He Taonga Maori Collection - Auckland Museum

H E T A O N G A M A O R I

e d u c a t i o n k i t

A u c k l a n d M u s e u m

T e P a p a W h a k a h i k u

Y E A R S 1 - 1 3

© A u c k l a n d M u s e u m 2 0 0 1

Auckland MuseumTe Papa Whakahiku


He Taonga Maori

1 Contents

About this Resource 1

Booking Information 1

Introduction: 2

Gallery Floorplans: 3

Teacher Background: 4

Glossary of Maori Terms 11

Curriculum Links: 12

Pre and Post-visit Activities: 13

Classroom Activity Sheet: 15

Gallery Activity Sheets: 19

ABOUT THIS RESOURCE:This resource is designed to provide anoverview of the taonga housed in AucklandMuseum and thus an overview of traditionalMaori life. It highlights some of the icons ofthe collection, while providing insight intoaspects of traditional Maori life.

The resource is designed to support SocialStudies classes of all levels, and may alsobe used by teachers of science, history andtechnology.

Further resources are available, dealing with:Te Mahi Kai (Maori Foodgathering)Te Ao Kohatu O Te Maori (Maori Technology) Te Ao Turoa (Maori Natural History)Whakaraka (traditional Maori games and pasttimes)Whakairo Tuturu Maori (carving)Tukutuku Tuturu MaoriKowhaiwhai Tuturu MaoriRaranga Tuturu Maori (weaving)

Adult/child interaction is important to maximise yourmuseum experience. Group leaders need to havesome background knowledge of what the students

are expected to cover and they are advised to par-ticipate in the introduction on arrival.

BOOKING INFORMATION:All school visits to the museum must be booked.We advise booking 2-3 months in advance.

Numbers:He Taonga Maori Galleries90 maximum (including adults)

Whakaraka Hands-On 36 maximum (including adults)Adult/child ratio:Y 1-4 1:6Y 5-6 1:7Y 7-8 1:10Y 9-10 1:30

Booking:Contact the Museum School Bookings Officer at:Private Bag 92018 AucklandPhone: (09) 306 7040Fax: (09) 306 7075

Introductions and Hands-on Sessions facilitatedby Education Staff are available. Please askthe School Bookings Officer for more informa-tion.

Auckland Museum Education kits may be downloadedfree at www.akmuseum.org.nz

page

contents

He Taonga Maori


introduction

Introduction 2

In 'He Taonga Maori', Maori history is explored through taonga - ancestraltreasures of the Maori. Personal stories, accounts and myths cloak the taon-ga. The wairua (spirituality) of taonga Maori is joyously acknowledged;

Maori are promoted as a living people - past, present and future.

MUSIC GALLERYAPEC ROOM

BB’S CAFE

MUSEUM STORE

PACIFICMASTERPIECES

PACIFICLIFEWAYS

WILD CHILD

CITY

MAORI TREASURES

DIRECTORS GALLERY

SPECIAL EXHIBITIONHALLS I & II

GROUND FLOOR

AN INTRODUCTION TO HE TAONGA MAORI GALLERIES

3 Gallery Floorplan

He Taonga Maori gallery floorplan


Pacific Lifeways

PacificMasterpiecesDirector’s Gallery

Wild Child

ENTRANCE

APECRoom

TE TOKI A TAPIRI (WAKA)

HOTUNUI

TE PUAWAI O TE ARAWA

NGA TAONGA PUORO (MUSIC)

NGA TAONGA WHAKANGAHAU(GAMES)

NGA TAONGA HI IKA (FISHING)

NGA TAONGA RARANGA(WOVEN TREASURES)

TIKI (WAHAROA)

PA MODEL

GROUND FLOOR

Teacher Background

He Taonga Maori

4

Carving has always been a specialist occupation,carried out by craftsmen who operated under thelore of tapu (restriction). Carvers used adzes todress the timber slabs and shape the major fea-tures of the work, while surface decoration wasachieved by a chisel (whao) and mallet (kuru).Waste materials were always carefully disposedof in a manner that ensured that the tapu was notbroken, in case of offense to the ancestors.

Te Taonga O Kaitaia (Kaitaia Carving)This ancient carving was found in 1920 at thenow drained Lake Tangonge, near Kaitaia. Theangular forms, chevrons, decorative notching andthe character of the central figure all suggest thatit is an early development of Maori art fromolder Polynesian models. These features are alsoseen on early pendants. The Kaitaia carving is

carved from totara and may date from the 14th-16th century. The design structure, with its centralfigure and outward facing manaia motifs at eachend is like later pare or door lintels. In the Kaitaiacarving, both sides are fully carved which sug-gests it may have stood over a gateway.

Pare (Door Lintel)Probably carved in the early part of the 19thcentury with stone tools, this door lintel belongedto a house that stood on a small island pa, atPatetonga in the great swamp of the HaurakiPlains. Carved in classic sinuous western NorthIsland style, it is unusually large for a stone-toolcarving of the period. The central figure mayrepresent Hine-nui-te-po, the goddess of death,or the earth mother Papatuanuku giving birth tothe gods.

teacher background


The development of Maori carving out of earlier Polynesian art owesmuch to the availability of easily worked, straight-grained timber,especially totara, and of high quality stone such as pounamu (jade),

argillite and basalt for wood working tools. New Zealand's large size andthe independence of tribes led to the many different carving styles.

NGA TAONGA WHAKAIRO - CARVED TREASURESTe Toi Whakairo - The Art of Carving

Pare.

Kaitaia carving.

5 Teacher Background

He Taonga Maori

Tiki (Waharoa)This waharoa (gateway)is named Tiki after anancestor of the NgatiTunohopu people ofRotorua. In the 1830's thepeople of Ohinemutu for-tified Pukeroa Pa - on thehill now surrounded bythe town of Rotorua - inpreparation for anattack by Te Waharoaand his Ngati Haua war-riors. Three entranceswere left in the stockadethat surrounded the hill,each guarded by anancestor carried on agateway. Tiki was on thenorth side facing UtuhinaStream. Later Tiki wasmoved down toOhinemutu village on thelake shore.

