NZQA registered unit standard
15978 version 3
Page 1 of 4
Title
Analyse taonga puoro in relation to resonance and pitch
Level
2
Credits
4
Purpose
People credited with this unit standard are able to: describe
taonga pūoro in relation to resonance and pitch, and explain
the relationship between shape and resonance, and the
relationship between shape and pitch.
Classification
Māori Performing Arts > Taonga Puoro
Available grade
Achieved
Explanatory notes
1
Local iwi or hapū curriculum aims and objectives form the national standard basis of
this unit standard.
2
The context for the enquiries is limited to local rohe or takiwā. Where local rohe are
also occupied by a number of other iwi or hapū, the tangata whenua or mana
whenua view will take precedence. Other iwi or hapū views should be encouraged in
order to enrich and enhance understanding of key Māori science concepts and
practices.
3
The definitions of Māori words and concepts in the local dialect must be verified by
the local iwi and/or hapū.
4
Descriptions and explanations can be presented in a number of ways that may
include but are not limited to: oral presentations; visual presentations; written
presentations; whakaari; waiata and haka.
5
An annotated bibliography that supports this unit standard can be obtained from the
National Association of Māori Mathematicians, Scientists and Technologists
(NAMMSAT).
6
Definitions
Taonga pūoro refers to the general term for a musical instrument that is used for
creating music and songs.
Shape and resonance refers to the way in which the shape of an instrument
determines the sound of the instrument.
Shape and pitch refers to the way in which the shape of an instrument determines
the pitch of the instrument.
7
The same three taonga pūoro may be used throughout.
NZQA Māori Qualifications Services
SSB Code 194
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
15978 version 3
Page 2 of 4
Outcomes and evidence requirements
Outcome 1
Describe taonga pūoro in relation to resonance.
Range
resonance - variations resulting from differing construction methods and
assembly techniques.
Evidence requirements
1.1
Explanation describes three taonga pūoro in relation to resonance.
1.2
Explanation describes the construction of three taonga pūoro in relation to
resonance.
1.3
Explanation describes the significance of resonance in relation to the use of
taonga pūoro.
Outcome 2
Describe taonga pūoro in relation to pitch.
Range
pitch – variations resulting from differing construction methods and assembly
techniques.
Evidence requirements
2.1
Explanation describes three taonga pūoro in relation to pitch.
2.2
Explanation describes the construction of three taonga pūoro in relation to pitch.
2.3
Explanation describes the significance of pitch in relation to the use of three
taonga pūoro.
Outcome 3
Explain the relationship between shape and resonance.
Evidence requirements
3.1
Explanation describes three taonga pūoro.
3.2
Explanation describes the construction of three taonga pūoro in relation to
shape and resonance.
3.3
Explanation describes the significance of shape and resonance in relation to the
use of three taonga pūoro.
NZQA Māori Qualifications Services
SSB Code 194
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
15978 version 3
Page 3 of 4
Outcome 4
Explain the relationship between shape and pitch.
Evidence requirements
4.1
Explanation describes three taonga pūoro.
4.2
Explanation describes the construction of three taonga pūoro in relation to
shape and pitch.
4.3
Explanation describes the significance of shape and pitch in relation to the use
of three taonga pūoro.
Planned review date
31 December 2016
Status information and last date for assessment for superseded versions
Process
Version Date
Last Date for Assessment
Registration
1
28 June 1999
31 December 2015
Review
2
19 December 2003
31 December 2015
Rollover and
Revision
3
12 December 2013
N/A
Consent and Moderation Requirements (CMR) reference
0226
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 (CMR). The
CMR also includes useful information about special requirements for organisations wishing
to develop education and training programmes, such as minimum qualifications for tutors
and assessors, and special resource requirements.
NZQA Māori Qualifications Services
SSB Code 194
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
15978 version 3
Page 4 of 4
Comments on this unit standard
Please contact the NZQA Māori Qualifications Services mqs@nzqa.govt.nz if you wish to
suggest changes to the content of this unit standard.
NZQA Māori Qualifications Services
SSB Code 194
 New Zealand Qualifications Authority 2016