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Hula: The Language of the Hawaiian People (elementary)

Last changed: 06/03/2019 12:30pm
PK , K , 1 , 2 , 3 , 4 , 5 Music Dance Visual Art Phy. Education
Dance English Social Studies
Both Grade Level and Arts/PE Program Alignment
1 60 min
1
30-60minutes, depending on skill and grade level and at teacher's discretion.
Combo In-School Performance & In-School Workshop Both,
- In-School Performance (intended for the entire grade level to experience together) OR
- In-School Performance (intended for individual classes of a grade level to experience separately)
All year
$10 0
$200 0
no Email , Phone , In-Person
Percussive dance implements Music system if necessary Original take away to be copied (emailed to teacher in advance)
White board or chalk board Map of the Pacific Ocean that features the Polynesian Islands (if possible) Copies of take always (original can be emailed prior to date of program) iPod/iPad capable sound system (and PA system for assembly shows)
Desks and chairs moved to the perimeter of the room to provide an open space for dance movement Students seated in a "U" or "rainbow" shape; arm's distance apart
"I CAN identify characters, settings and major events in a story through dance (hula)." "I CAN gather information about the history, mythology, genealogy, religion, culture and traditions of Hawaii through hula." "I CAN appreciate people from different cultures and understand the importance of learning to live and work together." "I CAN understand other perspectives and cultures." "I CAN recognize how the Hawaiian culture, environment and religion were affected by the arrival of voyagers, colonists, missionaries and immigrants." "I CAN locate and identify the islands of Hawaii on a map or globe." "I CAN make connections with the true meaning of "Aloha" as a moral code of conduct in society, my community, my school and in my home." "I CAN identify words or phrases in a "mele" (story or poem) that suggests feelings or appeal to the senses."
While learning to perform Hawaiian chants and dances, students learn that hula is a dance form of storytelling; requiring skills such as comprehension, imagery, mindfulness, posture, and spatial awareness. Also performed by men and boys, this oral language tradition has served as an effective means of preserving ancient wisdom, and documenting Hawaiian history and mythology for centuries. Connections are made with language arts, history, geography, and social studies. Hawaii has the highest racial minority population in America. Students learn how they can apply the Hawaiian values of “aloha” (love, kindness, and compassion) and “ohana” (family) to create harmony by accepting and welcoming diversity. A note from Mrs. Joyner’s 3rd Grade Class at Veteran’s School in Norwich, CT: “Thank you for teaching us the Hawaiian dance. We learned so much about Hawaiian culture. You are an amazing dancer and teacher to us. You gave us confidence on the stage. Some of us had stage fright but we overcame it. You gave us happiness… Thank you for teaching us what “Live Aloha” means and how to treat everyone like they’re family.” A note from Jennifer Furlong, Principal, Saint Bridget School, Cheshire: “…We had a wonderful morning with you learning all about your beautiful culture. The language and dance still lingers here. We enjoyed your presentation very much!” Songs, dances, choreography and terminology vary according to skill and grade levels.
As an Arts/PE Program, the focus is on the mechanics and dance terminology of hula. The program begins with a demonstration or performance of the hula that they will learn. The dance steps within that particular hula will be broken down and students will practice the steps in the form of drills to learn proper form, execution, posture and rhythm, etc. Then the movements will be strung together to form the choreography to perform and present the entire dance. Songs, dances, choreography and terminology vary according to skill and grade levels.
*make copies of take always and hand them out to student *assist with loading in and out of equipment and supplies if necessary *assist with arranging and keeping the students in a "U" or "rainbow" shape formation- arm's distance apart, if possible *assist with operating the music No more than 2 caregivers would be necessary

Grade PK

Kindergarteners: Language Standards: Vocabulary and Acquisition #5: With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
PK: Dance: Responding: Anchor Standard 7: Perceive and analyze artistic work. B. Demonstrate an observed or performed dance movement

Grade K

Kindergarteners: Language Standards: Vocabulary and Acquisition #5: With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
Kindergarten: Geography: Geographic Representations: Spatial Views of the World K.3: Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
Kindergarten: Dance: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. B. Demonstrate tempo contrasts with movements that match to tempo of sound stimuli.

Grade 1

Grade 1: Language Standards: Vocabulary and Acquisition #5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
Grade 1: Geography: Geographic Representations: Spatial Views of the World 1.3: Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
Grade 1: Dance: Performing: Anchor Standard 4: Select, analyze and interpret artistic work for presentation. B. Relate quick, moderate and slow movements to duration in time. Recognize steady beat and move to varying tempo of steady beat

Grade 2

Grade 2: Language Standards: Vocabulary Acquisition and Use #5: Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
Grade 2: Geography: Geographic Representations: Spatial Views of the World 2.3: Use geographic representations to identify cultural and environmental characteristics of place.
Grade 2: Dance: Creating: Anchor Standard 11: Relate artistic ideas and work with societal, cultural and historical context to deepen understanding A. Observe a dance and relate the movement to the people or environment in which the dance was created or performed

Grade 3

Grade 3: Language Standards: Vocabulary Acquisition and Use #5: Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
Grade 3: Geography: Geographic Representations: Spatial Views of the World 3.3: Use maps of different scales to describe the locations of cultural and environmental characteristics.
Grade 3: Dance: Creating: Anchor Standard 11: Relate artistic ideas and work with societal, cultural and historical context to deepen understanding A. Find a relationship between movement in a dance from a culture, society, or community and the culture from which the dance is derived. Explain what the movements communicate about key aspects of the culture, society or community

Grade 4

Grade 4: Language Standards: Vocabulary Acquisition and Use #5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Grade 4: Geography: Human-Environment Interaction: Places, Regions, and Culture 4.3: Explain how culture influences the way people modify and adapt to their environments
Grade 4: Dance: Responding: Anchor Standard 9: Apply criteria to evaluate artistic work A. Discuss and demonstrate the characteristics that make a dance artistic and apply those characteristics to dances observed or performed in a specific genre, style or cultural movement practices. Use basic dance terminology

Grade 5

Grade 5: Language Standards: Vocabulary Acquisition and Use #5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
Grade 5: Geography: Human-Environment Interaction: Places, Regions, and Culture 5.2: Explain how culture influences the way people modify and adapt to their environments.
Grade 5: Dance: Responding: Anchor Standard 9: Apply criteria to evaluate artistic work A. Discuss and demonstrate the characteristics that make a dance artistic and apply those characteristics to dances observed or performed in a specific genre, style or cultural movement practices. Use basic dance terminology