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simoneoverendcccblog · 7 years ago

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Children’s book draft and final

Draft story & planning

The 7 Seven Sisters

Classroom scene -

Teacher: Kia ora class! Today is a multicultural day and we’re going to talk about the 7 stars.

Manahou: Where are the 7 stars, Miss?

Teacher: Well Manahou, you can’t see them during the daytime but you can in the night. Do you want to know what the stars say about each one of you?

All the kids: Yes!

Under the stars - draft

FRONT

Under the stars

SPREAD 1 - Tent background

Narrator: Four kids go camping at _______.

They went outside the tent to look up the stars.

Kids: Wow! Look at the stars! They're so bright!

1: Yeah look its Matariki

2: What's Matariki? Isn't that the ______

3: Noooo! I was told that _______

4: Well actually my dad told me that its _______

SPREAD 2 - Tent background

3: Why don’t we all take turns telling our different stories?

4: good idea! Who wants to go first?

Narrator: The four kids each took turns telling their stories…..

SPREAD 3 - Matariki background

add story

1st culture = Maori

SPREAD 4 - Australian background

add story

2nd culture = Aboriginal

SPREAD 5 - Greek background

add story

3rd culture = Greek

SPREAD 6 - Indonesian background

add story

4th culture = Javanese

SPREAD 7

2: then whose story about the stars are right?

1: it shouldn't matter because we all see the same stars!

4: yeah just in different ways!

Narrator: The four kids realised that they

BACK

Alternative plan

Once upon a time, four little kids went camping on a beach together with their parents.

They each had a book.

Manahou, who’s Maori, had a book called Matariki.

[insert Matariki research]

____, who’s Greek, had a book called the Pleiades.

[insert Pleiades research]

____, who’s Javanese, had a book called Lintang Kartika.

[insert Lintang Kartika]

And ____, who’s aborigine, ……

[insert]

Final story

FRONT

Under the stars

Te Manahou

Rhiannon

Leo

Audina

SPREAD 1 - Tent background

Narrator: Four kids go camping at Waikanae New Zealand.

They went outside the tent to look up the stars.

Tent scene

Kids: Wow! Look at the stars! They're so bright!

1.Happy Maori new year everyone!

2. It's new years?

1.Nooo! Its Matariki, the Maori new year!

1: Look there it is!

2: Wait, What's Matariki?

1. Growing up my parents always told me...

SPREAD 2 - Matariki background

insert Maori story

1st culture = Maori

SPREAD 3 - Tent Scene

2: That's so interesting, I can’t believe I live in Aotearoa and I never knew that! But my mum taught me...

SPREAD 4 - Australian background

insert Aboriginal story

2nd culture = Aboriginal

Tent Scene

3. Wait a minute… I think I remember my Daddy telling me a story about these stars too...

SPREAD 4 - Greek background

insert Greek story

3rd culture = Greek

Tent Scene

4. Wow, Leo that's a pretty cool story! Can I tell you guy what my mom told me about those stars in Indonesia?

SPREAD 5 - Indonesian background

insert Indonesian story

4th culture = Japanese

Tent Scene

SPREAD 7

Wow! Who knew there could be so many different stories about those stars we see from all around the world!

BACK

Issuu online book: Under the Stars

https://issuu.com/georgiapulham2/docs/under_the_stars

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simoneoverendcccblog · 7 years ago

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Project work: Matariki in other cultural lenses

The Pleiades

The Pleiades, commonly known as the Seven Sisters, is a cluster of stars in the constellation of Taurus, visible in the night sky by the naked eye. Blue stars, which can be faintly seen crossing through, dominate the cluster, and the brightest stars are named for the Seven Sisters of Greek Mythology; daughters of Atlas and Pleione. In Greek mythology, the sisters were pursued by the Greek god Orion and rescued by the Greek god Zeus, who immortalized the Seven Sisters, placing them in the night sky.

