Case Study: E Tu - using tapa cloth to show who we are
What we focused learning on and why:
In 2010 Te Papa held two exhibitions: Paperskin: the art of tapa cloth and Tapa: pacific style.
Brandon Intermediate decided to base a term learning programme for all classes around the broad theme of E Tu, standing tall.
They focused a section of that learning programme around what tapa means for the people of the Pacific and how tapa items
can reflect your cultural identity and contribute to standing tall.
The learning was based in the Visual Arts and linked with Social Studies. The students read factual information and stories
about designing and making tapa, and the significance of gifting tapa. Mathematic learning focused on symmetry and creating
and using patterns to make visual images.
The Visual Arts objectives met by the learning programme were, students will:
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Investigate the purpose of objects and images from past and present cultures and identify the contexts in
which they were or are made, viewed and valued.
Explore and use art-making conventions to create paperskin or tapa from paper.
Explore and describe ways in which meaning can be communicated and interpreted in artworks created by
themselves, other students and artists.
Key competencies that were focused on and assessed during the learning programme included:
 Managing self.
 Relating to others.
 Using language, symbols and text.
These values were explored during the learning:
 Excellence.
 Innovation, inquiry and curiosity.
 Diversity.
 Respect.
What we planned (focusing inquiry):
The students:
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Investigated examples of traditional tapa and how different Pacific nations make and value tapa now, and in
the past, within their community.
Analysed the similarities and differences between tapa of different Pacific nations.
Investigated selected symbols and motifs used in tapa.
Used traditional designs and symbols and symbols from their own lives to develop their own designs.
Individually designed an item of clothing or other personal adornment that expressed their cultural identity
and used designs they collected or created.
Worked as a class to collaboratively create an item of personal adornment that shows what the class learnt
about ‘paperskin’ or tapa and standing tall.
This is how one class approached the learning.
In preparation to the visit to the Te Papa exhibition, the students brainstormed all they knew about tapa. Students were
encouraged to go home and ask their family about their journey or connection with making, wearing, giving or receiving tapa.
Students that wanted to shared information and stories from home. New ideas were added to the original brainstorm. From
this the students worked out some things they would like to find out during their visit to Te Papa.
Safety considerations:
The visits to Te Papa and Pataka were classified as: Off-site – short visits in the local community - lower risk environments
(EOTC Guidelines, 2009, p. 26-27).
A RAMS form was completed according to the school policy. Parent consent forms were obtained. The students were
transported by coach to the doors of the museum where they were joined by a museum educator. Two teachers supervised
one class. If the class had special needs students with teacher aide support then the teacher aides attended the visit.
Before the trip students were reminded of safe bus procedures. Students were reminded to take responsibility for themselves
and their mates and speak to a teacher if they felt unwell, or they could see something unexpected happening or about to
happen.
Check the requirements of your own school policies when planning such learning experiences. See the EOTC Guidelines, 2009
for further information.
Personal and group responsibility to act as representatives of the school:
The students were encouraged to stand tall and act in a way that made themselves and the teachers proud to be from Brandon
Intermediate.
What we did (teaching inquiry):
The visit to Te Papa showed how tapa is made (Tongan and Samoan styles.) The exhibition showed that certain designs and
ways of making them belong to certain Pacific Island groups. The students looked at and compared tapa made in Tahiti, Niue,
Tonga and Samoa.
At the exhibition, back in class and during research in the community the students:
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Investigated patterns and symbols that related to the world of the people making the tapa decoration.
Investigated geometric patterning and the visual impact of repetition.
Made a workbook of sketch paper and drew patterns and symbols they liked or that had meaning for them.
Investigated traditional and contemporary tapa using the internet and the resources in the local community by
talking with people and viewing examples of tapa.
Selected traditional designs or motifs they liked and looked at how the motifs were repeated in traditional and
contemporary designs.
Developed an understanding of traditional and current value of tapa and its role in ceremonial occasions.
Explored changes that were happening over time with the production of tapa, the incorporation of new designs
and the market of selling products made of tapa to people visiting the Pacific Islands.
Made tapa patterns using three different techniques: freehand, rubbing boards and stencilling.
Looked at symbols that surround them in their lives.
Considered symbols that would mean something to them and designed symbols and experimented with colour and
composition.
Explored how symbols are simple graphic representations of an idea and that they can have meaning just for the
artist or can be designed to ‘tell a story’ or make a connection with everyone who looks at them.
The students were tasked to make two items of personal adornment out of paper.
They went to a workshop at Pataka Museum of Arts and Culture, an LEOTC provider in Porirua, and were shown how to fold
and use paper to create cloth or fabric.
The students designed their own personal adornment using symbols and patterns that had meaning for them. They explained
the process they had used to create their personal adornment and what the symbols, motif and patterns meant for them to a
group of students.
The class worked collaboratively to design an outfit that demonstrated something about the cultural identity of the class and
images from designs they researched or created. The garment was in some way to reflect E Tu, standing tall.
Individuals and groups of students submitted designs and then the class worked together to combine some of the design ideas
into a design all the students worked on.
Roles and tasks were allocated and the outfits were created. A group of students developed a description of the wearable art
they had created which the presenter would use whilst a student modelled the garment at the wearable art parade.
What happened (learning inquiry):
The wearable art parade was a highlight of Brandon Intermediate’s annual show. To support the students, the teacher aides
and school support staff made an artwork from Samoan tapa, a picnic rug and feathers.
Here are the creations with some words of explanation:
Room 8: This garment is a feathered cloak reminiscent of our journey from Hawaiki. The skirt
reflects tones of time gone by while the cloak with its light colours points to the new horizonhe ao, tea, aroa – land of the long white cloud.
Room 9: Students of Room 9 incorporated symbols of what E Tu means to them. The front of
the dress represents our many cultures, the circular bodice indicating how we are all one
whânau. Like the fan at the back of the dress we too will spread our wings and soar high to
achieve our goals. The headdress is a reminder that students should stand tall like the Totara
tree.
Room 10: Inspired by the monarchy of Tonga this garment represents our ideas of not only of
royalty but of power, strength and determination. Our Pacific ancestors were warriors, both
male and female. Room 10 displays this through their design.
Support staff: The support staff designed this garment to celebrate with our students. Made
from Samoan Tapa, a picnic rug and feathers this garment is a symbol for moving forward as
we all E Tu, Stand Up, Stand Tall, Stand Proud.
A group of students designed a symbol that came to represent what E Tu means for Brandon Intermediate students. The
symbol is now a large mural on the school wall.
Each student was assessed in discussion with the teacher and against success criteria already discussed with the class on:
 The student’s participation, understanding of tapa and creativity in making their personal item.
 Their contribution to the collaborative development of the wearable artwork.
Some students commented:
“We talked about Tapa cloth at home and I learnt a lot. I like patterns and symbols and I draw lots of patterns now. I
learnt that my art is a big bit of me standing tall and I’m going to keep drawing.”- Ati
“I learnt it’s hard but fun to link traditional patterns and things that are important to me and us here today.”
- Laupama
“It was good because making paper tapa cloth drew on inspirations from our culture.” - Fa’amao
“We made our class dress as a real team effort, we all involved in the planning and making. The dress represented
our culture and we were proud of what we made.” - Ana