Carving a path to better attendance

Wiremu and students with their finished pieces.

Watching Wiremu Gray work, it’s easy to see the passion he has for the hauora of young people.

An accomplished artist and cultural specialist, Wiremu has been working with He Puna Karumata Leeston Consolidated School in Waitaha Canterbury to continue its journey of making te āo Māori visible across the kura in every way – a feat achieved by immersing the school’s ākonga and their whānau in the rich tradition of Māori carving.

Deeply rooted in tikanga and hauora, it’s an initiative that has significantly impacted ākonga, fostering a sense of pride, identity, and community. It has also proved effective in improving student attendance and engagement.

Wiremu’s involvement with Leeston School initially began through his work on the school’s wellbeing initiatives. His approach, based on his Te Whare Mauri Ora model, emphasises holistic health and cultural safety.

When principal Lynda Taylor expressed her interest in a carving programme to enhance Māori student identity and engagement, Wiremu saw an opportunity to give back to his community.

Recalling his own experience with bone carving under the mentorship of Matua David Paki, Wiremu was inspired to offer a similar experience.

“I remember how he made me feel immensely proud about my carving piece, and this experience was so significant. It gave me a sense of mana in myself and later it led me to taking on a Māori carving apprenticeship at Lincoln University when I finished school. This programme is about giving back,” he says.

Wiremu integrates hauora and tikanga into the carving process.

Tikanga keeping everyone safe

“In discussion with teachers, a small group of ākonga were selected,” says Lynda about the project’s beginnings.

“Permission from whānau was obtained for ākonga to work with Wiremu for one day a week for five weeks.

“Initially they learned about local Māori legends relating to the Leeston community and its relationship with Taumutu and Te Waihora, and began working on basic kowhaiwhai designs and patterns.

“Ngā ākonga learned how to be comfortable with carving tools and how to use a chisel. Risks were identified and processed and tikanga was taught to keep us all safe.”

Wiremu says his teaching methodology is deeply intertwined with Māori cultural practices.

“I begin teaching the students about tikanga. Māori carving is a spiritual activity, so tikanga informs our culture and keeps us culturally safe.”

He sets the tone of the sessions by beginning and ending with karakia. The group also take time for whanaungatanga and mindfulness before beginning their work, ensuring everyone is aware of their own mauri (energy state) and therefore ready to engage in the mahi.

“Each of us will be at different states of energy, so we need to take time beforehand to achieve a state of mauri tau (calmness) or mauri oho (active), the energy states that assist our ability to focus, learn and to perform.”

This structured learning path allows students to build confidence and competence gradually.

“Because students are experiencing carving for the first time, it’s important to create a mindset of giving things a go, being courageous and taking risks,” says Wiremu. “If students are solely focused on the carving being ‘good enough’, they’re prohibited and restrained from even beginning, or giving up, which can become the safe alternative.”

Integrating hauora

Wiremu integrates hauora and tikanga into the carving process, underscoring the importance of both for learning and wellbeing.

“We have discussions around whānau and how we can strengthen our relationships through manaakitanga, which is their school value. We also pull on the concept of ‘ranginui’ (sky father) to help with setting goals and for them to see that they can accomplish big things and the sky is the limit. It just comes down to belief, perseverance, focus and hard work.”

It’s a holistic approach that not only enhances students’ carving skills but also strengthens their sense of identity and belonging.

For many Māori students, seeing their culture valued and celebrated at school boosts their overall wellbeing and academic engagement.

“Māori students need to know that their culture is important and that is it embraced in their school and community,” says Wiremu. “It’s really important – there are dire consequences for overall mental and spiritual wellness when this doesn’t happen.”

The impact of the carving project on students has been profound. Wiremu has observed that students are able to maintain focus for extended periods, a challenge for some in traditional classroom settings.

His students demonstrate remarkable perseverance and take immense pride in their carvings.

“They show a great ability to persevere through the challenging parts and gain a great sense of satisfaction when completing their works,” says Wiremu. “Many of them say that they can’t believe they can create such amazing pieces. I enjoy seeing them gain confidence in their ability and seeing them stand in their mana.

“I believe the Māori carving experience, with tikanga, hauora and the cultural narratives being interwoven into the experience, assists the students in gaining a greater sense of pride in culture, overall self-worth and belief.”

