Lesson 3 - Hakka Movement and Expression
Cultural & Contemporary Expression
â˘Year 6
â˘Dance
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How can we use our bodies to create powerful, intimidating movements that tell a story of strength and tradition?
Learning Objectives
- To remember and perform a simple phrase incorporating at least 3 actions
- To use expression and power in dance movement
- To develop movement action phrases collaboratively in groups of 4
Key Outcomes
- Students will perform a 4-action Hakka sequence with power and expression
- Students will demonstrate understanding of cultural context through movement
- Students will work effectively in groups to create and refine movement phrases
Equipment & Resources Required
Position where all students can see clearly
Alternative: Large screen, projector, or tablet for video viewing
Available for groups to reference during practice
Alternative: Printed images or displayed on screen
For playing rhythmic backing if desired
Alternative: Speakers with device connection capability
To define group practice areas if needed
Alternative: Spots, hoops, or taped lines
Key Vocabulary
A traditional MÄori ceremonial dance performed to show strength and unity
Performing movements at exactly the same time as others
Using face and body to show emotion and meaning
Strong, controlled movements that show strength and force
A movement of part of the body to express meaning
The way you position your body and feet
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor movements (walking, jogging, jumping)
- Simple dance actions and gestures
- Experience working in small groups
Current Skills
- Copying and performing specific cultural dance movements
- Using facial expressions and gestures for dramatic effect
- Creating movement phrases with others
- Performing in unison with timing and coordination
Next Steps
- Creating original movement sequences
- Incorporating more complex formations and patterns
- Developing narrative through dance
- Leading warm-ups and teaching others
Milestone Indicators
Key Teaching Points
- Cultural respect and authenticity must be maintained throughout all activities
- Power and expression are essential - movements should never be gentle or weak
- Unison requires constant practice and counting - groups must work together
- Facial expressions and stance are as important as arm and hand movements
- Every movement should contribute to the intimidating, warrior-like effect
- Safety during vigourous movement is paramount - monitor spacing and exertion
- Building confidence for performance while maintaining cultural sensitivity
Common Misconceptions
- Hakka is just aggressive dancing - CORRECT: It's a meaningful cultural ceremony showing unity and strength
- Louder and faster means better - CORRECT: Control, power and unison are more important than volume or speed
- It's only about intimidation - CORRECT: It's about respect, tradition, unity and cultural identity
- All cultural dances are the same - CORRECT: Each has specific meaning, movements and cultural significance
- Girls can't perform Hakka effectively - CORRECT: Power and expression transcend gender in dance
- You need to be aggressive to perform well - CORRECT: You need controlled power and cultural respect
SEN Adaptations
ADHD
- Clear movement boundaries marked, frequent position changes, energetic movements channeled positively, regular refocus cues and praise for attention
dyspraxia
- Slow breakdown of complex movements, extra practice time, visual and verbal cues combined, partner support for coordination
autism spectrum
- Clear sequence structure provided visually, predictable routine with advance notice of changes, quiet space available if overwhelmed, choice of group or individual practice
visual impairment
- Clear verbal descriptions of all movements, tactile guidance for hand and arm positions, audio descriptions of video content, partner support for spatial awareness
hearing impairment
- Visual demonstrations emphasised, written movement cards, vibration cues for timing, visual signals for group changes and direction
physical disability
- Seated or modified standing versions of movements, focus on upper body expression and gestures, adapted arm movements maintaining cultural authenticity
Cross-Curricular Links
English
Vocabulary development, discussion skills, and cultural storytelling traditions
Art
Cultural symbols, traditional patterns, and visual representation of strength and unity
Geography
Learning about New Zealand, MÄori culture, and Pacific island traditions and locations
History
Understanding indigenous cultures, traditional ceremonies, and cultural preservation
Music
Rhythm and timing, traditional chants, and cultural musical expressions
PSHE
Respect for diversity, cultural understanding, teamwork, and building confidence
Teacher Guidance
Positioning
Central position during demonstrations, circulate between groups during practice, clear view of all students during performances
Observation Focus
Watch for authentic cultural representation, powerful movement execution, group cooperation and unison, safety during vigourous activity
Intervention Points
Step in if cultural content not treated respectfully, if groups struggling with cooperation, if movement quality declining due to fatigue
Demonstration Notes
Always demonstrate movements with full power and expression, emphasise cultural significance, show contrast between weak and strong versions, model respectful discussion of MÄori culture
Verbal Cues
- â˘'Show me warrior strength!'
- â˘'Eyes wide, tongues out - be intimidating!'
- â˘'Count together - stay in unison!'
- â˘'Respect the culture - show your power!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space minimum 15m x 20m, clear of obstacles and projections
Surface Check
Non-slip surface suitable for vigourous movement, adequate grip for jumping and turning
Equipment Safety
Safety Checks
- â˘Video equipment securely positioned and cables managed
- â˘Reference sheets laminated or protected from damage
- â˘Space markers positioned safely away from movement areas
Risk Management
Key Risks
- â˘Collisions during energetic group movement
- â˘Overexertion during powerful Hakka movements
- â˘Loss of balance during jumping and turning
- â˘Cultural insensitivity or inappropriate behaviour
Risk Mitigation
- â˘Clear group boundaries and adequate spacing maintained
- â˘Regular checks on student exertion levels and fatigue
- â˘Progressive skill building from simple to complex movements
- â˘Strong emphasis on cultural respect throughout
Supervision & Emergency Procedures
Supervision Points
- â˘Position to observe all groups during practice
- â˘Monitor intensity levels during vigourous movement
- â˘Ensure cultural content is treated with appropriate respect
Emergency Procedures
Stop activity immediately for any injuries, standard first aid protocols, cool down gradually if stopping due to overexertion