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The aim of the programme is to develop individuals, whanau and communities that have a passion for raranga and Toi Māori.

Cultural Practices & Arts

  • Identify ways that learning the protocols and practices associated with harakeke can contribute to personal well-being
  • Gain and improve skills, skills, knowledge, techniques and cultural values of traditional and contemporary Māori Arts.
  • Opportunities to learn about the traditions, values and heritages of ones own culture and other cultural groups, including those of tangata whenua
  • Designing and Creating Indigenous Arts, and Wearable Arts with natural and recycled materials.
  • Gain and encourage creative processes with natural and recycled materials
  • Gain self-confidence in presenting art and/or performing art
  • Demonstrate an understanding of Tikanga O Raranga
  • Apply effective creative/design processes
  • Apply media processes and techniques effectively to make a body of work to represent understanding and skills
  • Recognise historical development of Māori Arts and Culture
  • Use a variety of media and techniques
  • Explore media potential to develop ideas
  • Undertake research, exploring art and cultural perspectives
  • Apply Māori Kawa/tikanga


  • Opportunities to develop knowledge, understanding and skills to strengthen personal identity and enhance a sense of self-worth
  • Participation in raranga strengthens ones mental, emotional, and spiritual attachment to our natural environment
  • Taha whanau - Social well-being = The sharing and passing of knowledge and skills
  • Taha Tinana – Physical well-being = Partcipation, research and physical skills needed in regard to raranga
  • Taha Hinengaro – Mental and Emotional well-being = Self-worth, enhancing creativity, cultural understanding and influences, personal identity
  • Taha Wairua = Spiritual well-being = Physical and spiritual attachment to our culture and environment
  • Work with motivation, initiative and energy


  • Demonstrate a knowledge of conceptual and perceptual skills
  • Apply critical analysis to problem solving
  • Make work using effective and safe processes
  • Demonstrate an understanding of professional practice
  • Gain effective time management
  • Play an important role in communal projects
  • Actively seek out experiences that will enhance own practice and learing
  • Have sound understanding of media focus
  • Have confidence in self and work

Environment Education

  • Develop attitudes and values that reflect feelings of concern for the environment; and a sense of responsibility through participation and action as individuals, groups, whanau, iwi or communities in addressing environmental issues
  • Gain independence; sustainability; and a personal and social responsibility for action through environmental education
  • Minimizing waste through traditional education of natural resources


The programme is organized around four primary strands of learning:

Creative Process

Explore creative and design processes, drawing and design issues to develop: Observation Skills;Problem solving and resolving skills; Visual communication and expressive skills

Media Practice

Explore Media and explore the process involved in making work to gain an understanding of; Materials, Techniques and processes; Expressive process

Cultural and Contextual Practice

Explore the context of art, culture and related issues to gain an understanding of; Own identity; Māori Culture; Māori, indigenous and other art forms and practices; research and personal research approach

Project Management

Explore tikanga of own practice and others to gain an understanding of Research processes and presentation skills; Documentation and communication skills; Management skills; Business skills; and professional and ethical practices. 

Each of the strands have been developed so they can be undertaken practically using work made, for the tauira learning and evaluation.

The strands run concurrently to allow the theorectical process and practice to be integrated.

Each strand builds on the one before so that the skills and knowledge are layered to develop the depth of understanding necessary, allowing the natural unfolding of your potential.

It is intended that as you move through the programme you will take more responsibility in your own learning to meet the programme outcomes and your own goals.

The purpose of Formative Assessment for this programme is to give tauira ongoing feedback and support throughout the programme, while gaining awareness of their strengths and weaknesses and ways to progress towards outcomes. The formative process will take place continually 

throughout the program.

It is important that the tauira take the opportunity to self-evaluate their progress using the self-evaluation and project evaluation sheets provided.


Observation Skills;

  • Analyze structures
  • Interpret information visually
  • Explore and interpret traditional symbols and images
  • Record observations

Problem solving and Resolving Skills;

  • Conceive ideas
  • Think imaginatively
  • Explore possibilities
  • Evaluate and test solutions
  • Explore personal limits

Communication Skills;

  • Communicate visually
  • Convey messages
  • Communicate symbolically to others
  • Use media to convey ideas

Expressive Skills

  • Express ones self
  • Explore personal perspectives
  • Explore cultural perspectives



  • The use nature and quality of materials
  • Knowledge of material resources
  • Traditional and Contemporary application
  • Cultural significance of materials

Techniques and process;

