What Shapes Music?

Overview

This is lesson 1 of 6 in Music in Context. Ākonga are introduced to the idea that music reflects and responds to cultural, social, environmental and performance contexts. They begin building a shared vocabulary for listening and establish respectful protocols before studying music from a Māori context in later lessons.

Learning intentions

• We are learning to identify contexts that shape music.
• We are learning to identify musical features we can investigate through listening.
• We are learning to discuss music respectfully, particularly music connected to Māori culture.
• We are learning to ask questions that connect musical choices with their context.

Success criteria

• I can name different contexts that may influence music.
• I can identify musical features such as melody, rhythm, instrumentation, texture, dynamics, tonality, te reo Māori and vocal style.
• I can suggest a relationship between a musical feature and its context.
• I can contribute respectfully and explain why cultural care matters when studying music.

Curriculum links

• Demonstrate understanding of music in relation to contexts: describe significant music concepts and relevant cultural, historical or social contexts.
• Prepare to examine relationships between music concepts and contexts, using examples from music.
• Engage with music from a Māori context and an additional context across the unit.
• Supports refreshed curriculum competencies through thinking, using language and symbols, relating to others, and participating and contributing.

Lesson structure (30 minutes)

1. 0–4 min · Prior knowledge and think-pair-share. Display the focus question: “What shapes Māori music? Context, culture and sound.” Students individually jot one idea about how place, whakapapa, identity or cultural purpose might shape music, then share with a partner. Teacher prompts: “What can music communicate about a place or people?” and “What would we need to learn before making a claim about cultural meaning?” Expected evidence: each student contributes one prior-knowledge idea or question. Emphasise that Māori music is diverse and that students should distinguish observation from assumption.

2. 4–11 min · Guided listening. Play the teacher-selected Māori music/taonga pūoro video or excerpt twice. Suggested video search: “taonga pūoro Māori music culturally appropriate educational performance”. Students record observations using these prompts: What timbres do you hear? How are sounds layered to create texture? What rhythmic features or silences stand out? How might the environment or place relate to the sound? What purpose, setting or audience might be relevant? What cultural context is confirmed by the accompanying information, and what remains a question? Teacher prompts: “What evidence can you hear?” and “What information must come from reliable cultural or programme notes rather than guesswork?” Do not ask students to imitate the performance or infer a whole culture from one feature. Expected evidence: a listening record containing at least three musical observations and two context-aware questions.

3. 11–17 min · Small-group comparison. In groups of 3–4, students compare the taonga pūoro example with a familiar contemporary musical example. They complete a two-column comparison identifying timbre, texture, rhythm, environment or performance setting, purpose and audience. Groups then explain: “How might context have influenced these sound choices?” Teacher prompts: “Which similarities and differences are audible?” and “What evidence supports your explanation?” Expected evidence: at least three justified comparisons linking a musical choice to a specific context, without ranking either example or treating the Māori example as representative of all Māori music.

4. 17–25 min · Respectful creative sound design. Groups compose and rehearse a 30–45-second soundscape inspired by a local natural environment and sense of place, using voices, body percussion, classroom instruments or found sounds. They must identify the place-based idea, choose at least two contrasting timbres, and organise texture and rhythm to communicate an environmental impression. Students must not imitate taonga pūoro, reproduce tikanga Māori, use Māori language or claim to represent Māori cultural practice. Teacher prompt: “How can you respond to your own place respectfully without borrowing a cultural practice?” Groups briefly explain their compositional choices before sharing or recording. Expected evidence: a short soundscape, a stated place/environmental intention, and an explanation connecting at least two sound choices to that intention.

5. 25–30 min · Reflection and exit ticket. Students complete: “Context and culture shape musical choices because…” Include one observed example from the guided listening, one comparison with the contemporary example, and one respectful choice made in the group soundscape. Add: “One question I still have is…” Teacher collects responses and checks whether students can connect sound with context while acknowledging limits to their knowledge. Close by reinforcing correct naming, careful listening, and the need for guidance when engaging with culturally grounded practices.

Resources

• the complete What Shapes Music? slide deck
• the Music in Context investigation starter or guided-listening worksheet
• Teacher-selected, culturally appropriate short Māori music/taonga pūoro video or excerpt, with reliable cultural and programme information
• Suggested video search: “taonga pūoro Māori music culturally appropriate educational performance”
• A familiar contemporary musical example selected for comparison
• Reliable playback system and speakers
• Whiteboard or shared digital workspace
• Classroom instruments, body percussion options and safe found-sound materials
• Pens or pencils and timer
• Teacher notes with accurate pronunciation, context information and culturally respectful guidance
• Exit-ticket slips or digital form

Assessment

• Prior knowledge: Check that students identify place, whakapapa, identity or cultural purpose as possible influences on music and frame ideas as questions where evidence is needed.
• Guided listening: Collect observations showing accurate use of terms such as timbre, texture and rhythm, alongside context questions that do not rely on stereotypes or unsupported assumptions.
• Comparison: Check group responses for at least three audible comparisons and an evidence-based explanation of how context influences sound.
• Sound design: Observe whether groups create a 30–45-second place-inspired soundscape, explain their musical choices, and avoid imitating or claiming to reproduce tikanga Māori.
• Exit ticket: Assess whether each student explains how context and culture shape musical choices using one listening example, one comparison and one respectful creative decision.

Differentiation

• Provide a feature bank with timbre, texture, rhythm, environment, purpose, audience and context, plus sentence starters such as “I notice…”, “The evidence is…”, and “This may relate to…”.
• Allow students to record, sketch, use a graphic organiser, or verbally dictate listening and comparison responses before sharing; provide the video or excerpt and prompts in advance where helpful.
• Assign mixed-role groups for the sound design task, such as sound-maker, organiser, recorder and spokesperson; offer a limited instrument/found-sound choice board for students who need structure.
• For EAL learners, pair key terms with definitions and visual examples; accept home-language discussion before reporting in English or te reo Māori.
• Extend confident students by asking them to distinguish confirmed context from interpretation and justify why different contexts might produce similar sounds.
• Maintain cultural safety by using teacher-vetted material, naming sources and people accurately, avoiding imitation of taonga pūoro or tikanga Māori, and correcting deficit or tokenistic comments promptly and respectfully.