Mana Over Meth
16+ domestic violence, drug abuse, and sexual content.
Discussion:
•Why has reenactment been used in this film?
•What role do cultural and societal factors play in shaping our attitudes toward both "mana" and methamphetamine?
•How can we promote healthier behaviors in our communities?
•What lessons can be learned from Jess’s positive turnaround?
•What does Jess mean when she says, “rehab opened up the doors to my Whakapapa”?
Research Assignment: What is the cultural and social importance of whakapapa in Māori society, and how does it influence identity, community cohesion, and kaitiakitanga?
Creative Assignment: Have students research their own Whakapapa and create a family tree poster.
Reflection and Journaling: Encourage students to reflect on their own experiences growing up with the people who raised them and how they believe it affected who they are now. Ask them to journal about the importance of upbringing and knowing where you’ve come from.
Fun Tasks:
1. Create a comic strip based on a character who gains or loses mana based on their actions. Use this story to explore the idea of how mana can be earned or diminished in different situations.
2. Create a quiz or trivia game related to mana and Māori culture. Challenge the class to see who knows the most about the concept.
3. Interview Family Members: get students to conduct interviews with older family members to collect stories, anecdotes, and historical information related to their whakapapa. They could record these conversations, and if possible, create a family oral history archive and present it to the class.
Here are some resources that can supplement the Mana Over Meth study kit: The Importance of Whakapapa: https://www.hearingvoices.org.nz/index.php/en/differentperspectives/maori-perspective/32-the-importance-of-whakapapa-an-explanation-by-egan-bidois An explanation by Egan Bidois of how truly important Whakapapa is Mana Over Meth: https://www.nzherald.co.nz/lifestyle/mana-over-meth-how-jessica-apanui-andholly-beckham-came-back-from-the-brink/ECST4PSQDS3PW6NS7VF57I5VBY/ NZ Herald’s insight on how Jessica Apanui came back from the brink.
Director/Producer
Holly Beckham
Holly Beckham studied documentary directing at South Seas Film School where she produced and directed He Ara Anō, a powerful documentary about addiction in Māori wāhine, which has won over 20 awards internationally. From there she has gone on to work on various projects as a field director and a production coordinator for Greenstone TV. She is proud of her Ngāpuhi, Ngāti Rangi heritage and knows that it is what makes her multi-cultural approach so strong.
Jason Antoni Crane has extensive experience as a story creator and co-producer for several commercial and narrative film projects. By day he has a successful career as a cinematographer and all his spare time he commits to telling great stories.
Producer
Jason Crane
Shred
Discussion Questions:
•What ethical responsibilities do influencers have toward their audience?
•How have online communities influenced bodybuilding culture? What are the advantages and disadvantages of these communities?
•How did Hayden’s family feel about his passion for body building? Discuss how Hayden could ensure that his strict body building regime doesn't take a toll on family dynamics.
•In which ways does Hayden show perseverance throughout this documentary?
•How do you think the documentary would have ended if Hayden hadn’t won his competition? Case study: Conduct a case study that illustrates an instance in which an online influencer abused their power.
Creative Assignment: Form small groups and decide on a sport to make a quiz about – then present this to the class for everyone to participate in.
Reflection and Journaling: Reflect on how a sport you have played or watched has shaped who you are and/ or the lifestyle you live. Write about any influential sportsmen or women that may have impacted you in a positive way.
Fun Tasks:
1. Think of a question you would like to ask a fitness influencer of your choice, and create an email.
2. Interview someone you know who is invested in a/multiple sports and ask them about the positives and negatives of their active lifestyle.
3. Have students design posters that promote the importance of physical activity and a healthy lifestyle. They can include tips on staying active, eating well, and preventing sports injuries.
4. Sports Day Event Planning: Organize a school sports day event where students plan various sports activities, from relay races to mini tournaments. They can also think about the roles needed to carry out the event, such as event coordinators, referees, and athletes.
Here are some resources that can supplement the Shred study kit: Student’s thoughts on social media and body image: https://www.nytimes.com/2022/03/31/learning/what-students-are-saying-about-how-social-mediaaffects-their-body-image.html
Influencer perspective on Instagram and mental health:
https://www.forbes.com/sites/heatherleighton/2019/12/13/is-instagram-bad-for-your-mentalhealth-body-image/?sh=20f813ef1e55
Director Harry Wynn
Harry Wynn has written and directed three documentaries, Shred for Loading Docs, Three Ticks Chlöe for The Spinoff and Young & Hooked on Chemsex for TVNZ. Harry is passionate about all aspects of documentary filmmaking. He has worked as part of the production team at GFC Films, as well as a Production Manager at the television production company Stripe Studios.