The Seven sisters have gained a significant part of many cultures in many ancient cultures, and are still practiced and praised today. The stars are visible during winter, in the northern hemisphere, and visible during summer in the southern hemisphere. The stars have been known for hundreds of years by cultures all around the world such as Maori, Australian aborigines, Greek, Chinese, Indonesian, Aztec and so many more. The Seven sisters are extremely important in cultures because they represent stories and ancient navigation methods. Each culture has different representations of these stars in their mythologies, but usually contain female elements and their rising is usually marked as a special time of the year.

Matariki through an Australian/Aboriginal lens

Depending on the language group or clan in Australia aborigines, there are several Aboriginal stories regarding the origins of the Pleiades. This is one of the most commonly known stories simplified.

Amongst Aboriginal Australia, Pleiades is celebrated as the star dreaming story of the Seven Sisters, an ancient story that is practiced still to this day. In Australian Aboriginal belief, a songline is a route through the landscape which is believed to have been traveling during the dreamtime, also known as Alcheringa, the golden age which was believed to be when the first ancestors were created. A sanguine also carves the path to a series of landmarks that consider with events that happened during the time of the golden age. The songline covers more than half the width of the continent, from the central desert to as far as the west coast of Australia.

In Australian Aboriginal culture, the story of the Pleiades explains the journey of the seven sisters that make up the Star cluster, in the constellation Taurus. Observed about central Australia, the Pleiades rise above the horizon just after sunset and keeps a low position about the horizon. This is an important aspect to point out, that the position of the Pleiades holds a strong significance; it appears to launch from the earth's surface and make its journey in close proximity of the land.

The story of the Seven Sisters is the group of stars is called the Napaljarri sisters, all from one skin group. The story tells of the sisters carrying the Jampijinpa man, Wardilyka, who is in love with the women. Then the morning star, the Jakamarra man, who is also involved with the seven Napaljarri sisters, chases them across the night sky along the songline. The sisters are run away in fear, fleeing from the man who wants to take one of the sisters and make her his wife. However, under traditional Australian Aboriginal law, the man who is chasing after the sisters is the wrong skin group and is forbidden to take her as his wife.

The Seven Sisters are running away from the Jampijinpa man, traveling across the land and up a steep hill, from which they launch themselves in an attempt to escape the chasing man. But the Jakamarra man follows the seven sisters into the sky, traveling in the form of a star, seen in Orion’s Belt star cluster. And so, as the story of the seven sisters lives on, the Seven Sisters launch themselves from earth into the night sky every night, and the Jampijinpa follows after them across the songline. For Aboriginal Australia, the story of the Seven Sisters carries deep meaning which is embedded deep into the law and social structures of people and Australian culture.

Matariki through Greek mythology

Researched information raw = After Atlas was forced to carry the heavens on his shoulders, Orion began to pursue all of the Pleiades, and Zeus transformed them first into doves, and then into stars to comfort their father. The constellation of Orion is said to still pursue them across the night sky.

One of the most memorable myths involving the Pleiades is the story of how these sisters literally became stars, their catasterism. According to some versions of the tale, all seven sisters committed suicide because they were so saddened by either the fate of their father, Atlas or the loss of their siblings, the Hyades. In turn, Zeus, the ruler of the Greek gods, immortalized the sisters by placing them in the sky. There these seven stars formed the star cluster known thereafter as the Pleiades.

The Pleiades would "flee mighty Orion and plunge into the misty deep" as they set in the West, which they would begin to do just before dawn during October–November, a good time of the year to lay up your ship after the fine summer weather and "remember to work the land"; in Mediterranean agriculture autumn is the time to plough and sow. According to the ancient Greeks, the Pleiades were seven sisters. In Greek, the word "Pleiades" means "doves." Their parents were Pleione and Atlas who was condemned by Zeus to support the Heavens on his shoulders. One day, the Pleiades were traveling with their mother and met the hunter, Orion.

Orion fell in love with Pleione and her charming daughters. He spent a great deal of time chasing after them, trying to win their affection. After several years, Zeus intervened and transformed the women into doves to help them escape. They flew into the sky to become the cluster of stars that today has their name.

