Pātaka Education Newsletter Term 1 & 2, 2019

Kia ora koutou,

We welcome you and an exciting diverse range of exhibitions to kick off the commemorative year of 2019. Pātaka Education has been the sole LEOTC provider for the north Wellington/Kapiti Coast region providing schools with curriculum-based authentic programmes. We have successfully secured another LEOTC Contract with the Ministry of Education for the next three years.

There are changes to the team during 2019 as Esmé Dawson takes Parental Leave until October 2019 and we appoint someone to cover her position until she returns. We hope we will be back to our team-teaching strength ( of two) early in Term 1 2019. Contact us with any questions about the 2019 programmes.

Our exhibition relating to Tuia Encounters 250 featuring Pacific Navigators is scheduled from August to November 2019.

Linda & Kawika

www.pataka.org.nz/education for more information and our pre & post visit activities
Email: patakaeducation@pcc.govt.nz for booking enquiries or phone (04) 237 3551
Join us on facebook: www.facebook.com/PatakaEducation

 


Term 1, 2019

The long-term exhibitions of‘ WHITI TE RA!– The Story of Ngāti Toa Rangatira and Our Harbour : Te Awarua-o-Porirua will continue through until 2022. These two exhibitions are a wonderful way to connect students with the past and places of significance in our local area. Learn about the arrival of Porirua’s tangata whenua and examine some amazing taonga through group-based activities and a workroom art activity. Our Harbour: Te Awarua-o-Porirua is a gallery where 2m high colourful illustrations of how the harbour has changed over time will help students understand the impact of human settlement, environmentalism and how crucial it is to become kaitiaki (guardians) of the waterways in Porirua. Students will learn about the life-cycle of the long-finned tuna (eels) and how they help us to assess the health of our streams. (All levels)

 

SHANNON NOVAK – Nexus
Until April 2019 

 

Image: Shannon Novak Nexus 2018 (installation detail) Photograph by Mark Tantrum

Our programme about sound, light and colour continues through to April 2019. (Years 1-8)

The windows of Pātaka’s atrium feature an installation of tessellating geometric patterns of colour by New Zealand artist Shannon Novak. When the sun shines through the windows it floods the floor and surrounding surfaces with rainbow-coloured shapes. Shannon Novak has synesthesia, enabling him to see specific colours when he hears certain sounds. Our programme will explore some fundamental theories of light, colour, pattern and sound.

Curriculum Links

The Arts, Visual Arts: Students will explore a variety of materials and tools and discover elements and selected principles PK.
The Arts, Music: Students will share music making with others, using basic performance skills and techniques CI.
Science: Physical World – Students will explore everyday examples of light and colour.
Maths: Geometry and Measurement – shapes and tessellation

Pre and Post visit ideas

  • FIND out about the phenomenon of synaesthesia and how it affects the five senses
  • CREATE a fact file/display board about the rainbow and spectrum of colours
  • DISCOVER what happens when prisms hang from windows on sunny days
  • EXPERIMENT mixing primary paint colours to make secondary colours
  • INVESTIGATE how we see different colours reflecting off objects
  • FIND OUT which geometrical shapes can be tessellated and create some colourful patterns

 

WALLACE ART AWARDS 2018
16 December 2018 – 24 March 2019

 

Image: 27th Annual Wallace Art Awards 2018, Emma Fitts, Unknown Cloak (2018). Hand-dyed woollen underlay, 1500 x 1100mm

Once again we get a chance to explore what’s current in New Zealand’s contemporary art practice.  The annual Wallace Art Awards have promoted New Zealand’s contemporary painters, sculptors, photographers, printmakers and digital artists for nearly 30 years. Enjoy the chance to explore a wide-range of quality art-making processes in the same space. We will use the artworks to get your students curious and thinking critically about what the art is communicating and the processes used by the exhibiting artists. Students will get the chance to be inspired by selected works with some of our hands-on gallery response activities.

