Manurewa Marae

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Youth Activities

Utilising the Marae For Rangatahi & Ethnic others

Philosophy

a. The mystique of the "Marae" has to be broken down.
b. The exclusivity of the "Marae" has to be dissipated.
c. The attraction of the "Marae" has to be broadened.
d. The activities on the "Marae" need to be analysed and categorised to suit a wide slice of society.
e. The "use friendly" label of the "Marae" has to be broadcast and cemented into place.
f. The knowledge & understanding of what various parts of the "Marae"are designed for, has to be made available for wide acceptance and a high level of appreciation by better explanation.
g. The sanctity of the cultural uniqueness must still allow the "Marae" to be utilised for purely Maori protocols.
h. A large level of respect for the "Marae" and its "Kaiwhakahaere" is necessary. By the same token, the mutuality of respect for the "Manuhiri" has to be displayed reciprocally.

The Regions of the "Marae" (Utilizing the whole Marae complex)

The Manurewa "Marae" has several parts to it.

a. The "Marae Atea" with the relative seating arrangements - manuhiri and hau kainga.
b. The dedication of the "Marae Atea" or forecourt is unique, and "tapu" under some circumstances.
c. The "Mahau" or verandah of the large "meeting house" is special and is dedicated.
d. The interior of the large meeting house is utilised for particular ceremonies.
e. The interior decorations have special significance
f. The "kitchen" or "kauta" has a special significance also.
g. The large hall and kitchen are significant but their use is different.
h. The under floor rooms have general usage
i. The playground region is available
j. The car park may not be used exclusively for parking cars
k. Until the Hauora Clinic is built, there is grassed area beyond the carpark.

Some Suggestions of Activities: Education - Marae Protocols

a. A Maori wananga programme:

(i) Explaining the protocols of approaching the "Marae" and the origination of the Protocols.
(ii) Explaining the interior decorations and their relevance to the "Marae" and the "tangata whenua" or "marae whenua".
(iii) The reason for dedication of "Ruamoko".

b. A Maori Wananga programme:

(i) Explaining Tauparapara and Whakatauki and how to use them.
(ii) Explaining and exampling the structure of good "Whaikorero".
(iii) Explaining the power of women - "Karanga"

c. A Maori Wananga programme

(i) Explaining the historical physical features and their relevance to the "Marae" and the "Mana Whenua".
(ii) Displaying the geographic location of "Mana whenua" significant ancestors and significant events.
(iii) Providing valuable opportunity to research the "raupatu" history and on-going tensions with bureaucracy - local and national.

d. A Maori Wananga programme:

(i) To provide training and "raranga" weaving including "ti rourou", mats, "kete" "putiputi"
(ii) To provide simple instruction in carving using timber from pallets.
(iii) To plan and expedite a flax garden below the kura - along the foreshore.

e. A Maori Wananga Graduate Curriculum programme:

(i) Certificate level of attendance and achievement at a rudimentary (low) level.
(ii) Diploma Level for higher achievement level with a competence to deliver the appropriate protocols on the "Marae".
(iii) Competency - Graduate - Licence for those who demonstrate capability to recite karakia, tauparapara, whakatauki, korero tawhito, waiata, ngeri, pao, whakapapa and hitori. The licence recognises an ability to assist with the relevant and appropriate protocols.

Education - Youth Activities

a. Marae Military Cadets - Youth at Risk - General Youth)
(i) Initial introduction: assessing the interest level in your (12 to 18year olds) for explanation of:

- goals or objectives
- possible employment opportunities
- the personal challenge - discipline and ability to be strong enough in spirit
- types of activities and achievement levels/rewards

(ii) Parades and Uniforms/Dress and Pride

- none needed for first five weeks
- support fundraising - individual/collective to raise money for individual uniforms. Each cadet could raise a set amount for themselves, with all cadets having the same fundraising activity so the same type of uniform (jacket, trousers, socks, boots and t-shirts can be achieved.
- Locating a funding sponsor - RSA, Chartered Clubs, Council, businesses to support acquisition of uniforms, travel etc.

(iii) Naming Rights:

- Manurewa Marae Cadets
- Any large sponsorship naming rights e.g. (Manurewa Marae, New World Cadets)
- Timetabling display and promise for supporting sponsor (e.g. spend two days per month packing groceries foe shops displaying thank you banners, or packing shelves.

(iv) Participating in Community Events

- ANZAC day parades
- Armistice Remembrances parade
- Santa - Christmas in the Park - Manurewa
- Waiting tables on Marae
- Demonstration parades in Westfield, Manukau(v) Promotions/Graduation

a. leadership programme - recognition of attendance, acquisition of skills
(level)

- Leadership programme - basic, corps, specialist level
- Promotion levels - Basic cadet, Lance Corporal, Sergeant, Staff Sergeant, Warrant Officer Class Two, and Warrant Officer Class One with a printed list of competencies to be reached each level.
- enthusiasm
- acquisition of knowledge/understanding of position nights, and ability and maturity to achieve promotion

b. Officer Training: recognition of the rank and suitability to the demands of all the position.

- Leadership programme - man management
- Leadership programme - control and decision making suitability for promotion
- Leadership programme - ambition and ability to make decisions' and take control.

c. Approaches to Papakura Military Camp/Manurewa RSA for suitable training personnel.

d. Possibilities available for employment in on of the military opportunities

Manurewa Marae Maori Warden Cadets

- the need to prepare the future wardens for training
- fundraising to buy uniforms etc
- devise a programme with graduated achievement steps
- appropriate certificates/diplomas etc

Manurewa Marae Artists

- Introduction to prevail sketches
- Moe to a distinct style using water colours
- Move to oils
- Prepare for exhibition (Commission Sales)
- Noted artists - different media - exhibitions

NB:
a. The rangatahi programme is not confined to maori. The art and cadet programmes should be made available to all ethnicities. Pacific Island, Non-Maori, Indian, Asian, Other.

b. The Manukau Institute and technology the Wananga o Aotearoa should be able to provide assistance, advice and some sponsorship.

