Learning experience 6, Activity 2: Poi choreography He kanikani mā te poi
Intended outcome(s)
The students could:
- explore the use of poi while moving different parts of the body, at different levels and in different directions (Dance 3 PK)
- perform and respond to poi dances (Dance 3–4 CI)
- respond to and interpret music through experimentation with patterns and structural composition devices using poi as percussive instruments (Music 3–4 PK DI)
- perform poi dances responsively to music (Music 3–4 PK CI UC)
- learn others' poi patterns and create their own patterns to share (Dance 4 PK)
- use choreographic devices to create an original poi dance based on a theme (Dance 4 DI)
- demonstrate consistency and control of movement when using poi in creative activities (HPE 4 B1)
- demonstrate a willingness to accept challenges and learn new skills when developing poi activities (HPE 4 B2)
Suggested approach
Review history and protocols whakapapa, tikanga, and basic skills practised in Single Long poi – He poi roa, Tapatahi.
With a pair of long poi each, the students experiment with and attempt to perform the following actions:
- circling the poi at the sides of the body while standing, walking, sitting, lying, kneeling
- spinning the poi above the head, down low, in front of the body, to the side of the body
- alternately crossing the arms and opening them to the sides while circling the poi, that is, figure-of-eight
- spinning one in front and one behind the body
- swinging the poi about the hips
- windmill
- butterfly.
Practise ways of moving the legs while swinging the poi in any of the above patterns – step and point, step-touch, takahi, step and kick whana step-close-step-whana, runs, skips, slides, gallops, and grapevine.
The students reflect on how manipulating a single long poi is different from manipulating double long poi.
Create simple combinations of poi movements for the class to copy.
The students in pairs assist each other to practise and acquire new poi skills.
The students work in small groups to create a sequence of six to eight different poi movements/patterns – with or without music.
Select one of the downloads to view a flash object demonstrating Poi choreography, He kanikani mā te poi.
You may need the Flash plug-in to view these lessons. Click on the icon below to download this.
Level 3
The students can be challenged to begin their sequence with their group standing in specified formations and/or to incorporate particular floor patterns, for example, taimana (diamond), purapura whetū (criss-cross), koru (spiral), poutama (steps). Formations or floor patterns are changed with each new poi movement and in response to musical elements and structural patterns.
The students perform their poi dance sequence for the class. These performances are videoed.
Help the students reflect on their experiences and the final sequence while viewing the recording:
- How did you decide which movements to put in your sequence?
- How did you use the music to create your sequence?
- What do you like best about your sequence? Why?
- If you were to have more time, what would you do with your sequence now that you can see it?
- What could we do with these sequences now?
Show the students a poi item from a kapa haka (performance) group:
- What patterns did you recognise?
- How did/does this poi sequence differ from the one that you made?
- Why are they performing this item?
- Why might this item be included in a performance programme?
Level 4
Have the students review or introduce choreographic devices to their poi sequences. The students explore use of particular choreographic devices with individual poi patterns and/or travelling movements.
Introduce a theme/idea upon which the students will be asked to create a poi dance, for example, birds of New Zealand and travelling across the Pacific Ocean. Discuss the different ways in which the theme/idea might be interpreted and shown in movement.
Introduce the music to which the sequence may be choreographed or used as a background, taking the musical elements, patterns, structures, and mood as the basis for the choreography.
In small groups, the students create a poi dance based on the theme/idea and performed to the given music. The sequence is to show use of the following choreographic and music composition devices: repetition, canon, retrograde, and inversion. Different group formations, pathways, levels, and travelling movements suitable for the theme could be included.
The students perform this sequence for the rest of the class. The performing group or the watching students may be asked to explain how/where the desired choreographic devices were incorporated and/or how the sequence communicates the theme.