Whakapapa Listening Map

Overview

Students begin a repeatable inquiry routine for studying a work in NCEA Music. In one highly focused minute, they identify one musical feature, connect it to the work’s whakapapa and kaupapa, and strengthen an annotation with precise listening evidence. Use a familiar work already introduced in class, including a work from a Māori context.

Learning intentions

• WALT identify a significant musical concept in a selected work.
• WALT connect musical evidence with the work’s whakapapa and kaupapa.
• WALT use respectful kōrero when discussing cultural contexts.
• WALT improve analytical writing by adding specific musical evidence.

Success criteria

• I can name a musical feature such as rhythm, texture, timbre or structure.
• I can describe what I hear at a specific moment.
• I can make a respectful connection between the music and its context.
• I can revise an annotation so that my evidence supports my interpretation.

Curriculum links

• Demonstrate understanding of music in relation to contexts: describe significant music concepts and relevant contexts.
• Examine music in relation to contexts: explain relationships between musical concepts and contexts using examples from the music.
• Music Studies in the refreshed New Zealand Curriculum: use inquiry, communication and critical thinking to interpret and respond to music.
• Manaakitanga and whanaungatanga: listen respectfully, value differing perspectives and contribute constructively to shared kōrero.

Lesson structure (1 minute)

1. 0–10 seconds · Focus. Teacher displays the work title, composer or creator, performance context and the inquiry prompt on the whakapapa and kaupapa listening prompt: “What does this musical choice communicate, and what evidence can we hear?” Students silently select one feature to listen for: rhythm, texture, timbre or structure.

2. 10–25 seconds · Model the map. Teacher points to the four-part listening map on the annotated listening map and models one concise annotation, for example: “At 0:42, the layered vocal texture becomes denser, suggesting collective participation in this performance context.” Teacher distinguishes observation (“what I hear”) from interpretation (“what it may communicate”) and reminds students not to make unsupported cultural claims. Students add one observation and one possible meaning to their own map.

3. 25–40 seconds · Focused listening. Teacher plays a carefully selected 10–15-second excerpt, or replays a known excerpt, and signals students to listen for their chosen feature. Students mark the approximate time, describe the sound using precise musical language, and connect it to one contextual detail already established through class learning about the work’s whakapapa or kaupapa.

4. 40–52 seconds · Pair-share kōrero. Teacher asks students to pair with the nearest classmate and use the prompt on the respectful kōrero prompt: “I noticed… This could relate to the context because… My evidence is…” Students share their annotation, listen without interrupting, and ask one clarifying question. With four students, organise two pairs so every student speaks and listens.

5. 52–60 seconds · Revise and exit. Teacher directs students to revise one annotation on the annotated listening map by adding a precise musical detail, such as an entry point, repeated rhythm, instrumental colour, vocal practice, dynamic change or structural contrast. Students complete the sentence: “This feature is significant because…” and hold up or submit their revised annotation.

Resources

• the whakapapa and kaupapa listening prompt
• the annotated listening map
• Teacher-selected recorded work from a Māori context, with accurate contextual information
• 10–15-second audio excerpt and playback device
• Visible timer
• Headphones or classroom speakers
• Pens or pencils

Assessment

• Listen for students distinguishing musical observation from interpretation during the model and pair-share.
• Check each map for a named musical concept, a specific listening reference and a respectful connection to whakapapa or kaupapa.
• Use the revised sentence as an exit check: identify whether the student has strengthened the claim with relevant musical evidence.

Differentiation

• Support students with a partially completed model, a feature word bank and sentence starters: “I hear…”, “This occurs when…”, and “This may communicate…”.
• Allow students who need processing time to annotate during the excerpt and share by reading their response rather than speaking spontaneously.
• For EAL learners, pair musical vocabulary with simple definitions and permit labelled diagrams or brief notes before oral sharing.
• Challenge confident students to explain why the chosen feature is significant rather than merely describing it, while carefully distinguishing evidence from assumption.
• Ensure the selected work and contextual information are culturally appropriate and sourced through trusted Māori knowledge holders or reliable course materials; invite students to use “may” or “could” when interpretation is not confirmed.