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He kōrero e pā ana ki te Piharau

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Piharau (lamprey) - Te hopu tuna - eeling - Te Ara Encyclopedia of New Zealand

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He kōrero e pā ana ki te orokohanga o te Tuna mai ia Te Ara

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1. - Te hopu tuna - eeling - Te Ara Encyclopedia of New Zealand

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In one tradition, Tuna came from Puna-kauariki, a spring in the highest heavens. The families in the spring were Para (frostfish), Ngōiro (conger eel), Tuna (freshwater eel) and Tuere (hagfish or blind eel). The waters of the heavens dried up, and this group made their way down to Papatūānuku (the earth).

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Kāore he reo pākeha heoi ko te oranga tēnei o te 'wolf eel'

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This video shows various stages in a wold eels life. The wolf eel starts life in an egg guarded by both the parents. When it hatches it is left to float the ocean currents until large enough to settle on the rocky reef.

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He rawe tēnei hei whakaatu ki ngā tauira heoi he reo Pākeha o roto

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Eli the eel: A mysterious migration - James Prosek

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Watercress Tuna and the Children of Champion Street

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Watercress Tuna and the Children of Champion Street

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He pukapuka ka pānui mā runga i te YouTube i te reo Pākeha

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He kōrero e pā ana ki te Long Fin

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Human+Nature connecting people & nature through interpretation design & community engagement

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by Patricia Grace
A tuna (eel) with a magic throat travels to Champion Street and presents gifts to the children who live there. The gifts all represent the children's own cultural heritages - a kie for Kelehia and a hau for Kava (Tokelauan); a piupiu for Hirini and a poi for Roimata (New Zealand Maori); a pate for Tuaine and a pareu for Nga (Cook Island Maori); an ula for Losa and an ailao afi for Fa'afetai (Samoan). The theme of this story is Pasifica, with four key Pacific cultures being represented within the story. Grace also alludes to gender roles within each culture, by assigning gender specific "gifts" from the tuna. In the illustrations, Champion Street is a typical inner-city New Zealand street, with compact state housing and power lines.

This book was recommended because it "captures the history, and the people ..." of an authentic community, and because it represents the culture and dance of a variety of Pacific cultures. It was also nominated because it's a book that has been well-loved by her own children and because it tells the reader some " really specific things about different cultures ".
Please note that these activities are suggestions which have not yet been trialled. We welcome any feedback on how they play out in the classroom (see the feedback section).

Activity 1: EXPLORING MUSIC AND DANCE IN DIFFERENT CULTURES (The Arts)

1 ,2 & 3 (see curriculum links at the end of the activity)

thinking

using language, symbols and text

relating to others

participating and contributing

In this story we read about some traditional music and dance styles from different cultures - Samoan, English, Maori, Cook Island Maori and Tokelauan - many of the cultures here in New Zealand.

1. As you read through the story, talk with the children about the different things on each page - have they ever seen / played on one of these? Which culture might this be from?

2. After children have made their predictions, tell them which culture each item is from:

- Kelehia's kie is from Tokelauan

- Karen's buckled shoe is English

- Hirini's piupiu is New Zealand Maori

- Tuaine's pate is Cook Island Maori

- Roimata's poi is New Zealand Maori

- Kava's hau is Tokelauan

- Nga's pareu is Cook Island Maori

- Losa's ula is Samoan

- Jason's paper streamer is English

- Fa'afetai's ailao afi is Samoan

At Level 1, students can listen to music from each culture and respond through movement and dance. In groups they can make up their own dances in the style of each culture and perform back to the class. If possible, have the items mentioned in the story for children to use as they explore different dances. See "Online Resources" for example of music and dance from each culture. If at all possible, have an "expert" come in and demonstrate the dance.

At Levels 2 and 3, students can explore the significance of these traditional dances for each culture. Using the links provided, examine the elements of each culture's music and dance and use this to create their own music and/or movement in that cultural style. Share with the class and make connections to styles which may cross over between cultures.

Tokelauan music and dance: NZ Maori music and dance: http://www.youtube.com/watch?v=_Hu2g5h0hNM

Dances of life (Maori excerpt) - shows piupiu. Retrieved from
http://www.youtube.com/watch?v=3BoNmpvkavo Cook Island Maori music and dance: http://www.youtube.com/watch?v=hr2s1urOsQ0 Samoan music and dance:
Samoa fiafia - shows ula. Retrieved from
http://www.youtube.com/watch?v=uE0-S8EVAuA&feature=related English music and dance:

Find some traditional music and send children away in groups to put together their own dance, incorporating some of the moves they have seen on the video clips. Practice and perform to the class.