However, only six stars are visible in the sky without a telescope. The ancient Greeks explained the absence of the seventh star with several different stories. According to one story, one of the Pleiades, Merope deserted her sisters because she was ashamed of having a mortal husband, who also happened to be a criminal.

Developed simplified information: Greek Mythology

According to the ancient Greeks, the Pleiades were seven sisters. In Greek, the word "Pleiades" means "doves." Their parents were Pleione and Atlas who was condemned by Zeus to support the Heavens on his shoulders. One day, the Pleiades were traveling with their mother and met the hunter, Orion.

The Pleiades in Indonesia

The Pleiades is one of the famous star clusters around the world and especially in Indonesia. The Javanese people of Indonesia view this cluster so important that it is interwoven into their daily life and traditions. Javanese are an ethnic group native to the Indonesian island of Java. In Javanese, Pleiades is called ‘Lintang Kartika’, which literally means ‘stars of stars’ or the seven stars (bintang tujuh).

In a Javanese legend called ‘Jaka Tarub’ and the seven nymphs’ which serves as a background story to the Pleiades cluster. The story is about a guy called Jaka Tarub who was on a hunting trip in the forest, one day he arrived at a lake and saw 7 beautiful women who came from the sky to the lake to bathe. Jaka was so captivated by the beauty of the nymphs that he decided to steal one of their scarfs. When it was time for the 7 nymphs to come back to the heavens, one of the sisters, Nawangwulan couldn’t find her scarf, therefore she was unable to fly back and her sisters leave her behind.

Jaka Tarub saw how Nawangwulan was so distressed and offered to marry her but the divine origin gave them one condition before they can get married: that he never look and question the way she did household chores. He agreed to this condition but one day he got too curious and peeped at her while she was making rice. To his disbelief, he looked inside the bowl and found out that she only used one grain of rice to provide for the whole family. Because of the violation, Nawangwulan lost her power of making rice and had to make it the normal way. As the rice barn started getting lower and lower Nawangwulan eventually found her scarf. She got so angry at Jaka Tarub for deceiving her that she left him and their daughter but would only come back before the day of her wedding.

Referencing:

Matariki referencing (karen)

https://www.tepapa.govt.nz/discover-collections/read-watch-play/maori/matariki-maori-new-year/what-matariki/difference-between-matariki-puanga

https://teara.govt.nz/en/matariki-maori-new-year

http://eng.mataurangamaori.tki.org.nz/Support-materials/Te-Reo-Maori/Maori-Myths-Legends-and-Contemporary-Stories/Tawhirimatea https://www.tepapa.govt.nz/discover-collections/read-watch-play/maori/matariki-maori-new-year/whare-tapere/six-sisters

https://www.kiwifamilies.co.nz/articles/matariki-maori-new-year/

https://japingkaaboriginalart.com/articles/star-dreaming-seven-sisters/

https://en.wikipedia.org/wiki/Pleiades_in_folklore_and_literature#Australia

http://www.nma.gov.au/exhibitions/kaninjaku/stories/seven_sisters

https://en.wikipedia.org/wiki/Pleiades_in_folklore_and_literature#Australia

http://www.ibby.org/awards-activities/activities/ibby-yamada-fund/ibby-yamada-2006-rwanda/the-importance-of-literacy-and-books-in-childrens-development/

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simoneoverendcccblog · 7 years ago

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Week 5: Project work

Why chose Children books as an agent for change, development, and understanding:

Literature and literacy is a vital part of basic human needs. Humans are wired to tell stories, stories about others or oneself, stories about the past present and future, stories that help us better understand our purpose on this earth, and stories about the universe we reside in. Whether it be myths, novels, fiction, or non-fiction; stories help us to live and grow, thus making it extremely important for stories to have a place in a child’s life.

