This is the second year that students in MAOR202 (M\u0101ori and Tikanga)\u00a0 conducted research with the objective of developing tikanga-informed solutions to reduce alcohol harm. The students acted as consultants to the New Zealand Police who came to them at the beginning of the semester and explained the complex problem of alcohol. The students then spent the semester learning about the useful nature of tikanga and the research process. This culminated in 8 groups projects which ranged from a mobile phone app that promoted connectedness and collective responsibility to reduce sexual assaults to a camp that fostered a sense of belonging and self for at risk foster youth. The projects all worked towards preventative, strengths-based, proactive solutions. They presented their projects to representatives of the New Zealand Police at a small symposium hosted at Te Tumu, and in more detail in their written research reports.\u00a0 Suzanne Duncan<\/span><\/strong> teaches MAOR202.<\/p>\n MAOR308 students research Ng\u0101i Tahu history for kapa haka compositions.<\/span><\/strong><\/p>\n Students: \u201cAs an interlude, we\u2019re going to sing \u2018Kohikohia ng\u0101 r\u012bwai\u2019 as a play on the song from Mount Zion. Everyone knows the tune. It\u2019ll be cool.\u201d (The tune of \u201cTutira mai ng\u0101 iwi.\u201d) The above conversation with one group highlighted for them early on in the semester how important research was in creating an historically accurate composition, particularly given the theme they had chosen for their performance \u2013 an insight into Ng\u0101i Tahu\/\u014ct\u0101kou M\u0101ori history.<\/p>\n MAOR 308 was offered for the first time this year. The aim of the paper was to give students the opportunity to work in groups to compose, choreograph and teach each other a haka, waiata or poi. Given the theme, and the fact that only two of the students whakapapa to Ng\u0101i Tahu, the need for the students to research local histories was made clear very early on. Not only did the narrative of their compositions have to be correct but also the reo, the costumes and the choreography. I did not have much to teach them in terms of performance skills \u2013 they are all highly proficient performers \u2013 but what I could help develop was their research and language skills in this area.<\/p>\n MAOR308 students performing their own compositions.<\/p><\/div>\n \n Haka and waiata is how these students know how to best express themselves and because they were responsible for each item they were more invested in the performance than if they were simply performing something someone else had written for them. The results speak for themselves and the excitement they have created within the community of the potential of M\u0101ori performing arts to extend beyond the typical \u2018bracket\u2019 performance will have long-lasting effects.\u00a0 Dr Karyn Paringatai<\/strong><\/span> teaches MAOR308.<\/p>\n An account of the MAOR308 performance (and also that of MAOR108 students) can also be found at the Otago Connection<\/a><\/em>.<\/p>\n
\nLecturer: \u201cYeah that would be great except r\u012bwai were introduced after European arrival.\u201d
\nStudents: \u201cOh. Ok we\u2019ll change it to \u2018Kohikohia ng\u0101 k\u016bmara\u2019 then.\u201d
\nLecturer: \u201cAgain that would be great except k\u016bmara didn\u2019t grow down south because it was too cold.\u201d
\nStudents: \u201cOh. Ummmm so what can we change it to?\u201d
\nLecturer: \u201cThink about the local food supplies down here.\u201d
\n[Blank looks on their faces.]
\nStudents: \u201cWe\u2019ve got it – Kohikohia ng\u0101 tuaki? Kohikohia ng\u0101 t\u012bt\u012b?\u201d<\/p>\n![\"IMG_5650\"](\"https:\/\/blogs.otago.ac.nz\/tetumuresearch\/files\/2016\/06\/IMG_5650.jpg\")
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