Children could make their own costumes to wear while performing. For example, use long strips of paper to make the grass skirts and girls could put flowers in their hair.

The ArtsDance

demonstrate an awareness of dance in their lives and in their communities (Level 1)

improvise and explore movement ideas in response to a variety of stimuli (Level 1)

share dance movement through informal presentation and share their thoughts and feelings in response to their own and others' dances (Level 1)

identify and describe dance in their lives and in their communities (Level 2)

use the elements of dance in purposeful ways to respond to a variety of stimuli (Level 2)

share dance movement through informal presentation and identify the use of the elements of dance (Level 2)

explore and describe dances from a variety of cultures (Level 3)

select and combine dance elements' response to a variety of stimuli (Level 3)

use the elements of dance to describe dance movements and respond to dances from a variety of cultures (Level 3)

Music (Sound Art)

explore and share ideas about music from a range of sound environments and recognize that music serves a variety of purposes and functions in their lives and in their communities (Level 1 and 2)

share music making with others; respond to live and recorded music (Level 1 and 2)

identify and describe the characteristics of music associated with a range of sound environments, in relation to historical, social and cultural contexts (Level 3)

prepare and present brief performances of music, using performance skills and techniques; respond to and reflect on live and recorded music (Level 3)

Applications for Level 4 and above

At higher levels, the emphasis could be on defining the elements of the music and dance of different cultures, and using these elements as the basis for their own music and dance compositions, with increasing complexity.

Links to other books in the PPBC

Tane Steals the Show by Lino Nelisiby Catherine Hannken

The Wooden Drum by Vivaliatama Elesoni Talagi
- these books all have a focus on Pacific Island music and dance.

carry out a statistical investigation, looking into different cultures within the class / school / wider community. This could have a focus on Pacific Island cultures, or could encompass all cultures. It could lead on to an investigation into the multicultural society that makes up New Zealand (Mathematics & Statistics/ Social Sciences)

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Activity for 'Watercress Tuna and the children of Champion Street'

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by Patricia Grace A tuna (eel) with a magic throat travels to Champion Street and presents gifts to the children who live there.

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He whārangi Wikipedia e pā ana ki te purākau nei

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Angry, she cried 'You stare at me, with eyes like a demon!' ( Samoan: E pupula mai, ou mata o le alelo!). Village chiefs came and killed the eel. As the fish was dying, it asked Sina to plant its head in the ground. Sina followed the eel's request, and planted its head in the ground.

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He hei mahi mo te whakaaturanga 'Watercress Tuna and the Children of Champion Street;

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by Patricia Grace
A tuna (eel) with a magic throat travels to Champion Street and presents gifts to the children who live there. The gifts all represent the children's own cultural heritages - a kie for Kelehia and a hau for Kava (Tokelauan); a piupiu for Hirini and a poi for Roimata (New Zealand Maori); a pate for Tuaine and a pareu for Nga (Cook Island Maori); an ula for Losa and an ailao afi for Fa'afetai (Samoan). The theme of this story is Pasifica, with four key Pacific cultures being represented within the story. Grace also alludes to gender roles within each culture, by assigning gender specific "gifts" from the tuna. In the illustrations, Champion Street is a typical inner-city New Zealand street, with compact state housing and power lines.

This book was recommended because it "captures the history, and the people ..." of an authentic community, and because it represents the culture and dance of a variety of Pacific cultures. It was also nominated because it's a book that has been well-loved by her own children and because it tells the reader some " really specific things about different cultures ".
Please note that these activities are suggestions which have not yet been trialled. We welcome any feedback on how they play out in the classroom (see the feedback section).

Activity 1: EXPLORING MUSIC AND DANCE IN DIFFERENT CULTURES (The Arts)

1 ,2 & 3 (see curriculum links at the end of the activity)

thinking

using language, symbols and text

relating to others

participating and contributing

In this story we read about some traditional music and dance styles from different cultures - Samoan, English, Maori, Cook Island Maori and Tokelauan - many of the cultures here in New Zealand.

