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Lesson 2 - Haka Chants and Group Expression

Cultural Expression Through Haka Performance

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Year 7

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Dance

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Big Question

How can movement, voice and rhythm combine to express powerful emotions and create unity within a group?

Learning Objectives

Develop ability to create movement and perform with emotional expression
Work effectively as part of a group moving and chanting in unison
Demonstrate leadership skills while maintaining rhythm and timing

Key Outcomes

Students will perform coordinated Haka movements with emotional expression
Students will create original chants with accompanying movements in groups
Students will lead group performances using percussion instruments effectively

Equipment & Resources Required

Rhythm Instruments

1 per group of 4 (8 total for class of 32)

Place one instrument at each group's designated practice area

Alternative: Tambourines, wooden blocks, or improvised percussion (empty containers)

Music Player

Position centrally for even sound distribution across hall

Alternative: Portable speaker with phone/tablet connection

Coloured Cones

Mark relay lines and group practice spaces clearly

Alternative: Chalk lines on floor, masking tape markers

Key Vocabulary

Unison

Performing together at exactly the same time with matching movements

Rhythm

The pattern of beats and timing that gives structure to movement and chanting

Expression

Using face, voice and body to show emotions and feelings through movement

Ka mate

Traditional Haka phrase meaning 'it is death' - expressing challenge and strength

Percussion

Musical instruments that create rhythm by being struck or shaken

Leadership

Guiding and directing others while being responsible for group success

Timing

The precise moment when movements and sounds should happen

Skill Progression Pathway

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

Prior Learning

Basic Haka stance and posture from Lesson 1
Four fundamental Haka movements (chest bang, foot stamp, jump, spear throw)
Understanding of rhythm and beat patterns
Basic group coordination skills

Current Skills

Coordinated chanting with movement sequences
Leadership through percussion instrument use
Creative movement expression linked to emotions
Advanced group synchronisation and timing

Next Steps

Complete Haka performance with traditional chants
Integration of facial expressions and vocal intensity
Performance to an audience with confidence
Understanding of Haka cultural significance and respect

Milestone Indicators

Maintaining rhythm without musical accompaniment

Leading others with confidence and clear direction

Creating movements that genuinely express intended emotions

Supporting group members to achieve collective success

Key Teaching Points

Cultural respect and understanding must underpin all activities
Haka stance (squat position) is the foundation for all other movements
Rhythm and timing are essential - start slowly and build speed gradually
Leadership means supporting others, not controlling them
Emotional expression should be authentic but appropriate for school context
Group unity (unison) is more important than individual perfection
Every student can participate and contribute regardless of ability level

Common Misconceptions

Haka is aggressive or violent - correct by emphasising strength, pride and cultural respect
Louder is better - focus on controlled expression and appropriate volume
Only certain students can be leaders - demonstrate that leadership takes many forms
Movements must be perfect - emphasise effort and respect over technical perfection
Cultural elements are just for fun - reinforce the importance and meaning behind traditions
Competition means individual success - redirect focus to group achievement and support

SEN Adaptations

ADHD

Use frequent movement breaks, provide clear time boundaries for activities, offer leadership roles to maintain engagement

dyspraxia

Break down complex movements into smaller steps, provide additional practice time, pair with supportive partner for group work

autism spectrum

Provide clear structure and routine, prepare for cultural elements and their significance, offer quiet space if cultural intensity becomes overwhelming

visual impairment

Use clear verbal descriptions of movements, provide physical guidance for stance position, use rhythmic sounds and percussion for timing cues

hearing impairment

Provide visual demonstrations of all movements, use visual signals for start/stop, ensure student can see teacher during all instructions

physical disability

Adapt stance for seated position, modify movements for upper body only, provide alternative ways to participate in percussion leadership

Cross-Curricular Links

English

Vocabulary development, pronunciation skills, speaking and listening in group contexts

Drama

Character expression through movement and voice, performance confidence, audience awareness and presentation skills

Geography

Learning about New Zealand and Maori heritage, understanding cultural geography and settlement patterns

History

Understanding Maori culture and traditions, exploring how cultural practices express identity and values

Music

Rhythm and timing concepts, percussion instrument techniques, vocal expression and group harmony

PSHE

Teamwork and cooperation, cultural respect and diversity, leadership skills, self-confidence and emotional expression

Teacher Guidance

Positioning

Move dynamically between groups during skill development, maintain central position for whole-class instruction and demonstrations

Observation Focus

Watch for cultural respect and appropriate expression, monitor group inclusion and leadership development, assess technical skill development

Intervention Points

Step in if cultural boundaries are crossed, support struggling students with technique or confidence, redirect inappropriate competitive behaviour

Demonstration Notes

Demonstrate: Show respect for Maori culture through appropriate expression, model leadership and teamwork consistently, use positive body language to encourage participation

Verbal Cues

•'Strong stance, proud chest!'
•'Listen to your drum leader!'
•'Respect the culture we're learning from!'
•'Support your teammates!'
•'Show your warrior strength!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m indoor space or equivalent outdoor area, clear of obstacles with non-slip surface

Surface Check

Dry, even surface suitable for floor work (lying down positions), adequate cushioning for ground exercises

Equipment Safety

Safety Checks

•Percussion instruments checked for secure construction with no loose parts
•Music system volume allows clear teacher voice commands
•Cones/markers have rounded edges and stable base

Risk Management

Key Risks

•Slips and falls during dynamic movement
•Muscle strain from holding Haka stance position
•Hearing damage from loud music or percussion
•Cultural insensitivity or inappropriate expression

Risk Mitigation

•Clear movement boundaries established and maintained
•Regular breaks from stance position to prevent muscle fatigue
•Volume levels monitored and controlled throughout
•Cultural respect emphasised and inappropriate behaviour addressed immediately
•Progressive physical demands with differentiation for all abilities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during group work phases
•Monitor group dynamics for inclusion and respect
•Watch for signs of physical or emotional discomfort
•Ensure safe transitions between active and floor-based activities

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid support, ensure other students are supervised and safe