Maori+and+Pasifika

toc

If you find a useful website or video clip please put the link on this page.

= __**Maori**__ =

Characteristics of Technology
Here's some quotes from the key ideas behind the characteristics of technology strand that will help you to see how the concepts in the video from Wharehoka Wano relates to our classroom practice. This is good background material to make you think about different ways of communicating ideas.
 * This strand sits within "an overarching view that sees technology as a group of socially embedded activities, termed technological practice, that are driven by human will, in response to need, desire, and/or opportunity.
 * Viewing technology as a socially embedded human activity allows for the development of understandings of technology that recognise and value that what is designed is always positioned within a particular time, and physical and social location. Therefore, the social world of culture, politics, and dominant ideologies of the time, as well as the natural world, combine to influence the nature of technological developments.
 * Recognition that technological practices, and their resulting outcomes, often have different value across people, places, and times, is important in understanding technology and its power and limitations
 * Making connections with your Maori students and the knowledge they bring to the classroom.**

Wharehoka Wano is Te Marautanga o Aotearoa Regional Coordinator for CORE Education. He talks about the development of Hangarau; how capturing the knowledge of the past practices of our tūpuna and the ways they met their everyday needs can be applied in the current curriculum to prepare our students for the future. In his talk he mentions the Hangarau strand relating to ways of conveying information. Today this is through text, email, as well as conventional methods, but the ancestors used other tools which can be a rich context for discussion with your students. Such things as;whaikōrero (traditional speeches) ,mōteatea (chants), Waiata (song) ,Haka (dance), Karanga (ceremonial call or summons), Carvings such as amo or maihi in the front of the meeting house, tā moko (tattoo) were all ways of communicating knowledge and history to others so would be a valuable resource to investigate and indeed use - well perhaps some of these anyway! media type="custom" key="6455745"

Dante Bonica
This site would be a useful discussion starter when talking about **technological products.**

Dante is from the Maori studies department at Auckland Uni and he has provided some photos and short clips relating to Traditional Maori materials technology. This was presented at a TENZ conference in 1999.

Dante demonstrates how traditional materials were manipulated to form tools and materials.
 * **Technological Products objective** || **Teacher guidance** ||
 * L2: Understand that there is a relationship between a material used and its performance properties in a technological product. || provide students with a variety of technological products and guide them to identify the performance properties particular materials provides for that product. ||
 * L4: Understand that materials can be formed, manipulated, and/or transformed to enhance the fitness for purpose of a technological product. || ensure students understand that ‘forming’ refers to how materials can be shaped (cut, molded, bent, carved etc) to the ‘form’ required for use in the product, and manipulating and transforming refers to how materials can be joined and/or ‘finished’ in ways that change their performance properties. ||
 * L5: Understand how materials are selected, based on desired performance criteria. || support students to examine examples of how materials have been selected to ensure the fitness for purpose of particular technological products – both within their own and other’s technological practice. ||
 * L6: Understand how materials are formed, manipulated, and transformed in different ways, depending on their properties, and understand the role of material evaluation in determining suitability for use in product development. || //ensure students understand that materials can be formed, manipulated and/or transformed to enhance the fitness for purpose of a technological product. ‘Forming’ refers to how materials are shaped (cut, molded, bent etc) to the ‘form’ required for use in the product. Manipulating and transforming refers to how materials are joined and/or finished in ways that change their performance properties.// ||

Phil Belcher
Phil was one of Dante's students and used to work at HB Museum. He is now a teacher at TKKM Te Ara Hou. It is worth checking out the websites where his work is highlighted. http://www.aotearoa.co.nz/phil/artwork.htm http://www.aotearoa.co.nz/phil/reiniho.htm

===European technology and the New Zealand Maori economy: 1769–1840=== If the link won't let you see the article, try this... doi:10.1016/S0362-3319(00)00118-X This Science Direct website is a useful resource for the **Characteristics of Technology** objective. It talks about the impact of european technology on the lives of Maori. This discusses the way "new technologies were adopted in the context of their traditional valuing. Iron tools, white potatoes, agricultural technology and firearms were all integrated into Maori livelihood, and resulted in change in Maori society and economy. The change, though, was not preordained by the new technologies. New technologies led to new alternatives, but the adopted technologies was adapted by the Maori to their social processes."

Article Outline
[|1. Introduction][|2. The historical evidence][|2.1. Iron tools][|2.2. White potatoes and social change][|2.3. Agricultural technology][|2.4. Firearms][|3. Maori cosmology][|4. Conclusion][|References]

Understand how technological development expands human possibilities and how technology draws on knowledge from a wide range of disciplines. || support students to understand that expanding human possibilities can result in positive and negative impacts for particular groups of people, and the wider social and natural environment || Understand the implications of technology as intervention by design and how interventions have consequences, known and unknown, intended and unintended. || support students to critically analyse examples of technological developments and their consequences (known and unknown, intended and unintended), to gain insight into the social responsibility technologists have due to the interventionist nature of technology. Examples should allow students to gain insight into how technology has real and long term impacts for the made, natural and social world. Students should be supported to discuss the implications this has for technologists’ collective responsibility ||
 * **Characteristics of Tec Objective** || **Teacher guidance** ||
 * L4
 * L8

Techlink
[|Marae Panels] Regardless of the year group you teach, this case study will inspire those of you wanting a new twist on how to address the Maori context related needs of your students.
 * Classroom Practice:** Year 13 Fashion Textile Design Technology
 * Title:** Marae Panels
 * Duration:** Half-year project
 * Overview:** Students in the Year 13 class designed and created individual hanging panels for the school marae. These were created as samplers to demonstrate some of the textiles manipulation techniques they had practised in class. Students had to consider intellectual property and values, and make design changes in response to stakeholder concerns over an issue.

