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Task 2: Mind Map Excercise

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SDL 1.2 - Week 1.2

Task 1:  Positionality Statement A positionality statement is a short paragraph highlighting key themes that the designer has considered, integrating their worldview that has shaped their position in relation to the design work.

The topic I have chosen is the environmental issues happening within my Marae, Whareroa; located on the Tauranga Harbour. I descend from this marae which has an impact on my self-identity as Māori. The hurt that the environment goes through is what hits home for me. This is not only a place of significance for me but it is for my whānau, my tribe, and the locals who live around the marae. There was talk about having to move the marae out of its location. Which has been there since 1873. If anyone is moving, it should be the industrial buildings surrounding the Marae.

I definitely think I have biases towards this issue because it's pretty much my whakapapa that is being affected. Māori are nothing without whakapapa, so if there is a threat to taking this away, this is definitely an issue I would like to explore. In the near future, I have hopes that I will be able to help other Māori going through the same issues. With my design practice, my goal is to bring more awareness and keep my audience informed about what is happening.

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SDL 1.1 - Week 1.1

C) Compile images and information about 3 case studies that are inspiring to you. Reflect and populate this in your blog (text and imagery).

Case Study 3:

Pīkari Mai

"The browser plug-in that replaces royal gossip with Indigenous news"

For Indigenous people, the fanfare and coverage surrounding the royal coronation is more than just annoying.

So Tangata Whenua (People Of the Land) of Aotearoa (New Zealand) have created Pīkari Mai, a desktop-only plug-in that lets people switch off the toff, by replacing royal gossip with Indigenous news from around the world.

Pīkari Mai originated in Aotearoa, and is a gift from Tangata Whenua to Tangata Taketake (our Indigenous cousins) across the globe.

One thing I have noticed with mainstream news is that there is never much news on our indigenous people all over the globe. If there is, it is it either false information or people culturally appropriate many things. I love this concept and It is definitely something that needed to be made so that all indigenous have a voice and a platform where indigenous are not miscommunicated.

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SDL 1.1 - Week 1.1

C) Compile images and information about 3 case studies that are inspiring to you. Reflect and populate this in your blog (text and imagery).

Case Study 2:

Tūtūru Nz

This case study has only just come about and has only just started. This is one I really enjoy following. It gives me a sense of purpose being Māori here in Aotearoa.

Their purpose is to "authentically" unpack concepts in Aotearoa. Concepts that they have unpacked so far are - Land Back (Not one more Acre), Honouring the Treaty, What is decolonization?, Gender Pronouns, and so forth. The way they execute these concepts is through interviewing other Māori and hearing what they have to say. There are Māori Politicians, Māori Tohunga, Māori Rangatahi, Māori Activist. This really does inspire me because It clearly states the world from a Māori lens and through their stories, you hear struggle, mamae, determination and resilience. Māori will always be for their people and their whenua and that's what I love the most.

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SDL 1.1 - Week 1.1

C) Compile images and information about 3 case studies that are inspiring to you. Reflect and populate this in your blog (text and imagery).

Case Study 1:

Te Tuia Programme (Rangatahi Development)

"The Tuia programme is an intentional, long term, intergenerational approach to develop the leadership capacity of young Maori in communities throughout New Zealand. This programme involves local Mayors selecting a young Maori from their district to mentor on a one-to-one basis, to encourage and enhance leadership skills. It is envisaged the rangatahi (young person) will be mentored on a monthly basis, involving both informal meetings and formal occasions that will assist the young person’s development as a local leader.  The relationship also provides both partners with the opportunity to gain a deeper insight into inter-generational issues, cultural values and experiences. 

Selected rangatahi are expected to undertake and record a 100 hour community service project in their respective communities. This will provide the young person an opportunity to share their experiences, practice new strategies and demonstrate leadership.

Rangatahi will also have the opportunity to build peer networks with graduates of the Programme, obtain support and receive leadership training by attending four leadership development wānanga over the course of the year."

Tuia is a program that I am currently doing this year. I was chosen by my hapu (sub-tribe) Ngaati Maahanga to represent the Hamilton Council. It is definitely a once-in-a-lifetime opportunity and the fruits and the number of people I have seen flourish from this program is really cool. I wanted to look more into programs like this because this is the sort of environment Māori youth need to grow and develop.

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SDL 1.1 - Week 1.1 Class exercise and Homework

B) Select 3 options from your list above and find resources + information about the area that emerged (articles, news, project, etc). Reflect and populate this in your blog.

Rongoā Māori

Lack of education around rongoā māori and its benefits. The act on banning natural health products.

