Ngā taonga a Hine Raukatauri
Nā Tamahou Temara
He whakarāpopoto
This report describes the experience of learning to play and make traditional Māori instruments at a symposium held at Te Papa Tongarewa. The article outlines the questions asked in an interview with specialists in the field.
He whatu pānui
Hei tautoko i te kaipānui
- The article is written in a question and answer format.
- Illustrations and photographs support the text.
Kia mataara!
- Metaphoric language may present challenges to some students.
- Some of the vocabulary of the text may not be within the reading experience of students at this level.
He kete kupu
Ensure that your students are familiar with the words in this 'He kete kupu' and are able to use them confidently.
| hotuhotu | ringing sound |
| maramara | brief piece of writing |
| tīoriori | songbird |
| wawā | scattered |
Hei whakaihiihi
- Introduce the article by talking about the different instruments mentioned in the article. You may like to have some examples of instruments for students to hold and see.
- Play pieces of music which have examples of the different instruments as a way of setting the mood.
Hei whakatā
- Ask the students to read the first paragraph. What do they think the sentence, "Haruru ana ngā papa o Te Hono ki Hawaiki i te kārangaranga o ngā hau manu", might mean?
- Assign each of the students with a paragraph to read. Allow them to read and digest what the paragraph is about. Ask each student to summarise their passage in one sentence.
Hei wānanga
- Discuss with the students what makes this story special.
- Discuss why it is so important to pay attention to the way you blow into the instrument.
- Talk about whether or not this theory is the same for all wind instruments.
- Students could create a procedure strip describing how to play the kōauau.
He whakapuaki māramatanga
- I ahu mai te pūtōrino nō te rohe o Te Tai Tokerau, o Whanganui rānei?
- He aha te mea nui o ngā taonga puoro?
- Pēhea te whakatangi i te taonga puoro?
- Ko wai ngā ingoa o ngā manu taiko?
- He aha te tikanga o Tūhoe mō te taonga puoro pūkāea?
- Ko wai a Hinepūtehue?
- Ki ōu whakaaro he mīharo te mahi puoro ki te kaituhi o te pūrongo? He aha koe i whakaaro pērā ai?
- Ki ōu whakaaro he aha te mahi a Hine Raukatauri?
Hei mahi kē atu
- Make a picture graph of each of the instruments labelling each one and describing its purpose past and present. (You may need to have other supporting resources to assist with this task.)
- Students could write down five factual pieces of information mentioned in the article.
- Students get to make their own wind instrument using objects from the classroom or home environment. As an extension of this, students are taught to make kōauau using clay and then bone.
- Students could listen to a piece of traditional music paying special attention to a chosen Māori instrument like the 'pūtōrino'.
Hei mahi
The following activity is one which involves listening skills. The teacher plays some music with the sounds from each of the instruments mentioned in the article. Each student is asked to write the name of the waiata and the instrument used. Ask the students to explain why they have selected the particular instrument.
