- A Special Gift
- Who's To Blame?
- Car Care
- What Goes Around...
- Wakatipu's Giant
- The Safe Place
- Our Shame
Writers:Chris Walsh & Evelyn Mann
The drama was written to demonstrate ways of working Māori myths and legends supporting students to deepen their experience and understanding of underlying meanings within myths and legends. There are many opportunities within the drama to explore te reo Māori and Nāga Toi Māori.
Key Question: What drives people to be courageous when there is huge danger to themselves?
- Māori myths and legends were written to explain the origins of our world.
- Some people show huge courage under extreme circumstances.
- People are bound together in aroha.
- Ordinary people can achieve great things.
- Aroha is a great motivator.
Connected Curriculum Areas: Social Studies, English, Health and Physical Education.
Key Competencies - Managing Self, Thinking, and Relationships.
Possible Learning Intentions and indicators are offered for this drama. We acknowledge that there are many other possible learning intentions and that you might prefer to write your own in response to the needs of your students. The learning intentions offered are examples to choose from and to guide teachers new to drama in writing learning intentions. There is a variety of ways for collecting evidence to support learning.
Possible Drama Learning Intentions:
The students will be able to:
- Engage confidently in a range of dramatic conventions, structured by the teacher. PK DI CI
- Share ideas about a legendary person by creating and developing a role within a variety of conventions. PK DI CI
- With an awareness of elements and techniques work to sustain mood and atmosphere effectively. PK DI CI
- Identify and discuss the place of Nāga Toi Māori in our lives. UC
Develop Indicators with the students for Learning Intentions. Here is an example of indicators that will also be used to focus the assessment for the learning intention: Engage confidently in a range of dramatic conventions, structured by the teacher. PK DI CI
Indicators: Students can
- Contribute to discussing ideas and preparing drama work.
- Portray role convincingly within a variety of conventions using appropriate techniques.
- Identify strengths within drama work and discuss their effects.
- Respond appropriately when interacting with others in role contributing to developing narrative.
Teacher In Role: (Referred to as TIR) In this drama the teacher will work in role sometimes as Matakauri.
Drama Resources available in New Zealand Schools
It is important that you refer to these resources to support the content in these plans.
- Ministry of Education. 2001. Drama in the Classroom. Wellington: Learning Media. (Book and Video)
- Ministry of Education. 2007. Drama Posters, 2007. Wellington: Learning Media,
- Ministry of Education. 2006. Playing Our Stories. Wellington: Learning Media. (Book and DVD)
- Ministry of Education. 2004. Telling Our Stories, Wellington: Learning Media. (Book and Video)
- Ministry of Education. 2003. The New Zealand Curriculum Exemplars - The Arts. Wellington: Learning Media and the Learning Centre Trust of New Zealand.
- Arts Online - Te Hāpori o Nāga Toi
- Ministry of Education. 2007. Drama Poster Notes
- Ministry of Education. Te Kete Ipurangi (TKI) Website
Resources applicable to this drama:
- Cartwright, P. 1992. Matau - The Giant of Wakatipu
- Waka Huia Toi Māori - Māori Visual culture in visual arts education - Years 7 - 10, 2004. Ministry of Education. Learning Media, New Zealand.
- Kiwi Kidsongs 15 - He Waiata mo nga Kaupapa Ake, 2006 , Ministry of Education, Learning Media, New Zealand
|Learning Experiences||Teaching Notes|
Forming Links To Our Own Lives
Brainstorm the Māori legends known by the students.
In small groups they choose a legend and create Freeze Frames depicting a courageous moment from the story.
Share the images and collect Spoken Thoughts. The audience group create a Caption for each image.
|This is the time to discuss what a legend is and why they have sustained the passage of time.|
Motivating the work and setting the context.
Read and display for the students p.3 of the text.
"In the South Island there is a lake whose waters, by day and by night, rise and fall, rise and fall."
Brainstorm the lakes of the South Island and locate them on a map.
