Te Ao Haka: Beginnings

Learning Area: Arts – Ngā Toi

Curriculum Level: Level 6 (NCEA Level 1)

---

Lesson 1 of 10 – Exploring Te Ao Haka

Lesson Title: Introduction to Te Ao Haka

Lesson Duration: 45 minutes
Class Size: 10 students (Year 11)

---

Te Marautanga o Aotearoa – New Zealand Curriculum Links:

• Arts Learning Area – Ngā Toi:

  • Te Ao Haka (Level 6) – Understanding whakapapa and taiao as context for knowledge, engaging with narratives and performance as expressions of identity.

• Key Competencies:

  • Participating and contributing
  • Relating to others
  • Managing self
  • Thinking
  • Using language, symbols, and texts

---

Big Idea of This Unit:

Te Ao Haka is born of its context.
Whakapapa, taiao (natural world), and the concept of place and time inform the traditions and evolution of haka within Te Ao Māori.

---

Learning Intentions:

By the end of this lesson, ākonga (students) will be able to:

• Define Te Ao Haka and explain what it encompasses beyond just performance.
• Describe the cultural and historical significance of kapa haka in Aotearoa.
• Demonstrate understanding of key terms: whakairo kupu (poetic language), whakapapa (genealogy), and tikanga (customs).
• Begin to reflect on their own connections (if any) to Te Ao Māori.

---

Success Criteria:

• Students can explain the purpose and importance of Te Ao Haka in their own words.
• Students can identify the components of kapa haka and describe how it communicates cultural identity.
• Students engage respectfully and reflectively in group discussion and activities.

---

Materials Needed:

• Butcher paper and vivid markers
• Post-it notes
• Access to speakers and a short video clip
• Printed whakataukī for reflection task
• Sticky dots or tokens for kōrero circle feedback

---

Lesson Breakdown (45 minutes)

⏳ 0:00–5:00 – Haere Mai: Karakia + Whakawhanaungatanga

• Begin with a short karakia to open the space safely and respectfully.
• Brief round introducing themselves with a pepeha or name + favourite waiata or kai – create a sense of whānau in the class.

Teacher tip: If not all students are confident with pepeha, offer sentence starters or a visual ‘pepeha builder’ map on the board to support.

---

⏳ 5:00–15:00 – Ko Wai a Te Ao Haka?: What is Te Ao Haka?

Activity: Activating Prior Knowledge (Small Groups)

• Split the class into pairs.
• Prompt discussion: “What comes to mind when you hear ‘haka’ or ‘Te Ao Haka’? What do you already know?”
• Students write one idea per post-it and stick it on a shared butcher paper.
• Facilitate a collective unpacking. Use student responses to co-construct a class definition of 'Te Ao Haka'.

Key kōrero from kaiako (teacher):

• Te Ao Haka includes more than performance – it’s connected to whakapapa, whenua, tikanga, and identity.
• Kapa haka as an oral and physical storytelling form born from the Māori world.

---

⏳ 15:00–25:00 – Whakarongo Mai: History & Significance

Activity: Watch + Reflect

• Watch a curated 4-minute video clip of a kapa haka performance at Te Matatini or similar with strong cultural narrative (captioned and audio described for all learners).
• Post-viewing discussion prompts:
  • What emotions did the performers portray?
  • What do you think the story was?
  • What tikanga did you notice?

Deliver a mini-lecture (with visuals where possible) overviewing:

• Origins of haka: whakapapa of haka
• Role of haka in battles, ceremonies, celebrations, and protests
• School kapa haka and Te Matatini today
• Embodiment of atua like Tānerore and Hine-te-rēhia

---

⏳ 25:00–35:00 – Ngā Taonga o Te Ao Māori: Language + Symbolism

Activity: Whakataukī & Reflection

• Each student receives a whakataukī (e.g. “Tuia te rangi, tuia te whenua, tuia te tangata…”) to read, interpret and connect with.
• Pair-share: What might this mean for us in the context of haka?
• Whole group discussion: “How does haka help tell our stories as Māori – and as New Zealanders?”

---

⏳ 35:00–42:00 – Kōrero Porowhita: Circle Talk – Responses and Reflections

Invite all students into a kōrero porowhita (talking circle) where they each:

• Share one new thing they’ve learnt today.
• Share a question or something they are curious about exploring in Te Ao Haka.

Students are given two sticky dots or tokens:

• Place one on another person’s contribution they found insightful.
• Place one on an idea they want to explore further in this unit.

Teacher tip: This informal assessment also indicates student engagement and readiness for personalised pathways in future lessons.

---

⏳ 42:00–45:00 – Kua Mutu: Wrap-Up and Expectations

• Summarise key ideas:
  • Te Ao Haka is a world that connects whakapapa, language, performance, and culture.
  • Everyone has a place within Te Ao Haka, whether as performer, composer, supporter or learner.
• Share next steps:
  • In Lesson 2: We will explore the different disciplines within kapa haka (e.g., mōteatea, poi, waiata-ā-ringa).
  • Homework: Bring an image, object or story that connects you to Aotearoa. It will be used for a creative kōrero next lesson.

End with a brief karakia whakamutunga.

---

Assessment Opportunities:

• Observations during kōrero and group discussion
• Reflection on whakataukī as formative assessment
• Collect student post-its and circle talk feedback for diagnostic insight into interest areas

---

Differentiation:

• Sentence scaffolds for ELL and students with additional needs
• Visual supports for key concepts (taiao, whakapapa, tikanga)
• Optional digital reflection format (audio or typed) for students who prefer not to speak in kōrero circle

---

Kaiako Notes:

This lesson sets the cultural and emotional foundation for deeper exploration. Use your local context – iwi histories, local whakataukī, guest speakers – as much as possible in future weeks. Consider inviting a local kapa haka tutor in for Lesson 3 or 4.

---

Next Lesson:

Lesson 2: He Ngāwari ngā Ringa – Exploring Disciplines of Kapa Haka

In this lesson, students engage with various elements of kapa haka and begin learning basic movements and their meanings.