Waiata Selection

Overview

In this first lesson of “Creating Harmony in Performance,” students explore the significance of waiata in Māori culture and begin making performance decisions. They will listen, discuss meaning, and finalize the waiata they will use for the unit, preparing for the next lessons where they develop harmony, arrangement ideas, and performance skills.

Learning intentions

• WALT explain the cultural and musical significance of waiata and how it connects to people and identity.
• WALT apply listening strategies to evaluate waiata for performance suitability (mood, structure, range, group participation).
• WALT justify a selected waiata using simple reasons linked to purpose and audience.
• WALT take respectful responsibility in group decision-making and preparation.

Success criteria

• I can describe why waiata are important in te ao Māori using respectful language.
• I can identify key features in the waiata (for example: repeated sections, tempo/feel, dynamics, and vocal range needs).
• I can clearly explain why my group chose our waiata for performance.
• I can show respectful participation during discussion and listening.

Curriculum links

• Music — Toi Ihiihi (arts): making sense of sounds, responding to performances, and communicating ideas through music across contexts.
• Toi Ihiihi framework: valuing cultural meanings and using musical elements to shape performance choices.
• Te Ao Māori: Mātauranga Māori, connection to tūrangawaewae/whakapapa and identity through waiata and their place in Māori worldviews.
• Marau ā-Kura: students’ choices reflect local kura context, where relevant (for example, iwi/hapū waiata from the school community, marae or whānau guidance).

Lesson structure (60 minutes)

1. 0–5 min · Welcome and purpose. Teacher greets students and briefly sets the unit goal: “Creating Harmony in Performance” with today’s focus on selecting a waiata. Students share what they already know about waiata in pairs.

2. 5–15 min · Warm listening: What do waiata do? Teacher plays a short waiata excerpt (chosen by the teacher/school policy) and prompts attention to mood/feel and any repeated phrases. Students do a “Notice–Wonder” chart: one thing noticed musically and one question about meaning or purpose.

3. 15–25 min · Shared discussion (Te Ao Māori focus). Teacher guides discussion: waiata carry stories, teachings, feelings, and belonging; they help communities connect and remember. Students contribute one idea at a time using sentence starters (for example: “I think waiata are important because…”).

4. 25–40 min · Evaluate options (small groups). Teacher presents 2–4 candidate waiata excerpts or recordings (or teacher-approved options) and explains the selection criteria for performance readiness:

• group can learn the main melody and lyrics (pronunciation support available)
• structure allows harmony parts (repetition, chorus/response, call-and-response moments)
• range is achievable for most students
• purpose and tone fit the intended performance context Students in groups listen to each excerpt for 2–3 minutes, then mark strengths/concerns using a simple score card (Strong / Okay / Needs work). Teacher circulates and coaches respectful musical talk.

5. 40–50 min · Finalize group choice (decision-making). Teacher facilitates a quick consensus process: each student states a reason linked to the criteria and the audience/community. Students confirm the group’s chosen waiata and record:

• chosen waiata title
• one reason the group selected it
• one “first rehearsal goal” for pronunciation/learning

6. 50–58 min · Whole-class check and respectful rehearsal planning. Teacher brings groups together to hear one-sentence justifications from each group. Teacher confirms expectations for the next lessons (learning melody first, then exploring simple harmony options). Students complete a brief “1–2–3” reflection: one learning, one remaining question, one commitment to group readiness.

7. 58–60 min · Exit ticket. Teacher collects an exit ticket: “Write one way waiata are significant in Māori culture, and name one musical feature you listened for when choosing our waiata.”

Resources

• Teacher-selected waiata excerpts/recordings (short clips for listening)
• Playback device/speakers and projector for lyrics (if appropriate and approved by school process)
• Notice–Wonder chart (print or digital)
• Group selection score cards (Strong/Okay/Needs work)
• “First rehearsal goal” recording sheet
• Student exit tickets and pens
• Optional: simple classroom percussion instruments for beat/tempo noticing (shakers/tambourines), kept for later use

Assessment

• Formative: teacher listens to group discussions and checks that students use the criteria (purpose, structure, range, harmony potential) rather than only personal preference.
• Formative: group score cards show students can identify musical features and readiness for performance.
• Exit ticket: confirms understanding of waiata significance and one musical listening focus.

Differentiation

• Support: provide sentence starters for discussion and justification; offer a simplified “listening checklist” with icons (mood/tempo/repeats/chorus).
• Support: pre-teach key respectful language for Te Ao Māori discussion and model how to ask questions appropriately.
• Extension: challenge students to propose a harmony idea they noticed (for example, “possible harmony at the chorus” or “repeat section could support unison then harmony”).
• EAL/SEN: allow responses using diagrams (arrows for repeated sections, simple labels like fast/slow, loud/soft) and reduce writing load on the exit ticket if needed while still checking understanding through spoken or short written answers.

Extension (optional)

• N/A