Wairarapa College
NCEA Level 3 Te Ao Haka
Course Description
Teacher in Charge: Whaea A. Pirere.
Te Ao Haka is a culturally responsive art form, providing opportunities for all ākonga to engage in Māori culture, language and traditional practice. Te Ao Haka is founded on traditional knowledge, but is progressive in the development and evolution of the art form.
Intrinsic to Te Ao Haka are culture, language and identity. Te Ao Haka is a vehicle used to wānanga and communicate culture, tikanga, knowledge systems and iwi traditions. Te Ao Haka is enabling and centres around the importance of family, marae, iwi, hapū and waka through connection with the past, present and future. This belonging gives ākonga a purpose to strive towards and achieve to their full potential, including empowering them to have fun and enjoy the performing arts.
Ākonga who engage with Te Ao Haka recognise that pride in their culture also comes with a responsibility to create a positive space for others to continue expressing themselves in developing their craft. Therefore, ākonga are able to understand their contributions to the art form.
Big Ideas | Ko te reo Māori me ōna tikanga te tūāpapa o Te Ao Haka | ||
Significant Learning at Levels 6-8 of the New Zealand Curriculum | |||
Level 1 | Level 2 | Level 3 | |
Te Ao Haka is born of its context | Students will learn that Te Ao Haka is born of its contexts – its taiao, atua and kōrero tuku iho. | Students will explore how innovation and creativity in Te Ao Haka is informed by interpretation of context. | Students will understand that meaningful performance is an expression of context. |
Students will explore the idea of Te Ao Haka having local dialects - in movement, style, language and content. | Students will explore how Te Ao Haka is influenced by time (past, present and future). | Students will analyse the influence of time, space and context on performance. | |
Students will explore how Te Ao Haka is influenced by place (local, national, global). | |||
Narratives are the catalyst for all composition | Students will learn about Te Ao Haka narratives and how they connect to te ao Māori. | Students will explore how narratives evolve and are shaped by local and outside influences. | Students will develop and utilise deep understanding of narrative to enhance their performance. |
Students will learn that narratives are taonga and are a direct link to tīpuna. | Students will explore how creativity and innovation can be used to link the past and the present through narratives. | Students will understand how the narratives of the past can empower them to shape the future. | |
He taonga tuku iho | Students will learn that Te Ao Haka is a vehicle for all students to access Māori culture, language and practice. | Students will explore their own connection to Māori culture, language, and practice through Te Ao Haka. | Students will use connection to and experience of Māori culture, language and practice to enhance and embody performance. |
Students will learn that Te Ao Haka affirms Māori culture, language, tikanga, identity, knowledge and iwi traditions. | Students will explore their own role in the promotion and sharing of te ao Māori. | Students will be empowered to champion te ao Māori through Te Ao Haka. | |
Students will learn that meaningful engagement with Te Ao Haka stems from an understanding of its origins and foundations. | Students will explore the way Te Ao Haka is progressive in the development and evolution of the art form. | Students will contribute their own knowledge and whakaaro to the art form. | |
Te Ao Haka is uniquely and recognisably Māori | Students will learn to identify the unique tikanga and reo features of Te Ao Haka and begin to use them in practice. | Students will use their knowledge of the unique tikanga and reo features to explore their creativity within Te Ao Haka. | Students will refine their understanding and use of the unique tikanga and reo features through performance. |
Students will learn that Te Ao Haka is a uniquely Māori art form, built on Māori culture and identity. | Students will develop their creativity and imagination through a uniquely Māori art form. | Students will express themselves through performance of a uniquely Māori art form. | |
Te Ao Haka can only be truly understood through performance | Students will learn the key skills of performance. | Students will explore creativity in performance. | Students will refine their skills in performance. |
Students will learn about the relationship between performance and community. | Students will explore their role as a member of a Te Ao Haka community. | Students will refine their leadership skills, knowledge, and tikanga within Te Ao Haka. | |
Students will identify components, elements and features of performance through observation. | Students will explore their point of view through observing components, elements and features of performance. | Students will express their perspective as an observer of performance. | |
Contributions and Equipment/Stationery
- Device
- Clear file
Pathway
Te Ao Haka provides ākonga with opportunities both within and outside of the subject. The development of Te Ao Haka skills provides lifelong learning and creates viable career pathways that lead on to further studies in areas such as theatre, TV and film, the tourism industry or government.
Te Ao Haka provides opportunities for all ākonga to develop as global citizens and promote te ao Māori on a global stage, through performances both to visitors to Aotearoa New Zealand, and abroad. This provides the opportunity for Māori culture to be a model for indigenous cultures across the world, giving relevance and value not only to itself, but to others, too.
Credit Information
You will be assessed in this course through all or a selection of the standards listed below.
Total Credits Available: 15 credits.
Externally Assessed Credits: 5 credits.
Internally Assessed Credits: 10 credits.
External
NZQA Info
NZQA Info
NZQA Info
Disclaimer
COURSE COSTS AND STANDARDS MAY CHANGE WITHOUT NOTICE
WEB84, Rendered 8.53MB in 0.2757 seconds with 19 queries.
