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Hula: Hawaiian Dance, Culture and Fitness

Last changed: 07/26/2016 10:12pm
6 , 7 , 8 Dance Phy. Education Visual Art Music
Dance Social Studies
Arts/PE Program Alignment
1 90 min
In-School Workshop
All year
$200 0
no Phone , In-Person , Email
Takeaway original copy (emailed to teacher in advance)
Projector (if possible)
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 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 understand other perspectives and cultures."

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

"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 apply body-use strategies to accommodate technical hula movements, functional alignment and kinesthetic awareness.”

“I CAN explain how the elements of dance are used in hula to communicate intent.”

“I CAN recognize the different genre and styles of hula.”
During this dance workshop, students learn the origin and history of hula and its significance in Hawaiian culture. Students will learn to accurately interpret the message or meaning of the "mele" (song or poem), as intended by the composer. Students will learn basic hula movements and its Hawaiian dance terminology. Students will be taught the proper execution of hula movements. The "mele" and dance that will be taught is determined by the grade level (content or complexity) or by the teacher's suggestion of what may best integrate with the class curriculum objectives.
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: 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: 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: 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.