Hotunui - Whare WhakairoHotunui belongs to the Ngati Maru people of theThames area. Hotunui was built in 1878 by theNgati Awa people of Whakatane as a weddingpresent for Mereana Mokomoko from her father.The meeting house takes its name from Hotunui,the celebrated tupuna (ancestor) of Ngati Maru.The pou inside Hotunui commemorate otherancestors of the Ngati Maru people. One isunusual in that it portrays Ureia , a marakihau(sea monster) who warned the Ngati Maru ofimpending storms and the approach of enemies.

Te Puawai o Te Arawa - Pataka, The Flower of theArawaThis pataka (raised storehouse) was the propertyof Te Pokiha Taranui, the leading chief of theNgati Pikiao. Pataka were used to store foodand treasures and were raised off the ground tobe free from rats and dampness.

Te Puawai was completed in the early 1870s andstood at Maketu in the Bay of Plenty. Apart fromits use as a storehouse, the pataka was built tosymbolise the power of Te Pokiha. Carved ances-tral figures illustrate his genealogy, the large fig-ure over the door being Tama-te Kapua, the cap-tain of the Arawa waka.

Te Toki a Tapiri (Waka)Te Toki a Tapiri is the last of the great Maori warcanoes. With the hull adzed out of a single hugetotara log, the canoe is 25m long and can carry100 warriors. It was built about 1836 for TeWaka Tarakau of Ngati Kahungunu, who livednear Wairoa in Hawkes Bay. Its name commem-orates Tapiri, a famous ancestor of Tarakau.Before it was finished, the canoe was presented


Tiki.

Hotunui.

Te Puawai o TeArawa.

Teacher Background

He Taonga Maori

6

by Tarakau to Te Waka Perohuka of theRongowhakaata people of Poverty Bay, Tarakaureceiving in exchange a famous cloak. Perohukaand others of Rongowhakaata then carved theprow, stern and side strakes near Manutuke onthe Waipaoa River. In 1853 Perohuka presentedthe canoe to Tamati Waka Nene and his brotherPatuone of Ngapuhi, to commemorate the end ofthe northern tribe's musket raids on the EastCoast.

Te Toki a Tapiri was then brought to Auckland andsubsequently sold to Kaihau and Te Katipa ofNgati Te Ata at Waiuku. In 1863, following theoutbreak of war in the Waikato, Governmentforces seized the waka, even though Ngati Te Atahad not taken part in the fighting. Ngati Te Ataaccepted crown compensation for this transgres-sion.

A British sailor made an unsuccessful attempt toblow up the canoe while it lay on a beach atOnehunga. In 1869 the canoe was restored, andbecame the highlight of a regatta on theWaitemata Harbour organised for the visit ofPrince Alfred, Duke of Edinburgh.

Ngati Whatua of Orakei later looked after thecanoe until it was presented to Auckland Museumby the New Zealand Government in 1885.

TA MOKO - THE ART OF TATTOOTa Moko was a unique form of tattooing involvingmarking of the body and the shedding of blood.It was highly tapu (sacred) and was accompa-nied by extensive rituals and karakia. When

people were being tattooed they were tapu andso were not able to touch food. They were there-fore fed by attendants with finely prepared foodput through a funnel (korere) when the face wastoo painful for chewing. The process involved thecarving of the skin with a sharp straight edgeduhi (chisel). A toothed uhi would be used to insertthe pigment. Uhi were initially made from bonesof large sea birds such as albatross or gannets.Gradually bone was replaced by metal and nee-dles. Pigment was obtained by burning kaurigum, heartwood of kahikatea and vegetablecaterpillar.

NGA TAONGA RARANGA - WOVEN TREA-SURESNew Zealand is cooler than the tropical Pacifichomelands of its first settlers. The people whocame here had to develop new skills to makewarm clothes from local raw materials. Ti (cab-bage tree) was familiar to Maori as ti pore(pacific cabbage tree) had been brought fromPolynesia. The leaves of the native ti kouka wereused for thatching, ropes, net and baskets. Fibresfrom this were strong and used for cordage,ropes and sandals.

The most important new fibre was harakeke -flax. Harakeke is considered a taonga becauseof its central role in Maori life. Clothing, cordage,nets, whariki (mats) and containers are madefrom the leaves and muka (fibres from theleaves). Kiekie was and is still sometimes used.Kiekie is related to the Pandanus plant of thePacific. Its strong leaves are used for makingmats, baskets and tukutuku panels, while thefibres can be used in rain capes. The roots wereused as lashings.

Most kete are crafted from harakeke, others maybe made of kiekie, kuta (rush), pingao, ti, toetoeand houhere (lacebark).

Natural dyes produced the colours black, brownand yellow.


The prow of Te Toki a Tapiri.


He Taonga Maori

Making clothes is a time- consuming and highlyskilled craft, carried out mostly by women. As inany culture, fashions in Maori clothing respond tonew influences and materials. In the early 19thcentury, kaitaka with patterned taniko borderswere most in evidence. Since then black-taggedkorowai and kakahu huruhuru (feathered cloaks)have gained in popularity.

Prestige cloaks such as kahu kiwi (kiwi feather)and topuni (dog skin) cloaks rank among the high-est achievements of Maori art.

Kahu Kiwi - Kiwi Feather CloakIn the late 19th century, kiwi feather cloaksbecame the most prestigious of all fine cloaks. Inthese cloaks, the feathers are separately incor-porated in the muka (flax fibre) base as weavingproceeds. In the cloak on display in the Museum,the edges are finished in red and black wool.King Tawhiao was photographed in this kahu kiwiduring his visit to England in 1884.

Tukutuku -Tukutuku patterns are an integral part of the sto-rytelling of a whare (house) and add beauty tothe interior of the house. The traditional tukutukupanel is a lattice-like frame made up of verticalstakes (usually toetoe stalks) forming the unseenback layer and visible horizontal wooden rods.

The flexible mate-rial making up thepattern is pingaograss or the leavesof the epiphyticplant kiekie. Kiekieleaves are gath-ered and bleachedwhite by stripping,boiling and hang-ing to dry in thesun. Strips are alsodyed when thepattern requiresthe addition ofcolours.

