Creative Enterprise

For the Te Kotare Super group which we joined, our team wanted to take an interactive rout create an immersive public pop-up space. This space would work as self promotion for the Te Kotare project and the teaching resources (which our supergroup aims to roll out), introduce Jennys songs Maori song and culture to children and families in a fun way and form genuine relationships with sponsors. Basically what we aim to design is a memorable space based off Jenny’s original songs that integrates audio, role play, reading and visualisation to suit all children’s learning styles.   Our strategy to do this is through an interactive screen that live feeds the children into an animated setting of each of the 10 songs whilst playing the accompanying song. The Maori words would be displayed with the animation so children can sing along and interact with the characters around them. Staff would guide the children by singing along to the songs as well as performing appropriate act...

Due to being two members down and therefore a group of three we felt the option of joining the super group would be beneficial as we could mainly focus on one aspect and execute it really well. We felt we would be able to gain more feedback and bounce around more ideas in a larger collaboration of people. We also are hoping to use design to create something more than simply teaching resources so within this group we are able to give a complete package that extends beyond their initial expectations. We are able to opt out of this super group whenever we please, however at the moment we see ourselves committing.

Story world https://www.jimfield.me/discover-story-world/ Story world is a part of the Children's Story Centre that encourages play and use of imagination.

Initial quick sketches in class of possible ideas we had floating around such as a dress up tunnel/world where you would walk through the te kotare songs, a magnetic peg board with interchangeable maori and english words.

We discovered that Children understand and integrate ideas best through hands on play, experimentations, role playing all within stimulation environments

Below are 2 SWOT analysis, the first was on the immersive space, the second on Te Kotare's existing initiative.

Should Maori Language be taught in High School as a core subject? Seven Sharp ran a story about the possibility of inclusion of Te Reo Maori into the core curriculum at secondary school. While many schools and leaders are for the movement, they believe bringing it as a core subject at college is too late and it needs to be integrated from an earlier age such as early child education. A step in this direction should be a priority for New Zealand as the regret of not knowing the language is felt by many. the language is a national pride and treasure, an example of this is when the All Blacks get up to do the haka, it unites us as a nation through Maori language, respecting our nations heritage and culture. Maori is an official language of New Zealand, we are a bilingual nation, the importance of weaving the language into the curriculum would aid in saving the language, the importance of the language should be given similar status to that of maths and writing. One issue facing thi...

http://caldwellorganizedchaos.blogspot.co.nz/2016/03/teacher-tuesday-maori-music-in.html?showComment=1458917728537 This resource links the importance of including culture with the language by using appropriate symbolic props and costumes during the performance go a song. For the Maori culture the tititorea sticks, poi rakau and poi are important props.

http://www.rockwellgroup.com/projects/play-work-build Play Work Build is an exhibition that offers an imagination playground through the investigation of the history of construction toys and block play. Children are able to construct their own playground with the components in the space. They also meshed digital with physical by creating a smart screen that tracks the movement of the children. This exhibition gets kids to learn and interact whilst having fun. It stimulates creativity and gets them thinking about construction, spatial awareness and how things can be put together for their enjoyment. We are considering having an iterative aspect to our design, this precedence is a good example of weaving technology with physical activity in a collaborative space.

https://www.teacherspayteachers.com/Product/Maori-Alphabet-Playdough-Mats-2415194 This resource consists of maori alphabet mats intended for the use of play dough to shape the letters. This is a fun, interactive way for kids to be assisted in learning the maori alphabet. Guided participation was a learning technique, that as discussed in the previous post, is one of the most effective ways for children to learn through. It is definitely a factor we are going to incorporate into our final design output.

http://www.waikato.ac.nz/__data/assets/pdf_file/0008/257246/Teachers-and-Learning-for-website_2015-03-05pm.compressed.pdf This study looked into how young children respond to other children who speak different languages and the relationship they form. This paper identifies that children learn best through collaboration, guided participation and observation and listening alongside peers. Children's responses when asked questions about relationships with children who speak different languages showed "they felt they could communicate with others and saw themselves as having the potential to learn others languages and to put effort into trying to understand." "a lot of our children think they speak multiple languages" - Jaqui page 27. Identity of the individual children was also something the paper highlighted. It stated that identity for children is highly place-based; people construct who they are in different places. Inclusion of language and culture pl...

Love to sing As a child, I remember the love to sing books as a great source of catchy and fun songs to sing along to, they came with a song book and tape so you could read along to the songs as you listen. Nowadays in the digital worlds, these tapes no longer exist and you can source everything online I went through their collection looking for Maori language songs, in the section "Maori & Polynesian songs" there were only two as listed below, which was quite surprising in this day and age. This show a lot of room for improvement in this section. one thing that really resonates is the children singing the songs, by using kids voices as an example may make the songs more relatable for the younger audience. Each song comes with a teaching resource to aid in the communication of the music, actions #1 Tena Koe #2 I Saw a Taniwha These songs are very simple and repedative to engage the kids and create a sense of familiarity, however as there is...

song lyrics and English translations can be accessed  here songs  here   (these are not the finished recordings)

Nga Taonga Whakaako: Bicultural Competence in early childhood education Authors: Ngaroma M. Williams, Mary-Elizabeth Broadley and Keri Lawson Te-Aho Link to article   key quotes: This report found that teachers lack the confidence and competence to integrate te reo and tikanga Mäori into their practice. despite the New Zealand Teachers Council requirement for graduating teachers to demonstrate they have knowledge of tikanga and te reo Mäori to work effectively in bicultural contexts in Aotearoa New Zealand. Te Whäriki, the early childhood bicultural curriculum, envisioned the restoration of te reo Mäori me öna tikanga as a te Tiriti o Waitangi obligation. For a number of reasons identified in this research, te reo Mäori is still undervalued and under-utilised in early childhood education and this perception is reflected in the Waitangi Tribunal report (WAI 262) Te Whäriki is recognised internationally as an exemplar of recommended bicultural practice in early childhood e...

For Next weeks class: Present a 2 slide presentation, 5min presentation about your progress -what we are looking at -what we have been doing in the last two weeks -how are you responding to what the client wants Ideas for slides : initial understanding of what is wanted from the client - song book - other teaching resources - physical resources - familiarising ourselves with the songs and learning them - research into existing products - pictures - love to sing eg - how children react with other cultures

Questions that have arisen from information so far : Questions: Is the songbook primarily for kids or teachers or should it be applicable for both? is there going to be a physical launch eg. party, event or will it just be dispatched eg online, in classrooms can you give further insight into the inspiration and stories behind the lyrics the samples we listened to, are they the final product or are they going to be rerecorded, different voices, more backing music? Are we able to see the results from your first group of student designers what digital teaching resources are you aiming at eg CDs, tapes vs iPad, projectors  From here we will collate songs and lyrics into one document to see them as one download and listen to the songs to familiarise and engage - Focus on Hitoki as this was one we found engaging at first impression  research into - existing education children songs   - early childhood curriculum  - existing teaching res...

We met as a group to go over the responses from the client meeting we also completed our collaboration agreement and our group photo A brain storm of our initial response towards what the client proposed and their response to the questions we had for them. We developed some more questions through this brainstorm that are listed in the following post.