The students selected and used a number of techniques, conventions, and props to interpret a poem. They reflected critically on how their discussion and performances had deepened their understanding of Māori–Crown relationships.
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Using Dramatic Structures
Refines work that is episodic and thematically structured (PK, DI, CI)
The teacher and the students read the poem together. The teacher questions the students, seeking to explore the poem's themes and to establish a context for their improvisations. The students respond with their interpretations of the poem and their feelings about the injustices described.
The students work in groups to negotiate ideas and plan how they will represent the themes of the poem. They discuss the use of different techniques and conventions and how, with the use of props, these will symbolically represent their ideas.
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Using Dramatic Structures
Refines work that is episodic and thematically structured (PK, DI, CI)
The students continue to work in groups. While one student narrates selected lines from the poem, the others link their five frozen images by using selected conventions. They use narration and canoning* to shape their performance. They also use simple props, such as a blanket and a stick, as symbols. The students' strong facial expressions convey the themes of cruel injustices and the resulting suffering.
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Responding to Drama
Critically examines how elements, techniques, conventions, and technologies combine to create form and meaning (CI)
Before this clip, the teacher questions the students about how they have used elements, techniques, and conventions to shape their work. The exemplar "Busted" (level 4) is an example of a teacher using questioning in this way. In this clip the students reflect on their learning in, through, and about drama. For Letitia, taking on a role (being in someone else's shoes) has helped to shape her understandings about the events at Parihaka and current issues in Māori–Crown relationships, such as the importance of land ownership.
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The images and video clips in this exemplar are taken from the Ministry of
Education video Telling Our Stories: Classroom Drama in Years
7–10, which is being distributed to schools later in
2004.
* Canoning
A movement and vocal convention that involves layering movement
and/or voice for visual effect or aural effect. One person begins
the movement or sound, which is then repeated by others in turn,
or the sound or movement may ripple through the group.
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