Curriculum Links

The Arts, Visual Arts: Develop and revisit visual ideas, in response to a variety of motivations, observation, and imagination, supported by the study of artists’ works. PK
Explore and use art-making conventions, applying knowledge of elements and selected principles through the use of materials and processes. UC
Explore and describe ways in which meanings can be communicated and interpreted in others’ work. CI

Pre and Post visit ideas

  • MAKE a class dictionary of as many ‘art’ words that you can think of and COLLECT pictures to illustrate the meanings of the words e.g. contemporary, sculpture, texture, 3D, surface, mixed media  …
  • DISPLAY some everyday objects and get your students to use different kinds of materials/media (pencil, charcoal, paint, print-making, photography, model-making) to depict their same favourite object
  • RESEARCH some of the past winners of the Wallace Art Awards. What category did they win and why do you think they won? Vote on the most popular artwork. Why do you like it?
  • COLLECT together well-known examples of New Zealand and overseas art and see if your students can pick out the work from New Zealand artists
  • DISCUSS with your students what they think ‘New Zealand Art’ is, and how it reflects a national identity or ‘culture’.
  • Get your students to CREATE an artwork that is full of meaning to each individual student or tells their ‘story’. Can the class identify the creator of each work or guess the story being told?
  • Get your students to CREATE a collaborative artwork about an issue/event they feel passionate about. Can another class identify the issue?

SALLY BURTON: PALE HISTORY
16 December 2018 – 24 March 2019

 

Image: Sally Burton Pale History exhibition installation detail courtesy of the artist and the Suter Art Gallery

Pale History is a sculptural installation featuring ten life-size monochromatic figures (made out of found wood and tapa cloth) by Nelson-based artist Sally Burton. Pale History examines the violent clash over land rights in the Wairau Valley between Ngāti Toa Rangatira and European colonists in 1843. This clash became known as the Wairau Incident. Sally Burton freezes the figures in the climactic moment that ignited further bloodshed – when Te Rongo, wife of Te Rangihaeata, has been shot. Surrounded by contextual artworks on the wall, this frozen scene – or tableau – allows viewers to reflect on what has led to this confrontation, and how it has been perceived and recorded over time.

Students will learn about the stories behind, and discuss the different viewpoints of, the protagonists involved in the conflict. The overall scene is full of meaning and our programme will suit those students who are able to understand cause and effects and some of the historical concepts and symbolism included in the installation. They will create their own fixed ‘tableau’ moments in time. (Years 5-13)

Curriculum Links

The Arts, Visual Arts: Students will investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were made or are made, viewed and valued. UC
Students will develop understandings of how different people have viewpoints when in a conflict. DI
Social Sciences: Students will understand how people remember and record the past in different ways. Students will understand how early Polynesian and British migrations to New Zealand have continuing significance for tangata whenua and communities.

Pre and Post visit ideas

  • LOCATE on a map where the Wairau Confrontation occurred
  • FIND OUT who was involved in the Wairau Confrontation and what the New Zealand Company was
  • DISCOVER what happened at the Tuamarina Stream and draw a scene by scene story-board about the events
  • COLLECT together well-known examples of New Zealand and overseas art and see if your students can pick out the work from New Zealand artists
  • DISCUSS as a class what you think a pivotal point or climax is in any given story
  • INVESTIGATE the differences between Māori and Pākehā concepts of land ownership
  • RESEARCH the meanings behind these relevant exhibition words – utu. surrender, pale, surveyor, colonisation
  • DESIGN and make a figure made out of driftwood

SEE WHAT I CAN SEE
7 April – 21 July

 

Image: Victoria Birkinshaw, from The Circus series 2003, digital C-type print

In the world today cameras surround us: in cell-phones, speed cameras, x-ray machines, CCTVs and other multifunctional digital devices. This exhibition celebrates the many things a camera can do in the hands of a photo-artist; the places it can go and its capacity to record and reinvent the world around us. This exhibition, from the Sarjeant Gallery, is based around Gregory O’Brien’s book See what I can see: New Zealand photography for the young and curious. In the show, selected images from the book – with a younger audience in mind, are placed alongside works from the Sarjeant Gallery’s amazing photographic collection.