Producer Lesley Hansen
Lesley Hansen is a Kiwi filmmaker of Samoan descent. Lesley has independently produced two short documentaries – Shred for Loading Docs and Young & Hooked on Chemsex for TVNZ. She is currently working with GFC Films on two feature-length coproductions as Associate Producer and has recently production managed the feature documentaries The Subtle Art of Not Giving A F*ck and Billion Dollar Heist, both of which are scheduled for international release in 2023.
E Blacks
Discussion Questions:
•How do Esports differ from traditional sports? And what makes them appealing to players and spectators?
•In what ways do E Sports impact your social life and schedule?
•What are the challenges and risks associated with a career in esports?
•What are Fury’s strengths and weaknesses and how are they portrayed throughout the documentary?
Research Assignment: Conduct a research project on the impacts of E Sports and the gaming industry on society.
Creative Assignment: Form groups and propose an outline for your own online game.
Creative writing piece: Imagine you are about to enter the arena/world finals of your favorite sport. How are you feeling? What do you hope to achieve?
Fun Tasks:
1. Esports Trivia Challenge: Get students to research basic E sport knowledge then host an esports trivia competition with questions about famous players, teams, games, and memorable moments in esports history. You can create teams and award prizes to the winners.
2. Encourage students to create esports-themed artwork, whether it's fan art, posters, or digital illustrations. Display the artwork in the classroom for everyone to admire and discuss.
3. Find an online multiplayer game that the whole class can join and play together.
4. Esports Team Logo Design: Encourage creativity by having students design logos for fictional esports teams. They can present their logos and explain the inspiration behind their designs.
Here are some resources that can supplement the E Blacks study kit:
Dota Website: https://www.dota2.com/home
New Zealand E Sports: https://www.nzesports.org.nz/commonwealthevent/#:~:text=For%20the%20first%20time%20ever,2026%20iteration%20of%20the%20Games
Director
Ashley Pitman
Ashley Pitman is a Romanian born filmmaker who grew up in New Zealand. He has been working in film and television for twelve years and in that time he has made several short films and documentaries including BBC Knowledge funded film Beard Chronicles. Ashley continues to develop his vision and skills as a writer and director. He looks forward to filming feature length content and continuing to explore themes and issues that inspire and challenge the audience to reflect on their own lives to spark change.
Producers
Rajneel Singh and Annamarie Connors
The Unkindness are a corvid hive-mind consisting of filmmakers Annamarie Connors and Rajneel Singh. An accomplished writerdirector-producer combo, they like dark subjects, evocative images and loud music. Annamarie has 20 years experience in the field of art direction, creatures and puppets. Raj is a director of television and film and produced the 2019 Loading Docs short documentary Operation: Rambu! Together, they fight crime.
Fast Eddie
Discussion Questions:
•How can caregivers and families provide support for individuals living with MSA, both emotionally and practically?
•What did this documentary teach you about the importance of having a good support system?
•In what ways does this documentary make you reflect on the qualities of gratitude and mental strength?
•What challenges and uncertainties has and does Eddie face with MSA? Have you ever faced similar challenges in the past?
Case Study: Research a neurodegenerative disorder and its effects. Find someone who has been affected by a neurodegenerative disorder like Eddie and discuss how they have inspired others despite the challenges they have faced.
Creative Task: Encourage your students to do an activity that they are passionate about, that challenges them and get them to share about it in class the following week.
Reflection and Journaling: Write a self-reflection of the parts of your life that you are grateful for, and if there is anything you hope to achieve or experience.
Fun Tasks:
1. Get your students to write a poem about a loved one that has inspired them because of their strength.
2. Encourage students to do a random act of kindness around the school to promote the idea of “treating others how you would like to be treated”.
3. Social Media Campaigns: Students can create engaging social media campaigns with informative posts, videos, and graphics on a disease of their interest. Encourage them to use popular hashtags and challenges to get people involved and share information.
4. Positive Playlist Exchange: Student can create and exchange playlists of songs that inspire, uplift, and motivate them. Get them to discuss the impact of music on your mood and mindset.