Pingao, a sand dune plant, is used for its goldencolour. It is gathered and sized into lengths, thenhung in a shady spot and later stripped. Today,dyed raffia and fibre plastics are often usedinstead of traditional materials.

Roimata Toroa Tukutuku Pattern (Tears of theAlbatross)The albatross is a rare visitor to northern NewZealand and was revered by pre-EuropeanMaori. The story attached to the Roimata Toroadesign tells of the introduction of the kumaraplant and the significance of the albatross.

Pourangahua was a chief scientist sent fromHawaiiki to report on conditions in Aotearoa. Heand his wife, Kaniowai and others, surveyed theeast coast and ascertained that spring was immi-nent. He returned in haste to Hawaiki andreported this to his chief Ruakapanga.Ruakapanga urged him to return to Aotearoawith kumara tipu (shoots) and sent him on his giantalbatrosses, to speed up the journey to ensurethat they were not too late for the planting sea-son. Ruakapanga instructed Pourangahua to stickto the route and care well for the birds, andentrusted him with two sacred ko (digging tools).Thus the first trans-Pacific air crossing took place,but sadly Pou forgot in his excitement to care forthe birds and neglected them shamefully. Whentoo late, he remembered his instructions, he foundthe birds weeping tears of weariness and sorrow.He tried to make amends and sent the birds ontheir journey home.

On their way home, the birds were beset by evil-doers so that their physical condition revealed thewhole sorry tale of neglect to Rua. For Pou's crimeand for the tears the albatrosses shed, Ruacaused pests, including the sphinx moth -hihue (itscaterpillar is called anuhe) to attack the kumara.To this day, the kumara plant is still ravaged bythese pests. Thus it is the roimata (tears) pattern- memorial to the tears of the toroa (Albatross)that is selected when disaster or death is to bedepicted.


Roimata Toroa Tukutuku Pattern.

Teacher Background

He Taonga Maori

8

Manu Aute -KiteKites were flown both for amusement and formore serious purposes. When a war party wasabout to attack a pa of an enemy, a kite wasflown. Only a tohunga or a man of high rankcould fly a kite, reciting a karakia when the kitewas ascending. The kite's flying pattern wouldindicate certain omens to the tohunga.

NGA TAONGA WHAKANGAHAU/ TAONGAPUORO- GAMES/ MUSICMany of the Maori pastimes and games of pre-European times have been lost through time.Those that have survived closely resemble pas-times of other cultures such as potaka (spinningtops) and whai (string games). In former timesMaori traditionally participated in pastimes atnight or in intervals between work, depending onthe season. During the periods of crop plantingand harvesting, there was little leisure time.Pakiwaitara were commonly sung or recited aseach game was played.

Karetao - Jumping JacksKaretao were manipulated in much the same wayas puppets and were used to help tell stories.Songs accompanied each set of actions. Thekaretao is held in an upright position with onehand at its base and the other holding the cord.By alternately pulling and slackening the cord,the arms assume different positions. At the sametime, by shaking the karetao at the base, thearms are made to quiver and imitate a persondoing a haka.

Koauau - FlutesKoauau are traditional instruments, one of a num-ber of types of flute.

Traditionally koauau were made from humanthigh and arm bones, or from wood. Treesfavoured for this purpose were poroporo, tutuand neinei which have a soft pith and are easilyhollowed. However, matai, maire, rimu andtotara which have no pith were also used.Koauau are played with the mouth, althoughsome were played through the nose, similar tonguru (nose flutes).


Manu Aute - Kite.

Koauau (left), Karetao (right).


He Taonga Maori

TE MAHI KAI - FOOD GATHERINGPa ModelThe pa model shows a Maori settlement some-where on the east coast of Northland. It is not anactual place but is based on the evidence of his-toric landscapes and sites. The way of life ofthese people is closely linked to land and sea.The headland occupies a strong defensive posi-tion, protected by earthworks and stockades.Inside are cooking areas and low dwelling hous-es. Roofed pits and raised platforms are usedfor food storage. Leading chiefs live in decorat-ed houses on the highest terraces.

Many different activities are shown in this model.In fact, working together in groups was an impor-tant part of Maori life. The kumara gardens, forexample, might engage a whole community atcertain times in spring and summer. In early win-ter the men hunted pigeons when the birds werefat on ripe miro berries. Activities such as stoneworking, fishing, birding and canoe building arelikely to have taken people far along the coast orinto the mountains.

Mahi Kai - GardeningMaori tupuna (ancestors) brought their traditionalcultivated plants from a tropical environment.The food plants that survived the change to tem-perate New Zealand were kumara, taro, hue(gourd) and uwhi (yam). New opportunitiesrequired new skills and knowledge. In the gar-dens, these plants were planted in spring andregularly harvested at the end of summer. Theroot of aruhe (bracken fern) was a basic food forcommunities throughout Aotearoa. To prepare anarea for cultivation the scrub was first burnt and

the ashes used as fertilizer. The ground was loos-ened and sand and gravel scattered over heavysoils to break it up. Stone images of Rongo, godof the moon and agriculture were placed nearkumara cultivations to ensure a good crop.Correct karakia and rituals were essential for asuccessful and abundant crop.

Ko - Digging StickIn the preparation of gardens, soil wasbroken up by a ko made from a stemof small hardwood tress such as manu-ka. They were usually 2-3 metreslong. A teka (footrest) near the dig-ging end enabled the user to push thepoint into the ground.

Ko were the most widely used agricul-tural tools, although a number of othertools existed for other purposes.

Hi Ika - FishingMaori were already skilled fishermenwhen they came to Aotearoa. In NewZealand, fishing methods and geargradually changed to suit new circum-stances. Hook and line fishing wascarried out to troll for surface feederssuch as kahawai, and bottom feederssuch as tamure (snapper) and hapuku(groper). Hooks (matau) were madefrom wood or bone and the lines fromflax.

Fish were also caught in huge seinenets and small scoop bags and setnets. Nets were weighted using mahe,


Hinaki.Waka Kereru.

Ko.

Teacher Background

He Taonga Maori

10

stone sinkers and often floats made of pumice orcorky wood such as whau wood, marked theplace of the net.

