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Lesson 1 - Haka Movement & 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 we use our bodies and voices to express powerful emotions and cultural stories?

Learning Objectives

To perform coordinated movements and chants in unison with others
To express different emotions effectively through purposeful movement and facial expressions
To understand how rhythm and timing create powerful group performances

Key Outcomes

Students will demonstrate synchronised movement patterns with clear timing
Students will show emotional expression through varied movement qualities and facial expressions
Students will participate confidently in group performances showing cultural awareness and respect

Equipment & Resources Required

Tunnel Systems

Position centrally for clear audio across entire space

Alternative: Portable speaker, laptop with speakers, tablet with amplifier

Rhythm Instruments

4-6

Distribute around activity area for group rhythm work

Alternative: Wooden blocks, tambourines, makeshift drums from buckets

Music Tracks

Digital file

Have track ready to play/pause quickly for freeze dance activity

Alternative: Any upbeat music with clear 4/4 rhythm, traditional Māori music if available

Cards

11 cards

Prepare range of emotions from basic (happy/sad) to complex (frustrated/triumphant)

Alternative: Written emotion words on whiteboard, verbal callouts only

Key Vocabulary

Haka

A traditional Māori war dance characterised by vigourous movements, stamping, and rhythmical shouting

Unison

Performing movements at exactly the same time as others in the group

Expression

Using facial features, body language and movement quality to communicate feelings or emotions

Rhythm

A regular repeated pattern of sounds or movements in time

Movement Quality

The way movement is performed - its speed, force, flow and control

Cultural Respect

Showing appreciation and appropriate behaviour when learning about other cultures' traditions

Skill Progression Pathway

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

Prior Learning

Basic movement coordination and spatial awareness
Understanding of simple rhythm and beat
Experience following teacher demonstrations

Current Skills

Synchronised group movement performance
Emotional expression through dance and gesture
Cultural appreciation and respectful participation

Next Steps

Creating original Haka-inspired choreography
Performing with traditional Haka accompaniment
Understanding deeper cultural context and significance

Milestone Indicators

Maintains timing for 8+ consecutive beats

Shows clear distinction between 3+ emotional expressions

Demonstrates cultural respect and engagement throughout

Key Teaching Points

Cultural respect must be maintained throughout - Haka is a sacred tradition
Emotional expression should be authentic, not theatrical or exaggerated
Movement quality (speed, weight, flow) directly connects to emotional expression
Group synchronisation requires listening skills and cooperation
Safe emotional expression means appropriate and respectful to others
Individual interpretation encouraged within cultural framework
Building confidence through positive reinforcement and inclusive participation

Common Misconceptions

Thinking Haka is just aggressive dancing - explain spiritual and cultural significance
Believing there's only one 'right' way to express emotions - encourage personal interpretation
Assuming louder/bigger movements always mean stronger emotions - explore subtlety
Thinking cultural learning means copying exactly - emphasise respect while learning
Believing some students 'can't dance' - focus on expression and participation over technique

SEN Adaptations

ADHD

Regular movement breaks (which this lesson provides), clear boundaries, immediate positive feedback for participation

dyspraxia

Simplified movement patterns, extra demonstration time, focus on expression over perfect coordination

autism spectrum

Clear structure and predictable routine, quiet space available if overwhelmed, advance warning of emotion changes

visual impairment

Use verbal descriptions of emotions and movement qualities, partner system for guidance, tactile demonstrations where appropriate

hearing impairment

Visual emotion cards and demonstration, vibration through floor for rhythm, clear visual start/stop signals

physical disability

Seated versions of all movements, upper body expression emphasis, modified intensity levels

Cross-Curricular Links

English

Exploring narrative structure through emotional sequences, vocabulary development with emotion and movement words

Drama

Character development through physical expression, storytelling through movement without words

Geography

Locating New Zealand and understanding Māori as indigenous people, exploring how geography influences cultural practices

History

Learning about Māori culture and traditional practices, understanding cultural significance of ceremonial dances

Music

Understanding rhythm and beat, connecting music to movement and emotional response

PSHE

Emotional literacy and self-expression, cultural respect and appreciation, building confidence and self-esteem

Teacher Guidance

Positioning

Move around the space during activities, position near music controls for quick pause/play access

Observation Focus

Watch for authentic emotional expression, group inclusion, cultural respect, and safe movement patterns

Intervention Points

Step in if movements become unsafe, emotional expressions inappropriate, or cultural elements disrespected

Demonstration Notes

Model all movements clearly with cultural respect, show contrast between emotions through exaggerated but authentic expression

Verbal Cues

•'Show me that emotion in your whole body!'
•'Remember - we're learning about an important cultural tradition'
•'Freeze on the music stop!'
•'How does that emotion change your movement?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 15m clear space, suitable for 30 students moving freely with arms extended

Surface Check

Dry, even, non-slip surface essential for jumping and quick movement changes

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Percussion instruments checked for damage or sharp edges
•Volume levels appropriate - students can hear instructions over music

Risk Management

Key Risks

•Collisions during free movement activities
•Falls during jumping or quick direction changes
•Emotional overwhelm during expression activities
•Cultural insensitivity during Haka exploration

Risk Mitigation

•Clear boundaries established with visual markers if needed
•Adequate spacing maintained - students should be able to extend arms without touching others
•Progressive building from simple to complex movements
•Regular emphasis on cultural respect and appropriate emotional expression
•Quick freeze command established for immediate stop if needed

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during free movement
•Monitor students who may struggle with emotional expression
•Watch for signs of cultural discomfort or inappropriate behaviour

Emergency Procedures

STOP signal (raised hand) for immediate attention, assess situation, provide appropriate support or first aid, debrief if needed