“Rongoa Maori is a holistic system of healing that has developed out of Maori cultural traditions. It has a long history of usage and credibility among Maori, and increased interest in its revival and sustainability has prompted calls for its formalisation within the New Zealand public health system. Objective and methods The objectives of the research project were to: - Examine the contribution of rongoa Maori to indigenous wellbeing, and - Identify issues for the ongoing sustainability of traditional Maori healing in New Zealand. The research process was lead by Maori researchers in collaboration with Maori healers and stakeholders. - https://ir.canterbury.ac.nz/handle/10092/5211

"Despite the Suppression Act, training of Tohunga continued over the years and knowledge was passed on and developed. In 1962, as a result of a review of legislation that differentiated between Māori and Europeans, the Tohunga Suppression Act was repealed. With the resurgence of Māori culture in the past few decades Rongoā Māori has once again become prominent" - https://bpac.org.nz/bpj/2008/may/docs/bpj13_rongoa_pages_32-36.pdf

Rangatahi Development

TUIA - Building Māori leaders for our future. What leads to rangatahi taking the wrong path? How do we get more Māori Leaders?

“Despite the innovative approach of the Youth Development Strategy Aotearoa and the applicability of its Rangatahi Development Package, the diverse realities and experiences of Maori youth are still presenting unique challenges to national policy in Aotearoa New Zealand. A Maori youth research approach that utilised a combination of action research and Maori-focused research methodologies considered effective strategies for positive development with a group of young Maori. The research highlighted relevant tikanga (values) and ahuatanga (characteristics) that could form the basis of an approach for positive Maori youth development. The current paper suggests that a stronger and more in-depth focus on cultural constructs is integral for a Maori youth development approach and needs to be reflected in policy, practice and research.” - https://www.journal.mai.ac.nz/sites/default/files/MAI_Jrnl_3(3)_Simmonds02.pdf

"The Tuia programme is an intentional, long term, intergenerational approach to develop the leadership capacity of young Maori in communities throughout New Zealand. This programme involves local Mayors selecting a young Maori from their district to mentor on a one-to-one basis, to encourage and enhance leadership skills. It is envisaged the rangatahi (young person) will be mentored on a monthly basis, involving both informal meetings and formal occasions that will assist the young person’s development as a local leader.  The relationship also provides both partners with the opportunity to gain a deeper insight into inter-generational issues, cultural values and experiences." - https://www.mtfj.co.nz/our-work/tuia-and-mtfj-rangatahi/

State of rivers and lakes / concern for the land

Let Whareroa Breathe Again

their alienation from the tikanga and kawa which apply to the Harbour; 

their systematic exclusion from the control and management of the Harbour; 

the modification of the Harbour and riparian margins as a result of accelerated urban growth and development; 

the depletion of the natural and traditional inner Harbour fisheries; and when using the terms taonga or Tauranga Harbour or the Harbour in this report, each is interpreted to refer to the Harbour, the estuaries and their environs.

the degradation of the environment whereby the state of the Harbour itself and the quality of the mataitai. have been compromised. 

the Harbour's status as Te Marae o Tangaroa has been ignored; 

the kaitiakitanga role assumed by Ngai Te Rangi, Ngati Ranginui and Ngati Pukenga, has been marginalized;

the values, beliefs and position of the iwi, hapu and whanau have been violated; 

urban and industrial growth and development strategies have encroached on the Harbour and its foreshore; and 

the development of bridges and causeways across estuaries, and the construction of the Port of Tauranga have occurred in spite of the disgruntlement and frustration the iwi, hapu and whanau feel about the way they and their taonga have been treated - https://atlas.boprc.govt.nz/api/v1/edms/document/A3942822/content https://www.facebook.com/cleartheairmtmaunganui/ https://forms.justice.govt.nz/search/Documents/WT/wt_DOC_93484562/Wai%20215%2C%20A050.pdf

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SDL 1.1 - Week 1.1 Class exercise and Homework

A) Indicating possible areas of investigation around the 3 thematic areas (environment, equity, and/or pluriverse) and related practices. Explain why have you chosen these areas.

Māori Health - Te Whare Tapawhā/Toiora

Rongoa Māori

Rangatahi (Māori Youth) Development

The Healing Properties of Te Ao Kapa Haka

New Zealand is Racist

State of rivers and lakes / concern for the land

Maramataka (The Māori Lunar Calendar)

Matariki (The Māori New Year)

Reconnecting to Whakapapa

Crossfit within Māori and Pasifika communities

The reason why I have chosen these areas is simply because I am very passionate about my culture and people and that is Te Ao Māori. I am always thinking of ways to help my people, to educate and to build awareness around the many topics we have going on in our world. These are also areas, I would like to look into more as well as educate myself on these topics.

