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Lesson 5 - Formation Transitions in Haka

Cultural Expression Through Haka Performance

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Year 7

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Dance

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58 min

Big Question

How can we use formation changes and intimidating expressions to create a powerful group performance that tells a story?

Learning Objectives

Develop creative movement sequences using different formations and levels
Demonstrate all Haka techniques learnt as part of a cohesive group performance
Create smooth transitions between formations whilst maintaining rhythm and timing

Key Outcomes

Students will perform a complete Haka routine with formation changes
Students will demonstrate coordinated group work with clear timing
Students will evaluate their own and others' performances using specific criteria

Equipment & Resources Required

Tunnel Systems

Position where all students can hear clearly, test volume before lesson

Alternative: Portable speaker with phone/tablet connection

Rhythm Instruments

4-6

Distribute around room edges for easy access

Alternative: Clapping sticks, tambourines, or body percussion only

Video Device

1 (optional)

Position to capture full performance area, check battery and storage

Alternative: Phone or tablet with good camera

Cones

Use to mark formation positions and performance areas

Alternative: Masking tape to mark positions

Key Vocabulary

Formation

An arrangement of dancers in a specific pattern or shape on the performance space

Transition

The movement from one formation or position to another whilst maintaining rhythm

Choreography

The planned sequence of movements and formations that make up a dance

Intimidation

Using facial expressions, body language and vocal intensity to create a powerful, threatening presence

Routine

A complete dance sequence with beginning, middle and end performed from memory

Unison

When all dancers perform exactly the same movement at exactly the same time

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic Haka movements and chants from previous lessons
Understanding of rhythm and timing in dance
Experience working in groups for creative tasks
Basic spatial awareness and formation work

Current Skills

Creating and transitioning between four different formations
Combining all learnt Haka elements into a complete routine
Developing intimidating facial expressions and performance quality
Evaluating group performances using specific criteria

Next Steps

Creating original Haka sequences with cultural understanding
Performing for larger audiences with confidence
Teaching Haka techniques to others
Exploring other cultural dances and their meanings

Milestone Indicators

Smooth transitions between formations without losing rhythm

Confident performance of complete routine

Effective group leadership and cooperation

Thoughtful evaluation of own and others' work

Key Teaching Points

Formation transitions require group counting and communication
Intimidating expressions should be powerful but respectful
Complete sequence needs consistent energy throughout
Group cooperation improves with clear roles and practice
Cultural respect is essential when performing Haka
Performance quality comes from commitment and confidence
Constructive feedback focuses on specific observable elements

Common Misconceptions

Formations just need to look good (timing and transitions are equally important)
Scary faces should be funny (they should be powerful and intimidating)
Louder is always better (control and precision matter more)
Individual performance is most important (group unity creates impact)
Haka is just dancing (it has deep cultural and spiritual significance)

SEN Adaptations

ADHD

Shorter practice segments, clear role in group, movement breaks between sections, positive reinforcement

dyspraxia

Simplified formation patterns, extra practice time, visual markers for positions, peer support

autism spectrum

Clear sequence structure provided visually, warning before loud music/drums, quiet space available if needed

visual impairment

Use tactile cues for formation positions, verbal descriptions of all movements, buddy system for spatial awareness

hearing impairment

Visual countdown signals, vibration from drums, clear visual demonstrations, written sequence cards

physical disability

Adapted formations using wheelchairs, upper body focus for movements, alternative intimidating expressions

Cross-Curricular Links

Drama

Character development through intimidating expressions, performance skills, audience awareness

Geography

Learning about New Zealand and Maori culture, global cultural traditions

History

Understanding cultural significance of Haka, warrior traditions, New Zealand heritage

Mathematics

Counting in 8s for formations, spatial patterns, timing calculations

Music

Rhythm and timing, call and response patterns, using percussion instruments

PSHE

Teamwork, respect for other cultures, managing performance nerves, constructive feedback

Teacher Guidance

Positioning

Move between groups during practice, central position for demonstrations

Observation Focus

Group cooperation, timing accuracy, performance commitment, safety awareness

Intervention Points

Step in if groups struggling with cooperation or if competition becomes inappropriate

Demonstration Notes

Use exaggerated movements for clear visibility, break down complex sequences, model respectful competition

Verbal Cues

•'Hold that formation!'
•'Count together - 1, 2, 3, 4!'
•'Let me see that scary face!'
•'Support your group members!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio space minimum 15m x 20m, clear of obstacles

Surface Check

Non-slip flooring, dry and even surface for formation changes

Equipment Safety

Safety Checks

•Check drums and percussion instruments for damage
•Ensure music volume is appropriate for hearing protection
•Secure any recording equipment safely

Risk Management

Key Risks

•Collisions during formation transitions
•Overexertion during intense performance
•Inappropriate competitive behaviour during battles
•Hearing damage from loud music/drums

Risk Mitigation

•Clear boundaries and adequate spacing between groups
•Controlled tempo for formation transitions
•Emphasise respectful competition throughout
•Monitor music and drum volume levels regularly

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during formation work
•Monitor competitive activities for appropriate behaviour
•Check for students feeling uncomfortable with intimidating expressions

Emergency Procedures

Stop music immediately, assess situation, provide appropriate first aid or emotional support as needed