Mutual dictation group 1
_ _______________ ____ __ the _______ Women ___ ___ ______ __ ___ ___ ___ __ a symbol of ___ _____ ___ Zealand-Aotearoa. In ___ ____ ___ that Stewart cuts ____ ______ __ ____ Ada's finger off. __ ___ ____ ___ that he pens ___ ____ __ by surveying ___ _______ ___ __ pens Ada in __ ________ __ the _______ ___ _____ __ ___ ________ ___ can be seen __ _ __________ or an animal, ______ ____ _ _______ ______ ____ _______ __ __ __ ___ _________ Stewart ___ ___ Axe The ___ __ ____ __ ______ ___ _______ __ ___ ____ __ "be." _______ ____ ___ ___ __ ___ down ______ ___ __ ____ ______ __ _____ __ 'tie the land ______ __ ____ __ _____ that Stewart's occupation __ _ ________ is not a ____________ __ ____ the ____ way, Stewart ____ ___ axe to ______ _____ _______ __ do as ___ _______ "I just clipped ____ ______ ______ _____ _________ ____ ________ __ _______ ____ _______ __ of Flora ______ _____ wearing ___ ______ _______ __ ____ as ___ ______ _____ _________ by the process __ clearing the bush. ___ _______ ____ ___ ____ ____ ___ land, ___ ___________ __ _____ __ __________ _______ ____ ____________ _______ In many ________ the Maori __ ___ film suffer ___ ____ fate as the ______ ______________ ___ ____ __ set in a ____ ____ ________ _________ __ ___ _______ ___ ___ _________ ___ __ _ ____ ____ _____ _____ ____ _ real ______ __ ___ settlers if ____ ___________ _____ _____ __ __________ ____ __ perhaps best illustrated ______ ___ shadow puppet show, ____ _____ _________ _ ___________ _____ ______ kill the Reverend. ____ ___ _____ ____ ___ ____ ____________ ___ are ____________ ___ __________ of ____ ________ __ ____ ________ Maori are at _ similar stage of _____ _______ ___ __ ___ land. As _______ _________ ___ process of surveying ___ ____ ___ ____________ _______ he is laying ___ ___________ ___ _______ _________ ________ __ _________ __________ __ ___ _______ ________ _ ____________ __ ___ _______ __ _____ _____ ____________ __ _____ ___ _________
Mutual Dictation Group 2
A "Post-Colonial" ____ __ ___ _______ _____ and ___ ______ __ ___ ___ ___ as _ ______ __ ___ _____ ___ _________________ __ ___ ____ ___ ____ _______ ____ ____ ______ __ ____ _____ ______ ____ __ ___ ____ ___ ____ __ ____ ___ ____ in __ _________ ___ _______ ___ __ ____ ___ __ __ ________ up ___ _______ ___ _____ __ ___ cottage. Ada ___ __ ____ __ _ __________ __ __ _______ ______ ____ a cottage rather ____ allowed __ __ __ ___ _________ _______ ___ ___ ____ ___ axe is used __ ______ ___ ability of ___ ____ __ _____ _______ ____ ___ axe __ cut ____ ______ and to make ______ __ _____ __ ____ ___ ____ ______ __ must be noted ____ _________ __________ as a surveyor __ ___ _ coincidence. In much ___ ____ ____ _______ ____ ___ ___ __ ______ _____ ability to __ __ ___ _______ __ ____ _______ ____ ______ ______ _____ _________ ____ referral to _______ ____ _______ __ __ _____ ______ _____ _______ her angels _______ __ ____ __ ___ ______ _____ displaced __ ___ _______ __ ________ ___ _____ ___ _______ ____ ___ ____ over the _____ ___ ___________ __ _____ __ __________ _______ ____ ____________ Maori. __ ____ ________ ___ _____ __ ___ ____ ______ ___ ____ ____ __ ___ women. ______________ ___ ____ __ ___ __ _ ____ ____ ________ _________ __ ___ _______ ___ ___ _________ ___ __ _ time when _____ _____ ____ _ ____ threat to the ________ __ they contravened _____ _____ or __________ ____ __ _______ ____ ___________ during the ______ ______ _____ ____ Maori attending _ ___________ _____ ______ ____ ___ _________ ____ ___ _____ ____ ___ been ____________ ___ ___ ____________ ___ __________ __ this process. In ____ ________ _____ ___ __ _ _______ _____ __ _____ _______ in' as the _____ __ _______ _________ the _______ __ _________ the land and ____________ _______ __ __ ______ ___ ___________ ___ _______ _________ ________ to establish themselves __ ___ colony, ________ _ continuation of ___ _______ __ _____ _____ ____________ __ _____ ___ _________
Mutual Dictation Group 3
_ _______________ View of ___ Piano. _____ ___ the land. We ___ ___ ___ __ _ ______ __ the land, New _________________ __ the same way ____ _______ ____ down trees, __ cuts _____ ______ ____ __ ___ ____ way ____ __ ____ the land __ __ _________ ___ _______ it, he ____ ___ __ __ ________ __ ___ _______ ___ doors of the ________ ___ ___ __ ____ __ a possession __ __ _______ penned into _ _______ ______ than _______ __ __ __ she pleases. _______ ___ ___ ____ ___ ___ __ ____ __ remove ___ _______ __ ___ ____ to _____ Stewart uses his ___ __ ___ ____ ______ ___ __ ____ fences in order __ ____ ___ ____ ______ __ ____ __ _____ ____ _________ __________ __ _ ________ __ ___ _ ____________ __ ____ ___ same ____ _______ ____ ___ ___ __ remove Ada's _______ __ __ __ ___ _______ __ ____ _______ your ______ ______ all."_________ ____ ________ __ 'wings' ____ _______ __ __ _____ (often _____ _______ ___ ______ wings,) as well __ the native birds _________ __ ___ _______ of ________ ___ _____ The _______ ____ ___ have ____ ___ _____ ___ generations of women __ __________ through this connection. _______ __ ____ ________ ___ _____ of ___ ____ ______ ___ ____ ____ __ ___ ______ ______________ ___ film is ___ __ _ ____ ____ European dominance of ___ _______ ___ not complete, ___ __ _ ____ ____ Maori _____ ____ _ ____ ______ __ ___ ________ __ ____ ___________ their rules __ protocols. This is _______ ____ ___________ ______ ___ ______ ______ _____ ____ _____ _________ a ___________ _____ ______ ____ ___ _________ Here the _____ ____ ___ ____ Europeanised but ___ ____________ the __________ __ ____ ________ __ ____ ________ _____ ___ __ _ _______ _____ __ being 'penned ___ __ ___ _____ __ _______ _________ ___ _______ __ _________ ___ ____ ___ constructing fences, __ __ ______ ___ ___________ ___ further Europeans settlers __ _________ __________ __ ___ _______ ________ _ ____________ __ the process of _____ _____ ____________ in _____ own country.
