Difference between revisions of "AY Honors/Māori Lore/Answer Key 2/es"

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< AY Honors‎ | Māori LoreAY Honors/Māori Lore/Answer Key 2/es
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Waiata is the Māori word for song.
 
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In the Māori language, ''Tāne'' means "man".
 
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<!-- 3. Visitar o hacer una investigación de una «marae» con un grupo que ha sido llamado a un «hui». Escribir un informe sobre los acontecimientos que tomaron lugar desde el momento en que llegaron a la «marae» hasta la hora de irse. Indicar el nombre de la «marae», su localidad y la tribu a la que está afiliado. -->
 
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===Tukutuku===
 
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A tukutuku is a woven wall hanging traditionally made from flax. New Zealand flax describes common New Zealand perennial plants ''Phormium tenax'' and ''Phormium cookianum'', known by the Māori names harakeke and wharariki respectively. They are quite distinct from ''Linum usitatissimum'', the Northern Hemisphere plant known as flax (and also known as linseed). The genus was given the common name 'flax' by Anglophone Europeans as it too could be used for its fibres.
 
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;Dying Flax:
 
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Bring a pot of water to a boil, and add your flax, prepared as above in the ''Tools'' section. Boil the flax for 5 minutes and then dry it. This can be kept for later use or dyed whenever you are ready. Fill a sink or bucket with warm water and put the boiled, dry flax in the water to soften it. You can now weave with it or dye it. Use a large pot and fill two thirds with water and then add the dye to the boiling water. The amount used is up to the weaver. Return it to a boil. Finally, place your softened flax into the dye - use rubber gloves. Once the right colour is obtained, add a good handful of salt. This will set the dye or ''fix'' it to the flax fibres. Allow the dyed flax to dry, but not in the direct sun. Once it is dry you can then go through the process to soften it and weave it. If you use it straight after dying you will need to wear disposable gloves unless you want your hands to be dyed as well. But once it has dryed it will set the dye. Some people use vinegar to fix the dye. For the dye itself you can use cordial drink concentrates (Thriftee and Koolaid are brands available in New Zealand and they don't need a fixer as the citric acid in the drink concentrate and set the dye). You can mix these colours to get the one you want.
 
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In the Māori language, speakers distinguish correct use of the number of people referred to in all aspects of the language. For example, everyday greetings take different forms depending on the number of people greeted:
 
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* Tēnā koe: hello (to one person)
 
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* Tēnā kōrua: hello (to two people)
 
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* Tēnā koutou: hello (to more than two people
 
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[[Image:Powhiri, USAF.jpg|thumb|right|A U.S. airman and a Māori warrior exchange a Hongi during a Pōwhiri ceremony]]
 
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A '''Hongi''' is a traditional Māori greeting in New Zealand. It is done by pressing one's nose to another person at an encounter.
 
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It is still used at traditional meetings among members of the Māori people and on major ceremonies.
 
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In the hongi, the ha or breath of life is exchanged and intermingled.
 
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Through the exchange of this physical greeting, you are no longer considered manuhiri (visitor) but rather tangata whenua, one of the people of the land. For the remainder of your stay you are obliged to share in all the duties and responsibilities of the home people. In earlier times, this may have meant bearing arms in times of war, or tending crops of kumara (sweet potato).
 
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When Māori greet one another by pressing noses, the tradition of sharing the breath of life is considered to have come directly from the gods.
 
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In Māori folklore, woman was created by the god Tane moulding her shape out of the earth. Then Tane (meaning male) embraced the figure and breathed into her nostrils. She then sneezed and came to life. Her name was Hineahuone (earth formed woman). Tane later had a child with her and when she found out he was her father she fled to the underworld where she was believed to look after the spirits of the dead.
 
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In the Māori stick game, the participants sit in a circle and each person holds two sticks. Music begins, and the sticks are then rhythmically rapped on the floor or tapped together in beat with the music. See http://www.uen.org/Lessonplan/preview.cgi?LPid=13919 for more details.
 
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===Poi===
 
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[[File:Feuerpois02.JPG|thumb|200px|Fire poi in action (long exposure)]]
 
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Poi is a form of juggling or object manipulation employing a ball suspended from a length of rope which is held in hand and swung in circular patterns, comparable to club-twirling. Poi spinning originated with the Māori people of New Zealand (the word poi means "ball" in Māori) as a means of promoting increased flexibility, strength, and coordination -in particular, the dexterity of the wrist- and as an exercise of movements central to the use of hand weapons, including the patu, mere, and kotiate.
 
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Some popular poi tricks include: reels, weaves, fountains, crossers, windmills, butterflies, stalls, and wraps. Split time and split direction moves are possible, and some of the more difficult moves require a considerable amount of manual dexterity, coordination and forearm strength to accomplish.
 
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There are several basic classes of trick. The two poi are usually spun in parallel planes, and can be spun in the same direction (weaves) or opposite directions (butterflies). Moves such as stalls and wraps can change direction of one (or both poi) to change between these two classes.
 
