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Hula: Hawaiian Dance, Culture and Fitness (middle)

Last changed: 06/03/2019 12:31pm
6 , 7 , 8 Phy. Education Dance Visual Art Music
Dance Social Studies
Arts/PE Program Alignment
1 60 min
Combo In-School Performance & In-School Workshop In School Performance (intended for the entire grade level to experience together)
All year
$200 0
no Email , In-Person , Phone
Takeaway original copy (emailed to teacher in advance)
*If available: Audio System with iPad connection with Microphone (must be located for frequent access)
Copies of takeaways
Gymnasium, Dance Studio or Multi-Purpose room with open space. adequate for movement and dancing

"I CAN recognize the difference between ancient, modern and entertainment styles of hula.”
"I CAN apply the Hawaiian proverb: "Ma Ka Hana Ka 'Ike" (In Working and Practicing, One Learns)
"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 learn about different cultures."

"I CAN recognize how the Hawaiian culture, environment and religion were affected by the arrival of voyagers, colonists, missionaries and immigrants."

"I CAN make connections with the true meaning of "Aloha" and how I should behave in society, my community, my school and in my home."
Mindfulness and honoring the “Spirit of Aloha” are both practices and ways of being. The word, Aloha, is more than a greeting. Aloha means love, kindness, caring, compassion, and respect; therefore, this Hawaiian moral code of conduct is being acknowledged whenever one is greeted with this special word. In this program, students learn to honor the “Spirit of Aloha” in their own lives.
The Hawaiian practice of hula is comprised of mindful dance movements that tell a story, using imagery, visualization, and embodying the elements of nature. Mindfulness meditation and mindful movements are practiced with yoga postures, that also require imagery, visualization, and embodying the elements of nature. Both hula and yoga are used to demonstrate the concept of how our bodies, our minds, and our energy are all interconnected, and the importance of keeping everything in balance and harmony.
Students learn the principle of: “Where the breath goes, the mind follows, and where the mind goes, the body follows.” This equips students with strategies for self-regulation, teaching that proper breathing will calm their minds and help them think clearly; and how being calm and mindful will affect their actions, behavior, physical health, and well-being in a positive way. Students experience the positive outcome of slow, mindful breathing when they see how it helps them focus their minds and align their bodies to accomplish a challenging balance posture.
Another important element in Hawaiian society is the principle of “ohana”, which means family. The Spirit of Aloha includes treating all others, as if they are family. The word “malama pono” means to care for something or someone properly, including, one’s self, other living beings, and the environment.
Assistance with monitoring behavior and cooperation (f necessary); make copies of take aways and hand out to students; assist with loading in and out of equipment;
assist with operating the music

Grade 6

Grade 6: Geography: Human Population: Human-Environment Interaction: Places, Regions, and Culture: 6–7.4 : Analyze the cultural and environmental characteristics that make places both similar to and different from one another.
Grade 6: Dance: Performing: Anchor Standard 5: Develop and refine artistic techniques and work for presentation. a. Embody technical dance skills (for example, alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement) to accurately execute changes of direction, levels, facings, pathways, elevations and landings, extensions of limbs, and movement transitions.
Grade 6: Dance: Anchor Standard 7: Perceive and analyze artistic work b. Explain how the elements of dance are used in a variety of dance genres, styles, or cultural movement practices. Use genre-specific dance terminology

Grade 7

Grade 7: Geography: Human Population: Human-Environment Interaction: Places, Regions, and Culture: 6–7.4 : Analyze the cultural and environmental characteristics that make places both similar to and different from one another.
Grade 7: Dance: Performing: Anchor Standard 5: Develop and refine artistic techniques and work for presentation. a. Apply body-use strategies to accommodate physical maturational development to technical dance skills (for example, functional alignment, coordination, balance, core support, kinesthetic awareness,clarity of movement, weight shifts, flexibility/range of motion)
Grade 7: Dance: Anchor Standard 7: Perceive and analyze artistic work b. Compare and contrast how the elements of dance are used in a variety of genres, styles, or cultural movement practices. Use genre-specific dance terminology

Grade 8

Grade 8: Geography: Human-Environment Interaction: Places, Regions, and Culture: 8.2: Analyze the combinations of cultural and environmental characteristics that make places both similar to and different from other places.
Grade 8: Dance: Performing: Anchor Standard 5: Develop and refine artistic techniques and work for presentation. a. Embody technical dance skills (for example, functional alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/range of motion)to replicate, recall, and execute spatial designs and musical or rhythmical dance phrases.
Grade 8: Dance: Anchor Standard 7: Perceive and analyze artistic work b. Explain how the elements of dance are used in a variety of genres, styles, or cultural movement practices to communicate intent. Use genre-specific dance terminology.