Maori music

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movement of the Inuit Eskimo, the Malay Tamil or the New Zealand Maori may not ... song using the correct pronunciation, accompany the song with simple guitar ... Integrate these three elements (vowels, chords, rhythm) into teaching the  ...
17 Maori music

MUSIC

SUBJECT

TOPICS

INTERCULTURAL THEMES

Music

Performing/listening

Similarity and difference Identity and belonging

Approaches and methodologies

Teacher demonstration and class imitation, group work and peer learning, use of IT.

Level

Junior cycle

COMMENT Among the options in the chosen general study component of the JC music syllabus is the study of “less obvious music from other places.” The Internet allows teachers to research words, music, and movements for items from many different cultures worldwide. Sound files and video clips are often provided to assist in the interpretation of style; lyrics and performance guidelines are easily downloaded. The inclusion of music from a culture outside one's own brings each into relief, enhances the features of both, broadens the opportunities for the application of Listening and Appraisal Skills, and extends the Performing repertoire, while at the same time satisfying the requirements of the General Study. While music and movement of the Inuit Eskimo, the Malay Tamil or the New Zealand Maori may not seem to be of immediate relevance to the Irish Junior Certificate student, an appreciation of the role of music in other cultures' ceremonies and social customs encourages a respect of difference. A well tailored course of study will identify similarities with Irish experience, and has the potential to teach an understanding and an appreciation of something different.

AIMS Students will learn a Maori action song from Aotearoa (New Zealand). They will be able to perform the song using the correct pronunciation, accompany the song with simple guitar chords, and perform simple actions using traditional sticks. Students will explore parallels (if any) with Irish culture, the role of music as entertainment in both cultures, and the inclusion of music specifically for children. Before the lesson When preparing lessons that incorporate music from other cultures, teachers should keep in mind several important guidelines for maintaining respect and honour for the new musical culture. It should be understood and taught that Maori music is indigenous to New Zealand, and was brought there from Polynesian islands about 900 years ago. It has been influenced by European traditions since the arrival of white settlers about 200 years ago, particularly from Scandinavia, Ireland, Scotland and England. Maori is not static, but is a living, evolving art form; music from this culture should not therefore be taught as 'museum pieces', but rather as part of a centuries-long tradition. In addition to traditional and historical selections, teachers should play examples of contemporary Maori music ranging from expanded contemporary to rock, country, jazz, New Age, and film scores. Teachers should avoid referring to 'weird sounds', 'funny voices', or 'nonsense syllables'. Approach all Polynesian music, dance, and performance as culturally valid; it is different from Western-art music or traditional Irish music, but not inferior. Point out similarities and differences in styles and forms as one would when comparing Western works of different periods, styles, and genres. 1

17 Maori music

MUSIC

Background for the class Locate New Zealand on a map. Find out the meaning of the word Aotearoa. Explain to the class that music in general and particularly rhythm played a large part in pre-European Maori society. Music was an integral part of ceremony and recreation, and was even used for training of warriors. Strength exercises were devised using traditional poi (flax balls on string) requiring warriors to rehearse wrist actions for strength and flexibility. Haka or rhythmical dances were used as a preparation for battle, and tribe members only deemed ready by elders when the whole group could sing and move in unison. Children would imitate older members of the tribe with their own poi songs, haka, and action songs. One popular entertainment was the use of pairs of sticks, titi torea, which were hit together as a rhythmical accompaniment to keep the beat. More advanced actions included children sitting in pairs or rows, with the sticks being passed between them in time with the song. The most able children devised their own rhythmic patterns, often against the regular beat. STEP 1

• Download the simple action song E papa waiari from www.maori.org.nz/kapahaka/waiata/index.htm and play to class, or teacher performs it.