Fishing was considered a tapu occupation. It wasdone only by men and food was not eaten whilefishing. The prow of the fishing canoes often hada head with an outthrust tongue to warnTangaroa, god of the sea, that men were enter-ing his domain.

HinakiHinaki or eel pots are made of finely wovenplant stems such as from Muehlenbeckia. Theycan be used attached to a net as part of a weirwhere they catch eels migrating down the river tothe ocean to give birth, or in open waters usingbait. They were placed in rivers in such a waythat eels entered the larger opening with the flowof the current. Sometimes eels were kept alive inhinaki until they were needed as food.

Nga Mahi Whakahuahua Manu- Bird HuntingIn pre-European times the forests of NewZealand teemed with bird life. Many methodswere used to catch them, including spears, snaresand decoys. The main forest birds sought forfood were the kereru (wood pigeon), kaka, tui,kakariki (parakeet), korimako (bellbird), wekaand kiwi. The feathers from many of these birdswere used as adornments on cloaks, dwellings,pataka and war canoes. Often birding partieswould set out when particular berries that thebirds ate were in season. Snares were not put inkowhai trees as the leaves made the birds thinand the flesh distasteful.

Waka KereruWaka kereru were filled with water and set outto catch kereru when the miro berries were inseason. The berries made the birds very thirstyand they were attracted to the troughs of water.If they put their head through a noose, it tight-ened when the bird attempted to fly away.

He Mahi Ki Te Kohatu - Stone TechnologyFor Maori, stone was an important raw material,from which tools, weapons and ornaments weremade. New Zealand has a wide range of sedi-mentary, metamorphic and volcanic rock, whichwas quickly discovered as the first settlersexplored the new land. Techniques were devel-oped for making tools from different rocks.

Adzes were crafted from fine-grained rock suchas argillite, basalt and greywacke. These toolswere used for cutting wood and took severalmonths to make. They were first roughly cut usingother stone implements and then smoothed bysanding against sandstone. The finished tool waspolished by rubbing against skin, a favouriteoccupation of the old. When bound to a wood-en handle and thus making an axe, the adzeblade was called a toki. Ready made kniveswere struck from blocks of chert and volcanicobsidian.

Holes were made using a drill (tuwiri) that wasmanipulated with two cords. A hard sharpenedstone was used as a drill tip with sand and waterbeing used as an abrasive to aid the process.

New cutting and grinding skills were developedfor working tough pounamu (jade) into weapons,wood-working tools and prized ornaments. Thesewere most treasured and gained value throughthe contact with the great ones of the past.

When iron tools and new weapons were acquired inthe early 19th century the old stone-working skillswere soon lost. Today, craftsmen are reviving theancient art of carving wood with stone tools.

Hoanga -GrindstoneBecause the adze was central to survival, materi-als used to make and enhance its performancewere highly valued. Sandstone hoanga wereused to smooth and grind adzes to the desiredshape. Different grit-size could be used toachieve a rough or fine finish and small files ofsandstone were used to smooth fine details.



He Taonga Maori

GLOSSARY OF MAORI TERMSAruhe - fernrootHarakeke - flaxHinaki - eelpotHoanga - grindstoneHue - gourdKai - foodKakahu huruhuru - feathered cloaksKarakia - prayerKaretao - jumping jack/ puppetKete - plaited flax basketKoauau - fluteKohatu - stoneKorere - funnelKorowai - tagged cloakKumara - sweet potatoKuru - malletMahe - fishing net sinkerMahi - workMarakihau - sea monsterMarae - meetingplace in front of whareMatau - fishing hookMoko - tattooMuka - flax fibreNguru - nose flutePakiwaitara - storyPare - door lintelPataka - storehousePotaka - topPounamu - greenstone (jade)Puoro - musicTaonga - treasuresTapu - sacredTeka - footrest on koTi ti torea - stick gameTipu - shootsToki - axeTopuni - dogskin cloakTukutuku - woven lattice panelsTupuna (Tipuna) _ ancestorTuwiri - drillUhi - tattoo chiselWaharoa - gatewayWaiata - songWaka - canoeWaka kereru - birdtrap with noose and trough

Whai - string gameWhai korero - speechWhakairo - carvingWhao - chiselWhare - houseWhare whakairo - carved house

glossary of maori terms


Curriculum Links

He Taonga Maori

12

LEVEL 1Social StudiesCulture and Heritage - AO 1 and 2Place and Environment - AO 1Time, Continuity and Change - AO 1

ScienceMaterial World - AO 2Planet Earth and Beyond - AO 1 /4 and 3Physical World - AO 1/2/3

LEVEL 2Social StudiesCulture and Heritage - AO 1 and 2Place and Environment - AO 1 and 2Time, Continuity and Change - AO 1 and 2

ScienceNature of Science and Technology - AO 2 and 3Material World - AO 2Planet Earth and Beyond - AO 1 /4

LEVEL 3Social StudiesCulture and Heritage - AO 1 and 2Place and Environment - AO 1 and 2Time, Continuity and Change - AO 1 and 2

ScienceNature of Science and Technology - AO 3Material World - AO 2Planet Earth and Beyond - AO 1 and 4

LEVEL 4Social StudiesCulture and Heritage - AO 1 and 2Place and Environment - AO 1 and 2Time, Continuity and Change - AO 1

ScienceNature of Science and Technology - AO 2Material World - AO 2Physical World - AO 1/2

LEVEL 5Social StudiesCulture and Heritage - AO 2Place and Environment - AO 1 and 2Time, Continuity and Change - AO 2

