Six60 pepeha singing

Overview

This 60-minute lesson introduces Year 3-4 students (22 in class) to the Six60 Pepeha song, engaging them in singing, rhythm, cultural understanding, and personal reflection. It aligns with the New Zealand Curriculum Refresh 2024, focusing on the Arts learning area, supporting students to develop their musical skills and deepen their knowledge of Aotearoa New Zealand’s cultural heritage through music.

---

Learning Objectives

By the end of the lesson, students will be able to:

• Sing and perform the Six60 Pepeha song with accurate pitch and rhythm.
• Understand the cultural significance of pepeha as a way of introducing oneself and connecting with identity.
• Demonstrate active listening and collaboration skills through group singing and activities.
• Reflect on their own pepeha and express their identity creatively.

Curriculum Links

The Arts - Music (Years 3-4) — Refreshed NZ Curriculum

• Learning Outcome: Use voice, movement, and instruments to identify and describe elements of music, including beat, rhythm, and pitch.
• Achievement Objective: Students will perform a song accurately and in time with others, demonstrating understanding of the song’s cultural context and meaning.
• Key Competencies: Relating to others, Participating and contributing, Managing self.
• Curriculum Principles: Inclusion, Cultural diversity, High expectations, Community engagement.

Relevant references:

• New Zealand Curriculum Refresh emphasizes knowledge-rich learning with strong cultural connections and identity through the arts .
• Emphasizing Māori cultural heritage within learning supports students’ sense of belonging and identity .

---

Resources

• Recording or video of Six60 Pepeha song (played via speakers or projector)
• Printed lyric sheets with simple English and te reo Māori
• Whiteboard or chart paper for key vocabulary
• Instruments (optional): rhythm sticks, clapping
• Space for movement and group singing

---

Lesson Timing and Activities

1. Introduction & Context (10 minutes)

• Welcome and whanaungatanga (building relationships): Briefly introduce the song and its significance as a pepeha (tribal introduction).
• Discuss pepeha: Explain in simple terms what a pepeha is and why it is important in Māori culture (introducing self, connecting to land, ancestors).
• Key vocabulary: Write and teach words such as “pepeha”, “maunga” (mountain), “awa” (river), “iwi” (tribe), “whakapapa” (genealogy).
• Link identity: Invite students to think about their own pepeha or how they introduce themselves in different ways.

Teaching focus: Making cultural connections and setting purpose for learning.

---

2. Listening and Movement (10 minutes)

• Play the Six60 Pepeha song once fully.
• Encourage students to listen for the beat, identify repeating patterns, and follow the rhythm through clapping or body percussion.
• After listening, discuss how the song makes them feel and what they notice (e.g., use of Māori language, steady rhythm).
• Lead simple call-and-response activities with the chorus or repeated lines to scaffold engagement.

Teaching focus: Active listening, rhythm awareness, developing vocabulary through music.

---

3. Singing Practice (20 minutes)

• Distribute lyric sheets with te reo Māori and English translations side-by-side.
• Teach the song in sections, focusing on one verse or chorus at a time.
  • Use echo singing: teacher sings a line, class repeats.
  • Model correct pronunciation slowly and clearly.
• Use body movement or simple choreography to reinforce memory and engagement.
• Encourage students to support each other and sing with confidence.
• Incorporate simple percussion instruments to tap the steady beat together.

Teaching focus: Developing vocal skills, teamwork, pronunciation accuracy.

---

4. Creative Expression and Sharing (15 minutes)

• Invite students to compose a simple personal pepeha element — for example, sharing their mountain or favourite place in New Zealand.
• Use drawing or writing to complement their pepeha statement.
• In pairs or small groups, have students share their pepeha creation.
• Optionally, students can attempt to sing or speak their lines in a pepeha-style format.

Teaching focus: Connection with identity, creativity, communication skills.

---

5. Reflection and Closing (5 minutes)

• Gather the class for a short reflective discussion:
  • What did you learn about pepeha?
  • How did it feel singing this song together?
  • Why is it important to know about our tāhuhu (roots and heritage)?
• Reinforce the importance of pepeha in connecting us to our culture and each other.
• Finish with a group sing of the chorus with enthusiasm.

---

Assessment

• Formative: Observation during singing and participation in activities. Teacher notes student engagement, pitch, rhythm, collaboration.
• Oral: Students demonstrate understanding by sharing a simple pepeha statement or responding to questions about the song.
• Self-reflection/peer feedback: Informal sharing of feelings about the activity and cultural learning.

---

Extension Ideas

• Invite a local kaumātua or knowledgeable person to share about pepeha and Māori waiata.
• Video record the class singing the song for sharing with whanau or school community.
• Explore other Six60 waiata or traditional Māori songs linked to pepeha and identity.

---

This lesson plan combines music performance with meaningful cultural education in line with the New Zealand Curriculum Refresh principles, promoting student confidence, cultural identity, and collaborative learning through music.

---

Note: The lesson respects tikanga and encourages inclusivity by honouring te reo Māori and the cultural significance of pepeha, nurturing students’ holistic wellbeing and identity as emphasised in the New Zealand Curriculum Refresh documents .