Counting the stars
written by Gavin Bishop
illustrated by Gavin Bishop
published by Random House, 2009
This book is a collection of four Maori myths which are accompanied by striking illustrations showing clear New Zealand images including New Zealand flora and fauna and beach and bush landscapes. Mother Earth and Father Sky tells the traditional Maori story of creation, and how the two lovers Earth (Papatuanuku) and Sky (Ranginui) came to be separated by Tanemahuta, God of the Forest. The Battle of the Birds tells the story of the disagreement between the forest kawau and the coastal kawau and how each formed their own army of forest and sea birds and battled for their place, in the bush or on the sea. Kae and the Whale tells the story of Tinirau’s revenge on Kae, after he steals and eats Tinirau’s treasured whale, Tutunui. Hinemoa and Tutanekai relates Hinemoa’s great love for Tutanekai, and of how she swims to be with him, across what is now Lake Rotorua.
Please note that these activities are suggestions which have not yet been trialled. We welcome any feedback on how they play out in the classroom (see the feedback section).
| Activity 1: MYTHICAL GODS (Visual Art)
Mother Earth and Father Sky |
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| NZC Curriculum Level | 1, 2 & 3
(see curriculum links at the end of the activity) |
| NZC Key Competencies |
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| Activity | In this story we meet many of the Maori gods from ancient mythology:
– Ranginui (sky father) – Papatuanuku (earth mother) – Tawhirimatea (wind god) – Tumateunga (god of war) – Tanemahuta (god of the forest) – Rongomatane (god of gardens) – Tangaroa (god of the sea) – Haumiatiketike (god of wild food) 1. Bishop’s illustrations use traditional Maori symbols to represent the gods. After reading, look back through the illustrations and identify where he has used different kinds of koru, spirals, tiki figures and faces to represent the gods. 2. Search online for images of these Maori gods. Some good examples are given in the Resources section of this plan. Notice the different ways the gods can be represented and the materials the artists have used to create their artworks. 3. Identify the 8 gods and discuss how each god could be represented in a piece of art. For example, what images could be incorporated into an image of Tawhirimatea so that the audience will know he is the god of wind? Ask the children to sketch some ideas down on paper using pencil or crayon.
4. Share sketches and discuss reasons for use of particular lines and shapes. 5. In small groups, students work together to create a piece of art which represents one of the gods. Use A2 (or larger) sized paper. Sketch first and then fill in using paint techniques. Figures could be in a traditional Maori style, or more contemporary, but once again, encourage students to use Maori lines and symbols to represent their god.
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| Materials |
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| Resources | Images of the gods:
http://www.teara.govt.nz/en/te-ngahere-forest-lore/7/1
http://nemp.otago.ac.nz/listen_view/2002/viewing/maorigods.htm
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| Taking it further |
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| Curriculum Links | The Arts
Visual Art
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| Applications for Level 4 and above | This activity could be done at any level. Students working at higher levels would be expected to develop and refine their work to an increasingly high standard. They should make deliberate choices about how they choose to represent their god using Maori symbols and lines. They should investigate the significance of traditional Maori lines and symbols in existing art, and what they represent. In this way they will develop a deeper understanding of the messages presented in their own and others’ art works. |
| Links to other books in NZPBC | Battle of the mountains – this book contains art work which also uses traditional Maori symbols and lines |
| Activity 2: RESEARCHING HABITATS – FOREST AND SEA (Science)
The battle of the birds |
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| NZC Curriculum Level | 1, 2 & 3
(see curriculum links at the end of the activity) |
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| NZC Key Competencies |
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| Activity | In this story, the reader meets birds of the coast and of the forest.
1. After reading, establish that these are the habitats that these birds live in. Clarify what is meant by a habitat. 2. Create 2 lists on the board – sea and forest. Look through the book again and list the birds found in each habitat. Give the English translation for each bird name:
Talk about why these birds live in these particular places – how their habitat best meets their needs. For example, forest kawau catches and eats eels, sea kawau eats salt water fish. This example is given in the story. What other reasons might there be for these birds living in their particular habitat? 3. Ask children what other wildlife lives in these habitats? Discuss and add these to the lists you already have.
For example, under the sea, jungle, Arctic and Antarctic, forest floor, swamp. 4. RESEARCH: In pairs or small groups, children choose a habitat they are going to investigate. Use books or research online to find out – what creatures live in their chosen habitat – reasons for why they might live there. 5. Students could present their findings in a variety of ways:
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| Materials |
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| Curriculum Links | Science
Living World Life processes
Ecology
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| Applications for Level 4 and above | At Levels 4 and above, students should be able to describe in more detail how living things are suited to their particular habitat and how they respond to environmental changes, such as pollution, global warming, etc… At Level 5 and above, they should begin to investigate the interdependence of living things in an ecosystem. At Level 7 and above, students should explore ecological distribution patterns and explain possible causes for these patterns. | ||||||||
| Links to other books in NZPBC | A booming in the night – characters in the book are native wildlife from the sea and swamp | ||||||||
| Activity 3: RETELLING (The Arts)
Kae and the whale |
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| NZC Curriculum Level | 1 & 2
(see curriculum links at the end of the activity) |
| NZC Key Competencies |
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| Activity | Establish that Gavin Bishop (the author) didn’t make up this story. It is an ancient Maori myth which has been passed down over many generations. In this book, he is retelling the story in his own words.
In this activity, children will work in groups to create a play which retells the story of ‘Kae and the whale’. 1. After reading the story a few times, identify as a class
Write or draw these up where everyone can see them. 2. With a partner, children practice oral retelling. Share some as a class. This will help to get the story engrained and start children thinking about how they might begin structuring a play. 3. In groups, children work to create their own retelling play.
4. Practise and perform the plays to an audience. Reflect on performances. At Level 2 students should discuss which elements of drama were effective in the retelling, and give reasons why. |
| Taking it further |
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| Curriculum Links | The Arts
Drama
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| Applications for Level 3 and above | At Level 3 and above, students should investigate the functions and purposes of drama in cultural and historical contexts. They can explore the performance of Maori myths in the greater community. At Level 4 and above, students can begin to introduce the use of technologies to develop drama practice. In responding to others’ performances, they will identify ways in which the performances of others show meaning. At Level 5 and above, they will research, critically evaluate and refine their ideas about dramatic expression. |
| Links to other books in NZPBC | Battle of the mountains – Maori myth |
| Activity 4: ILLUSTRATION (The Arts)
Hinemoa and Tutanekai |
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| Curriculum Level | 1, 2 & 3
(see curriculum links at the end of the activity) |
| NZC Key Competencies |
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| Activity | After reading, children may enjoy ‘being illustrators’ and illustrating a part of the story.
1. Look back through the illustrations and talk about how Gavin Bishop has used the following:
Talk about the effectiveness of his illustrations.
– Which part of the story is represented in the art work? – What materials have been used? – What colours/ lines/ styles have been used by the artist? – How are these other works similar/ different to Bishop’s? 2. Identify the main parts of the story. Record these on the board. 3. When all main parts have been identified, children can work in pairs or groups to illustrate a part of the story. Use an art technique that you have been working on in class to create the illustration. It might be
4. When finished, share and discuss art works. Talk about reasons for choices made about colour, line and materials used. Can the other students identify the part of the story that has been represented in the illustration? |
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| Resources | |
| Curriculum Links | The Arts
Visual Art
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