A huge range of photographs will be on show from a dropped ice-cream cone to a scientific experiment. Photographs are very good at asking questions. Your students can decide whether some photographers are trying to tell us something about the world or themselves, or whether they just photographed something they like the look of? We will explore what a photograph can tell us and the importance of framing a view. Students will be able to ‘cut and paste’ a selection of printed photographs.

Curriculum Links

The Arts, Visual Arts: Students will share and describe the ideas, feelings, and stories communicated by their own and others’ images CI. Students will investigate the purpose of images from past and present cultures and identify the contexts in which they were made, viewed and valued UC.
Social Studies: Students will understand how people remember and record the past in different ways.
Technology: Students will understand that technology both reflects and changes society and the environment and increases people’s capability.

Pre and Post visit ideas

  • COMPARE very early photographs with modern digital photographs – what do you notice?
  • COMPILE a word-bank of photography and art terms with pictures to display their meaning; e.g. focus, exposure, close-up, fisheye, telephoto, zoom, foreground, airbrush, selfie, low resolution, wide-angle, viewfinder, composition etc
  • CREATE a classroom display featuring those photographs each student feels captures one of his/her best moments in life!
  • Have your students LOOK through magazines, newspapers (etc) for photographs they think were taken on the spur of the moment and those which were carefully posed – is it easy to choose?
  • SELECT photographs which are great story-starters requiring your students to WRITE with fantasy and mystery and imagination.
  • DISCOVER and VIEW those iconic photographs (usually taken by photojournalists) labelled as ‘game-changers’ which have influenced/changed world views about certain issues and events.
  • DEFINE what it means to be a photo-artist.
  • RESEARCH into the work (with examples) of famous New Zealand photographers

 

FROM THE SHORE – MERATA MITA & BARRY BARCLAY FILMS
16 December 2018 – 24 March 2019

Image: Ngati Film advert, Barry Barclay. Courtesy of NZFC website

From The Shore considers the impact of Māori filmmakers Barry Narclay and Merata Mita and how their pioneering strategies and philosophies have had a profound influence on the current generation of indigenous filmmakers making films by Māori, about Māori and for Māori.

The late Barry Barclay directed the landmark TV series Tangata Whenua (1974) and feature films including Ngati (1987) and The Feathers of Peace (2000). He is regarded as being our first indigenous director and one of New Zealand’s foremost documentary makers. Merata Mita  also paved the way for Māori women to become directors. In the 1970s and 1980s her documentaries recorded important passionate protests and disputes (e.g. Bastion Point) and her feature film Patu! was about the protest over the Springbok Tour.

Many documentaries take their audiences into new places and make people see things from a different perspective.  The contemporary work of Lisa Reihana, Tracey Moffat, Rob George, Nova Paul and Linda Tuafale will generate discussions about viewpoints, perspectives, bias and people telling their own stories. (Years 9 – 13).

Curriculum Links

The Arts, Visual Arts: Students will investigate and consider the relationship between the production of art works and their contexts and influences UC. Students will compare and contrast the ways in which ideas and art-making processes are used to communicate meaning in selected objects and images CI.
Social Sciences: Students will understand how the ideas and actions of people in the past have had a significant impact on people’s lives. Students will understand how the Treaty of Waitangi is responded to differently by people in different times and places.

Pre and Post visit ideas

  • VIEW some of the films (or trailers) and documentaries directed and co-directed by Barry Barclay and Meirata Mita (if possible).
  • RESEARCH into some of the events/issues/protests that were making headlines during the 1970s and 1980s in New Zealand and their opposing sides. How many were divided along racial, gender and socio-economic lines?
  • CREATE a fact file about issues such as Bastion Point, the Springbok Tour of 1981 and collect contemporary newspaper accounts/reports of the events.
  • LOOK INTO the genre of documentary filming (and the use of drama documentaries within a documentary). How important is the Director in this genre?
  • DISCUSS the impact and influence bias, prejudice and Eurocentric have had on indigenous film-making.