Hangi
[|Safety and preparation] This is not a just guide on how to cook a //hangi//, but how to do it **safely**
 * Food Safety practices in preparing and cooking a hangi. This site is fantastic! Really worth looking at if you want to be able to discuss procedure and link it to equipment, resources and safety factors. the pictures could be cut up and used to get students to order and then identify key stages, resources, etc (see useful strategies page for ideas). there is a PDF you can download which should give you a better copy of the resource.**

[|Maorifood]. A site that takes you through the traditional and oven methods of cooking a hangi. //"The hangi or earth oven is the best known traditional form of cooking for Maori. As the smell of cooked food permeates the air, it is time to think about the happy blending of the traditional style of Maori Cooking with the additions provided by today's society and surroundings."//

Maori Design Websites
Investigating Maori and Pasifika design elements can be great to engage students who have knowledge we often don't tap into. Choosing designs because of the meaning behind them assists students to tell the story of their work with greater richness than if they choose a design because it looks nice. Designs are also chosen for particular outcomes, so you'll need to appreciate that some don't belong on certain things. Some designs are considered Tapu (sacred) and don't get designs on them that may be considered Noa (not sacred).

[|Maori designs] and their meanings. this site is more about the types of Maori artifacts than the design elements although there are some designs described in the process. [|Maori Designs 2] this is the better of the design sites. It gives a description of the design elements in clear language. I have printed this page off onto card and cut the descriptions off the designs. I then use the laminated cards as a matching activity (match the picture with the description) for students to identify what they already know and who knows it. It makes them think and as such is more engaging than just giving them the sheet with the designs on.

Maori Descriptions [|Descriptions of Maori designs], types of pounamu or greenstone and a glossary of Maori terms. Useful, but get over the poor presentation. Although it makes it easy to print off as a reference! you could take the base material and vamp it up and use it as a matching activity (see above).

Maori Technologists
Have a look at these examples of the application of traditional design to modern items

**F**abric
Wayne Skipworth, a Paki Paki designer, was one of the Maori designers to dominate the [|NZ 2008 Fashion Awards]. Check out this link. Two Maori designers have collected the main accolades at this year’s Westfield Style Pasifika Fashion Award with the Supreme Winner inspired by the Maori Battalion.

**Made in Moerewa**
The clothing label and business created by [|Sonia Davis], a local Maori Clothing Designer. She returned home after completing her Master of Arts in Art & Design at Auckland University of Technology, and started her business at Te Puna I Keteriki, opting to work with a collective of like minded business people. She strives to create a high quality product using her expertise and combinations of Fabric, Maori Motif Appliqué and Embroidery. Her product is uniquely Maori and can be purchased at Mahaki and is soon to be available online.

** Kia Kaha **
[|Charmaine Love] first entered the fashion scene in 2004 - winning the coveted Supreme Award at Westfield Style Pasifika in Auckland The Charmaine Love Collection was then launched at the popular Style Pasifika show at Air New Zealand Fashion Week, receiving great accolades from delegates and press who attended. Successfully blending cutting edge fashion with unique Maori design, the label has become widely sought after

**Materials**
[|Toi Shop] is a site that supports Maori artists in a variety of materials outcomes ranging from jewellery, to clocks or [|T-shirts].

Maori Online Dictionaries
Good idea to have a link to one of these in your bookmarks. http://www.maoridictionary.co.nz/ http://www.maorilanguage.net/dictionaries/index.cfm http://library.canterbury.ac.nz/services/ref/dicts_maori.shtml

= __Pasifika__ =

**ICT -** **Teachertube and Blogs**
[|Tamaki Intermediate School] in Auckland has a high population of Pasifika students. The school has a really active blogspot that has an amazing array of student ICT outcomes on it. Students use the blogspot to communicate to the **world (yes)**, and very successfully if you look at the ClustrMap of visitors to the site.

This is an instructional video done by students about [|how to do a sasa] (Samoan slap dance). It's pretty basic as a video, but a great starter for your students to be able to generate a technological outcome to address this sort of need. "Produce a 2 minute video to show others how to do ...". there's a lot of stuff students will need to know to achive this, but if the video is about something that is in their cultural background, it will be easy to communicate. And relevant to them.

Those of you who came to the recent cluster meeting for middle years teachers in PN will have seen this video clip. We used it to think about Technological Practice and find the comparisons to what we are doing in our own programmes. Some of the questions I asked you are listed here:
 * what planning would the students have done to achieve this outcome?
 * what format would this have been in?
 * what knowledge would have been required to do it?
 * who would have had the knowledge - teacher or students?
 * who was the client? how did they meet the needs?
 * how does this relate to the practice your students would be undertaking in the development of an outcome in your room?
 * what are the commonalities?
 * is this tec practice? Why/why not?
 * could you do this debrief activity with your students to make them think about their practice?

This raises some interesting questions around how we are teaching our Pasifika students How are you engaging your Pasifika students? How are you valuing their prior learning and experience? How are you creating a supportive learning environment that is conducive to the learning of Pasifika students? How are you encouraging them to reflect and act? Are they connecting new learning to things they already are familiar with? How are you ensuring their learning is relevant? How are you encouraging them to share their learning? Are you creating a learning community that includes them?

**Siapo**
Do you have Pasifika students or students interested in Pasifika artefacts or design? [|Siapo.com] has lots of procedural information, design elements, and technologists' profiles on it. I have downloaded the photos and explanations for making siapo and use them to unpick key stages and procedures. There are two different procedures that can be compared and discussed too. This is a great way to engage students who may have felt that their knowledge is not valued in a school environment. I feel there are lots of applications for this material, perhaps we can share our ideas. Anyone willing to start?