Learning experience 7, Activity 3: Creating movement sequences Te hanga raupapa
Intended outcome(s)
The students could:
- select, combine, and use elements of dance and use choreography to develop ideas about te ao kori (Dance 3–4 PK DI)
- research Māori mythology and customary and contemporary Māori art and show understanding of these through dance and movement performance (Dance 3–4 PK DI CI UC)
- present their dances about te ao kori within their school community and record their responses to their own and others' dances (Dance 3–4 CI)
- research the representations of Tāne Mahuta and read about Tāne Mahuta as the guardian of trees and birds and of all things in the forest to inform ideas for dance (Dance 3–4 UC)
- demonstrate a willingness to learn skills and extend their abilities by accepting the challenge of creating a movement sequence (HPE 4 B2)
- describe and demonstrate a range of assertive communication skills and processes that enable them to work in a group to develop a group movement sequence (HPE 4 C3)
Suggested approach
Seasons and weather Ngā paki o te tau me te huarere
In groups of four to six, each group is given a card that contains the following four words from the glossary of Health and Physical Education in the New Zealand Curriculum (page 56):
- āwhina helping, assisting, befriending, providing moral support
- manaakitanga hospitality and generosity
- rangimārie tolerance, being at peace with oneself and the environment
- tikanga customs and practices.
In their group, the students discuss their understanding of these words and use them to develop a set of guidelines that will enable them to work cooperatively together. Groups report back to the whole class to help develop a set of class guidelines for cooperative activities.
The students listen to one or more of the waiata (songs) from Te Wāo Nui a Tāne by Hirini Melbourne to study the following elements.
- Te kōpere The rainbow
- Tīhore To clear away
- Ko te hau ora The wind of life
- Uira Lightning
- Ngā whetū The stars.
Using translations of te reo, groups of four to six students discuss the ideas in the waiata and make a list of at least five different descriptive action words associated with weather and seasons, for example:
- hīhiko (flashing)
- ngunguru (rumbling)
- whakamataku (frightening)
- wiriwiri (shuddering)
- tūpoupou (plunging).
The groups explore shapes and movements associated with their words, for example, fast, sharp, long, diagonal movements, on and off the ground to represent 'flashing'.
Each group develops a dance sequence that combines the movements inspired by their list of words. In developing their sequence, the students consider the class guidelines they have developed for working cooperatively.
The groups perform their sequence for the class.
Watching students are asked to provide feedback to the performing group, describing positive factors in the performance as well as suggesting possible changes to improve clarity, expression, focus, and visual or rhythmic interest.
All the students reflect and identify the aspects of working cooperatively that their group applied well and which aspects could be improved. The groups will then utilise this knowledge along with the feedback and practice their movement sequence again to enhance its presentation a second time.
Video this performance for self/group evaluation/assessment.
Endangered birds Ngā manu whakamōrea
The students identify endangered native birds of Aotearoa and brainstorm issues about these birds, for example, predators (such as, stoats, weasels, feral cats), the behaviour of humans, the changes in the landscape, the actions of institutions like the Department of Conservation and other groups to save endangered species.
The students research the topic with knowledge sources, such as the Department of Conservation: (under Conservation/Plants and animals/Native Animals and Threatened Species Trust Programme).
They write the script and create dances to present to friends, family, and their school community.
The students plan a dance-drama that is, to be used to inform others about the plight of our endangered birds.
Example:
- Scene 1: A narrator starts "Once upon a time, when the birds lived completely free of predators ..." The students depict through dance movement the variety of birds in the ngāhere (forest).
- Scene 2: The coming of the Māori and the capturing of birds for food.
- Scene 3: The coming of the Pākehā and the introduction of more predators.
- Scene 4: The destruction of the native bush, the birds' habitat.
- Scene 5: The shrinking of the native bird population.
- Scene 6: The realisation of the damage caused to the flora and fauna and the beginning of conservation and preservation.
See Stories of Māui-tikitiki-a-taranga Ngā pakiwaitara a Māui-tikitiki-a-taranga and Action songs Waiata-ā-ringa for ideas to develop movements that are inspired by the images and events in those songs or stories.
Stories and myths Ngā pūrākau me ngā pakiwaitara
Some possible activities:
- In small groups, the students devise a movement/dance sequence, a chant, and/or a percussion composition to communicate the story of Rangi and Papa.
- The students write their own version of a customary story in Māori/English and perform the story as a chant, haka, or waiata-ā-ringa (action song).
- The students research Hineraukatauri, goddess of music and dance. The case moth is her flute and the hanging fern her ringlets. They listen to or learn Hirini Melbourne's song 'Te Putorino a Raukatauri' ('Raukatauri's Flute') from Te Wao Nui a Tāne (Melbourne, 2000). Discuss the images in the song and those of the goddess of music and dance and experiment with how these might translate into movement.
- The students listen to 'Hineraukatauri' from Oceania (Mohi, 1999), which Hinewehi Mohi wrote to honour her daughter. Compare with the words, the images, and the music to Hirini Melbourne's song.
- The students listen to 'Raukatauri' played on the pūtōrino (flute) by Richard Nunns from Te Ku Te Whe (Melbourne and Nunns, 1994). They research customary Māori musical instruments, for example, pūtorino, ihu, pūrerehua, kōauau, poiāwhiowhio (Melbourne, 1993).
- The students create a movement/dance sequence about the creatures of Tāne to be accompanied by customary Māori musical instruments.
- The students listen to and learn 'Koekoe', a song about the morning star and the dawn chorus of Tāne's birds (see Hei Waiata, Hei Whakakoakoa). The students create an action song or a creative dance to accompany the song.
- The students listen to and learn 'A Te Tarakihi' (The Cicada), a song based upon the words of an ancient chant (see Into Music 3). The students discuss movement ideas based upon the flight of the cicada, including spatial pathways and body shape ideas. In small groups, the students create their own dance 'Flight of the Cicada'.
Ask the students to reflect upon the development and performance of movement/dance sequences based on any or all of the above.
The students can consider how they felt about their own dance in terms of their personal movement preferences, their contribution to the development of the dance/movement performances, how they felt about performing beforehand, and their feelings after having performed. The students can also record their responses to others' dances and share these in groups.
See Stories of Māui-tikitiki-a-Taranga Ngā pakiwaitara a Māui-tikitiki-a-tāranga and Action songs Waiata-ā-ringa for ideas to develop movements that are inspired by the images and events in those songs or stories.