LONG-TERM EXHIBITIONS

Our Harbour— Te Awarua-o-Porirua
Until 2022

When you walk into Te Awarua-o-Porirua Gallery you are surrounded by glowing large drawn murals on the wall about the different kinds of birds, fish, insects, animals and people who have lived around Te Awarua-o-Porirua for over 800 years. The gallery ‘reads’ like a pictorial timeline and history picture-book come to life. It’s a great way for younger children to explore how life around the harbour has changed over time and we will use objects from our tactile collection to investigate the technology of the different times portrayed. Your visit could also include a look at the adjacent Whiti Te Rā exhibition.

Te Awarua-o-Porirua can also be used to explore issues around pollution, sustainability and the need to improve and keep our harbours and waterways healthy for future generations.

Pre and Post visit ideas

  • FIND OUT about the story of the taniwha Awarua
  • INVESTIGATE what it means to be the kaitiaki of an important place
  • EXPLORE the harbour-side walkways, go for a walk ( from Pāuatahanui and from the harbour front at Porirua) and take photographs of it
  • ORGANIZE a class photographic display of the harbour which shows off its scenic qualities as well as the many different ways people and birds use and enjoy the harbour
  • CREATE a nature diary on your walk and collect leaves, grasses, seed heads to stick in. Sketch what you see
  • DECORATE some local shells and think about what you can make out of them
  • ORGANISE a rubbish clean-up at the harbour side. Create a survey and plot a graph of what different types of rubbish you find
  • RESEARCH about how pollution (especially plastic) is threatening our oceans
  • INVITE someone from the City Council to discuss with your class the problems facing the harbour and discuss what is being done and future solutions to keep our harbour healthy
  • COLLABORATE together to create a rubbish sculpture (But clean the rubbish first!)


Image: Our Harbour – Te Awarua-o-Porirua artwork detail by Mat Tait (www.mattait.com)


WHITI TE RĀ! – The Story
of Ngāti Toa Rangatira

Until Mid 2022

This interactive exhibition describes the story of the tangata whenua of Porirua – Ngāti Toa Rangatira and their amazing story of successes, struggles and survival over 200 years. Their journey begins with Te Heke Mai Raro (the Southern Migration) in the 1820s and ends with their recent fight for redress over past injustices and Treaty Settlement. Unique taonga are featured belonging to the famous leaders/rangatira and women of Ngāti Toa Rangatira. Students will be able to make connections between the taonga on display with their owners and the stories and significant events surrounding them. Also included is a film on the story behind Te Rauparaha’s famous haka Ka Mate.

Curriculum Links

The Arts, Visual Arts: Students will share the ideas, feelings, and stories communicated by their own and others’ objects and images CI.
Social Sciences: Students will understand how the past is important to people. Students will understand how Te Awarua-o-Porirua is significant for individuals and groups. Students will understand how time and change affect people’s lives.
Science: Planet Earth and Beyond – Students will describe how natural features are changed and resources affected by natural events and human actions.
Health: Healthy Communities & Environments – Students will take individual and collective action to contribute to environments that can be enjoyed by all.

Pre and Post visit ideas

  • LOCATE where Kāwhia Harbour is on a map of New Zealand. How far away is it from Porirua?
  • INVESTIGATE who these people from Ngāti Toa Rangatira are : Te Rangihaeata, Te Rauparaha, Kupe, Rangi Topeora, and why they are important
  • RESEARCH about the early trade between Māori and Pākehā in New Zealand
  • STUDY the process of turning harakeke into muka
  • FIND OUT what a Hei Tiki is
  • DISCOVER the story behind the Haka and when and why it is used


Image: “Tuhiwai” mere pounamu (nephrite weapon), 1500-1800, Otago, maker unknown. Gift of the Wineera family, 1963. Te Papa (ME010922)

Whiti Te Rā! – The Story of Ngāti Toa Rangatira is developed and toured by the Museum of New Zealand Te Papa Tongarewa.

 


 

 

 

 

 

 

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