When Cultures Meet

Social Studies Online

1. Word List activity
   Tatau Word List

   Pain	Swelling	Blood	Wash
   Patterns	Ink	Dots	Squeezing
   Courage	Tatau	Malu	Pride
   Tufuga	Unique	Mallet	Tools
   Bone	Comb	Identity	Tradition
   Celebration	Sharp	Teeth	Adulthood
   History	Family	Mats	Symmetrical
   Kava	Honour	Ceremony	Pe'a
   Time	Ritual	Ancient	Design

2. Shared Experience
   Either:
   1. Have a visit from or email a Samoan with a Pe'a (tattoo).
   2. Look at Samoan Tattooing (This site explains the importance and process of Pe'a: Samoan tattoo.)

   Prepare students by telling them that are they are going to have contact with someone who has a special tattoo. Have them prepare questions to ask this person by completing a KTD (what we know, what we think we know, what we don't know). When doing their KTD students will be in the same groups as the word list activity. The groups will use their word lists to help them complete the KTD.

   Students from viewing, listening, communicating should be able to:

   • Explain the process
   • Understand why people have a pe'a.
   • Identify its significance in Samoan society.
   • Realise that there are attitudes and issues to do with tatau.

   Students could then complete a PMI chart.

   Rites of Passage: Samoan Tatau
   PLUS	MINUS	INTERESTING
   Signifies a young person's passage into adulthood.	The tattoo process is very painful.	A tattoo can take many months to complete.

3. Expert Groups Activity
   Students are grouped in threes or fours. Each group is given one of the following:
   
   • History of the Tatau.
   • Impact of the missionaries and other Europeans on the Tatau.
   • The significance of the Tatau
   • The ceremonies associated with the Tatau
   • The preparation for the Tatau
   • The designs and motifs used
   • The Tatau process
   • The tools and materials used.

   The students can use the Tatau Presentation Planning Sheet in their groups to plan their presentation. The students can use a chart, OHT, video or multimedia presentation to present their information.

4. Expert Cards
   Students design and create an expert card for a Master Tattoist. For example:
   
   

5. Role Play

6. Letter Writing
   After completing the tatau activities students are to write a letter. Students imagine they have just had a traditional tatau completed. They write a letter to a friend explaining:
   • The reasons why they decided to have a tatau done.
   • The importance tatau has for their culture.
   • The tatau process and the experience of getting one.
   • Their feelings about having the tatau done.

References:

• Leyden, M. - Festivals and Celebrations.
• Hart, J. and Joblin, R. To Tattoo or Not. School Journal (part 4 no 1, 1992).
• Images of Tatau
  - This is the site of the National Library. There is access to images of tatau and kava ceremonies (amongst others). You need to search the site by selecting letters according to what you are looking for.
• Samu et al (1996, p11-13). Tagata Tangata: Families and work.
• Samoan Tattooing
  - This site explains the process of Pe'a: Samoan tattoo.
• The Samoan Art of Wilson Fitiao
  - Explains how Wilson Fitiao learnt skill tattooing.