Celebrating Musical Expression

Context

This 40-minute music session is tailored for Year 6 tamariki in New Zealand, guided specifically by the principles and learning pathways of Te Marautanga o Aotearoa, the Māori-medium curriculum framework. The focus centres on active engagement through culturally rich, inclusive, and multi-level learning that honours te ao Māori, creativity, and tikanga.

Class size: 20 students Grouping: 3 ability-based groups (Emerging, Developing, Extending) for differentiated learning Language medium: Te Reo Māori integrated throughout

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Learning Objectives

By the end of this session, students will:

• Whakarongo (Listening): Recognise and respond to different rhythms and melodic patterns, including waiata ā-ringa (action songs) and taonga pūoro (traditional Māori instruments).
• Whakaari (Performance): Perform simple rhythmic patterns and melodic phrases collaboratively in groups, reflecting different ability levels.
• Auaha (Creative expression): Improvise and compose short rhythmic or melodic sequences using body percussion or instruments.
• Whakawhiti kōrero (Communication): Use appropriate te reo Māori terms for music components such as 'ihana' (melody), 'rōpū' (group), 'puoro' (instrument).
• Whai mātauranga (Knowledge building): Understand the cultural significance of rhythm and melody in Māori music and relate this to personal expressions of identity.

Aligned with Te Marautanga o Aotearoa, these objectives support learning under the area of Puoro (Music) and strengthen competencies such as Manākitanga (Respect), Whanaungatanga (Relationships), and Rangatiratanga (Leadership & Agency) through collaboration and self-expression.

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Curriculum References

• Ngā Tikanga ā-Kura (Principles): Encouraging whānaungatanga by learning together and respecting diverse ability levels.
• Ngā Uara (Values): Strengthening manaakitanga — caring and supporting peers' learning and performance.
• Ngā Arowhai Ako Pūkenga (Key Competencies): Rangatiratanga through leadership in group performance and self-directed creativity.
• Learning Area: Puoro (Music) Focus on Whakarongo, Whakaari, and Auaha learning strands in alignment with whakataukī encouraging perseverance and excellence: "Ka pai ki muri, Ka pai ki mua, Ka pai ngamea katoa."

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Resources Needed

• Presentation slides adapted from the provided attachment, featuring waiata ā-ringa, taonga pūoro images and sound clips
• Body percussion space in classroom (open floor area)
• A selection of simple percussion instruments (e.g., pātē, pūrerehua, poi)
• Whiteboard and markers for notation (simple rhythmic symbols)
• Group name cards for ability groups

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Lesson Breakdown

1. Karakia and Introduction (5 minutes)

• Begin with a karakia to set the wairua (spiritual atmosphere).
• Introduce the day's whakataukī: "Ka pai ki muri, Ka pai ki mua, Ka pai ngamea katoa."
• Brief whānau kōrero about why music is important in whānau and iwi — tying in Māori identity and pride.
• Introduce the focus on rhythm (wiri) and melody (ihana) through Māori music.

2. Warm-Up with Waiata ā-ringa (10 minutes)

• Whole class joins in a waiata ā-ringa with simple actions and repetitive rhythm patterns.
• Teacher models and leads, students echo and follow the body percussion patterns.
• Use the attached presentation’s audio and visual prompts to engage all students, repeating twice for familiarity.

3. Group Work: Differentiated Music Challenges (15 minutes)

Form three groups of mixed-ability based on student prior knowledge and confidence:

Group	Activity	Focus	Support
Emerging (Beginner)	Imitate simple body percussion patterns from presentation. Use a call-and-response method.	Build confidence in rhythmic awareness, coordination.	One-to-one teacher or TA support; simplified rhythmic prompts and gestures.
Developing (Intermediate)	Learn and perform a simple rhythmic sequence on pātē or body percussion, then create an additional 2-beat rhythm to add to the sequence.	Develop pattern recognition and creativity.	Moderate scaffolding with visual symbols and peer collaboration.
Extending (Advanced)	Improvise short melodic phrases on taonga pūoro images – creating variations using voice or instruments; then perform combined rhythms with other musicians.	Encourage creative leadership and melodic exploration, cultural responsiveness.	Minimal intervention; encourage leadership and independent experimentation.

• Rotate students to different roles if time permits, encouraging group collaboration and peer teaching where possible.

4. Sharing and Reflection (8 minutes)

• Groups perform their sequences for each other.
• Pause for students to share feelings about their performance using te reo Māori phrases — e.g., "He pai taku mahi." (I liked my work), "He wero āku i ako." (I learned a challenge).
• Teacher gives specific feedback focused on effort, creativity, and kaiwhakataki (leadership in music).
• Anchor this moment with the whakataukī to reinforce positive reflection and perseverance.

5. Closing Karakia & Next Steps (2 minutes)

• Close with a short karakia to acknowledge everyone’s mahi (work).
• Encourage students to think about how they can use music in their daily lives and whānau — to continue whakawhānau (building relationships) and expressing identity.

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Assessment & Feedback

• Use ongoing observational assessment during group activities — noting each student’s participation, ability to follow rhythm, and creativity level.
• Peer and self-assessment moments during sharing: students articulate progress in te reo Māori, reinforcing language and cultural identity.
• Formative feedback with scaffolding prompts for students struggling with rhythm patterns or group participation.
• Record strengths and next steps for students in a music journal or digital portfolio to inform future planning and target teaching.
• Assessments aligned with Te Marautanga o Aotearoa’s focus on holistic development — valuing effort, cultural engagement, and collaborative skills over mere technical accuracy.

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Creative Engagement Tips

• Integrate whānau stories or pepeha into musical patterns to deepen cultural connection.
• Use circular seating and shadowing techniques for students to learn from more confident peers — fostering rangatiratanga and whakawhanaungatanga.
• Incorporate tech tools sparingly: for instance, simple recordings of group performances to replay and improve next sessions.
• Highlight success through student leadership in future lessons (e.g., leading karakia, teaching patterns learned).

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This lesson plan embraces the Te Marautanga o Aotearoa philosophy by weaving Māori cultural identity, language, and collective values with music learning. It uses tiered activities that honour diverse needs and build confidence while nurturing the spirit of creativity and belonging essential for the holistic development of our tamariki.

Ka whakamīharo!