It is crucial for a child to become familiar with books and create a personal connection with certain genres at the earliest age possible so they can learn to choose what they like and don't like, and use them as they want. Reading is not only deciphering a text but it enables a child to understand what they have read, to reflect that knowledge in their growth and development, and relate to his own personal context.

Through my research, I have found that children books are a significantly important aspect of a child's’ growth and development. Stories, whether they are told through picture books, images, songs or story tellings, are one of the most fundamental ways in which we communicate and are able to communicate with children.

Into my research, scholars have found that stories have a strong influence on a child's understanding of the world and people around us. Storybooks can help a child's understanding of different types of culture, gender roles, and societal ideologies. This helps children to develop their own perspectives of identity, such as gender and race, even before the age of 5. Stories do not only develop a child's ability to read and write, but also present themselves, convey and understand values beliefs and attitudes, and also social norms which shape a child's perception of the world today.

Children’s books also help a child's ability to show empathy and broaden their imagination and creative thinking. In saying this, children’s books are a vital tool in helping children become open and to develop perspectives about their world, thus making it the perfect knowledge system to communicate the ideas and practices of Matariki, Maori New Year. Creating this tool to help show a child the different perspectives of Matariki will be an excellent knowledge system to educate and guide them on how they act and influence the world.

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simoneoverendcccblog · 7 years ago

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Week 5: Project work

Planning for our childrens picture book: Under the Stars

Who is our target audience and why?

Our target audience is children as children are the next generation. By using children as a target audience we are able to educate them from a young age and because they are fast learners, what they learn when they are young, they take into adulthood. Children are faster learners due to their premature prefrontal cortex, the part of the brain that is responsible for decision making, moderating social behaviour, personality expression and organising complex cognitive behaviours.This is the reason why children are more creative and imaginative but often easily influenced.

It is important that we educate the younger generation as it is essential that children have the opportunity to learn about their ancestors, communities and other cultural views. We are going to target children as they are fast learners, naturally curious and are creative which makes them a good target audience.

Children are so easily influenced by what they see and hear, it is important to education the younger generation as they are starting to their own identity and they are learning about what is around them. Children see their parents, siblings, teachers etc as role models, and they take in the things that they see and hear from the people that they are surrounded by. There is no doubt that television and the internet have a great influence on children from a very early age, but it is also what they learn in school. It is important that the younger generation grow up open minded, respectful and have are given the opportunity to learn about Matariki and the different cultural views towards it. Culture is a strong part of people’s lives. It influences their views, values, loyalties etc.. therefore it is important that people are able to have some perspective and understating of their culture and their cultural views.

For our generation to grow and to maximise our resources, our society needs to recognise and tackle the existing issues in the world as a whole, whether the issue be social (e.g. racism) or physical (e.g. drought) geographically. The road to resolution should forward not only in our generation but the generations to come. This means that children will have to be educated in a way that gives them the understanding of different cultural perspectives. And with that comes with an open mind. By creating this tool, we are able to influence the younger generation about understanding the real meaning of Matariki and the different cultural views amongst it.

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simoneoverendcccblog · 7 years ago

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Week 4: Task 4

Research on our project:

Task - Build a tool that communicates an understanding of different cultural worldviews in Aotearoa. The tool will work at the intersection of worldviews to illuminate understanding of one or more specific topics.

Topic Brainstorm

Topic: Matariki

Tool: Picture book

Audience: Children in primary school/intermediate

Research into why our target audience is children:

Our target audience is children as children are the next generation. By using children as a target audience we are able to educate them from a young age and because they are fast learners, what they learn when they are young, they take into adulthood. It is important that we educate the younger generation as it is essential that children have the opportunity to learn about their ancestors, communities and other cultural views. We are going to target children as they are fast learners, naturally curious and are creative which makes them a good target audience.

By creating this tool, we are able to influence the younger generation about understanding the real meaning of Matariki and the different cultural views amongst it. For young children, books are an important part of education by learning how to read and teaching them about the world around them.

Group plan:

What is the Matariki - the Maori New Year?

