Taonga Pūoro

Overview

In this lesson (Lesson 2 of 6) in Exploring Music of the Kingitanga, students explore Taonga Pūoro in context. They learn to identify and compare traditional instruments using visuals and short audio samples, and discuss how these instruments help tell stories and support ceremonies.

Learning intentions

WALT: We are learning to identify and compare Taonga Pūoro and explain (in simple words) how they are used in storytelling and ceremonies.

Success criteria

• I can name at least two Taonga Pūoro and describe one way each makes sound.
• I can compare two instruments (sound and/or role) using simple language.
• I can explain how a Taonga Pūoro might support a story or ceremony.
• I can show respectful listening during audio/visual samples.

Curriculum links

• Music and performing arts: developing listening skills, understanding musical elements, and participating in music-making and responding.
• Exploring and interpreting the significance of music in cultural contexts.
• Key competencies: communication (talking and responding), thinking (comparing), and managing self (focused listening and participation).

Lesson structure ({total minutes})

1. 0–3 min: Welcome + listening set

• Share the WALT and remind students what respectful listening looks like (quiet body, eyes on the visuals, waiting to speak).

2. 3–8 min: Visual introduction (teacher-led)

• Show 4–5 instrument visuals (e.g., kōauau, pūtōrino, pātē/pūkaea style examples as available, and any local classroom set).
• Briefly say each instrument’s name and play a short recording (10–20 seconds each). Students point to the matching picture.

3. 8–15 min: Audio focus stations (in pairs)

• Set up 3 listening/looking stations. Each station has:
• A picture card of 1 Taonga Pūoro
• A short audio sample
• A simple “Notice and Wonder” prompt (e.g., “What do you notice about the sound? What might it do in a story?”)
• Students rotate every ~2 minutes. Encourage them to use sentence starters:
• “I notice…”
• “It sounds like…”
• “Maybe it is used to…”
• Keep discussion brief and respectful.

4. 15–22 min: Compare and discuss (whole class)

• Display two instrument pictures side-by-side and replay each audio sample.
• Guide students to compare using a shared chart on the board:
• Sound (high/low, smooth/rough, long/short)
• Role (storytelling, ceremony, calling/response—keep it general and age-appropriate)
• Ask 2–3 students to share comparisons, using structured prompts to avoid long answers.

5. 22–27 min: Mini-response (quick written or drawn)

• Students choose one instrument and complete a one-page response:
• Draw the instrument
• Write or dictate 2 sentences:
• “This instrument is called…”
• “It could be used in a story/ceremony to…”
• If time is tight, allow students to complete the drawing only and finish the writing at the end of class.

6. 27–30 min: Wrap-up + ticket out

• Students share their “most important idea” with a partner.
• Teacher collects a quick “ticket out” verbally or on cards: name one instrument and one comparison word (e.g., “higher”, “longer”, “gentler”, “calling”).

Resources

• Visual cards of Taonga Pūoro appropriate to the unit (clear pictures for spotting)
• Short audio clips for each instrument (10–30 seconds each)
• Listening station materials (headphones/speaker, or teacher-controlled playback)
• Class comparison chart (sound and role prompts)
• Sentence starters on a poster
• Student response sheets (drawing space + 2 writing lines)
• Timer for station rotation
• Classroom management cues for respectful listening
• Optional: instrument labels with large font for easier reading

Assessment

• Formative observation during stations: students identify and respond appropriately to visuals and audio.
• Compare-and-discuss responses: check for use of comparison language and an emerging link to storytelling/ceremony.
• Mini-response: quick evidence of naming, describing sound, and explaining a possible role.

Differentiation

• Support for students who need it:
• Provide a word bank with simple comparison words (high/low, loud/soft, long/short, fast/slow, smooth/rough).
• Offer choice: draw first, then add 1–2 dictated words.
• Use guided prompts: “Does it sound higher or lower than the other?”
• Extension for advanced learners:
• Ask students to compare three instruments and include one “because” statement (e.g., “It might be used for a ceremony because the sound feels like it calls people together.”).
• Have students create a simple “sound map” (where the sound might go in a story: beginning/middle/end).
• EAL learners:
• Allow oral responses with sentence starters; pair with a supportive partner.
• Use visuals and gesture to reinforce meaning (e.g., hands rising for “higher sound”).
• Dyslexia-friendly reading options:
• Use audio to model the prompts and allow students to respond orally or by choosing from picture/word options.
• Provide shorter written prompts and larger-font response sheets; avoid long paragraphs.

Extension (optional)

• Not included (teacher did not request extension).