Taonga Pūoro Makers

Overview

This is lesson 4 of 6 in “Exploring Music of the Kingitanga.” Today students create a simple Taonga Pūoro (musical instrument) from everyday materials, test how it makes sound, and practise an explanation of its cultural significance.

Learning intentions

• WALT create a Taonga Pūoro using everyday materials and describe how it produces sound.
• WALT use ideas from our unit to present the instrument clearly to others.
• WALT explain how sounds can connect to meaning and belonging.

Success criteria

• I can make an instrument that reliably produces sound in at least two different ways (for example, tap/blow/pluck, or fast/slow shaking).
• I can describe the sound-making method using simple, accurate language (for example, “when I shake it, it vibrates”).
• I can present my taonga pūoro respectfully and share why it might represent something important in our learning.

Curriculum links

• New Zealand Curriculum: Music—creating and performing with a focus on sound and expressive qualities.
• New Zealand Curriculum: Key idea of sharing ideas and communicating meaning through music.
• New Zealand Curriculum: Cultural understanding—developing respect and responsibility when engaging with tangata whenua concepts.

Lesson structure (30 minutes)

1. 1–4 min | Karakia/centering + lesson focus Gather students and briefly remind them of respectful listening and language. Share the WALT and success criteria for the day, connecting to our unit focus on Taonga Pūoro.

2. 4–7 min | Quick sound demo Teacher demonstrates two simple instruments (for example, a bottle with beads; a rubber band on a box). Students turn-and-talk: “What do I do?” and “What sound happens?”

3. 7–18 min | Build time (materials + safety) Students build their instrument using provided materials. Encourage them to test and adjust (for example, changing how tightly something is fastened, or how many beads are inside). Teacher circulates, asking guiding questions: “What makes the sound?” “What happens if you change your action?”

4. 18–22 min | Sound testing station Students test their instrument and choose two “ways to play” it. They practise a quick routine: play–listen–decide. Teacher checks that each student can describe what they did to make the sound.

5. 22–28 min | Mini-presentations in pairs or small groups Students present using a simple structure:

• “My instrument is…”
• “I make sound by…”
• “When I play it like this, it sounds…”
• “It connects to meaning because…” (keep ideas age-appropriate and respectful) Peers practise respectful audience habits: quiet during others, clapping only after the explanation.

6. 28–30 min | Reflect + pack away Whole-class quick reflection: “One thing I learned about sound today was…” Students pack materials safely.

Resources

• Reusable everyday materials (paper cups, small boxes, rubber bands, straws, bottle caps, empty bottles/jars, balloons, rice or beads for shakers)
• Cardboard, masking tape, glue sticks, scissors (teacher-supervised if needed)
• String/thread or elastic bands
• Optional: small non-metal fillers (to reduce noise/safety risk)
• Student planning sheet (1–2 sentences with sentence starters) OR picture cues
• Teacher sound demo instruments
• Timer and quiet “build” music/visual cue
• Respectful listening reminder card (class agreement)

Assessment

• Formative teacher observations during build and testing: can the student identify how sound is produced and demonstrate two ways to play.
• Student explanation during mini-presentations: clarity, respectful delivery, and simple cause-and-effect language.
• Quick reflection at the end to check understanding of sound-making and meaning.

Differentiation

• Support: Provide a sentence starter strip (“I make sound by…”, “It sounds like… when I…”) and picture icons for actions (shake/tap/pluck/blow). Offer small check-ins during building to ensure early success.
• Support (fine motor/SEN): Pre-cut materials, fewer components to handle, or alternative roles (measuring, taping, testing) while still ensuring each student contributes and explains.
• Extension: Challenge advanced students to compare two designs (“Which one makes a higher/louder sound and why?”) and refine their explanation using more precise vocabulary (fast/slow, tight/loose, more/less force).
• EAL: Allow oral explanations supported by the picture cues; accept key words and gestures. Pair with a supportive peer for rehearsal before presenting.
• Dyslexia-friendly reading: Use short, spoken prompts and picture-based planning. Offer audio teacher read-aloud of the sentence starters; allow students to record answers with a teacher or use a quick voice note (if available).

If you’d like, I can also provide a one-page student planning template and a teacher checklist aligned to the success criteria.