explore movement from a variety of cultures and develop movement sequences (2B1);
demonstrate an awareness of and sensitivity to cultural differences (1C1).

Underlying concepts

Attitudes and values

Caring for others by recognising the uniqueness of individuals and respecting the rights of other people.

Possible learning activities

Kanikani kids

After looking at a selection of video clips, photographs, or pictures of Māori cultural performances and listening to sound recordings, discuss with the students the features and body movements that are special to this culture. Consider hand and foot movements, head action, facial expressions, body stance, and gender differences.
Read a selection of Māori myths and legends. Ask the students to select a myth and retell the story using culturally appropriate body movements (2B1).

Copycat

With the students, make a list of the different cultures that they know. Alongside each name, record the animals, mythical beings, or particular body movements that are associated with each culture.
Form the students into groups of four to six and ask them to line up. The person in the front of each group selects an animal, a body movement, or a mythical creature from the list and interprets, to the other members of their group, how it moves. The rest of the group follow the leader and copy the action.
On a signal from the group's leader, another student takes the lead and chooses another item from the board. This is repeated until all members of the group have had a turn at being the leader.

Move across the Pacific

Read the story Tane Steals the Show, by Lino Nelisi, to the class. Discuss the movements that each group of people make. For each movement, ask the students: "Which part of the body is being used most?", "What are the feet doing?", "What are the arms doing?" Discuss the concepts of energy, space, and power.
After exploring the movements, divide the class into four groups – meke, hula, drums, and ukelele.
Within each group, the students practise their own interpretation of the action. Read the story again and, as each particular action arises in the story, put the music on so that each group of students can demonstrate their movements (2B1).
After this, the whole class could interpret the actions. Each group needs to choose a leader. When the appropriate music is played, the leader performs movements based on the movement the group has explored, and the rest of the class follows. When the music changes, the students face another leader and mirror his or her movements.

Ngā Taniwha

The students can investigate different animals or mythical creatures that have particular significance for different cultural groups. They can consider how these creatures move and what they mean to the cultural group.
Give each group of students a starter card that presents a different scene or situation, such as "Hiding from the Taniwha", "The Kangaroo Chase", "The Buffalo Rampage", "Stalking the Possums", "Protecting the Pūkeko Swamp", and "Catching the Dragon's Tail", and encourage the students to play creatively using these stimuli.
After a set period of time, swap the cards between the groups.

Extras for Everyone

Discuss with the students how hand-held props, such as taiaha, rākau, poi, feathers, drums, shells, fans, ribbons, and candles, are used in different cultures and their significance to those cultures.
Using music from different cultures and a selection of hand-held props, encourage the students to create their own movement sequences (2B1).

Assessment opportunity

Students demonstrate a movement sequence associated with a particular culture (2B1).

Teachers' notes

Through creative play programmes, the students can both celebrate cultural diversity and expand their range of movements. Providing the students with opportunities to share their own cultural traditions can enhance their sense of well-being and increase their awareness of and sensitivity to cultural differences.

For Move across the Pacific, adapt the terms used to suit the different Pacific Islands' cultures in the class.

Consider gender issues when performing different movements and using hand-held props.

Resources required for these activities could include:

Kanikani kids: Video clips, photographs, and other illustrations of Māori cultural body movements, or access to a Māori cultural performance, such as the track "Te Ika a Maui" on the song tape Maui, by the Aunties.

Move across the Pacific: Utilise people in the community with strengths in this area. Tane Steals the Show by Lino Nelisi was a finalist in the 1998 New Zealand Post Children's Book Awards and is available in most school libraries. Suggested music: see the Ministry of Education's Music Education for Young Children.

Extras for Everyone: A range of hand-held props, such as taiaha, rākau, poi, feathers, drums, shells, fans, ribbons, and candles, and music from the cultures represented by the props.

When choosing scenes or situations to explore and rehearse, ensure that you are aware of any cultural sensitivities.