Learning experience 2, Activity 1: Stick games Tī rākau/Tira
Intended outcome(s)
The students could:
- create and share tī rākau (stick) movements and sequences (Dance 2–3 DI)
- explore the ways in which a prop, that is, tī rākau (stick), can be used to develop body and space awareness (Dance 2–4 PK)
- respond to their own tī rākau (stick) sequences and to those of others (Dance 2–4 CI)
- understand how tī rākau (stick) is used in Māori culture (Dance 2–4 UC)
- perform tī rākau (stick) sequences for an audience in time with music (Dance 2–4 CI, Music 2–4 PK)
- create tī rākau (stick) sequences using selected choreographic devices (Dance 4 DI)
- identify and compare ways of maintaining and enhancing relationships when working in cooperative group activity in Te Ao Kori (2C1)
- students perform movement sequences that show unison and rhythmic movement with tī rākau (2B1)
Suggested approach
Read The whakapapa of the tī rākau, and identify the tikanga associated with its use.
Look at examples of tī rākau in live or videoed kapa haka (performance group) performances.
Discuss the purposes of tī rākau in Māori culture, that is, to develop wrist/arm/shoulder flexibility; as preparation for taiaha (long club) weaponry skills; as an item of entertainment.
Using rolled and taped newspaper sticks or lengths of doweling, demonstrate to the students and/or help them to explore the basic wrist-turning movements, using tī rākau in different directions and at different levels – front, back, to the side, high, low.
Help the students to learn and explore tī rākau movements while:
- in a single position, for example, while standing, sitting, and/or kneeling
- travelling, for example, walking, step-touch, travelling step-point, lunging
- in time with music.
The students may attempt to copy some of the movements or sequences seen on video.
In groups of two to four, the students work cooperatively to teach each other at least two of the tī rākau movements that they have learned or created.
In small groups, the students devise a unison sequence of tī rākau movements to music provided by the teacher.
For level 3–4 students, the group sequence may need to include specified features, for example, the students could be asked to show four to six different movement patterns, changes in the direction the body is facing and levels, include some travelling, and incorporate the choreographic devices of canon and augmentation.
The students show the group movement sequence to the class.
Watching students are encouraged to respond by identifying and/or describing the aspects of the sequence and performance that they liked or felt could be improved.
- What movements or designs did you find interesting?
- What advice might you give to the group to make their sequence more interesting?