ScienceNature of Science and Technology - AO 1bMaterial World - AO 2 and 4

LEVEL 6ScienceMaterial World - AO 2 and 4Planet Earth and Beyond - AO 1 /2

LEVEL 7SciencePlanet Earth and Beyond - AO 1 /2

LEVEL 8HistoryNew Zealand in the Nineteenth Century - Maori/Pakeha Relations

ScienceMaking Sense of the Material World - AO 1Planet Earth and Beyond - AO 1 /4

curriculum links


13 Curriculum Links

He Taonga Maori

YEAR 1-3· Greet each other in Maori. Find out what yourname in Maori is. Use Maori names for coloursand numbers.· Try basic whakairo (carving) using inexpensivebars of soap which can be carved using sharppencils. Design your own whakairo pattern.· Brainstorm some of the games and pastimes thatthe children like playing now. Consider whatMaori may have played traditionally. Older stu-dents may be able to research this themselves.Introduce ideas of poi and tï tï torea (sticks) ifthis isn't discussed. Have they seen any of thesestill being played today? Have they tried thembefore? Make a class display of their own toysand games (named!) including those which aresimilar to traditional Maori activities. How dothey play them? What makes them work? Findabout toys from other cultures by using resourcepeople in the community, or books etc.· Choose any song that the group is familiar withand let them 'play' with poi or tï tï torea in orderto become familiar with what they can do withthem. This works for any age child. Do 'aerobics'with poi (refer Whakaraka Kit [www.akmuse-um.org.nz]).· Visit a local marae. Before the visit, ensure thatchildren understand some of the basic protocol,e.g. taking off your shoes, what the whare repre-sents, who will speak to them. Ensure that youhave someone who can take you on and someonewho can respond to the whai korero on yourbehalf . Learn a range of waiata so that the chil-dren can participate. ( Refer to Te Marae by Hiwiand Pat Tauroa.) · Use the 'Tangata Whenua' activity sheet toencourage children to think about how earlyMaori used the land.· Read a Maori legend which the children canthen illustrate.

YEAR 4-6· Greet each other in Maori. Find out what yourname in Maori is. Use Maori names for colours andnumbers.· Invite a story teller to school to tell a Maori legend.Children could then write and enact their own stories.· Try basic whakairo (carving) using inexpensivebars of soap which can be carved using sharppencils. Design your own whakairo pattern.· Brainstorm some of the games and pastimes thatthe children like playing now. Consider whatMaori may have played traditionally. Older stu-dents may be able to research this themselves.Introduce ideas of poi and tï tï torea (sticks) if thisisn't discussed. Have they seen any of these stillbeing played today? Have they tried thembefore? Make a class display of their own toysand games (named!) including those which are sim-ilar to traditional Maori activities. How do theyplay them? What makes them work? Find abouttoys from other cultures by using resource peoplein the community, or books etc.· Choose any song that the group is familiar withand learn some poi or tï tï torea actions (referWhakaraka Kit [www.akmuseum.org.nz]).· Invite an elder or someone with knowledge to talkabout the protocol of flax collection and demon-strate weaving and stripping of flax leaves andmuka. Children could try some basic weavingtechniques. (Refer Fun with Flax by MickPendergrast).· Visit a local marae. Before the visit, ensure thatchildren understand some of the basic protocol,e.g. taking off your shoes, what the whare repre-sents, who will speak to them. Ensure that you havesomeone who can take you on and someone whocan respond to the whai korero on your behalf .Learn a range of waiata so that the children canparticipate. ( Refer to Te Marae by Hiwi and PatTauroa.) · Use the 'Tangata Whenua' activity sheet toencourage children to think about how early Maoriused the land.· Look at pou at the museum, or in photos and iden-tify the characters and figures on them. Childrencould design and construct their own pou at school.

pre and post-visit activities


Curriculum Links

He Taonga Maori

14

YEAR 7-10· Invite a story teller to school to tell a Maori leg-end. Children could then write and enact theirown stories.· Students could design their own whakairo pat-tern and make own lino cuts or carve their ownkoauau (flute) - refer Whakaraka kit.· Invite an elder or someone with knowledge totalk about the protocol of flax collecting anddemonstrate weaving and stripping of flaxleaves. Students could try weaving techniques.(Refer Fun with Flax by Mick Pendergrast).Investigate the traditional methods of dyeingmuka (flax fibres) and make your own dyes usinga variety of native plants and mud.· Visit a local marae. Before the visit ensure thatstudents' understand some of the basic protocol,e.g. taking of your shoes, what the whare repre-sents, who will speak to them. Ensure that youhave someone who can you take you on andsomeone who can respond on your behalf to thewhai korero. Learn a range of waiata so that thestudents' can respond. ( Refer to Te Marae byHiwi and Pat Tauroa.) · In small groups or as a class construct a modelpa showing specific areas and tasks necessaryfor everyday life e.g. forest and bird hunting,rocks and tool-making etc Use the 'TangataWhenua' activity sheet to encourage students tothink about how early Maori used the land.· Investigate the purpose of and materials used inMaori kites. Make your own out of natural mate-rials, modifying if necessary to get the best flight.Have a flying competition!

YEAR 11-13· Research the purpose and significance of select-ed whakairo seen in the museum or in photos andmake observational studies which record detailsof surface design, form and construction.· Investigate the tradition of Ta Moko, the materi-als and associated protocols.· Construct a tool or weapon based on tradition-al Maori design, using materials collected fromnature. Include lashings and bindings whereappropriate. Consider how tradition was com-bined with new materials brought by Pakeha.· Write and illustrate a children's story about aparticular whare or taonga.· Research the history of the local iwi, or the tribeto which the individual student belongs. Identifyany land which has significance to these peopleand any stories associated with it. When at themuseum, try and find any taonga that belongs tothis tribe.· Investigate the techniques of cutting and strip-ping flax to obtain muka (fibres) and the tradi-tional methods of dyeing it. Make your own dyesusing a variety of native plants and mud.


15 Classroom Activity Sheet

He Taonga Maori Y 3-10Page one

TANGATA WHENUA - PEOPLE OF THE LANDThe information in this activity can be used by teachers and students to provide an idea of what lifewas like for early Maori.

Students could be divided into groups and given the notes and picture for one specific aspect of lifee.g. fishing or canoe building from which they could design a book, model, poster, oral presentationetc, or contribute to the making of a class model of a pa.

The map itself is based on the model which the students will view at the museum.

This map shows a Maori settlement somewhere on the east coast of Northland. It is not an actualplace but is based on the evidence of historic landscapes and sites.

It is summer, in the middle of the 18th century. People have been living in Aotearoa for perhaps800 years. They know their land and its resources. Their way of life and seasonal round areclosely linked to land and sea.

