Lesson 2 - Haka Chants and Group Expression
Cultural Expression Through Haka Performance
•Year 7
•Dance
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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
Place one instrument at each group's designated practice area
Alternative: Tambourines, wooden blocks, or improvised percussion (empty containers)
Position centrally for even sound distribution across hall
Alternative: Portable speaker with phone/tablet connection
Mark relay lines and group practice spaces clearly
Alternative: Chalk lines on floor, masking tape markers
Key Vocabulary
Performing together at exactly the same time with matching movements
The pattern of beats and timing that gives structure to movement and chanting
Using face, voice and body to show emotions and feelings through movement
Traditional Haka phrase meaning 'it is death' - expressing challenge and strength
Musical instruments that create rhythm by being struck or shaken
Guiding and directing others while being responsible for group success
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
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