Matariki is the Maori name for a group of seven stars known as the ‘Pleiades star cluster’. Some may think of Matariki as a mother star with her six daughters - but this is often referred to as the seven sisters. The Mother is Matariki, and her daughters are Tupu-a-nuku, Tupu-a-rangi, Waipunarangi, Waiti, Waita, and Ururangi.

Other think that Matariki is also the ‘Eyes of God’. When Ranginui- the sky father, and Papatuanuki - the earth mother, were separated by their children. Tawhirimatea - the God of wind became angry, tearing out his eyes and hurling them into the heaven.

Matariki appears in the northeastern sky, sometimes around the shortest day of the year and is thought to determine how successful the harvested crop will be in the coming season - the warmer the growing season would be ensuring a good and fruitful harvest. Traditionally Matariki was a time to remember those who had died in the last year. but also was a happy event - it was harvest season, therefore, crops had been harvested and seafood and birds had been collected.

With plenty of food in the storehouse, Matariki was a time of celebration, therefore, there was a lot of singing, dancing, and feasting!

According to some tribes -

Matariki is the star of the old year

Puanga-rua the star of the new year

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simoneoverendcccblog · 7 years ago

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Week 4: Task 2

Kaitiakitanga and living in the world

“Tūhoe, while being a traditionally conservative people, are willing to adapt to new ideas that are compatible with our philosophies and beliefs. The building is a place of potential, a place for us to dream big and make big” - quote from the article

Reflection on the connections between the Tūhoe whare 'building the people' and Huhana Smith's vision of harakeke replanting.

What is significant about this article?

Living building - sustainable practices - kaitiakitanga

Tūhoe whare 'building the people'

Why build a living building: Made from the materials we have here and not overseas. They wanted to resource everything from Tuhoe so they could create jobs for their people, a skill, learning. Reduces transport, important because it is a small impact on the environment. Carbon foot/impact. Better for the local economy.

- repairs/new building access to materials - the building is not passive - cost vs value - not passive in terms of community building - embitter the lives of others, making sure that it is an ongoing project - living building: sustainable practices

Argument: Why can't we build multiple houses with 15 million? But the 15 million realistically cannot make heaps of houses. Therefore make on house, so can work on other houses.

The building is going to be a new type of whare that won’t have the normal tradition constraints that a mare usually would. The living building could enable them to make more in the future if this one is a success. What does that effect have? It will have an emotional effect, and the people will feel a sense of empowerment. “The Whare will build the people”. What really stood out was that is people were coming together. Families and people within the community all came together to help build and work on the site.

Harakeke replanting

- Long overdue apology

- Moving forward, into the light

- Working on finding a way to move on, for their ancestors.

- “Establish a building, erect a house so that it can be seen by the world”

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simoneoverendcccblog · 7 years ago

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Week 4: Task 1

Coming to grips with the Anthropocene:

‘the anthropocene’ (we can translate this as human era of the physical world) challenges the way that Western civilisation has understood the relationship between humans and their environment for hundreds of years.

The anthropocene is an era where the activity of humans threatens the entire ecology of the earth and is incredibly unpredictable because human behaviour (beliefs, politics, economics) is unpredictable.

What is Anthropocene? It is the human error, it is the time on earth that humans had before civilisation / when humans started to impact the environment

Class notes:

Geological time frames

Era, period, epoch (google what they are)

Era: An era is a period of time known for particular events or developments

Epoch: A sub division of a period, a period is longer

Period: a length of time that is very important in the history of the world, a nation, etc. : a time that is very important in the life of a person.

How does human behaviour effect the epoch or will it effect

Did humans have a minor effect?

Humans effected change for millions of years

Human revolution

Anthropocene: cultural framework that ‘needs to know’ in this particular way

What is the difference between holocene and anthropocene? How the west understands v/ ships between humans and the environment

Science is cultural as well.

The structure of this article presents discussions (1-8)

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simoneoverendcccblog · 7 years ago

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Week 3: Task 3

Task 3 (30 minutes)

Find two examples or technologies that can be used to create your communication tool.

