Ruapehu Purakau Soundscape

Overview

Today students will be introduced to a purakau about the mountains of Aotearoa (Ruapehu, Tongariro, Taranaki, and Ngauruhoe) and use it to create a simple, class music soundscape. Students will also connect music-making to hauora through Te Whare Tapa Whā.

Learning intentions

• WALT explore how music can express ideas from a purakau.
• WALT take part in enjoyable music activities and describe how this strengthens our hauora.
• WALT identify the four elements of Te Whare Tapa Whā: taha tinana, taha hinengaro, taha whānau, and taha wairua.
• WALT describe what keeps our hauora strong by sharing ideas using “Tōku Whare”.

Success criteria

• I can listen respectfully and join in when it is my turn.
• I can name the four parts of Te Whare Tapa Whā and match one part to what music helps me with.
• I can contribute a sound (beat, rhythm, or sound effect) that fits our purakau soundscape.
• I can share one value or idea for “Tōku Whare” and explain how it supports my hauora.

Curriculum links

• Music strand focus: explore sound, rhythm, and musical ideas using voice and simple instruments; build understanding through listening and responding.
• Teaching and learning approaches (NZ English writing notes) are mirrored here through planning/recording key ideas before creating (use simple notes/keywords).
• Te Whare Tapa Whā supports hauora understanding across learning (taha tinana, hinengaro, whānau, wairua).

Lesson structure (35 minutes)

1. 0–5 min · Welcome and listening rules. Teacher sets up quiet listening cues (e.g., “Freeze ears” sign) and shares the aim: “We’re going to make a soundscape from a purakau.” Students practise “listen–turn–wait” with a 10-second sound-only moment.

2. 5–12 min · Purakau introduction (Ruapehu, Tongariro, Taranaki, Ngauruhoe). Teacher tells the purakau story in simple, age-appropriate parts, pausing after each mountain name to ask: “What sound could we imagine here?” Students repeat key names chorally and choose a gesture (stillness, rumble, whoosh, calm) that matches the mood.

3. 12–20 min · Direct teach: making a soundscape. Teacher shows three sound-making options and models them clearly:

• “Rumble” (low rhythm) for mountains: tapping rhythm slowly
• “Whoosh” (shaker/rub rhythm) for movement in the story
• “Still sound” (hands on lap) for tension/quiet Students practise in small groups: each group tries one pattern for 20 seconds, then swaps.

4. 20–28 min · Guided group performance (create together). Teacher leads a structured sequence on the board with 4 cue boxes: Ruapehu → Tongariro → Taranaki → Ngauruhoe. Students perform as a class soundscape, following the cue boxes. Teacher prompts hauora connections: “While we make music, what part of Te Whare is helped—taha tinana, hinengaro, whānau, or wairua?”

5. 28–33 min · “Tōku Whare” sharing and quick reflection. Teacher gives sentence starters and a choice of drawing or writing one idea. Students complete one quick response: “In my whare, I feel strong in ___ because ___.” They must name one Te Whare element.

6. 33–35 min · Exit check. Teacher calls out four statements; students show thumbs:

• “I can name taha tinana.”
• “I can name taha hinengaro.”
• “I can name taha whānau.”
• “I can name taha wairua.”

Resources

• 4 cue cards (Ruapehu, Tongariro, Taranaki, Ngauruhoe) with simple icons
• Small percussion options: shakers, rhythm sticks, drum/palm taps
• Teacher-made “Tōku Whare” template (simple 4-part house with icons)
• Sentence starters on a board or card
• Dyslexia-friendly audio recording or teacher read-aloud notes (optional)
• Whiteboard + markers, timer
• Audio-free classroom corner for “listen and reset”

Assessment

• Teacher observation checklist during soundscape: turn-taking, respectful listening, contribution to sound.
• Quick oral check: students name at least one Te Whare part and link it to music.
• Exit thumbs-check for all four Te Whare elements.
• “Tōku Whare” template: one completed idea (drawing allowed).

Differentiation

• Support for learners below expectations:
• Provide a “sound job” choice card (tap / shake / whoosh / still).
• Use visual cue cards and practice patterns before the full soundscape.
• Offer sentence starters with word banks: tinana (body), hinengaro (mind), whānau (family), wairua (spirit/connection).
• Allow movement break: “30-second conductor” where a student conducts with hand signals.
• Support for undiagnosed students who wriggle:
• Give a fidget-friendly role (timekeeper, sound leader) and clear start/stop signals.
• Seat options near the teacher for quicker redirection.
• Short chunks (7–8 minutes max) and frequent “check-in” questions.
• Extension for advanced learners:
• Add an “extra sound effect” that matches one mountain’s mood (e.g., faster taps for excitement, slower taps for calm) and explain which Te Whare element it supports.
• Create a 4-beat rhythm and teach it to a partner for one performance round.
• Dyslexia-friendly options:
• Read instructions aloud; avoid long written prompts.
• Use icons and colours in “Tōku Whare”.
• Let students record ideas with drawing, oral recording to a teacher, or tracing key words.

Extension (optional)

• Create a second soundscape next lesson focusing on “calm and strong” parts of the purakau and how music supports each Te Whare element.