The newfound confidence and sense of accomplishment were evident in the smiles of ākonga and their eagerness to share creations with their whānau. Students also said they felt more motivated and engaged in school.

“I worked really hard on it, and I’ve always wanted to do some carving and I got this opportunity to have this gift of doing it,” says Year 6 student Oliver. “My highlight was Matua Wiremu helping me with everything, and I really appreciate he had the time to help me.

“From this project I have learned new skills like carving and helping others. I’m really excited to share my carving piece with my family and friends. If anyone else has the opportunity to carve they should do it; whoever else does this I bet your piece will be very good.”

Ngā ākonga were asked if the programme had changed the way they felt about school and learning. They replied in a chorus of agreement.

“I’m more motivated because carving excites me. I have to go to school faster to do it! Now, I come to school feeling proud of myself, because I have been working on my mind and my classes such as maths and reading,” says Oliver.

“I like going to school more now because it’s fun and enjoyable. I now know I can do more things than I think,” agrees Harry, Year 5.

“I’m more motivated and happier to come to school,” nods Phoenix, Year 5.

“Carving helped me with building more friendships. I do more fun things now with others,” adds Jackson, Year 6.

Ākonga learn how to use a chisel and be comfortable with carving tools.

Increasing mana

Wiremu hopes that the skills and values learned through the carving project will inspire students to explore their Māori heritage further.

“I hope they see the carving as a platform to explore more about their Māori heritage. That could be exploring their whakapapa, learning te reo as a whānau, kapa haka, or continuing Māori art.

“I hope that it ignites something inside of them, so they continue to feel proud of who they are. I want them to continue to adopt tikanga and express these principles in their daily lives and continue to back themselves through challenges or difficulties in life.

“I want them to continue to hold a strong belief that they are good enough and they can achieve hard and challenging things.”

For educators, Wiremu emphasises the importance of creating culturally rich environments that honour Māori students’ heritage.

“Actioning principles of tikanga, such as whanaungatanga, understanding ākonga at a deeper level and by setting high expectations and applying pedagogy that works well for Māori, will create a greater chance for them to succeed in your classroom.

“Through seeing Māori students’ potential as a kaiako, you are helping them to create more belief in themselves and their abilities. This can only enhance school engagement, attendance, hauora and overall performance for students.”

Lynda also encourages kaiako to implement similar cultural engagement programmes.

“Go for it!” she says. “There is so much value in providing te ao Māori initiatives in kura.

“This has been amazing for our community, and this has helped to increase the mana, a sense of self-worth for our ākonga and whānau involved. It has also helped with the cultural pride for our school.

“Other students can see the success the Māori ākonga are having and are amazed by the beautiful artworks they have been producing and sharing in assemblies. This helps to build on goals for ākonga and whānau by strengthening Māori cultural identity, a sense of purpose, achievement and self-worth.”  

Students work alongside their whānau, strengthening family bonds and deepening their connection to their whakapapa.

Strengthening relationships with whānau

Many students shared how the project impacted the relationships with their whānau, sharing stories of their parents’ pride and anticipation to see the finished carvings. Working alongside their whānau not only strengthened family bonds but also deepened their connection to their whakapapa.

“My whānau are really proud and can’t wait to see my finished piece. I’m very excited to show them. I feel proud of myself that I’ve accomplished my carving. I really thought I wouldn’t get it finished, but in the end, I did!” says Oliver.

“My mum really wants to see the finished piece. Mum has helped guide me by being proud of me,” says Harry.

“My dad has been waiting for my finished piece. Dad is even more proud of me,” adds Phoenix.

“I’m gifting my first piece to my mum. She is proud of me,” declares Jackson.

 What their whānau say

“It’s really exciting to see so many kids interested and respectful about what they are doing. They are really enjoying it, and so engaged.”

“To see him exercise his creativity has been wonderful. Being able to explore this avenue has opened up something for him and exercised his creative bone, which he didn’t know he had.”

“It’s been good – very interesting to see a different learning programme. They are so engaged and creative.”

“It’s good to see what has been taught and he can show his skills to me. Just to be able to come into class and do it with him and he can teach me what he’s learned has been great.”

“Doing this with my son and others in the class and learning off each other has been amazing. I want to thank Matua for taking us through this experience and learning from each other.”