What is hauora?

We have started to explore what hauora is and the different dimensions of it. Hauora is the te reo māori word for well-being. 

We have watched some short clips and had discussions around what we think hauora is. There are four main parts to hauora:

Taha tinana - Physical well-being

Taha hinengaro - Mental well-being

Taha whanau - Social well-being

Taha wairua - Spiritual well-being

We looked at our character strengths and how these could relate to each one of the dimensions. 

Visual Art

Students will:

·     Investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were or are made, viewed, and valued.

·     Develop and revisit visual ideas, in response to a variety of motivations, observation, and imagination, supported by the study of artists’ works.

·     Describe the ideas their own and others’ objects and images communicate.

First we studied the features of our part of the South Island. Looking at the contrasting colours and patterns of the Canterbury Plains and Kā Tiritiri-o-te-Moana (Southern Alps). We also linked this to our up and coming ski trip to Porters Heights. The beauty od some of the photos we viewed helped to provoke our artististic juices.

Using pencil we sketched what we saw taking special notice of the the shapes and patterns that exist in this natural environment. 

With scissors and coloured paper we created a  montage of what we viewed through the original photo. The quilt like plains and towering mountains with waterways and other features. Some of us also found out some of the Maori terms and names for these landscape features.

                                                      

After completing our artwork we used a variety of picture apps on our i-Pads to catch a different perspective of our artworks.

 ‘Mehemea ka tuohu ahau me maunga teitei’ (If I should bow my head let it be to a high mountain).

Finally we reflected on our artwork with a partner discussing what we liked, found interesting and we  would change if we had the oportunity next time. (Yet to be done as children are still finishing their artwork)

Kapa Haka

Participating and Contributing

- Take an active role in the success of

my group

Tracey Tawhiao

Students will:
- Investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were or are made, viewed, and valued.

- Develop and revisit visual ideas, in response to a variety of motivations, observation, and imagination, supported by the study of artists’ works.

- Describe the ideas their own and others’ objects and images communicate.

We learnt that Tracey Tawhiao is a famous NZ artist who creates her drawings on newspapers. We listed questions that we would like answered to find out more about her. We then did some research and shared it with the class.

What inspires her creativity? What motivates her? Why she is famous? How does she give back to society? What visual features do her artworks display? What messages does she try to communicate?  

Koru 2 then attempted to create their own artworks inspired by Tracey Tawhiao and our own individual cultural identities. We looked closely at the different patterns in maoridom and the meaning and significants of these.

Jerome Kavanagh Interview Interview with Emily and Jamie

Jerome Kavanagh Māori Workshops

We took part in instrument making and playing workshop with Jerome. We had  the opportunity to make our own and learn the basic techniques to playing a ukuitangi and koauau. Then we wrote instructions on how to make our own Māori instrument.

Bromley School Haka

(K) No Tamanui te rā te Haka nei

     Hi au au au aue ha !

     Whiti whiti whiti mai te Rā!

(K)  I  a ha ha

    Maunga tu Maunga ora

    Ōtākaro e rere e rere

    Ihutai Ihutai (e)!

    Ihutai ihutai (e)!

    Tamariki Kaha

    Tamariki ngakau

    Hi Ha Aue!