1. As you read through the story, talk with the children about the different things on each page - have they ever seen / played on one of these? Which culture might this be from?

2. After children have made their predictions, tell them which culture each item is from:

- Kelehia's kie is from Tokelauan

- Karen's buckled shoe is English

- Hirini's piupiu is New Zealand Maori

- Tuaine's pate is Cook Island Maori

- Roimata's poi is New Zealand Maori

- Kava's hau is Tokelauan

- Nga's pareu is Cook Island Maori

- Losa's ula is Samoan

- Jason's paper streamer is English

- Fa'afetai's ailao afi is Samoan

At Level 1, students can listen to music from each culture and respond through movement and dance. In groups they can make up their own dances in the style of each culture and perform back to the class. If possible, have the items mentioned in the story for children to use as they explore different dances. See "Online Resources" for example of music and dance from each culture. If at all possible, have an "expert" come in and demonstrate the dance.

At Levels 2 and 3, students can explore the significance of these traditional dances for each culture. Using the links provided, examine the elements of each culture's music and dance and use this to create their own music and/or movement in that cultural style. Share with the class and make connections to styles which may cross over between cultures.

Tokelauan music and dance: NZ Maori music and dance: http://www.youtube.com/watch?v=_Hu2g5h0hNM

Dances of life (Maori excerpt) - shows piupiu. Retrieved from
http://www.youtube.com/watch?v=3BoNmpvkavo Cook Island Maori music and dance: http://www.youtube.com/watch?v=hr2s1urOsQ0 Samoan music and dance:
Samoa fiafia - shows ula. Retrieved from
http://www.youtube.com/watch?v=uE0-S8EVAuA&feature=related English music and dance:

Find some traditional music and send children away in groups to put together their own dance, incorporating some of the moves they have seen on the video clips. Practice and perform to the class.

Children could make their own costumes to wear while performing. For example, use long strips of paper to make the grass skirts and girls could put flowers in their hair.

The ArtsDance

demonstrate an awareness of dance in their lives and in their communities (Level 1)

improvise and explore movement ideas in response to a variety of stimuli (Level 1)

share dance movement through informal presentation and share their thoughts and feelings in response to their own and others' dances (Level 1)

identify and describe dance in their lives and in their communities (Level 2)

use the elements of dance in purposeful ways to respond to a variety of stimuli (Level 2)

share dance movement through informal presentation and identify the use of the elements of dance (Level 2)

explore and describe dances from a variety of cultures (Level 3)

select and combine dance elements' response to a variety of stimuli (Level 3)

use the elements of dance to describe dance movements and respond to dances from a variety of cultures (Level 3)

Music (Sound Art)

explore and share ideas about music from a range of sound environments and recognize that music serves a variety of purposes and functions in their lives and in their communities (Level 1 and 2)

share music making with others; respond to live and recorded music (Level 1 and 2)

identify and describe the characteristics of music associated with a range of sound environments, in relation to historical, social and cultural contexts (Level 3)

prepare and present brief performances of music, using performance skills and techniques; respond to and reflect on live and recorded music (Level 3)

Applications for Level 4 and above

At higher levels, the emphasis could be on defining the elements of the music and dance of different cultures, and using these elements as the basis for their own music and dance compositions, with increasing complexity.

Links to other books in the PPBC

Tane Steals the Show by Lino Nelisiby Catherine Hannken

The Wooden Drum by Vivaliatama Elesoni Talagi
- these books all have a focus on Pacific Island music and dance.

carry out a statistical investigation, looking into different cultures within the class / school / wider community. This could have a focus on Pacific Island cultures, or could encompass all cultures. It could lead on to an investigation into the multicultural society that makes up New Zealand (Mathematics & Statistics/ Social Sciences)

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Activity for 'Watercress Tuna and the children of Champion Street'

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by Patricia Grace A tuna (eel) with a magic throat travels to Champion Street and presents gifts to the children who live there.

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Mai i te ipurangi Māori dictionary

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Search results for 'eel'. Search the Maori dictionary with the online version of Te Aka Maori-English, English-Maori Dictionary and Index

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he whakaaro mo te mahi toi e pā ana ki te tuna

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Find and save ideas about Aquarium craft on Pinterest.

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He whakaaro anō mo te mahi toi

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Discover recipes, home ideas, style inspiration and other ideas to try.