ALEX Classroom Resource

  

Hula Dance

  Classroom Resource Information  

Title:

Hula Dance

URL:

https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/3-5/hula-dance/

Content Source:

Other
The Kennedy Center
Type: Lesson/Unit Plan

Overview:

In this lesson, students will discover how hula dance tells a story through rhythmic patterns and gestures. Students will gather information about the history of hula. Students will observe hula movements and identify the meanings of gestures.  They will work in groups to choreograph an original hula dance that tells a story. They will perform their dance for the class.    

Content Standard(s):
Arts Education
ARTS (2017)
Grade: 3
Dance
4) Create a dance phrase that communicates an idea or feeling and discuss the effect of the movement choices.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
Essential Questions:
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
Concepts & Vocabulary:
  • prompts
  • use elements of dance
  • movement problem
  • choreographic devices
  • structure
  • dance phrase
  • concept and inspirations for choreography
  • feedback and revision
  • dance study
  • notation
  • dance phrase
Skill Examples:
  • Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
  • Find a way to travel across the floor only using a low level.
  • Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
  • Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
  • Discuss and use peer feedback or instructor feedback.
  • Create a floor map, using different colors for different levels of movement.
Arts Education
ARTS (2017)
Grade: 3
Dance
6) Illustrate directions or spatial pathways in a dance phrase by drawing a picture map or using a symbol.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • prompts
  • use elements of dance
  • movement problem
  • choreographic devices
  • structure
  • dance phrase
  • concept and inspirations for choreography
  • feedback and revision
  • dance study
  • notation
  • dance phrase
Skill Examples:
  • Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
  • Find a way to travel across the floor only using a low level.
  • Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
  • Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
  • Discuss and use peer feedback or instructor feedback.
  • Create a floor map, using different colors for different levels of movement.
Arts Education
ARTS (2017)
Grade: 4
Dance
21) Explain how and why a dance originates from a culture, society, historical period, or community.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Relate
Essential Questions:
EU: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
EQ: How does knowing about societal, cultural, historical and community experiences expand dance literacy?
Concepts & Vocabulary:
  • Connect ideas in dance to personal experiences.
  • Elements of Dance
  • Improvisation
  • Choreography
  • Communicate for a specific purpose.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Utilize the similarities between the writing process and the choreographic process to create a dance.
  • Attend a presentation (in the community or at a school assembly) that includes dance, and then explain the role of dance in the production.
  • Perform a dance influenced by the Selma Civil Rights March to communicate one's understanding of Alabama state history.
  • Demonstrate how dance impacts choices made in the community.
  • Compare and contrast an American contra dance and a Middle Eastern circle dance.
  • Explain the origins and development of ballet in Europe.
  • Explain the use of strong and delicate energy in work-related activities, such as carpentry or the culinary arts.
Arts Education
ARTS (2017)
Grade: 5
Dance
21) Describe how the movement qualities of a dance from a specific genre, style, or culture reflect the ideas and perspectives from which the dance originated.

Example: Regal movements of Ballet from its beginnings in Italian and French royal courts.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Relate
Essential Questions:
EU: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
EQ: How does knowing about societal, cultural, historical and community experiences expand dance literacy?
Concepts & Vocabulary:
  • Dance to communicate purpose
  • Theme
  • Dance Terminology
  • Common skills and processes among the arts disciplines.
  • Dance Terminology
  • Artistic Intent
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Make the connection between how dance and physical education (healthy eating, drug-free habits, and other physical activities) impact health and learning throughout one's life.
  • Differentiate between various dance styles and genres of the Western theatrical tradition.
  • Demonstrate how various disciplines can be used to present an idea.
  • Explore social injustice by creating and performing a dance about Martin Luther King, Jr.
  • or Harriet Tubman.
  • Examine and use the skills, concepts, and vocabulary that are common to dance and to other content areas.
  • Examine elements of dance, costumes, and musical accompaniment of hip-hop for historical or cultural information.
  • Discuss capoeira and its Afro-Brazilian origin in a period of slavery.
  • Apply dance-related skills, such as alignment and body awareness, while giving a presentation.
Tags: choreograph, dance, Hawaii, hula
License Type: Custom Permission Type
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Author: Tiffani Stricklin