Many different activities are shown in this model. In fact, working together in groups was an impor-tant part of Maori life. The kumara gardens, for example, might engage the whole community atcertain times in spring and summer. In early winter, men hunted for pigeons when the birds werefat on ripe miro berries.

The model shows only a small part of a coastal landscape. Activities such as stone working, fishing,birding and canoe building are likely to have taken people far along the coast or into the mountains.

classroom activity sheet


Abandoned Pa

Shellfishing

Gardening

The Pa

Birding

Stone Quarry

Canoe Building

Fishing

Gallery Activity Sheet

Page two

He Taonga Maori Y 3-10

16


FishingFishermen are returning in their canoe. They havebeen fishing for snapper. People gather onthe beach to help land the catch. Close tothe beach are huts used by the fishermen,with fish being dried for winter food nearby.On the beach, a large seine net is hung out for repairs. Fishing camps such as this are usuallysome distance from the pa. People stay at them at times during the summer, living off the landand on kai moana (sea food) and preserving fish for winter.

GardeningGardens are prepared in good soil close to the pa. Bush andscrub have been cleared and stones removed from the soiland piled up to form low walls.

The most important cultivated plant is the kumara. Herewomen weed the carefully arranged plots. The harvest istwo or three months away. The crop will be stored over win-ter within the pa, where the delicate kumara is protected fromthe cold and damp in low-roofed storage pits.

Nearby bush is felled for palisade posts and other uses at the pa. Men are now gathering therubbish for burning. Next year the garden will be extended in this area. Taro is growing indamp ground near the stream. Hue (gourd) are growing over whare (houses) where they candevelop into good shapes for making containers.

BirdingThe long spear is for taking kereru (wood pigeon) and other birdsperched in the trees. Nearby, a waka kereru (pigeon trough) willhave its snares set in early winter when kereru feed on red miroberries.

Birding parties camp for weeks at favoured locations in the bush,where they catch and preserve birds for future consumption.

The birds are preserved in their own fat in gourds or totara barkbaskets. These are brought back to the pa where they are kept inraised storehouses (pataka).

17 Gallery Activity Sheet

He Taonga Maori Y 3-10Page three


Canoe BuildingA canoe is being made from a giant totara growing in the bush nearthe pa. The proper karakia have been said to show respect to Tane,god of the forest, before taking one of his children. Then theancient tree was felled. Craftsmen begin to trim the log. It is tobe a war canoe.

ShellfishingThe tide is out. Women gather shellfish fromtidal flats at the mouth of the stream and fromrocks below the pa.

Scallops, pipi and cockles are collected fromthe sheltered estuary. Paua, pupu, mussels andcrayfish are gathered from among the rocks.

Shellfish are an important food and large quantities are eaten. Waste shells are dumpedwithin the pa and near the fishing huts at the beach.

Stone QuarryStone adzes were a basic tool of the Maori. Here, good adze-making rock is located close to the pa. The stone is basalt. Adzesare roughly shaped at the quarry and are carried back to the pafor later polishing and sharpening.

If suitable rock were not available nearby, the men of this pawould travel some distance, perhaps for weeks, to a source ofgood raw material, or they might trade for finished or roughlyshaped adzes with groups that had access to good stone.


Page four


18


The PaWarfare was an important part of Maori life.To protect themselves people built strong fortifi-cations defended by earthworks and woodenpalisades. The site was carefully chosen to giveevery advantage to those defending the pa.

Inside the pa are cooking areas and lowdwelling houses. Roofed pits and raised plat-forms are used for food storage. Leadingchiefs live in decorated houses on the highestterraces.

At times during the year people leave for fish-ing camps or for birding in the bush.Sometimes visits will be made to relatives faralong the coast, but there will always be somepeople living in the pa. Old people who can-not travel look after the kumara gardens whilethe others are away.

The tribe gathers in the pa when enemies threaten. Weapons are brought out and lookoutsand fighting platforms manned.

Abandoned PaThe old pa was abandoned when its senior chief diedin his whare a few years ago. The place was thentapu and the people moved out to build their new paon the point.

On the slopes below the pa are abandoned gardens.These are now overgrown with bracken fern - theroots (or rhizomes) of which are an important food. Inthe fern are small stone mounds which were heapedup when the land was first cleared for cultivation.



Teacher Instruction: Groups should start at different points to avoid overcrowding.

1. Find Hotunui the carved meetinghouse. This building is like the body of arelative of the Ngati Maru tribe. The rela-tive lived long ago and was called Hotunui.

· Can you find Hotunui's head?

Take your shoes off and go inside the meet-ing house.

· Can you find a woven tukutuku panel thatlooks like stairs? Draw some of the pat-tern in this box.

· What are the eyes of the carvings made from?

· Try and find the carving of Ureia the taniwha. He has a forked tongue and a curlytail. What is he eating?

2. Find Te Toki a Tapiri waka.(Canoe)This canoe can hold 100 men.It is the last war canoe made inNew Zealand.

gallery activity sheet



Page two


20

· This pattern wasoften painted onthings that movedfast. Can youfind it on thewaka?

3. Tiki (Waharoa or gateway)This gateway came from Rotorua. Can you find the weapon he is holding?

4. Find a Kahu Kiwi (Kiwi feather cloak in Nga Taonga Raranga -woven treasures case)· What other cloaks can you find?

· Find a kete (basket). What is it made of?

5. Find Te Puawai o Te Arawa (Pataka or store house)This building was used to keep food and treasures in.

· Can you find the little doorway? Why is it so small?

· Why do you think this building is high off the ground? ( Hint to stop something get-ting the food).

6. Find the Nga Taonga Whakangahau Case (behind and beside thebig pataka store house).

· Find a karetao ( puppet). What makes the puppets arms move?

· Look in the case near the video and find a koauau (flute). How doyou think a sound is made?

7. Find the tools in the case behind the small pataka -storehouse .

· Can you see one that could be used to chop down a tree? What is itmade of?


Tiki.

Pataka.

Karetao.



