MAORI 202 : Decolonising the Screen in Aotearoa
Arts
2020 Semester One (1203) (15 POINTS)
Course Prescription
Course Overview
The course looks primarily at how Māori filmmakers have used the medium of cinema as a means to reassert cultural identity and tino rangatiratanga, ie. to “decolonize the screen”. We trace the theory and practice of indigenous 4th cinema in Aotearoa, from the activist documentaries (eg. Bastion Point: Day 507, 1980; Patu, 1983) and first features (Ngāti, 1987; Mauri, 1988) of pioneering practitioner-theorists, Merata Mita and Barry Barclay, during the Māori Cultural Renaissance in the 1970s and 80s to the present.
In addition to the above, key films will include some of the following: Lee Tamahori’s controversial adaptation of Alan Duff’s incendiary Once Were Warriors (1994) the post-millennium wave of contemporary dramas (eg The Pā Boys, 2014; Mahana, 2016; Waru, 2017) documentaries (eg. Poi E, 2016; Herbs, Songs of Freedom, 2018; Merata, How Mum Decolonized The Screen, 2019) the playful, eclectic, internationally acclaimed dramatic comedies of Taika Waititi (eg. Boy 2010) films directed by non-Māori (eg. The Whale Rider, White Lies, The Strength of Water, The Dark Horse, Deadlands) will also help answer the central question: What is Māori Cinema? What is its relationship to cultural identity formation? (How) can / does it “decolonize the screen”? Or not…
As well as providing a socio-historical overview, each of the lectures will introduce and discuss the key cultural, political, ethical, theoretical and aesthetic issues, such as post-colonial theory; kaupapa Māori film theory and 4th cinema; representing otherness; intersections of Māori Cinema and European Art Cinema; theories of gender & sexuality; realism vs “myth” and fantasy; Māori film and/as oral “History”; literary adaptation; language revitalisation; the subversive power of laughter.
The course also introduces and develops knowledge of the basic tools of film analysis, for example, shot scale and angles, mise en scène, editing techniques, and the role of film music.
Weekly seminars provide students with opportunities to refine and extend knowledge via group discussion. Regular and varied assessments encourage active engagement with course content (films, lectures and readings), teaching staff and each other, to develop a broad range of transferable skills: written and oral competency; working individually and collaboratively, in small groups; fostering tuakana-teina relationships; providing and receiving constructive feedback; meeting deadlines, as well as research and analysis. All students will have opportunities to peer review Stage 3 oral presentations.
At Stage 2 level, by the end of the course, students will be able to demonstrate an in-depth understanding of individual films (on aesthetic, socio-cultural & political levels) and to articulate their place and relevance to the central kaupapa of “decolonizing the screen”. Students will begin to integrate theoretical issues and bibliographic references into their work.
Course Requirements
Capabilities Developed in this Course
| Capability 1: | Disciplinary Knowledge and Practice |
| Capability 2: | Critical Thinking |
| Capability 3: | Solution Seeking |
| Capability 4: | Communication and Engagement |
| Capability 5: | Independence and Integrity |
| Capability 6: | Social and Environmental Responsibilities |
Learning Outcomes
- Situate Māori cinema within a very broad understanding of kaupapa & tikanga Māori, Indigenous 4th Cinema and/or New Zealand cinema. (Capability 1.1, 1.2 and 6.1)
- Demonstrate knowledge of how aesthetics (film form and style) constructs meaning in Māori cinema. (Capability 1.1 and 1.2)
- Communicate in an informed, engaging and persuasive manner, personal interpretations and arguments about individual films, in order to illuminate key issues in Māori cinema. (Capability 2.1, 4.1 and 4.2)
- Research individual films and filmmakers effectively, in order to support analysis and arguments. (Capability 2.3 and 3.2)
- Analyse individual films critically, in terms of their socio-cultural and ideological significance, their relationships to industrial, historical and socio-cultural practices, and theoretical concepts eg. Realism; 4th Cinema. (Capability 1.1, 1.2, 2.1 and 2.3)
- Relate course content to one's personal and social situation. (Capability 1.2, 1.3, 6.1, 6.2 and 6.3)
- Work individually and collectively, with classmates, to develop understanding and openness, and to refine and exchange ideas. (Capability 2.1, 4.2, 4.3 and 6.3)
- Reflect honestly and constructively on one’s own performance and/or the performance of others. (Capability 5.1, 5.2 and 6.3)
Assessments
| Assessment Type | Percentage | Classification |
|---|---|---|
| Assignments/Peer Review | 30% | Group & Individual Coursework |
| Essays | 40% | Individual Coursework |
| Test | 30% | Individual Test |
| 3 types | 100% |
Workload Expectations
There is no final exam so students should devote to it 10-12 hours per week over the 12-week semester and mid-semester break. Time will be divided been 3 hours of lectures and seminar x 10 weeks, 6-8 hours viewing, reading and/or class assignments x 10 weeks, and a total of 30-40 hours on essays, presentations/peer reviews and/or tests.
Other Information
I am currently Chair of Kaporangi Kiriata Film Arts Trust and Co-director of the Wairoa Maori Film Festival http://www.kiaora.tv/
Digital Resources
Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).
Please remember that the recording of any class on a personal device requires the permission of the instructor.
Academic Integrity
The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed against online source material using computerised detection mechanisms.
Inclusive Learning
All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.
Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website at http://disability.auckland.ac.nz
Well-being always comes first
We all go through tough times during the semester, or see our friends struggling. There is lots of help out there - for more information,
look at this Canvas page (https://canvas.auckland.ac.nz/courses/33894),
which has links to various support services in the University and the wider community.
Special Circumstances
If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.
If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page: https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html.
This should be done as soon as possible and no later than seven days after the affected test or exam date.
Student Feedback
At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.
Your feedback helps teachers to improve the course and its delivery for future students.
Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.
Student Charter and Responsibilities
The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter (https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html).
Disclaimer
Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.
In this course you may be asked to submit your coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. The final decision on the completion mode for a test or examination, and remote invigilation arrangements where applicable, will be advised to students at least 10 days prior to the scheduled date of the assessment, or in the case of an examination when the examination timetable is published.