Here are some resources that can supplement the Fast Eddie study kit: Indepth explanation on what Multiple System Atrophy is: https://www.ninds.nih.gov/healthinformation/disorders/multiple-system-
atrophy#:~:text=Multiple%20system%20atrophy%20(MSA)%20is,as%20blood%20pressure%20or%20 digestion
MSA - A case study: https://www.physio-pedia.com/Multiple_System_Atrophy:_A_Case_Study
Director/Producer Keely Meechan (Whakatōhea)
Keely Meechan is a writer and director from Tāmaki Makaurau. She won the Creative New Zealand Emerging Talent Award at Whānau Mārama, New Zealand International Film Festival and the Audience Choice Award at Toronto’s ImagineNATIVE film festival for her debut short film ‘Nancy From Now On.’ In both awards, she was commended for her use of common societal issues in Aotearoa to tell a relatable and compelling story. Keely is in preproduction on her second narrative short film.
Producer Virginia Wickham
Virginia Wickham has been working in the film and television industry for eight years. She has a background in visual effects and production, most recently working as Virtual Production Manager on The Lord of the Rings: The Rings of Power. She was co-creator and writer on the web series, Capital Culture and has co-written and acted in sketch shows for The New Zealand Comedy Festival. She is currently producing her second short film project.
Beneath the Surface
Discussion Questions:
•Tupou Neiufi faces some unexpected hurdles that make her contemplate quitting the sport for good. Discuss the role of self-compassion in combating self-doubt. How can individuals learn to be kinder to themselves when facing self-doubt?
•Share your thoughts on the significance of the Paralympic motto, "Spirit in Motion." What does it mean to you, and how does it capture the essence of the Games?
•Tupou Neiufi talks about a racist comment made to her whilst walking down the street one time. Explore the concept of racial identity and how it shapes an individual's sense of self. How does racism impact one's self-esteem and self-concept?
•In what ways have the Paralympic Games helped to change perceptions and attitudes towards individuals with disabilities in society?
Research Project: Choose a Paralympian that inspires you and discuss how their story contributes to changing societal attitudes towards disability and how their Perserverance is inspiring and motivating?
Design Task: Design an Inclusive Sports Gear Item. Students can invent adaptive sports equipment or gear that could enhance the performance or accessibility of a Paralympic sport. Create sketches, diagrams, or prototypes to illustrate your design.
Reflection and Journaling: Describe a specific situation or experience in your life when you felt selfdoubt. How did this episode of self-doubt impact your behavior, choices, or decision-making at the time? Did it hold you back from pursuing something you wanted to achieve?
Fun Tasks:
1. Paralympic Cooking Challenge: Create a cooking or baking challenge where students prepare a dish at home inspired by Paralympic countries or athletes. Get them to take pictures of what they created to share with the class.
2. Paralympic Children's Book: Write and illustrate a children's book that introduces young readers to the world of Paralympic sports, promoting inclusivity and diversity.
3. Paralympic Photo Collage: Compile a photo collage or series of images that tell a visual story about Paralympic athletes, their training routines, and the excitement of competition.
4. Share Success Stories: Collect and share success stories from your local community or online. Highlight individuals who have overcome challenges and achieved their goals.
Here are some resources that can supplement Beneath the Surface study kit: Paralympics NZ website: https://paralympics.org.nz/gclid=Cj0KCQjwmICoBhDxARIsABXkXlJsEIhkd8QJVZOW7sFy6mosa3kL0vTRLkGVGRb81ThiwJaUI1y7rMaAr8HEALw_wcB
Lockeroom news piece on Tupou Neiufi: https://www.newsroom.co.nz/lockerroom/struggles-beneath-thesurface-for-tupou-neiufi
Director Gill Higgins
Gill Higgins is an Auckland-based journalist who has worked for over 25 years for TVNZ and the BBC. She cut her teeth in radio in the UK, then moved to daily TV news, finally switching to longerform current affairs. She relishes the opportunity this gives her to tell stories that empower people who otherwise wouldn’t be heard. This is her first documentary.
Producer Vea Mafile’o
Producer Vea Mafile’o is a mother of 3 boys based in South Auckland. A freelance award-winning Director/Producer, she has filmed extensively throughout the Pacific and worked in the Film & TV industry for over 20 years. Founding member of PISA (Pacific Island Screen Artists), she is passionate about Moana Pasifika storytelling and the arts, nurturing Pasifika digital creators and empowering the marginalised voices in her community, seeking systemic change and equality.
Producer Sarah Stewart
Producer Sarah Stewart is happiest telling ‘people stories’ that open a door to a different world and allow you to walk in someone else’s shoes. She is the media advisor for the charity KidsCan, where the stories she unearths shine a light on inequality in society, and inspire people to support children in hardship. She has two decades’ experience as a TV reporter and producer in New Zealand and the UK.
Believing is Seeing
Discussion Questions:
•Discuss the misconceptions and stereotypes surrounding Tourette's syndrome. How do these stereotypes affect individuals with TS and their experiences?