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SDL 12

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SDL 11.2

Task 1: SWOT Activity Report You need to produce a report including a summary of the SWOT analysis, a plan for the next steps, with everything that needs to be done for completion, including a timeline. If you haven't completed this report you need to finished it as SDL.

Task 2: Completing your summative submission You need to continue to work towards the completion of your project, because the summative submission is due on week 13. Check back the summative requirements to make sure you understood all requirements and if necessary check with your tutors. Here are the requirements for summative submission:

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SDL 11.1

Task: Next class will be the prototype session, and you need to bring your prototype to the class and be able to present to your peers and discuss it in order to create a Swot Analysis.

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SDL 10.2

1) Complete the reflections sheet from the presentations class today and create a reflective post in your blog. Also remember that you will need to submit all SDL and Homework with your exegesis in week 13.

2) Bring all elements on Class 10.2 to work on the development of your project aiming prototype session on week 11. Bring everything you might need for working on the development of your project.

3) You need to complete your exegesis for the summative submission. It is crucial you write a part every week to be able to complete it in time for summative. Keep working on it.

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SDL 10.1

Tasks: 

1) Complete the reflections sheet from the presentations class today and create a reflective post in your blog. Also remember that you will need to submit all SDL and Homework with your exegesis in week 13.

2) Bring all elements on Class 10.2 to work on the development of your project aiming prototype session on week 11. Bring everything you might need for working on the development of your project.

3) You need to complete your exegesis for the summative submission. It is crucial you write a part every week to be able to complete it in time for summative. Keep working on it.

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SDL 9.2

Task: 

You must focus the SDL of this week on three points:

1) Start working on your exegesis by collecting the positioning statement from week 1. Check Canvas for the presentation and breakdown of the exegesis.

2) Work on the prototyping of your visual system to bring it to the Week 11 Prototype session. This session is mandatory and requires a well-developed physical prototype from you.

3) Keep your blog updated and invest in more reflection on your design process and in the documentation of methods and how you use them in your project. YOu will use this also for your methodology session.

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SDL 9.1

Task:  You must complete your exegesis, writing the contents for the structure you created and discussed in studio 9.1. This is a mandatory part of your summative submission, and it requires you to employ academic writing that is formal and specific. Next week, you must write the positioning and contextual review sessions. That is your mission for the next week in terms of exegesis writing.

You are also required to publish in your blog the structure for your mini-exegesis developed in class and the main outcomes you took from this session regarding discussion with your peers.

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SDL 8.2

Task: Refine and digitalise one (or more) of your ideas/sketches to a finalised piece of design to advance the prototype stage. Be prepared to submit all SDL activities as part of your exegesis..Task: Refine and digitalise one (or more) of your ideas/sketches to a finalised piece of design to advance the prototype stage. Be prepared to submit all SDL activities as part of your exegesis..

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SDL 8.1

Reflecting on what I've done and whats being planned

Phase 1 — Mind Map​ A. Brain Dump 100 words associated with your project theme.​ ​ B. Using words to express/catalyse possible​ visual systems, tools, language, and tone of voice of your project. ​ Go as wide + deep as you can. ​ The aim is to identify words that you draw reference and inspiration from. ​

On the top as a reference:​ List words for tools and aesthetic treatments​ List words for the tone of voice​ List of words for the visual system​ List words for the project theme​

Phase 2 — Inspiration Board​ Create inspirational board(s) that supports the look, feel and visual language using the selected words from your mindmap. ​ Identify where your visual language comes from, providing links to concepts and visual forms. Select icons, signs, symbols, patterns, shapes, textures, moods, colours, feelings, words, and strategies that reflect your design decisions.

Part 3 — Iteration​ Compose, digitalise, draw, visually explore, test, and experiment using the key touch points collected from the tolls and aesthetic treatment, tone of voice, tools, visual system, ideational strategy mapping, and identifying your overall visual language. ​​You should connect this to some of your experimentations to justify your design decisions.

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SDL 7.2

Task: Continue to work to complete your Specialised Feedback Report from Part 2, reflecting on the following aspect of the process:

1) A summary of all feedback you receive, which would be all the data you gathered in your session. 2) Respond to all feedback received and arguments while it would or would not be important for your to consider it in your project. 3) Select the best feedback you received and that you will consider in your next design iterations. 4) Create a detailed plan for the following weeks proposing weekly milestones you need to achieve for the next prototype session in week 11.

You need to publish the report into your contextual blog for week 7.