Our Independent Voice

Overview

This 34-minute, Year 4 drama session is designed to engage ākonga (students) with the historical kaupapa (theme) of Tino Rangatiratanga through creative performance. Grounded in Level 2 of The New Zealand Curriculum, Drama, the session aligns with the Big Idea from the Arts Learning Matrix:

Drama enables the exploration of the past and how it informs the present and future.

Through role-play, collaborative script creation, and performance, ākonga will develop empathy, explore historical context, and gain an appreciation of how the 1835 Declaration of Independence shaped Aotearoa New Zealand’s story.

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Curriculum Alignment

Learning Area: The Arts – Drama
Curriculum Level: Level 2
Big Idea:
Titiro whakamuri, kokiri whakamua – Drama is influenced by whakapapa and is a way to respond to and share identity, culture, and perspectives.
Achievement Objectives (Drama):

• Developing ideas in drama, using personal experience and imagination.
• Using techniques and conventions to create role and dramatic meaning.
• Presenting and responding to drama work with an awareness of the performance space and audience.

Social Sciences Integration (Level 2):

• Understand how the past is important to people.
• Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.

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Learning Intentions

By the end of the session, ākonga will:

• Understand the significance of the 1835 Declaration of Independence (He Whakaputanga) as a stand for Māori leadership and unity.
• Collaboratively create and perform a short drama including simple dialogue and a waiata (song).
• Express emotion, status, and purpose through movement, voice, and space.

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Success Criteria

Students can: ✔ Summarise the meaning of He Whakaputanga in their own words
✔ Work together to role-play key figures/events related to the Declaration
✔ Perform a simple 4–5 minute play with a short song related to unity or independence

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Equipment Needed

• Printed name cards (e.g. Te Wherowhero, Hone Heke, Te Rarawa chief, British official, narrator)
• Simple props: cloaks, a feather, rolled-up scroll, flag cloth
• Whiteboard or large chart paper
• Bluetooth speaker for backing track (if using music)
• Open space or stage area cleared for performance

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Lesson Breakdown (34 minutes)

⏱️ 0:00–4:00 | Warm-Up – “He aha tō ingoa?”

Purpose: Settle the class and get into performance mode.

• Gather ākonga into a circle.
• Pass around an imaginary taonga (treasure).
• Each student holds the taonga and says:
  “Ko [name] ahau. He rangatira ahau.” (I am [name]. I am a chief.)
• Encourage students to hold the taonga tall, stand proud, and project their voice as a rangatira.

Curriculum Link: Uses dramatic technique (voice, gesture, role)

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⏱️ 4:00–10:00 | Storytelling Circle – The Path to Unity

Purpose: Build historical context through group narrative.

• Teacher speaks as Narrator (with actions and emphasis):

“In 1835, 34 chiefs from the North met to make a powerful decision…They wanted to keep their mana. To stand together. They wrote He Whakaputanga o te Rangatiratanga – the Declaration of Independence!”

• Use picture prompts to show a flag, waka, and a meeting of chiefs.

• Ask:

  • “Why might the chiefs want independence?”
  • “What does it mean to have your own authority?”

Curriculum Link: Social Sciences integration; Drama “developing ideas using personal experiences”

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⏱️ 10:00–14:00 | Group Roles and Brainstorm

Purpose: Begin devising the play

• Divide the class into 5 groups (approx. 4–5 students per group).

• Each group is assigned one scene:

  1. The Chiefs Meet
  2. The British Arrive
  3. Writing the Declaration
  4. Signing and Raising the Flag
  5. Singing as One (Finale Song)

• Give each group a brief scene outline (provided below).

• Encourage them to add body movement and voice.

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⏱️ 14:00–22:00 | Rehearsal and Songwriting

Purpose: Rehearse scenes and develop a short waiata.

• Support groups to:

  • Think of one short line each character might say (limit to 1–2 lines per person).
  • Create a simple movement and pose.

• Final group (Scene 5) writes a short unity song using this template:

🎵 “Tū kotahi / tū kaha / Aotearoa / he iwi tahi tātou”
(Stand as one / stand strong / Aotearoa / we are one people)

• Allow students to add melody or chant rhythm.

Curriculum Link: Apply drama techniques; express and embody character roles

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⏱️ 22:00–30:00 | Performance Time – “Our Declaration”

Purpose: Present the final drama

• Create an audience space.
• Each group performs their scene in order.
• End with Group 5 leading the whole class in the unity waiata.

🧺 Teacher tip: Optional props like a feather or scroll elevate the drama without needing costumes.

Curriculum Link: Use techniques and conventions; present to audience with awareness

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⏱️ 30:00–34:00 | Reflection Circle – “What Is Rangatiratanga?”

Purpose: Process learning, reinforce concept

• Return to seated circle.

• Prompt:

  • “What did it feel like to be a rangatira?”
  • “Why was the Declaration important?”
  • “How can we show unity in our class?”

• Chart student responses under:

  • Leadership
  • Mana
  • Unity
  • Voice

Curriculum Link: Reflect on drama work and its meaning

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Teacher Notes & Enrichment

• Extension Idea: Film the performance and share with whānau as part of your Aotearoa Histories journey.
• Adaptation: For bilingual units, support dialogue using shared phrases in te reo Māori such as:
  • Ka pai te kōrero – That was a good discussion
  • Kia kaha ngā rangatira! – Be strong, chiefs!
• Differentiation: Students unsure about performance can contribute voice-over, music, or narration.

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Final Thought

This 34-minute lesson transforms a pivotal moment in Aotearoa New Zealand history into a lived experience for ākonga. Through movement, voice, and collective creativity, students internalise Tino Rangatiratanga – an enduring principle of leadership, self-determination, and unity.

Let their voices be heard. 🎭🌿