Chorus of Movement:
Students sit in a circle.
|Tell the students it is Wakatipu that we will be looking at in our drama. Locate Wakatipu and look at its shape.The chorus of movement is to enable the students to create a mysterious atmosphere to motivate interest in the legend.The breathing in and out is to replicate the movement of the lake.The teacher might add to the chorus once established by beating a heartbeat with a small drum, or hand to the chest. Questions you might ask in reflection: I wonder why we did this?What thoughts have come into your mind?|
Building the Narrative
Read the story to end of p.19Alternatively 'tell' the story which is outlined here:
Divide the class into 5 groups
Each group establishes themselves discussing the plan, voicing their concerns about Matakauri's plan to return to the giant and kill him.
Once the groups have established their discussion everyone freezes for circular teacher in role.
Circular Teacher In Role: TIR as Matakauri now moves through the group one at a time and talks to them about what is happening. They respond in role and let Matakauri know how they feel about his challenge and voice their fears about what he wants to do.
|Each group, in their role, needs to establish a time and space for their discussion to take place.Once the TIR has spoken with all groups s/he stands still poised in thought, show hesitancy in making the decision. Voice thoughts e.g. I wonder if I can do it. They probably are right but it is worth it to protect her etc.Once considerable tension has built around this decision announce you have decided to go.|
Class in role as villagers have decided that they will have a farewell for Matakauri and gift him something that will add to his luck and his strength. Work in small groups to discuss what it is they could give him and why it will help him.
Defining Space: Out of role, decide how this presentation is going to happen, where they will be and whether there will be a dance, waiata or art work as part of the farewell occasion. Organise the space for this farewell ritual to take place.
Ritual: TIR as Matakauri receives the gifts making comments and asking questions of the villagers to clarify the reasons they have brought this particular gift.
Wall of Thought: As the Teacher moves between the two facing lines, the students voice the thoughts Matakauri is thinking as he is leaving.
|At this point there is the possibility for teaching in music, dance and visual art.See Optional Resources.|
Game: Play Keeper of the Keys
Students sit in a circle.
|Read p. 20, or tell the part of the story where Matakauri is creeping up on the giant as he sleeps, placing dried wood and flax around him, setting a huge fire.This is an example of how to use a game within the context of a drama. The focus is on experiencing tension, as it would be in the story.|
The students form a circle around the outer edge of the room with a smaller shape of Wakatipu in string in the centre of the room.
The teacher describes a series of frozen images one at a time to be demonstrated by all students in unison. After each image, everyone moves a step closer to the Wakatipu shape in the centre of the room.
Image 1 - Matakauri leaves the village not knowing if he will ever return. 3, 2, 1, freeze.
Image 2 - He looked back momentarily at those he loved. 3, 2, 1, freeze.
Image 3 - Stealthily he moved through the night and the day approaching the sleeping giant. 3, 2, 1, freeze.
Image 4 - On finding the giant sleeping he gathered dried ferns, branches and brackens to use to make a fire. 3, 2, 1, freeze.
Image 5 - Very cautiously he piled the dried ferns, branches and brackens around the sleeping giant. 3, 2, 1, freeze
Image 6 - At last he was ready. He stood back and looked at the sleeping giant who was totally by the surrounded by the makings of a great fire.3, 2, 1, freeze.
The students hold this last freeze and the teacher moves around the group collecting
|It is important the narration of the images is spoken in a tone that enhances the atmosphere. Allow a few moments in each freeze before beginning the next narrated part. Instruct the students you will be collecting spoken thoughts on the final image.In reflection ask:I wonder what thoughts you have about Matakauri now?|
Read, or tell the remainder of the story.
|Hot Seating: Working in small groups provide the opportunity for several students to be in the Hot Seat as Matakauri.||Teacher puts the Key Question "What drives people to be courageous where there is a huge danger to them?" up on the board and says to the students "We want to be able to answer this question after the Hot Seating. Keep it in mind as you question."At this point the teacher moves around the groups and models appropriate questions.|
Reflecting on the issues and bringing the drama to conclusion
Return to the breathing lake exercise created to begin the drama.
Move into the present day in role as tourists in Queenstown wondering about the lake rising and falling. You find a statue that has an inscription explaining the reason.
Sculptures: in small groups make the statue that you see and write the short inscription.
Share the work with the other tourists.
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