 
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Māori people were experts a building and flying kites. Kites were made from the flower stalks of toetoe grass (''Cortaderia fulvida'') and decorated with shells (such as the abalone), feathers, and foliage. Some kites were big enough to carry a person, and these were sometimes used to lift warriors over the walls of enemy defences.
 
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The Māori made Karetao (puppets) to use in story-telling. The Karetao were carved figures featuring a handle at the bottom (and held by one hand) and movable arms attached to strings (operated by the other hand).
 
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Other games include
 
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*Memorization Games
 
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===String Figures===
 
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String figures are designs made on the hands and fingers using a piece of string tied into a circle. In the west, an example of this would be the ''cat in the cradle''.
 
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For instruction on making several Māori string figures, see
 
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[[Image:WSJ2007 TerraVille Stilts.JPG|thumb|300px]]
 
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Stilts are long poles with foot pegs mounted to them. The stilt-walker stands on the pegs, and the poles extend upwards past the shoulders. The walker wraps his arms around the poles and as he lifts his left foot, uses his left hand to lift the pole. The foot pegs are often movable, and it is best to learn to walk with stilts with the pegs set low to the ground. As the Pathfinder develops skill, the foot pegs can be raised.
 
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The word '''pā''' (pronounced pah) refers to a Māori village, generally one from the 19th century or earlier that was fortified for defense. In Māori society, a great pā represented the mana of a tribal group, as personified by a chief or rangatira.
 
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Nearly all pā were built in defensible locations to protect dwelling sites or gardens, almost always on prominent, raised ground which was then terraced; as for example in the Auckland region, where dormant volcanic cones were used. While built for defense, many were also primarily residential, and often quite extensive.
 
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Māori pā played a significant role in the New Zealand Land Wars, though they are known from earlier periods of Māori history. They were mostly absent, however, until around 500 years ago, suggesting scarcity of resources through environmental damage and population pressure began to bring about warfare, leading to a period of pā building.
 
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===Fortification===
 
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[[Image:Mt Eden terraces.JPG|thumb|right|Terraces on Mt Eden, Auckland, marking the sites of the defensive palisades and ditches of this former pā.]]
 
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Their main defense was the use of earth ramparts (or terraced hillsides), topped with stakes or wicker barriers. The historically later versions were constructed by people who were fighting with muskets and hand weapons (such as spear, taiaha and mere) against the British Army and armed constabulary, who were armed with swords, rifles, and heavy weapons such as howitzers and rocket artillery.
 
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Pā were often put in place in very limited time scales, sometimes less than two days, and resisted attack for many hours and, sometimes, weeks. Military historians like John Keegan have noted that Māori recognition of the strong resistance of earth fortifications against modern weapons (especially artillery) predates the successful defensive use of trenches and sloped earth ramparts in World War I by many decades.
 
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Warrior chiefs like Te Ruki Kawiti realised these properties as a good counter to the greater firepower of the British. With that in mind, they sometimes built pā purposefully to resist the British Empire's forces, like at Ruapekapeka, which was constructed specifically to draw the enemy, instead of protecting a specific site or place of habitation like more traditional pās. At the Battle of Ruapekapeka, the British suffered 45 casualties, against only 30 amongst the Māori. Afterwards, British engineers twice surveyed the fortifications, produced a scale model and tabled the plans in the House of Commons.
 
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The fortifications of such a purpose-built pa included palisades of puriri trunks and split timber, with bundles of protective flax padding, the two lines of palisade covering a firing trench with individual pits, while more defenders could use the second palisade to fire over the heads of the first below. Simple communication trenches or tunnels were also built to connect the various parts, as found at Ohaeawai Pā or Ruapekapeka. The forts could even include underground bunkers, protected by a thick layer of earth over wooden beams, which sheltered the inhabitants during periods of heavy shelling by artillery.
 
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A limiting factor of the Māori fortifications that were not built as set pieces, however, was the need for the people inhabiting them to leave frequently to cultivate areas for food, or to gather it from the wilderness. Consequently, pā would often be abandoned for 4 to 6 months of each year.
 
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===Examples===
 
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The old pā remains found on Maungakiekie/One Tree Hill, New Zealand, close to the center of Auckland, represent one of the largest known sites as well as one of the largest pre-historic earthworks fortifications known worldwide.
 
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The word pā can refer to any Māori village or defensive settlement, but often refers to hill forts – fortified settlements with palisades and defensive terraces – and also to fortified villages. Pā are mainly in the North Island of New Zealand, north of Lake Taupo. Over 5000 sites have been located, photographed and examined although few have been subject to detailed analysis.
 
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For more details, start with [https://en.wikipedia.org/wiki/P%C4%81|this article].
 