•Discuss the experiences of children and adolescents with Tourette's syndrome in school settings. How can educators and peers promote inclusivity and understanding so people like Sophie can feel less anxious?
•Explore the potential downsides of social media for individuals with Tourette's. How can online platforms sometimes perpetuate stereotypes or create additional stress and pressure?
•Share resources and tips for improving sleep hygiene and reducing the negative physical health effects of social media use.
Case Study: Conduct a case study that illustrates an instance where social media negatively affected someone's mental or physical health, develop ideas on how in the future we can avoid these issues.
Documentary Film: In groups, students can create a documentary film that explores the lives and experiences of individuals living with Tourette's syndrome. Screen the documentaries in class or even a school event.
Reflection and Journaling: Describe the specific situation when you felt anxious because of your differences. What were the circumstances, and who was involved?
Fun Tasks:
1. Tic-Influenced Fashion: Design clothing or accessories that incorporate elements inspired by tics or the experience of living with Tourette's. Use fashion as a form of self-expression and empowerment.
2. Question-and-Answer Session: Host a live Q&A session in the classroom with an expert or someone personally affected by the cause. Encourage students to come up with questions before the interview.
3. Educational TikTok: Form a creative TikTok that raises awareness about a disorder you believe needs to be spoken about more.
4. Hashtag Challenge: Create a unique and catchy hashtag related to a disorder that needs more awareness. Encourage students to post photos or videos on social media using the hashtag while sharing facts, personal stories, or pledges to support the cause.
Here are some resources that can supplement the Believing in Seeing study kit: Dr Robert Bartholomew on News hub about Tourettes: https://www.newshub.co.nz/home/newzealand/2022/11/tiktok-tics-social-media-spreading-mass-psychogenic-illnesses-similar-to-the-salem-witchtrials-phenomenon-sociologist.html
Tourettes Association of NZ: https://tourettes.org.nz/
Sophie Black is passionate about telling meaningful stories with imagination, empathy and humour. She’s worked in the screen industry in the UK and at home here in NZ on a mixture of commercials, short films, music videos and documentaries. She is the creator and director of the short documentary series Pig Politics and the Loading Docs short documentary Believing Is Seeing.
Nikhil Madhan is an internationally experienced commercial and creative producer who has spent over 15 years working across Auckland, Melbourne and Shanghai. He began his journey in film at Madman Entertainment in 2005 and has remained a passionate fan of independent voices and meaningful stories ever since. Outside of his commercial work, Nikhil works with writers and directors developing creative projects for the screen.
Director Sophie Black
Producer Nikhil Madhan
Testimony
Discussion Questions:
•Discuss the historical context in New Zealand during the 1970s. What social, economic, and political factors contributed to the dawn raids?
•How did the dawn raids affect the Pacific Island immigrant community in New Zealand? What were the immediate and long-term consequences for individuals and families like Tesimoni’s?
•What were the legal and human rights implications of the dawn raids? Were there violations of civil liberties or international human rights standards?
•Discuss the responses and resistance that emerged within the Pacific Island immigrant community and among their supporters in New Zealand. What advocacy efforts and protests took place?
•Discuss the importance of education and awareness about the dawn raids. How can New Zealand ensure that future generations learn about this significant chapter in the nation's history?
Essay Question: Discuss the causes and consequences of the New Zealand dawn raids of the 1970s. How did these immigration enforcement actions impact the Pacific Island immigrant community and New Zealand society as a whole?
Creative Project: Develop a graphic novel or comic book that narrates the events of the dawn raids. Students should use compelling visuals and storytelling to make the history engaging and accessible to a wide audience.
Reflection and Journaling: Consider your family's migration or immigration history. Have there been significant moves or changes in your family's geographic location, and how have these impacted your family's identity?
Fun Tasks:
1. Interactive Quizzes and Trivia: Create online quizzes and trivia games that test students' knowledge of the dawn raids. Include fun facts and lesser-known details to make it more engaging.
2. Family History Research: Encourage students to research their own family history to uncover any connections to the dawn raids. Provide resources and guidance for conducting genealogical research.
3. Interactive Digital Storytelling: Develop an interactive digital story where students make choices that lead to different outcomes related to the dawn raids. This can be a captivating way to engage with history.
4. Art and Poster Contest: Invite students to create artwork or posters that depict the dawn raids and their significance. Try displaying the submissions in a local gallery or online for public viewing.
