Critically analyse a taputapu/taonga | object

Simple text, accessible version

Respond to the following prompts and questions.

What am I learning about?

I am learning about … [complete the sentence].

Āta tirotiro | Observe — what can I see?

Think about

I can see:

• this object's colour, shape, size and texture

• materials I recognise

• if this object is handmade or machine-made

• if this object has moving parts

• if this object is intact, missing parts or has been restored, adapted or repurposed.

I can find out:

• the date this object was created or found

• who made this object

• where this object was created, used or found

• where this object is currently located.

Prompts and questions

1. Looking closely at this object, I can describe its … [record what you observe about the following]:

   • appearance

   • materials

   • composition and structure

   • condition.

2. This object’s label tells me … [complete the sentence].

Urupare | Respond — my feelings, ideas and thoughts

Think about

How does this object relate to me, my whānau, my community, my tūrangawaewae or where I live?

How do I define what is valuable to me?

• Is this object precious, useful or beautiful?

• Is this object unique or mass-produced?

Prompts and questions

1. What are my impressions of this object?

2. I think this object is a ... [complete the sentence].

3. This object is/is not valuable to me because ... [complete the sentence].

Whakaaroaro | Reflect — my critical questions

Reflections about the object's purpose and its maker

Think about

I think this object was made:

• for tikanga, cultural, ceremonial, spiritual, religious, decorative, recreational or practical purposes

• for/by tohunga, kaumātua, hapū or iwi

• for/by children, adults or certain professionals.

Has this object's value changed over time?

Questions

1. Why was this object made?

2. Who was it made for?

3. Who was it made by?

4. Is this object valued by others (e.g. individuals, groups or communities)?

Perspectives shown

Think about

Can I identify the perspectives of the people who made or used this object?

How would the perspectives reflected in this object be viewed in society today?

Are there any important perspectives that are not reflected in this object?

Prompts and questions

1. What tikanga, or what beliefs, customs, ideas, attitudes or experiences, does this object reflect?

2. Whose perspectives are reflected in this object?

3. I agree/disagree with these perspectives because … [complete the sentence].

4. I still want to know about the perspectives of … [record name] because … [complete the sentence].

Usefulness of object and further research

Think about

As a piece of evidence, I can think about this object's:

• strengths

• limitations.

Questions

1. How could this object be useful to what I am learning about?

2. What fact-checking or further research do I still need to do?

Manatārua | Copyright — what are the usage and copyright guidelines for this object?

Think about

I need to find out what I am:

• allowed to do with this object

• not allowed to do with this object.

Prompts and questions

1. What cultural considerations do I need to take into account?

2. I can check the usage and copyright guidelines for this object.

3. The correct way to cite this source is … [complete the sentence].