Give a time limit. Examples are: Māui, Tāwhaki (Māori demigods), Zeus, Poisedon (Greek demigods), Batman, Spiderman, Xena, Incredibles (superheroes).
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- Students present their answers back to the class.
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- Students talk about demigods/ superheroes that have not been mentioned by other groups.
- They tick off the demigods that have been named and add those that they do not have on their sheet.
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- Pens/crayons
- Students' A3 paper
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- As a class, choose two demigods/ superheroes.
- Brainstorm characteristics that describe them. For example: strong, tricky, cunning, agile.
- Brainstorm their special abilities as well, for example Māui has the ability to change into animals.
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- Write these onto A3 paper to build up a word bank for students to use.
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- A3 paper, pens
- Dictionaries
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- Students choose one demigod/superhero.
- Students are given a sheet of A3 paper to draw a demigod/superhero.
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- Talk about and teach parts of the body and body composition.
- Show pictures of demigods/ superheroes as examples.
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- Crayons, pencils
- A3 paper
- Pictures of demigods/superheroes
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- Students write their demigods' characteristics and special abilities on their picture.
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- Display the word bank made earlier to describe the demigods/ superheroes. Allow students to use a dictionary also.
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- Word banks
- Dictionaries
- Pens
- A4 paper
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- Present work to the class.
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- Talk about the importance of being good listeners when someone is presenting/talking, for example listening, sitting still.
- Talk about skills needed when presenting to the class, for example: having a clear voice and making eye contact.
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- As a class, design a demigod/superhero.
- Draw a picture and describe their characteristics and special abilities.
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- This is a model for students to use when moving on to the next activity where they design their own demigod/superhero.
- Revisit body composition techniques and skills taught earlier.
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- Whiteboard
- Whiteboard pens
- Pictures of demigods/superheroes
- Books, comics.
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- Students design their own demigod/superhero
- Draw a picture
- Describe their characteristics and special abilities.
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- Encourage students to be creative.
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- Pictures of demigods/ superheroes, books, comics.
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- Students present their demigod/ superhero to the class.
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- Revisit listening and presenting skills.
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Extension
- Students could cut their pictures into three parts: head, torso, lower body.
- Then swap parts of their picture with others in the class.
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- This could be a fun activity to create different characters.
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Mahi 2
Writer: Tabitha Hapi
Kōeke: 1
Te Pou Toi Māori: Ngā mahi a Te Rēhia
Whāinga paetae
- Ka tūhura te ākonga i nga huānga o te whakaari me Ngā mahi a Te Rēhia mā te tinana, te oro me te kupu (tūhura).
- Ka whakamahi te ākonga i ngā mokowā me te whakauru atu ki te huhua o ngā mahi tāwhai, mā te mahi noa (mahi).
Ngā Toi i roto i te Marautanga o Aotearoa 2000, wh. 57, 65.
Ngā putanga ako
Ka āhei te ākonga ki:
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use the elements and techniques of drama to explore demigods/superheroes
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identify and explore the dance elements of space awareness when using slow motion actions
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choreograph a short slow motion action sequence.
| Learning experience |
Teaching notes |
Resources |
- As a class, prepare the body for movement by doing the physical warm up exercise
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- Students need to find a place where they will not bump into anyone else.
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- Music is a nice accompaniment for a warm up.
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- In pairs, students mould each other to an action that relates to the well-known demigod/superhero. Students take a turn each at this.
- Next, students create an action relating to their demigod/ superhero they have created.
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- Students use one finger to move parts of the other student. Demonstrate this activity to the class with two students before everyone undertakes this.
- Allow students to present their action to the class also.
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- Divide the class into two groups.
- Working with one group whilst the other group observes, students explore slow motion movements to demonstrate actions of their demigod/superhero.
- Groups swap.
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- Demonstrate this activity with one student first before everyone undertakes this.
- Allow some students to present their slow motion movements to the class.
- Use music as motivation in the background.
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- Working in pairs, students choreograph a short slow motion action sequence relating to their demigod/ superhero.
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- Students can work in pairs to help one another and choose to choreograph their own sequence, either individually or in pairs.
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- Students present their slow motion sequence to the class.
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- Talk about the importance of being good listeners when someone is presenting/talking, for example: listening, sitting still.
- Talk about skills needed when presenting to the class, for example: having a clear voice and making eye contact.
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Physical warm up
Swing the right arm in a relaxed way / flutter hands at moment of suspension, above the head / swing arm all the way around in rotation: slow then fast. Repeat with left arm. Circle both arms round alternatively: forward / backwards (as if doing free-style or backstroke). Circle both arms around at the same time: forward / backwards. Swing arms in opposite directions (as if walking firmly) / build the swing so that the arms eventually rotate in opposite directions. Swing legs one at a time: forward – backward and in front, across.
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Mahi 3
Writer: Tanemahuta Gray
Choreographer’s comment
As a resource, look at Pou Dance/Rā Aside 1, (Chapter 6 on the DVD) and watch the movement forms of how the pou figures move, to give an idea of how their movements develop their character.
Now look at Kii Mai (Chapter 31) in the Te Ika a Māui sequence. Observe the movement of the water mauri. Are the movement forms different than the pou figures of the previous piece? What is different about the movement from the pou and the water mauri?
Do their costumes help show the differences between these ensemble magical characters?
The movements have come from combining a base of kapa haka movement with contemporary dance. Do you think the combination of these dance forms work?
Classroom questions
The following questions related to the show Māui – One man against the gods are about Māui as a superhero.
- What special powers does Māui have within this production?
- What makes Māui stand out differently from his brothers?
In life, is it sometimes a challenge if you look different, or have a special feature to your appearance? (i.e. the half moko of Māui in this production).
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When does Māui use his super powers for the benefit of others in the show
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When does he use his super powers for his own benefit?
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Would you like to be able to fly like Māui does?
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What powers does Tama-nui-te-rā and Hinenuitepō have in the show?
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Is there a prop/taonga, which has special powers within this show?
We called the magic patu that Rā holds, “Manaia ki te rangi”.
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In the stories of Māui, what does he actually use to trap the sun and pull up the biggest fish in the world?
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Why do you think we did not use the jawbone (kauwae) of Murirangawhenua)? (Māui’s grandmother or grandfather depending on what version you read).
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Would you like to have seen the legend of Murirangawhenua within Māui – One man against the gods?
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If you were to put the following superheros/gods in your preferred order, who would be: First? Tenth?
- Batman
- Spiderman
- Mr Invincible
- Māui
- Tāne
- Super Man
- Wonder Woman
- Greatest American Hero
- Hercules
- Perseus
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If you don’t know who some of them are, then look in your library or search their names on the Internet, and see what information you can find.
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