• Introduce Maori pronunciation (similar to pure Italian vowels) a=ah, e=ere, i=ee, o=oh, u=oo. • Rehearse three simple chords, (e.g. D, G, A ) for guitar accompaniment. • Review triple time (3/4). Practice various 3/4 rhythms from the board, using echo clapping, flash cards, body percussion, dictation. etc. Determine where the strong pulse is placed.

• Integrate these three elements (vowels, chords, rhythm) into teaching the simple melody of the song. STEP 2 When each part is learnt, join them together and practice in the form ABCB ABCB A E papa waiari Taku nei mahi Taku nei mahi hei tuku roimata

Sighing and grieving Is what I have been doing Is what I have been doing Here are my tears of woe

B E aue e ka mate ahau E hine hoki mai ra

Alas I will die Return to me e hine

C Maku e kaute o hikoitanga x2

I will count your footsteps x 2

Explain to the class that songs in the Maori tradition would often refer to ancestors and contain a sense of longing. Children would be honouring the past by performing such songs.

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17 Maori music

MUSIC

STEP 3 All of the three parts of the song contain 8 bars of 3/4 or 24 beats each. Teach a rhythmic accompaniment without sticks using the following sequence; 1. Knee, clap, clap 2. Knee, clap, click 3. Knee, clap, click, click (This introduces the cross rhythm used later) Song Rhythm

||: 1 2 3 | 1 2 3 | 1 2 3 | 1 2 3 | 1 2 3 | 1 2 3 | 1 2 3 | 1 2 3 :|| ||: 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 :||

STEP 4 Create practice sticks by rolling two identical magazines into cylinder shapes and binding with tape. (Use different coloured tape to create authentic patterns) (When teaching the sticks, it is good practice to always start and finish the song with the sticks placed flat on the floor in front of the performer.) Holding the sticks lightly between finger tips and thumb, teach the rhythmic accompaniment using the following sequence 4. Floor tap tap (floor = a light bang on the floor on the first beat: tap=tapping the sticks lightly together) 5. Floor toss (toss = spinning the stick once in time with the second beat of the bar) 6. Floor toss tap

STEP 5 When students are comfortable with performing the song and accompanying themselves with the sticks, group them into pairs, facing each other. From this point on it is important to emphasise that they must continue singing at all times. 7. 8. 9. 10.

Floor Floor Floor Floor

tap tap tap tap

tap (own sticks) tap (partner's opposite sticks) cross (tap=own sticks: cross=touch partner's diagonally opposite stick) cross cross (this re-creates the cross-rhythm practiced earlier)

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17 Maori music

MUSIC

STEP 6 Experiment with variations on these rhythms. For example: • 8 bars of #7 : 8 bars of #10 : 8 bars of #8 : 8 bars of #7 • Exchange sticks instead of crossing them (This involves a light throw) • When throwing and catching have been mastered, advanced pairings can devise their own combinations such as: one person throws both sticks in the centre, the other throws both sticks on the outside.

Child A

Child C

Child E

Child G

Child B

Child D

Child F

Child H

STEP 7 Performance suggestions. Arrange children in rows at right angles to the audience. Distribute sticks by passing them along the rows in time with a different piece of Maori music. Collect sticks in the same way. Start with simple movements and advance to the most complex. Some pairs can stay with simple movements throughout. Contrast the co-operation and ensemble required for this activity with set dances in the Irish tradition.

USEFUL WEBSITES www.maoriculture.co.nz www.maori.org.nz/kura/index.htm www.maori.org.nz/ www.maori.org.nz/tikanga/whare_f.htm

http://www.nzhistory.net.nz/ www.maoriperformingarts.co.nz/

OTHER SUBJECTS WHERE THIS EXEMPLAR MIGHT BE USED CSPE, History: Study of race relations in a post-colonial 21st century society and steps taken by all parties to reduce conflict. English: Refer to recent films Once Were Warriors, Whalerider. Maths: ask the children to devise their own rhythmic patterns based on multiples of 24, [2x12, 4x6, 6x4, 3x8, 8x3, 2x(3x4), etc] 4