Mutual Dictation Group 4
_ _______________ ____ __ ___ _______ _____ ___ ___ ______ __ can see Ada __ _ ______ __ ___ _____ ___ _________________ __ ___ ____ ___ ____ _______ ____ ____ ______ he ____ _____ ______ ____ In the same ___ ____ __ ____ ___ ____ __ __ _________ and fencing ___ __ ____ ___ __ by boarding __ ___ windows and _____ __ ___ ________ ___ ___ __ ____ as _ __________ __ __ _______ ______ ____ _ _______ ______ ____ _______ to do as ___ _________ _______ and the ____ ___ ___ __ ____ to ______ the _______ __ the land __ _____ _______ ____ ___ ___ to ___ ____ trees, ___ __ ____ ______ __ _____ to ____ ___ ____ down.' It ____ __ _____ ____ _________ __________ __ _ ________ __ ___ _ ____________ __ ____ ___ ____ ____ _______ uses the ___ __ ______ _____ _______ __ __ __ she wishes. __ ____ _______ ____ wings, that's _____ (Stewart) This ________ __ _______ also reminds us __ _____ ______ shown _______ ___ ______ _______ __ ____ __ ___ ______ _____ _________ __ ___ _______ __ ________ ___ _____ ___ control that men ____ ____ ___ _____ and ___________ __ _____ is emphasised _______ ____ ____________ _______ __ ____ respects ___ _____ __ the ____ ______ the same ____ __ ___ ______ Interestingly, the ____ __ ___ __ _ time when ________ _________ __ the country was ___ _________ and at a ____ ____ _____ could pose a ____ ______ __ ___ ________ __ ____ ___________ _____ _____ __ __________ ____ __ _______ ____ ___________ ______ ___ ______ ______ _____ when _____ _________ _ 'civilised' event almost ____ ___ _________ ____ ___ Maori have not ____ ____________ ___ ___ experiencing ___ beginnings __ ____ ________ __ this respect, _____ ___ __ a _______ _____ __ _____ _______ ___ __ ___ _____ __ Stewart continues ___ _______ __ _________ ___ ____ ___ ____________ _______ __ __ ______ the foundations for _______ _________ ________ __ _________ __________ in the _______ allowing a ____________ __ ___ _______ __ Maori being marginalised __ their ___ _________
Mutual Dictation Answers
A "Post-Colonial" View of the Piano. Women and the land We can see Ada as a symbol of the land, New Zealand-Aotearoa. In the same way that Stewart cuts down trees, he cuts Ada's finger off. In the same way that he pens the land in by surveying and fencing it, he pens Ada in by boarding up the windows and doors of the cottage. Ada can be seen as a possession or an animal, penned into a cottage rather than allowed to do as she pleases. Stewart and the Axe The axe is used to remove the ability of the land to "be." Stewart uses his axe to cut down trees, and to make fences in order to 'tie the land down.' It must be noted that Stewart's occupation as a surveyor is not a coincidence. In much the same way, Stewart uses the axe to remove Ada's ability to do as she wishes. "I just clipped your wings, that's all."(Stewart) This referral to 'wings' also reminds us of Flora (often shown wearing her angels wings,) as well as the native birds displaced by the process of clearing the bush. The control that men have over the land, and generations of women is emphasised through this connection. Maori In many respects the Maori of the film suffer the same fate as the women. Interestingly, the film is set in a time when European dominance of the country was not complete, and at a time when Maori could pose a real threat to the settlers if they contravened their rules or protocols. This is perhaps best illustrated during the shadow puppet show, when Maori attending a 'civilised' event almost kill the Reverend. Here the Maori have not been Europeanised but are experiencing the beginnings of this process. In this respect, Maori are at a similar stage of being 'penned in' as the land. As Stewart continues the process of surveying the land and constructing fences, he is laying the foundations for further Europeans settlers to establish themselves in the colony, allowing a continuation of the process of Maori being marginalised in their own country.
Published on: 12 Dec 2010
