Te Kotare Legacy Project

https://www.tvnz.co.nz/shows/seven-sharp/clips/should-te-reo-maori-be-made-compulsory-in-new-zealand-schools

https://edsource.org/2016/preserving-native-american-languages-by-teaching-the-youngest-students/565007 https://www.theguardian.com/teacher-network/teacher-blog/2013/may/14/best-way-teach-language-schools http://www.iosrjournals.org/iosr-jrme/papers/Vol-5%20Issue-2/Version-1/E05212630.pdf

http://tereomaori.tki.org.nz/Reo-Maori-resources A list of the resources available for English-Medium schools for the education of Te Reo Maori.

Editor Rokx commented, “My  Vision  for the book is to see it used by early childhood centres on a daily basis in a very natural way, emerging te reo Māori words and phrases into everyday life. I didn’t want it to read like a dictionary so I’m ecstatic that the combined effort of the NZTC Team has resulted in a bright, colourful, engaging resource that draws the reader in.” Roimata is a lecturer at NZTC for the integration of Te Reo Maori into Early Childood education streams. Her book T e Reo Māori: He taonga mō ā tātou mokopuna  is a resource to support the early childhood sector and beyond.

Te Kotare // Team Two Rua India Taylor / Lauren Coetzee / Giverny Baxter / Tegan Foster Definition of Collaboration Where everyone contributes equally with their unique skills in order to achieve the best results possible. This will include good communication and attendance. Goals + Priorities Grades - The best we can do. More concerned with how it will look as a portfolio piece. Learning - We want to learn how to work with a client as well as learning more about maori songs. Values - Different backgrounds and degrees. Willingness to be here and try. Passion and intrigue in to this specific project. We all got our first choice of client and we are willing to put in a lot of effort. Process We recognise and harness the differences in our learning and working styles by allowing each other the time and space to get things done. As long as we hand things in on time, communication and have ...

https://novakdjokovicfoundation.org/importance-music-early-childhood-development/ What Children Learn from Being Exposed to Music R esearch undertaken by a team of researchers in the 1990s showed that the exposure to music from early childhood onwards helps children to speak more clearly, develop a larger vocabulary, and strengthen social and emotional skills. The psychologist Howard Gardner already argued in 1983 that music intelligence is as important as logical and emotional intelligence. This is because music has the ability to strengthen the connection between the body and brain to work together as a team. For instance, when dancing and moving to music, children develop better motor skills whereas singing along to a song helps them to practise their singing voice. In general, the exposure to music supports children in their development process to learn the sound of tones and words.

https://www.musikgarten.org/music_movement.cfm Today we know more about how children learn and grow than ever before. Today we have data to confirm our hunch that "Music is vital to life." Read what experts in their fields think about the benefits of music and movement: " Music brings people together . Through music, children take an inner experience and move it into a shared creative experience. Group music-making releases energy which can be channeled in creative, productive directions. Children learn about themselves and others by playing music together and by listening to each other — tapping into hidden courage that can be played out by singing together or discovering the inner resources to listen quietly to another child's playing." Judi Bosco Board Certified Music Therapist       Music transmits culture and is an avenue by which beloved songs, rhymes, and dances can be passed down from one generation to another.   Music is a languag...

https://education.govt.nz/early-childhood/teaching-and-learning/learning-tools-and-resources/play-ideas/music/ Children are born into a world of sound and movement. Music helps their intellectual, imaginative, emotional, social and cultural growth. Music is enjoyable, soothing and assists in the development of listening skills, concentration, coordination, cooperation, communication and memory, as well as being a valuable resource for creativity. It is important to value children’s desires to repeat activities as this is one way children practise being musical and gain control of musical forms. Music can help children to: express feelings through voice and body develop rhythm and harmony be creative and have fun recognise and enjoy sounds, instruments and different music value their own cultural music knowledge and participate in the music of other cultures. Te Whāriki Music supports learning across all strands of Te Whāriki. In particular, children’s developing mu...

http://tereomaori.tki.org.nz/Reo-Maori-resources/Hei-Waiata Hei Waiata, Hei Whakakoakoa  has been developed to support the teaching and learning of te reo Māori in English-medium schools. Accompanying the  waiata  is a songbook with lyrics, song sheets, curriculum achievement objectives, and suggestions for activities.

http://www.maoritelevision.com/news/regional/new-te-reo-resource-free-charge-early-childhood-centres Editor Roimata Rokx says, "If children learn, hear and see the Māori language in their early years, they could grow to love and value it and foster more opportunities from the language."

http://www.manukau.ac.nz/__data/assets/pdf_file/0016/172411/Ongley_I-student.pdf Key section of article for us! Waiata. Children’s knowledge increased rapidly in the field of waiata and in the understanding of te reo Māori. This could be because children are musical creatures. They seem to have an innate sense of rhythm and through music can connect with their daily experiences (RussellBowie, 1989). The research findings were consistent with this belief and showed that including waiata in the first cycle was the best method of incorporating te reo into the curriculum. Given children’s love of singing, including Māori songs, was genuine. They didn’t worry about the different language; instead they learnt the language in an effortless and fun way (Mihaka, 2008). In addition, learning the language through songs didn’t feel tokenistic in any way; instead it was very natural and intuitive (Jenkin, 2009). Interactive Resources Created by the Researcher to Help Deliver a Bicultural Curr...

What kind of package are they after? (online, print, life) Ideally we want something that teachers / educators can hold in their hands and pin to their classroom / early childhood centre walls.  Also We want something that utilizes the digital technologies which are now imbedded in most early childhood  and school settings.  Young children are visual and aural creatures.  We want the songs to be available online as well as put in a clunky old CD player in the dress up corner. What was Jenny Shearer’s specific vision of the project? Where did she want the songs to end up? Please refer to website……   http://tekotare.com/about What motivated her to change New Zealand? “What lies behind my dream is a passion I’ve had since studying a biculturalism paper at University.  It’s a passion for all children in New Zealand to grow up experiencing Maori culture as something they can feel comfortable within, enjoy, participate in, and feel confident op...

Where do you see us in the process? - Making an output for them that is ready for point of production and event launch - The teaching resource is the most important Core mission: - Enable teachers to teach these songs effectively and deeply. The words and pronunciation are part of the learning process, as well as the concepts are understood. - Make the songs teachable Secondary mission: - assistance to spread the word out - Communities: educators & schools, friends & family Research: - Understanding the education curriculum - Kaumatua - Talk to maraes - Music teachers - Huia publishers - Visit the print bureau – be realistic about the reproduction - Matu – asking questions Sensitivity to design styles - Jens ideas were developed by the local iwi and working collaboratively Each group should learn a song Meeting availability - Google hangouts