Kingitanga Music Roots

Overview

Students begin a 6-lesson unit by learning about the Kingitanga movement’s historical significance and exploring how music and taonga pūoro connect people to identity, place, and emotions. They listen, respond, and create a simple group response linked to themes they notice.

Learning intentions

• WALT understand that Kingitanga is an important part of New Zealand history and that music can carry meaning.
• WALT identify emotions and themes in short listening excerpts connected to Kingitanga and Māori culture.
• WALT recognise traditional instruments/taonga pūoro as taonga with roles in Māori communities.

Success criteria

• I can describe, in my own words, what the Kingitanga movement was for and why it mattered.
• I can name at least two musical elements I notice (for example, rhythm, tempo, volume, pitch) and link them to an emotion or theme.
• I can show respectful listening and explain how taonga pūoro should be treated.
• I can contribute to a group “sound + feeling” response that matches a chosen theme.

Curriculum links

• The New Zealand Curriculum: Music education—developing students’ skills in listening, responding, and creating music.
• Key idea: Cultural knowledge and understanding through exploring taonga pūoro and Māori musical practices.
• Values and key competencies—respect, inclusion, and communication during listening and group work.

Lesson structure (30 minutes)

1. 3 – Welcome & WALT Teacher shares today’s WALT and explains this is Lesson 1 of 6. Set a simple listening expectation: quiet bodies, kind voices, respectful answers.

2. 6 – Story context: Kingitanga in simple terms Teacher uses a short, age-appropriate explanation: Kingitanga supported Māori leadership and unity; music and gatherings helped people connect and express shared feelings. Students turn-and-talk: “What do you think people might feel when they gather for an important cause?”

3. 6 – Taonga pūoro focus: respect and roles Teacher introduces taonga pūoro as musical instruments that are treasured. Show (or picture) a few examples the class can recognise (for example, pūtōrino, kōauau, pākuru) and explain they can be used for different purposes in community life and storytelling. Students practise respectful language: “I notice…”, “I think it sounds like…”, “I wonder…”.

4. 7 – Listening: emotions in music Play 1–2 short excerpts (kept brief for Year 5–6). After each excerpt, students complete a quick “sound-to-feeling” response:

• Circle or say one emotion (for example, strength, calm, hope, determination).
• Say one musical element noticed (fast/slow, loud/soft, steady/clever patterns, high/low). Teacher records common answers on the board under “Emotions” and “Musical clues”.

5. 6 – Create: group response (theme movement or rhythm) In small groups, students choose one board theme (for example, determination/strength). They create a simple group response using body percussion (clap, tap, stamp) or a steady rhythm the teacher gives as a starter pattern. Groups rehearse for 30–45 seconds and then perform while others listen and match the emotion.

6. 2 – Wrap-up: exit reflection Students answer one prompt on an exit slip or orally: “One thing I learned about Kingitanga music today is…” and “One emotion I noticed was… because…”

Resources

• Teacher-prepared short listening excerpts (audio/streamed) appropriate for Year 5–6
• Visuals or labelled images of taonga pūoro (pictorial cards)
• A simple emotion word list on the board (teacher-selected, age appropriate)
• Rhythm starter pattern for body percussion (teacher claps line, students copy)
• Board chart: “Emotions” and “Musical clues”
• Respectful listening cues (posted class routine)
• Exit slips or reflection cards (or audio option for supported learners)
• Timer for rehearse/performance

Assessment

• Formative listening check: students identify one musical element and link it to an emotion/theme.
• Observation during group creation: participation, respectful behaviour, and ability to match the group response to the chosen theme.
• Exit reflection: confirms understanding of Kingitanga significance and/or taonga pūoro respect.

Differentiation

• Support: provide sentence starters (“I notice…”, “It sounds…”, “I think the emotion is…”); allow oral responses instead of written for early finishers who need it.
• Support: pre-teach 3–5 key ideas with visuals (Kingitanga, unity, taonga, respect) and keep instructions short and repeated.
• Extension: students add a second emotion change (for example, “starts calm then becomes strong”) and explain which musical clue shows the change.
• EAL/SEN: offer picture-based emotion choices; pair students with a supportive buddy; allow gesture-based responses (pointing to pictures/acting the feeling).
• Dyslexia-friendly reading options: teacher reads all short prompts aloud; provide text on larger font; use audio recording of instructions; use colour-coded word banks for emotions and musical clues.