Here are some resources that can supplement the Testimony study kit:
The Polynesian Panthers - what you need to know: https://www.thecoconet.tv/coco-talanoa/coco-news/thepolynesian-panthers-what-you-need-to/
Link to multiple articles on the dawn raids: https://digitalnz.org/stories/5e49fd0f5b0f2f000880426b
Director
Alice Lolohea
Alice Lolohea (Tongan) is currently working as a Journalist and Director for TVNZ1’s Tagata Pasifika programme. Covering a wide variety of issues, Alice directed the show’s half-hour special for the Polynesian Panthers 50th anniversary, and the 6-part Te Maeva Nui series Araura Enua: Road to Te Maeva Nui for the show’s online platform TP+. She recently completed a director’s attachment for the upcoming film Dame Valerie Adams: More Than Gold.
Producer
Sandra Kailahi
Sandra Kailahi (Tongan/Kiwi) is a co-producer on the feature film, One Winter starring Julian Dennison, Minnie Driver and Rhys Darby. She co-created, co-wrote and produced the Tongan bilingual drama web series, Brutal Lives – Mo’ui Faingata’a and is in post-production on the second series. Sandra co-produced the documentary film, For My Father’s Kingdom which had its World Premiere at the Berlin Film Festival in 2019 and won Best Documentary at the Los Angeles Asian Pacific Film Festival. She produced the Loading Docs film, Meet Munch Jnr and the short film, The Messiah.
HE OHAKI – Imparting Words of Wisdom
Discussion Questions:
•Reflect on the long-term effects of the Daybreak Report. Did it contribute to greater awareness of racial discrimination and inequality in New Zealand? How did it influence subsequent policies and actions?
•Explore the intersectionality of issues faced by Māori communities, such as the interplay between racial discrimination, poverty, and educational disparities. How did these factors compound the challenges?
•How can the Daybreak Report be used as an educational tool to raise awareness about historical and ongoing racial disparities in New Zealand? What can be done to ensure that the report's lessons are not forgotten?
•What are the key principles and values that underpin the Māori way of life, and how do they shape everyday interactions and decision-making?
Report Question: “What is the historical context that led to the creation of the Daybreak Report, and what were the key issues it aimed to address? Who were the individuals or organizations responsible for commissioning and producing the report? Discuss the short-term and long-term effects of the Daybreak Report.”
Te reo poem: Get students to write and perform a short poem in te reo that reflects on the messages and experiences shared in the Daybreak Report. Use rhythm and language to evoke emotions and raise awareness.
Reflection and Journaling: Write about a family member, past or present, who has had a significant impact on your life. How have they influenced your values, beliefs, or aspirations?
Fun Tasks:
1. Documentary Film: Create a short documentary film that explores the background, context, and impact of the Daybreak Report. Incorporate interviews, historical footage, and personal narratives.
2. Māori Language and Culture Workshop: Host a workshop that introduces students to the Māori language and culture, emphasizing the cultural context of the Daybreak Report.
3. Traditional Games: Play traditional Māori games like Ki-o-Rahi or Poi. These games offer a fun way to connect with Māori culture and learn about traditional activities.
4. Māori Storytelling: Read Māori myths and legends or listen to traditional storytelling sessions. Students can also try your hand at creating your own Māori-inspired stories.
Here are some resources that can supplement the HE OHAKI – Imparting Words of Wisdom study kit: “Pūao Te Ata Tū” Daybreak Report: https://www.msd.govt.nz/documents/about-msd-and-ourwork/publications-resources/archive/1988-puaoteatatu.pdf
Learn more about Māori culture: https://www.newzealand.com/int/maori-culture/
Director
Kararaina Rangihau
Kararaina Rangihau is a dedicated Tūhoe and Te Arawa tribeswoman. She believes the art of filmmaking is an extension of Māori oral traditions. A vehicle for carrying stories that reaffirm who we are and where we come from as tribal peoples. For over 30 years, Kararaina has worked almost exclusively on Māori projects, as a writer, director, actor, cultural assessor, translator and mātauranga Māori advisor. She is unapologetically kaupapa driven, her life purpose is to create uplifting stories that inspire audiences to appreciate the importance of tribal identity.
Producer Kelly Davis
Kelly Davis is of Ngāti Hine, Ngāti Hei, Ngāti Pikiao and Ngāti Uenukukopako descent. Kelly has spent eighteen years working in Māori media production for Whakaata Māori and independent production companies, giving her extensive knowledge across the sector. She has outstanding people skills and is an experienced human resource manager, and brings her wealth of skills in communications, coordination, logistics, budget management and administration. Kelly has a wide network and strong connections within her whānau, hapū, iwi and the Māori broadcasting sector.
