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Students will learn about the Maori culture in the New Zealand area and play the Maori Stick Game.
Students should have an understanding of what culture means and what it represents. Culture is a way of living. It can be your beliefs, a form of art or dance, and/or certain traditions or customs of a group of people. Each culture has certain traditions and cultural activities that we may learn and participate in as we live in that culture. This particular activity comes from the Maori culture. The Maori people live in the New Zealand area and make up about 15 percent of the population. This activity is a traditional game played by children and adults in the Maori culture called Maori Stick Game. It has been said that in olden times, stick games such as this helped train young men in spear fishing and handling a spear. This game has changed and been adapted by many other cultures throughout the world. Students will play an adapted, simplified version of the Maori Stick game.
2. Develop social skills and ethical responsibility.
6. Communicate clearly in oral, artistic, written, and nonverbal form.
Invitation to Learn
Display a picture of a Maori warrior and the rhythm sticks. Ask the students to think of ways that you could use the rhythm sticks. Students will be using the sticks to play an old traditional Maori game that the Maori warriors played to practice their spear handling skills.
Suther, L., & Larkin,V. (1996). Early Childhood Arts Games (ERIC Education Resource Information Center) ED403-056
The arts are central to quality early childhood programs. Using games, music, dance, and movement help develop physical skills such as coordination, jumping, and ball handling. Cognitive skills such as language development, problem solving, and social skills (cooperation, sharing, and group negotiation) are enhanced through the arts.
Snyder-Sowers, M.A., & Kariuki, P. (1997). Effects of Creative Dance Movement Taught in a Holistic Integrated Approach versus Creative Dance Movement Taught in Isolation. (ERIC Education Resource Information Center) ED 432551
This study examined whether there were any significant differences in academic performance between students taught creative dance movement in a holistic integrated approach versus those taught creative dance movement in isolation.
Wang, J.H.T. (2003). The Effects of a Creative Movement Program on Motor Creativity of Children Ages Three to Five. (ERIC Education Resource Information Center) ED 479276
This study investigated the effects of a creative movement program on the motor creativity of Taiwanese preschool children, hypothesizing that there would be no significant difference in the motor creativity between children participating the creative movement program and those in the control group.