Children's picture book: Physical

Online book: Issuu book

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simoneoverendcccblog · 7 years ago

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Week 3: Task 2

Task 2 (2.5 hours)

Watch and read the resources for this week. The first is a brief look at the conflation of culture, evolution, and progress in western thought. It challenges us to question why western thought tends to see history as forward development, even in moments where it mourns the loss of the past. You can access the shadow puppet resource here: culture, progress, evolution

The second resource provides an understanding of the Māori concept of whakapapa through the examination of genetic modification: Whakapapa as Māori mental construct

Journal/Blog reflection: Roberts et al. argue that the narrative element of whakapapa provides guidance as well as knowledge. The shadow puppet resource demonstrates that narrative is implicit in the understandings of science and evolution, and society, even when these strive to be 'objective'.

Write a brief reflection on the narrative your group has created. Does it construct a clear narrative of where your topic comes from and where it is going? Should it? Does it provide guidance to others? Should it?

My group has decided to look into the understanding of Matariki. Matariki is the Maori New Year which is shown by the cluster of stars, the seven sisters, or by its scientific name of the Pleiades. The Seven Sisters is visible to the naked eye during the month of June. The idea was to create a children's book that communicates various cultural views of Matariki and how they understand them. We decided to do this because as we wanted to express a cultural understanding and Matariki through different world roles. We picked four different cultures being Greek, Maori, Indonesian and Aborigine, to investigate and research into how they view Matariki in their culture.

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simoneoverendcccblog · 7 years ago

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Week 3: Task 1

Task 1 (4 hours)

Divide your group to visit some or all of:

The mezzanine section of the library (for physical journals)

Ngā Taonga Sound and Vision

National Library of New Zealand

Source at least 2 different resources to see how different groups (e.g. Māori, feminists, scientists, and so on) understand your topic in New Zealand. As a group, create a storyboard or a short narrative to 'make sense' of these understandings.

Reference your sources using MLA referencing. Here is an MLA resource to help you.

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simoneoverendcccblog · 7 years ago

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Week 2: Task 3

Task 3

Choose one SDG, click on it, to find out more about why it is on the list and the aims to address it. Write a critique of the way that your SDG is being considered. Remember that critique looks at the topic from a different perspective, it identifies strengths and limitations.

SDG: Sustainable Development Goals

Zero hunger

The goal: To end hunger, achieve food security and improved nutrition and promote sustainable agriculture.

It is on the list as hunger across the globe is still a rising issue. Hunger and malnutrition mean less productive individuals, who are more prone to diseases and infections as they do are not getting the correct nutrients to help their bodies fight these illnesses and makes them weak. There are nearly 800 million people who suffer from hunger worldwide, the vast majority of these stats are coming from people in developing countries.

As of 2015:

US and Europe

14.7 million people

Africa

232.5 million people

Asia

511.7 million people

Latin America and Caribbean

34.3 million people

Oceania

1.4 million people

Zero hunger was one of the sustainable development goals that stood out to me the most as we live in a first world country, many of us take the simplest of things such as food for granted. We throw away 40% of food, enough to feed the world’s starving. Many people actually overeat to the point that for the first time in history, more people are overweight than underweight. This is becoming a problem as we take advantage of having easy access to food, whereas millions of people around the world in developing countries, struggle to find sources of food, yet we throw away half a meal as we are full or don’t enjoy the taste. To us having access to food is an everyday thing, we come home from school to a cupboard filled with food. Whereas in some countries, people go home to nothing. In our world, having access to food at all times can be seen as a privilege to some, yet it is something that should not be a struggle to have access to as it is apart of our standard of living, we must have access to food in order to survive.

Strengths:

The SDG of zero hunger has many strengths and benefits including improved food security and nutrition. By doing this it also improves education outcomes for children who are going to school not hungry, they are able to focus and grow healthy and strong. Getting the correct nutrients helps with a child's development at school and will allow them to perform at their peak!

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