Unit Plan Templates and Unit Resources
Ngana Toi - The Arts
Art education in the context of these unit plans is about recognising, celebrating and interacting with the art forms of Moriori.
Moriori were "tchakat pukenga" - artists of the land; spiritually connected to the elements, and dependent on the land and the sea and each other.
Their works can be seen in many places around the islands of Rēkohu. The most well-known examples of toi Moriori (Moriori art) are the momori rakau (tree carvings) at Hāpūpū. There are also other exceptionally beautiful examples of Moriori art to be found. The exquisite pohatu momori (petroglyphs) found in Nunuku's cave, symbolising hunts and people of days past, recording a history, or perhaps a law? There are a multitude of the most beautiful adzes and tools, carved from basalt and shcist and in all shapes and sizes, now on display on museums and collections across the country.
Many early adornments such as necklaces, pendants, needles and tools whilst often would have had practical uses are also works of absolute beauty and precision.
The making of a stone adze, ground to a polished finish is not only a technological accomplishment, the evident workmanship is artistry in action.
The art genre that you will engage with in these units, includes hokairo (carving), karamiha (singing) musical instuments, drawing and drama.
Why learn about art?
Ngana Toi provides opportunities for akoranga (learners) to be creative, and to express themselves in a positive way. In order to get meaning across (in a non-written format) they have to use their skills, their imaginations, their creativity and their emotions to not only create mahi toi (artworks) but also to view and interpret it.
Learning about ngana toi also provides opportunities to reinforce the deep, spiritual beliefs that traditional Moriori held dear.
According to the New Zealand Curriculum
document, Art Education is about:
Learning in, through, and about the arts stimulates creative action and response by engaging the senses, imagination, thinking, and feelings. Arts education explores, challenges, affirms, and celebrates artistic and aesthetic expressions of self, community, culture, and our unique environment.
How is the learning area
This learning area comprises the four disciplines: dance, drama, sound arts – music, and visual arts.
Each discipline is structured around four interrelated strands:
- understanding the arts in context,
- developing practical knowledge in the arts,
- developing ideas in the arts,
- and communicating and interpreting in the arts.
The achievement objectives for each discipline reflect that discipline’s distinct body of knowledge and practices.
Dance is expressive movement that has intent, purpose, and form. Through engaging in dance education, students discover how to integrate moving, thinking and feeling. They explore and use dance vocabularies and practices to express personal, group, and cultural identities, convey and interpret artistic ideas, and to strengthen social interaction. Students develop literacy in dance as they learn about, choreograph, perform, view, and respond to dance across a range of genres and contexts.
Drama is the expression of ideas, feelings, and human experience through the realisation of role and the use of movement, sound, and visual images. By engaging in drama education, students discover how to link imagination, thoughts, and feelings with drama practices and histories in ways that give expression to our cultural diversity. Students investigate the forms, styles, and functions of drama, recognising its power to affirm or challenge attitudes and values. They become increasingly literate in drama as they work with the elements of role, action, time and space, tension, and focus. They learn to use dramatic conventions and technologies to structure these elements. They also learn to combine dramatic conventions and technologies with techniques of voice and physical expression to create imagined worlds.
Sound Arts – Music
The sound arts are expressive ideas and forms practised in natural, acoustic, and digital sound environments. By learning to make sense of sound, students can appreciate and value the aesthetic qualities of music and express feelings, ideas, and identities. Students develop literacy in worlds of sound by listening and responding, singing, playing instruments, and creating music; by reading and recording sound, symbols, and notations; and by analysing and appreciating musical forms. Students draw on cultural practices, musical histories, theories, technologies, and structures as they develop skills and knowledge. They learn to communicate imagination and personal understandings as they connect aural thinking, perceptions, and musical practices.
The visual arts use materials, processes, and conventions to create static and time-based representations and abstractions in response to human experience, concepts, and needs. Through engaging in visual arts education, students learn how to discern, participate in and celebrate their own and others’ visual worlds. Students develop visual literacy and aesthetic awareness as they manipulate and transform visual, tactile, and spatial ideas to solve problems, communicate personal stories, and comment on social issues. They develop knowledge and understanding of cultural, historical, and contemporary visual arts practices. The visual arts include drawing, sculpture, design, painting, printmaking, photography, and the moving image. Students also learn about the histories and theories of art, architecture, and design.
Inquiry in the social sciences is also informed by approaches originating from such contributing disciplines as history, geography, and economics.
Learning based on the level 1–5 social studies achievement objectives establishes a foundation for the separate social science disciplines offered in the senior secondary school.
At levels 6–8, students are able to specialise in one or more of these, depending on the choices offered by their schools.
Achievement objectives are provided for social studies, economics, geography, and history, but the range of possible social science disciplines that schools can offer is much broader, including, for example, classical studies, media studies, sociology, psychology, and legal studies.
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Do you have a unit plan that you would like to share with us for inclusion on this site?
There are a number of ways in which you can submit your unit plans to us. We accept unit-plans and lesson-plans via email (thats the easiest way) but you can "share them with us" on Google, send them to us via dropbox (yours) or even physically post them to us (that last one is probably the least reliable method)To share your unit plans or lesson plans with us via Dropbox. You copy, move or save your unit plan to your dropbox and then "invite" us (firstname.lastname@example.org) to access it.
Please click on the button below to go to the Moriori Education Resources.
Free Moriori Education Resources, Informtion and Unit-plans
Check out the NEW Settlement Unit Here >>>>>
There are some interesting differences between the settlement of Rēkohu and the settlement of New Zealand. On Rēkohu, the Europeans arrived before the Māori, but after the Moriori. Have a look, its fascinating and students are genuinely intrigued by it. This is something completely new for them and gets them away from the 'same old stuff' that some teachers tend to teach for their Treaty topics. Don't forget; you can also download the fully workable MSWord or PDF version for each unit plan and unit-plan template, for FREE. That's right! No tricks and no gimmicks: absolutely 100% FREE.
Education Resources unit-plans are formed around the Key Competencies and have a Moriori perspective embedded in each one