Combining Patterns and Culture

Room 13 learnt about beats, loops, teamwork, and rhythm whilst working with Māori rākau to create a short musical piece to Tutira mai. Māori used these sticks as tools for storytelling, communication, and rhythm.

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We explored beats and loops to create a pattern of sound and movement. Students discovered that patterns are everywhere and can be made with anything, our voice, our stomping feet, our hands clapping, and the tapping of other classroom resources that we could find around the class. Using rākau as instruments, they learned how to create beats by tapping the sticks together. Loops became a concept as students realised that repeating patterns create rhythms. Just like a loop in music, a pattern can be repeated over and over again.

I struggled to keep up with my friend.

The tricky bit was doing it at the same time as my friend they went too fast.

Working in pairs meant that we had to stay in rhythm and focus on our partners. Getting the timing right and keeping in rhythm was the hardest part but one of the most valuable lessons. Students were paired up and challenged to work together to support each other in creating a beat. They quickly learned that timing and rhythm are crucial for synchronisation.

I liked using the rākau to make beats on the carpet, banging the rākau together and I added in some beatbox.

How we stayed in time, was that I (Demi) started the beat and Analiesse copied me.

Working in pairs, students were encouraged to communicate effectively and develop a sense of trust with their partner. Majority of the class discovered that collaboration not only made the music more harmonious but also made the learning experience more enjoyable. Some took longer to grasp the concept of working together to create the beat.

Me and Axel liked working together by going first and then Axel followed me.

We were able to do the beats by doing it one at a time. Doing it together was too hard.

Flipping the sticks was really tricky but I just kept on trying.

I think it was a bit hard when trying to flip the rākau. I was just practising and I was able to flip it once. 

Learning about patterns through music with rākau was an engaging experience for our students. They not only explored the cultural significance of these traditional instruments but also discovered the beauty of beats, loops, and the power of teamwork. This adventure has shown our students that patterns are not just mathematical concepts but also a fundamental part of the world around us.

2024 Te Whare

Briana Te Whare

Ko Pirongia te maunga (mountain)

Ko Waipa te awa (river)

Ko Tainui te waka 

Ko Ngati Maniapoto te iwi (tribe)

Ko Te Aharoa te marae

Ko Te Whare tōku whanau (family)

Ko Chris Te Whare tōku papa (dad)

Ko Michelle McEwan tōku mama (mum)

I tupu ake ahau i Tokoroa (I am from Tokoroa)

Ke Taupō koe e noho ana inaianei (I live in Taupō)

When I was 11 I decided that I wanted to become a teacher. Straight after high school I moved to Tauranga to study teaching and straight after university I started my first teaching job in Tokoroa. Most of my teaching journey has been in Tokoroa where I have taught from Year 0 to Year 8. Working in my hometown was an incredible experience as I got to work alongside people that I have grown up with and also alongside my own teachers who inspired me. 

Outside of teaching I love to be outdoors. Walks, going for trips in our makeshift camper and exploring our backyard with my partner fills my bucket.


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