8. Find the big pa model.Can you see any children? What are they doing? Find the people who are:· Flying a kite· Fishing in a waka (canoe)· Working in the gardens

9. Go to the hunting and fishing displays by the pa model.· Find the Pokipoki or rat trap in the hunting area.Berries were put in the rat trap to make the ratfeel hungry. Can you see how the rat would getcaught?

· Try and find three different ways to catch birds.Choose one way and see if you can work out howthe birds were caught.

· Find the biggest hinaki or eel trap.What do you think it is made of? Howdo you think the eels would get caught?

· Try and find a hook that could be usedto catch a shark. What is it made out of?What are the other fish hooks made of?


Hinaki.

Pokipoki.


Page one


22


1. Find Hotunui the carved meeting house.This building is in the shape of an important ances-tor of the Ngati Maru tribe. The ancestor wascalled Hotunui.

· Can you find Hotunui's head?

Take your shoes off and go inside the meetinghouse.

· Can you find a woven tukutuku panel that lookslike stairs? Draw some of the pattern in this box.

· What are the eyes of the carvings made from? _______________________Why did they use this?________________ ____________________________

· Try and find the carving of Ureia the taniwha. He has a forked tongue and a curly tail. Whatgrows along his back?

2. Find Te Toki a Tapiri waka. (Canoe)This canoe can hold 100 men. It is the last of the warcanoes (waka taua) made in New Zealand. At onepoint it was exchanged for a famous cloak. How doyou think it was moved?

· This pattern was often painted on things that movedfast. Can you find it on the waka?




He Taonga Maori Y 4-6Page two

3. Tiki (Waharoa or gateway)This gateway came from Rotorua. Why do you think there are parts of the carvingpainted green? Hint: look at the weapon he is holding and the tiki around his neck -what would they be made of?

4. Find a Kahu Kiwi (Kiwi feather cloak in Nga Taonga Raranga -woven treasurescase)

· What materials were used to decorate the other cloaks here?



· Can you find the little doorway? Why is it so small?

· Why do you think this building is high off the ground? (Hint to stop some-thing getting in)._________________________________________________________

· How would you get in if you needed to? _________________________________

6. Find the Nga Taonga Whakangahau Case (behind and beside the bigpataka store house).


· What sort of stories and games do you think the karetao might havehelped tell?______________________________________________________________________________________________

· Look in the case near the video and find a koauau (flute). How do youthink a sound is made?


· Can you see one that could be used to chop down a tree? What is itmade of?

· Find the hoanga, or grindstone used to sharpen stone adzes. Can you see any grooves wheretools might have been sharpened? Which part of the adze would need to be sharp?

· Find a tool that would make holes. How do you think it worked?


Tiki.

Pataka.

Karetao. Koauau.


Page three


24

8. Find the big pa model.· Find the people who are:- Flying a kite- Fishing in a waka- Working in the gardens- Collecting rocks to make into tools

9. Go to the hunting and fishing displays by the pa model.

· Find the Pokipoki or rat trap in the hunting area. Berrieswere put in the rat trap to make the rat feel hungry. Canyou see how the rat would get caught?

· Try and find three different ways to catch birds. Choose one way and see if you can work outhow the birds were caught. Draw it in the box, name it and write down how it worked.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

· Find the biggest hinaki or eel trap. What do youthink it is made of? How would the eel be caughtin the trap?

Try and find a hook that could be used to catch ashark. Why do you think this one is made out ofwood and not bone?

· Go to the gardening case. Find a tool that could be used for gardening with. Draw it. What isit called? How does it work?

10. FlaxFlax was and still is very important to Maori and has many uses.· Find these items that are made from flax (you might need to have a look around the whole gallery)- a raincape- a net- a rope- a man's belt


Hinaki.

Pokipoki.




1. Find Hotunui the carved meeting house.This building is in the shape of an important ances-

tor of the Ngati Maru tribe. The ancestor wascalled Hotunui.

· Find Hotunui's head and arms.


· Find a tukutuku panel that looks like stairs (pouta-ma) and one that looks like stars in the sky (purapu-ra whetu). Draw one of these patterns in the box.

· Try and find the carving of Ureia the taniwha. He has a forked tongue and a curly tail. Whatproves that he was a water creature?

· Each of the carvings around the whare represent other ancestors. Why do you think this is impor-tant?____________________________________________________________________________________________________________

2. Find Te Toki a Tapiri waka. (Canoe)This canoe can hold 100 men. It is the last of the greatwar canoes (waka taua) made in New Zealand. At onepoint it was exchanged for a famous cloak.

· This pattern was often painted on thingsthat moved fast. Can you find it on thewaka?




Page two


26

3. Tiki (Waharoa or gateway)This gateway came from Rotorua. In what ways is it different from other carvings inthe gallery?___________________________________________________________

4. Find a Kahu Kiwi (Kiwi feather cloak in Nga Taonga Raranga -woven treasurescase)

· Write the name of a cloak you particularly like and write a short description of it.Draw some of it in the box.

_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ ___________________________________________________________________________________________________

· Find 2 kete (baskets) used for different purposes. What are they made of? How are they different?____________________________________________________________________________________________________________________________________________________


· Find the little doorway. Why is it so small?______________________________________________________________________________

· Why do you think this building is high off theground? __________________________________________________________

· Find the whales that are carved on the maihi (arms) of the pataka. Why do you thinkwhales have been carved on a food store?

6. Find the Nga Taonga Whakangahau Case (behind and beside the big pataka storehouse).


· Look at the other games in the case. Which ones are still played today? Give exam-ples of cultures that play them.____________________________________________________________________________________________________________________________________________________________________________________________________________


Tiki.

Pataka.

Karetao.



· Look in the case near the video and find a koauau (flute). What materials are thekoauau made from? ___________________________________________________

· Choose a carved koauau and draw some of the pattern in the box.

7. Find the Kaitaia carving.· What clues indicate that this carving is much older than other carvings in the museum?(Hint look at the pattern of the carving and read the label)._____________________________________________________________________


· Can you see one that could be used to chop down a tree? What is it made of? How is it heldtogether?

