Hula Dance

Learning Resource Type

Classroom Resource

Subject Area

Arts Education

Grade(s)

3, 4, 5

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.    

Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.4

Create a dance phrase that communicates an idea or feeling and discuss the effect of the movement choices.

UP:AE17.D.3.4

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

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?

Skills 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.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.6

Illustrate directions or spatial pathways in a dance phrase by drawing a picture map or using a symbol.

UP:AE17.D.3.6

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

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?

Skills 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.

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 4 - Dance

AE17.D.4.21

Explain how and why a dance originates from a culture, society, historical period, or community.

UP:AE17.D.4.21

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

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?

Skills 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.

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.21

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.

UP:AE17.D.5.21

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

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?

Skills 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.

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

CR Resource Type

Lesson/Unit Plan

Resource Provider

The Kennedy Center

License Type

Custom
https://www.kennedy-center.org/education/resources-for-educators/classroom-reso…

Custom License Type (URL)

https://www.kennedy-center.org/terms-conditions/

Approved Date

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