  • Traditional and contemporary technologies
  • Manipulation of materials
  • Development and production processes
  • Tools and equipment
  • Craftsmanship and personal standards

Expressive process;

  • Potential of materials and ideas
  • The use of media to express ideas
  • Personal and cultural perspectives
  • Communicating visually

Studio Practice;

  • Personal limits, values, skills and knowledge
  • Work ethic, group participation and responsibility
  • Handling, sorting and caring for materials and work


Māori Culture;

  • The use nature and quality of materials
  • Knowledge of material resources
  • Traditional and Contemporary application
  • Cultural significance of materials

Māori Art;

  • Historical movements within Maori Art
  • Artist of past and present
  • Context and tikanga of artists from the area
  • Tribal characteristics within Maori Art

Non-Māori Art;

  • Indigenous Arts and historical movement in these arts
  • Influences on Māori Arts and social factors that affect art
  • Symbology and universal commonalities

Personal Identity;

  • Tauira genealogy, social environment and turangawaewae
  • Cross cultural influences affecting perspectives and practice
  • Social and political context of Māori


Research Processes and Presentation Skills;

  • Exhibition and display of work
  • Context for display
  • Portfolio
  • Cultural kawa

Documentation and Communication Skills;

  • Expression of ideas – Oral and Written language
  • Recording processes, developments, resources
  • Expression of technical information
  • Articulating in a variety of situations

Management Skills;

  • Life skills
  • Study and research processes
  • Time and resources management
  • Working to specifications and Health and Safety

Business Skills;

  • Record and book keeping
  • Promotion and Marketing
  • Costing, quoting/pricing and budgeting work



  • Preparation and use of harakeke for basic weaving of creating;
  • Putiputi
  • Windmill
  • Ika
  • Harakeke variety record
  • Project Record
  • Self-Evaluation/Notes


  • Harvesting and preparation of harakeke for’
  • Creating a Kete Waikawa
  • Prepare 20 blades, same width (2-4cm), same length (1-2 meters)
  • Harakeke variety record
  • Project Record
  • Self-Evaluation/Notes
  • Self-Research on the history and uses of Waikawa 


  • Harvesting and preparation of harakeke for’
  • Creating a Whariki Papa
  • Prepare 120 blades, same width (1-2cm), same length (1-2 meters) with long muka
  • Harakeke variety record
  • Project Record
  • Self-Evaluation/Notes
  • Different patterns, their meanings and where they originate in Māori culture, what other cultures use the same or similar patterns and/or techniques
  • SELF-RESEARCH: Here are some points to consider when researching on Whariki.
  • What is the history of Whariki?
  • What uses were Whariki for?
  • Types of Whariki?
  • What Patterns were used for Whariki?
  • Who made Whariki?
  • Did different tribes have a different use for Whariki?
  • Resources used to make Whariki?


  • Harvesting and preparation of harakeke for creating a Pikau
  • Prepare 100 whenu, same width (1-2cm), same length (1-2metres) with long muka ends
  • Harakeke variety record
  • Project record
  • Self-Evaluation/Notes
  • Self-research on the history and uses of Pikau


  • Harvesting and preparation of harakeke for’creating a Tapeka/Wallhanging
  • Prepare combed harakeke for the length of 1-2 meters
  • Prepare aho
  • Prepare resources for adornments such as feathers, colored harakeke etc
  • Harakeke variety record
  • Project Record
  • Self-Evaluation/Notes
  • Self-Research on the history and uses of Pake


  • Harvesting and preparation of harakeke for’creating a Timata Kete
  • Prepare 80 whenu, width 1-2cm with long muka, length of 1-2 meters
  • Whakaritenga Whenu – Preparation of whenu boiling/dying/drying
  • Harakeke variety record
  • Project Record
  • Self-Evaluation/Notes
  • Create a pattern using colored whenu - be creative with your colours and /or patterns


Create a Contemporary piece using all the skills and techniques you have learnt throughout the programme

  • Design and Create a Contemporary Piece using a variety of mixed media
  • Create an inspiration board to achieve this
  • Harvest and Prepare resources
  • Resource Research
  • Harakeke variety record
  • Project Record
  • Self-Evaluation/Notes

When creating your inspiration board, use these as ideas of how you may start:

  • Colours?
  • Resources?
  • Design?
  • Construction?
  • Cultural Significance?
  • Past/Present?
  • Shape/Size

The piece could be a wearable art piece, an accessory or an art piece.


Complete your Contemporary Piece

  • Presentation of works
  • Programme Evaluation and Review
  • Closing Of Programme