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BACKGROUND ACTIVITIES:
Activity One
The purpose of this activity is to provide students with background knowledge on Hawaii. They will also compare different sources of information.
1. Write the word "Hawaii" in a circle on the board. Ask the students to brainstorm what they know about the topic of Hawaii. List all information suggested. Create categories based on the students' knowledge.
2. Divide the class into small groups and ask the students to create a list of different ways one could conduct research on Hawaii based on the ideas generated above and their own specific interests.
3. Each group should then conduct research on topics of its choice using a variety of different sources. Ask each group to share with the class how it went about collecting information, how effective different sources were, and the results of its research.
4. Compile a class suggestion list of tips on the best ways to conduct research based on the students' investigations. Post the list as a shared resource in the classroom.
Activity Two
The purpose of this activity is to provide students with background information on the Legend of Pele and Hiiakas. This information will enhance their understanding of the performance of DANCE IN AMERICA: HOLO MAI PELE.
1. Share the legend of Pele and Hiiakas with the class. This may be found at the following Web site:
http://www.hiiakas.com/pele.htm
2. Allow students time to explore the following Web sites:
3. Briefly introduce the concept of "mele oli" (chant) and "mela hula" (dance) with the students by viewing a video clip at:
http://tqjunior.thinkquest.org/6073/hawnres/hrheaven.html
STEPS:
Activity One
The purpose of this activity is for students to create an artistic response to the production of DANCE IN AMERICA: HOLO MAI PELE.
1. Watch the video production of DANCE IN AMERICA: HOLO MAI PELE.
2. Divide the class into pairs. Ask the students to share their responses to the production. Each pair of students should choose the segment that they found most compelling and create an illustrated storybook of it for young children.
3. Students should present their creations to the entire class, and, if possible, share their books with younger students.
Activity Two
The purpose of this activity is for students to gain an understanding of Hawaiian culture and pride.
1. Lead a class discussion focusing on the following questions:
- How do people express their culture?
- How do people share their culture?
- How do people come to understand other cultures?
- What was the most powerful experience you had in understanding a culture different from your own?
- How do the popular media influence our understanding of other cultures?
- How do the arts influence our understanding of other cultures?
2. Read the following interview aloud at
http://www.nationalgeographic.com/books/hawaii/ate/index.html.
Share the following excerpt with the class that describes the impact of Western man on Hawaii at http://leahi.kcc.hawaii.edu/org/pvs/rapanui/sacred.html.
Ask for student volunteers to share their thoughts as to what the readings suggest about Hawaiian culture.
3. Share the following information with the class regarding the Polynesian Voyaging Society's creation of a canoe that symbolizes Hawaiian cultural pride:
The Polynesian Voyaging Society built Hokule'a (a canoe) to learn how traditional Polynesian canoes performed on the open sea. Her design was based on early European accounts and drawings of Pacific voyaging canoes. Hokule'a performs like a traditional canoe in terms of speed, ability to sail into the wind, and seaworthiness, even though she was made from modern materials.
Give the students time to explore the following Web site, which describes the project:
http://www.bishopmuseum.org/bishop/exhibits/hawaiilo/hawhoku.html
4. Divide the class into small groups and ask them to discuss the following questions:
- Can you think of other examples of how exploration has affected native cultures?
- What is lost?
- What is gained?
- Present the class with the following scenario:
You have been chosen to create a booklet that contains guidelines and suggestions for using the arts to preserve culture. Include specific ways that art, music, and dance play a role in preserving culture.
5. Ask each group to share its work with the entire class.
6. Compile small group suggestions into a class book. If possible, post on a class Web site.
Activity Three
1. Divide the students into small groups to conduct Internet research on hula. Ask each group to collect hula facts. Provide a huge banner to write these facts on and hang it in the classroom as a shared resource.
Group One:
http://www.aloha-hawaii.com/hawaii_magazine/hula/hula.html
Group Two:
http://www.ifccsa.org/hula.html
Group Three:
http://www.folklife.si.edu/vfest/hawaii/hula.htm
Group Four:
http://www.aloha-hawaii.com/hawaii_magazine/hula/hula.html
Group Five:
http://www.soc.hawaii.edu/hwhp/hula/hula.html
Group Six:
http://www.starbulletin.com/97/03/31/features/story1.html
2. As a class, listen to the hula chant at
http://www.aloha-hawaii.com/hawaii_magazine/chant/index.shtml
Click on the audio button.
3. Ask the groups to create brief presentations based on what they have learned. This may be in the form of a skit, a Web site, an exhibit, a drawing, an essay, instruction in dance steps, a news or radio broadcast, a pageant, or any other acceptable format.
Activity Four
The purpose of this activity is for students to gain an understanding of the role of nature in Hawaiian culture. Students will examine their own assumptions about nature and ownership of natural resources.
1. Do a Think-Pair-Share Activity based on the following question:
- If you could pick one beach in the entire world that would belong exclusively to you, where would it be?
2. Read the following Hawaiian poem aloud and share the information below with the class.
"Auhea 'O Ka Lani" (Where is the Royal Chief?)
http://www.huapala.org/Auhea_O_Ka_Lani.html
Certain beaches were reserved for royalty only. Penalties would include death if you trespassed on the land for royalty. At surfing contests, chiefs would bet their land and sometimes lose to other chiefs. Kings held lots of surfing competitions among the chiefs (ali'i), princes, and themselves.
3. Post the numbers 1-3 in various places around the classroom. Tell the students that these numbers represent the following information:
#1 -- Stand here if you think it is perfectly acceptable to own a beach.
#2 -- Stand here if you think there are
circumstances in which it is acceptable to own a beach, and circumstances when it is not.
#3 -- Stand here if you think it is wrong for any person to own a beach.
Tell the students to stand near the number that most closely expresses their views on ownership of natural resources. Ask for volunteers to describe their positions and explain why they made the choices they did.
After students have voiced their opinions, ask them to complete the following writing assignment:
Write a brief dialogue in which you describe your position and the position of someone who would not agree with your choice.
Ask for volunteers to share their writing assignment with the whole class. Provide time to discuss divergent points of view.
EXTENSION ACTIVITY:
Have the students conduct research and create class presentations on various topics related to Hawaii that interest them. Some suggested topics and Web sites are listed below:
Musical Instruments
http://www.ifccsa.org/hawainst.html
Legends
http://www.thinkquest.org/library/lib/site_sum_outside.html?tname=5410&cid=2&url=5410/
Hawaiian History
http://www.pbs.org/wgbh/amex/hawaii/timeline.html
Photographs
http://www.hcc.hawaii.edu/hawaii/
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