Learning experience 8, Activity 3: Haka performance He whakaaturanga haka
Intended outcome(s)
The students could:
- demonstrate an understanding of the tikanga and spirit wairua involved in performing haka (Music 2–3 UC)
- develop more complex movement sequences in haka (HPE 3 B1)
- participate in a haka performance and describe how addressing the issue portrayed in the performance could enhance their own well-being and that of the school community (HPE 3 D2, Dance 3–4 CI UC)
- use haka vocabulary and choreographic devices to create a haka that communicates a social issue (Dance 3–4 DI)
- perform (move and chant) rhythmically and expressively (Music 3–4 PK CI UC)
Suggested approach
Review haka history and protocols whakapapa tikanga, and movement vocabulary in a warm-up (see Composing a haka – te tito i tētahi haka).
The students identify the movement qualities in haka by viewing and discussing performances on video from the Aotearoa Traditional Māori Performing Arts Festival. These performances feature regularly on the Sunday morning television programme Marae.
In groups, the students choose a social issue relevant to their school, for example, bullying, peer pressure, being Smokefree, fair play, and choose four to five haka movements from those they have seen and/or those they have composed to use in a sequence depicting the issue.
The sequence can incorporate use of the following choreographic devices – repetition, canon, augmentation, embellishment, as well as te reo, the underlying beat, and/or accents to capture the essence of their message.
The students record their haka on paper (using words and graphic notation) and on video for self/peer evaluation/assessment.
The students perform these sequences in a syndicate or school assembly and use it as a forum to explain why this is an issue for the school and what some possible solutions might be. The students describe how addressing their issue will enhance the well-being of the school community.