· Find the hoanga, or grindstone used to sharpen stone adzes. Can you see any grooves wheretools might have been sharpened? Why does sandstone make a good grindstone?____________________________________________________________________________________________________________________________________________________


· How do you think knives might have been made?__________________________________________________________________________

9. Find the big pa model.· Find the people who are:- Flying a kite- Fishing in a waka- Working in the gardens- Collecting rocks to make into tools- Spearing birds

· What other activities can you see happening?

· Why has this pa site been built where it is?__________________________________________________________________________


Koauau.


Page four


28


· Find the Pokipoki or rat trap in the hunting area.Berries were put in the rat trap to make the rat feelhungry. Can you see how the rat would get caught?

· Try and find three different ways to catch birds.Choose one way and see if you can work out how thebirds were caught. Draw it in the box, name it andwrite down how it worked.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

· Find the hinaki or eel traps. What are they made of? How do they work?____________________________________________________________________________________________________________________________________________________

· Try and find a hook that could be used to catch a shark. What is it made out of?

· Go to the gardening case. Find a tool that could be used for gardening with. Draw it. What isit called? How does it work?

11. FlaxFlax was and still is very important to Maori and has many uses.· Find these items that are made from flax ( you might need to have a look around the wholegallery)- a raincape- a fishing net- a rope- a man's belt


Pokipoki.




1. Find Hotunui the carved meeting house.This building is in the shape of an important ances-

tor of the Ngati Maru tribe. The ancestor wascalled Hotunui.

· Find Hotunui's head and arms.


· Find the woven tukutuku panel that looks likestairs. This represents the hero Tawhaki's ascent intothe heavens. Draw some of the pattern in this box.

· Try and find the carving of Ureia the taniwha. He has a forked tongue and a curly tail.· Each of the carvings around the whare represent other ancestors. Why do you think this is impor-tant?______________________________________ __________________________________________________________________________________________________________________

2. Find Te Toki a Tapiri waka. (Canoe)This canoe can hold 100 men. It is the last of thegreat war canoes made in New Zealand. At onepoint it was exchanged for a famous cloak.

· Find this pattern on the waka. It was often paint-ed on things that moved fast.

· Before pakeha arrival, Maori did not use nails.How were waka and buildings held together? ________________________________________




Page two


30

3. Warfare and Weapons.Look at the range of weapons on display. Try and work out which are traditional and which showthe influence of Pakeha technology. Make a general statement about changes in the style of fight-ing and type of weaponry as a result of pakeha arrival.

__________________________________________________________________________

3. Tiki (Waharoa or gateway)This gateway came from Rotorua. In what ways is it different from other carvings in thegallery?__________________________________________________________________

4. Find a Kahu Kiwi (Kiwi feather cloak in Nga Taonga Raranga -woven treasures case)

· Write the name of a cloak you particularly like and write a short description of it.Draw some of it in the box.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


5. Ta Moko· Find a korere. What was it used for? __________________________________

· What were the uhi (chisels) made of? ___________________________________

· Why do you think pumice makes a good bowl for holding moko pigment?__________________________________________________________________________


· Why is the doorway so small?____________________________________________

· Why do you think this building is high off the ground?____________________________________________

· Try and find the whales that are carved on the maihi (arms) ofthe pataka. What significance would whales have on a food store?


Tiki.

Pataka.



7. Find the Nga Taonga Whakangahau Case (behind and beside the big patakastore house).


· Look at the other games in the case. Which ones are still played today? Giveexamples of cultures that play them.___________________________________________________________________________________________________________________________________________________________________________________________________

· Look in the case near the video and find a koauau (flute).What materials are the koauau made from?_________________________________________________________

· Choose a carved koauau and draw some of the pattern in the box.

8. Find the Kaitaia carving.· What clues indicate that this carving is much older than other carvings in the museum? (Hint lookat the pattern of the carving and read the label).__________________________________________________________________________________________________________________________________________

Go through to the Pacific Lifeways gallery nearby and find the case about Pacific navigation (nearthe canoe in the middle).· On this map draw the path that the ancestors of the Maori are thought to have taken on the longjourney to Aotearoa.


Karetao.

Koauau.


Page four


32

· How does the appearance of the Kaitaia carving support this?__________________________________________________________________________

· What techniques must have been used on these interisland crossings?__________________________________________________________________________

9. Find the stone tools in the case on the wall near the Kaitaia carving.

· Find a tool for hollowing out log? What is it made of?

· What rocks are preferred for tool use? Why?____________________________________________________________________________________________________________________________________________________

· Find the hoanga, or grindstone used to sharpen stone adzes. Can you see any grooves wheretools might have been sharpened? Why does sandstone make a good grindstone?____________________________________________________________________________________________________________________________________________________


· How do you think knives might have been made?__________________________________________________________________________

10. Find the big pa model.· Find the people who are:- Flying a kite- Fishing in a waka- Working in the gardens- Collecting rocks to make into tools

· What other activities can you see happening?

- Why has this pa site been built where it is?__________________________________________________________________________

- Find the abandoned pa site. Why was it allowed to go to ruin?____________________________________________________________________________________________________________________________________________________


· Find the Pokipoki or rat trap in the hunting area. Berries were putin the rat trap to make the rat feel hungry. Can you see how therat would get caught?


Pokipoki.


He Taonga Maori Y 11-13Page five

· Try and find three different ways to catch birds. Choose one way and see if you can work outhow the birds were caught. Draw it in the box, name it and describe how it worked.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

· Find the hinaki or eel traps. What are they made of? How do they work?____________________________________________________________________________________________________________________________________________________

· Try and find a hook that could be used to catcha shark. What is it made out of?

· What other materials are the fish hooks madeout of? _____________________________

· Go to the gardening case. Find a tool thatcould be used for gardening with. Draw it. Whatis it called? How does it work?

12. FlaxFlax was and still is very important to Maori and has many uses.· Find these items that are made from flax ( you might need to have a look around the wholegallery)- a raincape- a net- a rope- a man's belt


Hinaki.

AUCKLAND WAR MEMORIAL MUSEUM

TThhee DDoommaaiinn AAuucckkllaannddPrivate Bag 92018 Auckland New Zealandwww.akmuseum.org.nz


Documents

He Taonga Maori Collection - Auckland Museum