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==Referencias=
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==References==
 
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* [http://history-nz.org/kite.html Māori Kites]
 
−
* [http://www.maori.org.nz/Tikanga/default.asp?pid=sp45&parent=42 Tangihanga procedures]
 
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* [http://books.google.com/books?id=gemgFqF831QC&pg=PA72&lpg=PA72&dq=maori+mealtime+customs&source=bl&ots=iVvnj6Y5hM&sig=U_hTRfsLLKZvRT1K1v4lYC9DcKo&hl=en&ei=wkufSei3PN-BtwfVwMGODQ&sa=X&oi=book_result&resnum=10&ct=result#PPA38,M1 Maori Symbolism]
 
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* [http://books.google.com/books?id=XXa3fXxLshMC&pg=PA98&lpg=PA98&dq=maori+sleeping+customs&source=bl&ots=ANX0VOoNy2&sig=wxOIIfeyEEVPrXmP3dEUFch8Yi8&hl=en&ei=g-2xSc22O4_ftgfY3cDEBw&sa=X&oi=book_result&resnum=7&ct=result#PPA99,M1 Tikanga Māori], by Sidney M. Mead, Hirini Moko Mead
 
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* [http://spd.adventistconnect.org/education-history-statistics Adventist Connect - Education History]
 
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* [http://books.google.com/books?id=y9l93XMRljwC&pg=PA305&lpg=PA305&dq=adventist+maori+story&source=bl&ots=r1mYKdoFss&sig=i1g8X9I2XK9vpdEZsQMEw1FYNlo&hl=en&ei=t9O5Sa3qBJGgM-XGjbII&sa=X&oi=book_result&resnum=4&ct=result#PPA107,M1 May the People Live], by Raeburn Lange.
 
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Latest revision as of 13:49, 13 August 2021

Other languages:
English • ‎español

Nivel de destreza

1

Año

Desconocido

Version

20.12.2024

Autoridad de aprobación

División Norteamericana

Maori Lore AY Honor.png
Artes y actividades manuales
Nivel de destreza
123
Autoridad de aprobación
División Norteamericana
Año de introducción
Desconocido
Vea también
Maestría de Artesanía



1

Definir los siguientes términos de uso común:


1a

Marae



1b

Pōwhiri



1c

Karakia



1d

Ka Mate



1e

Waiata



1f

Korero



1g

Haka



1h

Kuia



1i

Tāne



1j

Wero



1k

Mana



1l

Manuhiri



1m

Hongi



1n

Hui



1o

Poroporoaki



1p

Whānau



1q

Tangi



1r

Aroha



1s

Whakairo



1t

Koro



1u

Kaumātua



1v

Wahine



1w

Mihi



1x

Whaikōrero



1y

Tangata whenua



1z

Taonga </noinclude>




2

Hacer lo siguiente:



2a

Dibujar o trazar un mapa del mundo y mostrar con flechas las direcciones del asentamiento Polinesio.



2b

¿De dónde consideran los maoríes que llegaron a Nueva Zelanda?



2c

Explicar lo que es el gran mito de las migraciones. ¿Quién fue el autor de este mito? ¿Qué eran las canoas que llegaron en esta migración y de dónde vinieron?



2d

Dibujar o trazar un mapa de Nueva Zelanda que muestre todas las grandes zonas tribales y hacer la canoa para cada uno.



2e

¿Por qué fue Rangitoto llamado «Rangitoto»?




3

Visitar o hacer una investigación de una «marae» con un grupo que ha sido llamado a un «hui». Escribir un informe sobre los acontecimientos que tomaron lugar desde el momento en que llegaron a la «marae» hasta la hora de irse. Indicar el nombre de la «marae», su localidad y la tribu a la que está afiliado.



4

Relatar brevemente las costumbres observadas en cada uno de los siguientes eventos:


4a

Mate



4b

Los horarios de comer



4c

Discursos



4d

Dormir




5

Explicar lo siguiente:



5a

¿Cuáles son las dos religiones maoríes actualmente en uso y cuáles son algunas de sus características?



5b

Describir brevemente la historia de la creación de los maoríes.



5c

Describir brevemente la historia de los adventistas del séptimo día entre el pueblo maorí.



5d

¿Cuál es la actitud maorí en general ante la religión?




6

Hacer una muestra en panel «tukutuku» (aproximadamente 30 cm x 30 cm) o una «tipare» o una pequeña manta/cesta de lino.




7

Saber cómo correctamente:


7a

Saludar a las personas en maorí



7b

Saludar a las personas en hongi




8

Demostrar lo siguiente:



8a

¿Cuáles son cinco diferentes pasatiempos que disfrutaban los niños maoríes en el pasado?



8b

Aprender a hacer tres figuras de cintas y caminar sobre zancos.




9

Hacer una de las siguientes:



9a

Si es posible, visitar un antiguo sitio pā y escribir un informe breve acerca de lo que pudo ver.



9b

Hacer una investigación breve acerca de la historia y la arquitectura de los sitios pā de los indígenas de Nueva Zelanda (Maorí). Luego, visitar unas ruinas o un sitio de reconstrucción de las indígenas de su región o la región que está visitando. Hacer un informe acerca de su experiencia.



9c

Hacer una investigación de los sitios pā de Nueva Zelanda (Maorí) y también de los pueblos de los indígenas y/o fortalezas que fueron construidas en su localidad. Escribir, dibujar, ilustrar, crear modelos o explicar que era un pā, y cómo compara y contrasta con los sitios construidos por los indígenas de su región.





=Referencias

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