NZQA registered unit standard
Title
Create whakaraka
Level
7
15022 version 5
Page 1 of 5
Credits
25
Purpose
People credited with this unit standard are able to: research
and develop the kaupapa, rārangi whakaaro, and āhuatanga
appropriate for the whakaraka composition; create te rārangi
kōrero me te hā o te rangi for whakaraka; analyse the rārangi
whakaaro of the composition; and present and perform the
whakaraka compositions.
Classification
Māori Performing Arts > Māori Performing Arts Creation
Available grade
Achieved
Entry information
Recommended skills
and knowledge
It is recommended that people undertaking this unit standard
are working towards unit standards at level 6 or above from the
subfield Reo Māori.
Explanatory notes
1
This unit standard is intended for those who already have the skills and ability to
create original whakaraka, both the kupu and rangi, as well as those who will achieve
competence as part of a course of learning.
2
It is expected that those who create whakaraka will be competent, with an acquired
knowledge and experience, in kapa haka.
3
Composers (candidates) will competently perform their own compositions and the
performance will be supported by a verbal presentation that discusses the content,
application of kupu and originality of the item; together with a written portfolio of no
less than three thousand words.
4
It is expected that initiatives in this unit standard will be student generated and not
teacher directed.
5
It is expected that the whakaraka compositions will be written in te reo Māori.
6
Iwi variation (uniqueness) is incorporated into the assessment against this unit
standard, and refers to the kupu, sound, stance, movement and/or imagery conveyed
by a particular iwi.
NZQA Maori Qualifications Services
SSB Code 194
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
15022 version 5
Page 2 of 5
7
Assessment against this unit standard must be verified by a Kapa Haka and/or
kaumatua expert.
8
Those being assessed against this unit standard must present a minimum of two
compositions from each of the whakaraka categories of hand games, stick games,
string games, to complete a total of six. Composers are required to provide an
explanation of the history and tikanga of the compositions.
9
Glossary
Whakaraka is used as a term to describe hand, stick and string games, referring in
particular to the dexterity required for these activities.
Hand games may include the following forms – hei tama tū tama, whakaropiropi,
materawa, toropiko, hipitoitoi, ana parepare, tahi te parapara.
Stick games may include the following forms – tī rākau, tītī torea.
String games may include whai.
Āhuatanga refers to the style or manner in which the whakaraka is performed.
Range
may include but is not limited to – stance, kupu, beat, tempo.
History refers to the kaupapa of, and the reason for, a composition; the composer,
and when it was composed.
Rangi in the context of this unit standard refers to the tune or melody of the
whakaraka.
Rārangi kōrero – the story board.
Rārangi whakaaro – refers to beliefs, thoughts, values, Māori world view.
Te hā o te rangi refers to the essence of the tune.
Features refer to the choice of words and the use of language to convey specific
messages, and performance style specific to the category of whakaraka.
Whakapapa in the context of this unit standard refers to the sequential order of
events that led to the whakaraka being composed.
Research is the systematic collection of information from primary and/or secondary
sources to produce knowledge, understanding and information. For students of
Māori Performing Arts, the processes are collection, collation, and presentation of
material. It may include any combination of the following:
primary research – gathering information from a direct source through interview,
participation, and observation;
secondary research – collation of information from existing published and
unpublished sources which can include written, oral, or visual resources.
Scholarly element includes but is not limited to – the ability to convey perspectives of
knowledge that has a history of words, selection of words, esoteric values, political
and tribal ambitions.
Standard format – to include but is not limited to – title, introduction (purpose, scope,
background), procedures (methodology), results, conclusions (discussion and
recommendations), acknowledgements, references, appendices, abstract or
executive summary. Examples of specified standard reference formats are the
American Psychological Association (APA), Vancouver, and Harvard.
NZQA Maori Qualifications Services
SSB Code 194
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
15022 version 5
Page 3 of 5
Outcomes and evidence requirements
Outcome 1
Research and develop the kaupapa, rārangi whakaaro, and āhuatanga appropriate for the
whakaraka composition.
Evidence requirements
1.1
Research includes an explanation of the history and tikanga of the three
categories of whakaraka.
1.2
Development includes determining the kaupapa and structure of the whakaraka,
consistent with the features and purpose of the selected whakaraka category.
Outcome 2
Create rārangi kōrero me te hā o te rangi for whakaraka.
Evidence requirements
2.1
Rārangi kōrero suits the purpose associated with the category of whakaraka.
2.2
Te hā o te rangi suits the purpose associated with the category of whakaraka.
2.3
Creation of original whakaraka composition incorporates coherent use of te reo
Māori.
Outcome 3
Analyse the rārangi whakaaro of the composition.
Evidence requirements
3.1
Analysis explains the rārangi whakaaro.
Range
may include but is not limited to - rārangi kōrero (the story board);
te hā o te rangi (the essence of the tune), tikanga, the reasons for
composition, research, scholarly element.
Outcome 4
Present whakaraka composition.
Evidence requirements
4.1
Written presentation compares the original composition to the traditional
features, āhuatanga, and kaupapa of the selected whakaraka category.
4.2
Composer presents the history, tikanga, and whakapapa of the composition.
4.3
Written report meets the editorial requirements of standard format.
NZQA Maori Qualifications Services
SSB Code 194
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
15022 version 5
Page 4 of 5
Outcome 5
Perform whakaraka composition.
Evidence requirements
5.1
Whakaraka performance demonstrates the integration of te rārangi kōrero and
te hā o te rangi.
5.2
Whakaraka performance incorporates iwi variation.
5.3
Whakaraka compositions are permanently recorded.
Range
notation, video recording, or audio recording;
evidence of at least one is required.
Planned review date
31 December 2017
Status information and last date for assessment for superseded versions
Process
Version Date
Last Date for Assessment
Registration
1
1 September 1998
31 December 2016
Revision
2
13 November 2001
31 December 2016
Revision
3
14 April 2005
31 December 2016
Review
4
9 December 2010
N/A
Rollover and
Revision
5
15 October 2015
N/A
Consent and Moderation Requirements (CMR) reference
0149
This CMR can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Please note
Providers must be granted consent to assess against standards (accredited) by NZQA,
before they can report credits from assessment against unit standards or deliver courses
of study leading to that assessment.
Industry Training Organisations must be granted consent to assess against standards by
NZQA before they can register credits from assessment against unit standards.
Providers and Industry Training Organisations, which have been granted consent and
which are assessing against unit standards must engage with the moderation system that
applies to those standards.
Requirements for consent to assess and an outline of the moderation system that applies
to this standard are outlined in the Consent and Moderation Requirements (CMRs). The
CMR also includes useful information about special requirements for organisations wishing
NZQA Maori Qualifications Services
SSB Code 194
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
15022 version 5
Page 5 of 5
to develop education and training programmes, such as minimum qualifications for tutors
and assessors, and special resource requirements.
Comments on this unit standard
Please contact NZQA Māori Qualifications Services mqs@nzqa.govt.nz if you wish to
suggest changes to the content of this unit standard.
NZQA Maori Qualifications Services
SSB Code 194
 New Zealand Qualifications Authority 2016