Manurewa Marae St John Cadets
- as above
- assistance from St John Ambulance

A. Manurewa Marae Boys Brigade

(i) Initial Introduction: Assemble interested boys (8-14) for explanation or exploration of interest.
- history and origins: Protestant church brigade of boys to provide support for the king and the royal family.
- History and origins: A brigade of boys willing to work together to create a team, and to bond in order to conquer the "lone dog" syndrome. (co-operation, concerted effort, meeting the goals of T.E.A.M.)
- Bonding Exercises: Group decisions to show compatibility, and observed leadership. E.g. two logs, one rope, one plank to build a bridge across a crocodile infested creek.
(ii) Developing Leadership
- Bonding exercises - as above plus others (bush craft, survival skills)
- Phys Ed programme - taking turns to plan conduct a fitness/skills programme.
- Orienteering - planning conducting and mapping (as well as map reading) and reading a compass.
(iii) Rewarding effort:
- attendance/enrolment certification
- certificates to plot progress in Phys Ed skills
- certificates to plot progress in First Aid
- certificates to plot progress in orienteering/compass and map work
- certificates to plot progress in bush craft/survival etc
- graduation ceremony
(iv) Planning and Plotting Promotion
- certificates of group leadership
- small group - certificate of promotion to Junior officer (Sergeant/Lieutenant)
- large group - certificate of promotion to Moderation officer (Captain)
- two large groups - certificate of promotions to Company officer (Major)
- certificate of promotion to Brigade Officer (Colonel)

Explanation: Prescription for promotion
Junior officer - some ability with bush craft/first aid or at a minimum, three disciplines.
Moderation officer - high ability in a minimum of three disciplines but some ability in three others.
Company officer - high ability and knowledge in more than six disciplines.

Education: Manurewa Marae Scouts/Girl Guides/Girls Brigade. A lot of the above would apply here as well. It just needs planning and producing.

NB:
A boys/girls brigade could be dedicated to King Tuheitia. This gives uniqueness and an opportunity to base the troupe on a measure of cultural capital.

Education: Dance Classes

Aims and objectives: To create our own "Dancing with the Starts" type of programme.

Objectivity: To teach as many children as many dances (ballroom and social as possible)

Targets
a. simple drills in ethnic etiquette
b. Dance steps of simple dances - waltz, foxtrot, pallet, glide etc.)
c. Demonstration to parents/public.
d. Involving parents, adults and young people in dance education can improve the discipline level of all people - provided they have the inner strength to take on the challenge.

Sponsorship
a. Trusts, businesses, transports companies, road companies, MCC and community organisation, etc can be approached.
b. Parents' and/or families can be asked to sponsor their child(ren) for a minimal fee - spread over a period of time.
c. coverage by TV and Marae based publicity troupe (honing skills)

Assistance
a. Frank Bunch/Beatrice Famauina and others can be encouraged to assist (role modelling, motivational and inspirational pep talks)
b. Women's Welfare League - Maori Wardens - individual local shops can sponsor a "special couple" package, which would include introduction, training, polishing and the final competition.

Important: Gain the help of a tutor. Invite the tutors to take on the task of training a group of youth from "Raw" to "Refined".

Line Dancing: Many adults have learned and can pass on the knowledge to our youth. A great number of people can because students at any one time.

Education: Familiarity with Local Legends and People of History.

1. The Kite Race - Telling a story, Painting a word picture of the characters involved. Painting pictures with crayons, water colours, oils and montage. A geographical lesson leading to a hike of trek to reproduce the thrill, ambiance of the chase - and to give true translation and understanding of the names of places and people.

Education - Religion

1. Ecumenical/Multi-Denominational: Invite exciting and humorous religious personalities to provide a series of lectures of why they should be allowed to be present on the Marae.
2. Involve other ethnicities - Buddha, Hindu, Sikh etc.

Education Clinics:

(i) Approach Government agencies, Manukau City Council, other agencies and organisations, for support in:
- behaviour modification programmes
- social acceptance programmes
- anti-violence programmes

(ii) Support for our young girls
- dangers of casual sex
- venereal disease and consequences
- unwanted pregnancies
- difficulties of single parent families

(iii) Health and Welfare Clinics
- marae/youth "Red Cross" Club
- marae/youth "Young Nurses" Club
- marae/youth " Rescue Squadron" incorporating Search and Rescue and Civil Defence
- youth "Ante-natal and post-natal" training for under aged mothers to be
- positive parenting classes
- planning and budgeting spending

Education - Maori Medicines - bush identification
(i) contact local personalities to conduct bush hikes and identify trees and medicinal plants e.g. Peter Mokomoko, Ricky Bennett
(ii) organise trek though botanical gardens for same reason
(iii) organise a "donate a plant or tree day" to encourage the return of the birds, and to rebuild a forest below the marae or on the island across from the marae. Children can claim and name each a tree.

Conclusion
These are random ideas and thought and are not in any particular order. Generally, they are designed to be helpful but there is a chance that they may be impractical or too obtuse. However, it has been a genuine attempt of offering solutions to the problems we know about.

The real test will not be how much I wrote - but how much is able to be put into operation and to become successful. Only by encouraging the hundreds who turned up on 01 Feb 08, to become involved, will a level of success be measured.

Good luck

Jim Perry