Lesson 1 - Haka: Unison & Culture
Cultural Expression to Creative Choreography
•Year 7
•Dance
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How can we use our bodies to express cultural stories and demonstrate unity through movement?
Learning Objectives
- To develop an understanding of unison in dance and demonstrate this with peers during a Haka performance
- To explore the cultural significance of Haka and its role in Māori tradition
- To perform traditional Haka movements with appropriate intensity and timing
Key Outcomes
- Students will perform Haka movements in unison with their group
- Students will understand the cultural context and significance of Haka
- Students will demonstrate fierce expression and unity through movement
- Students will provide constructive peer feedback using assessment criteria
Equipment & Resources Required
Place cards at four corners of the room before lesson
Alternative: Printed sheets with movement descriptions and images
Have copies ready for plenary section
Alternative: Digital version on tablets/phones
Position for clear visibility from all areas of room
Alternative: Large monitor or interactive whiteboard
Test volume levels and audio quality before lesson
Alternative: Bluetooth speaker with phone/tablet connection
Cue video to start point, test internet connection
Alternative: Downloaded MP4 file as backup
Have music ready for warm-up and performance sections
Alternative: Traditional Māori music or drumbeat track
Key Vocabulary
When all dancers perform the same movement at exactly the same time
Traditional Māori war dance from New Zealand expressing pride, strength and unity
A short sequence of movement that forms the basis of a dance
Expressive movement of the body, especially hands and arms
The height of movement - high (jumping), medium (standing), low (crouching)
The visual and artistic quality of a dance performance
Moving together at exactly the same time and speed
The speed of the music or movement
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of rhythm and timing
- Experience working in small groups
- Awareness of different cultural forms of expression
Current Skills
- Performing movements in unison
- Understanding cultural significance of traditional dance
- Coordinating group performances
- Peer assessment and feedback skills
Next Steps
- Exploring canon and other group formation techniques
- Creating original dance sequences
- Advanced expression and performance skills
- Leadership in teaching dance to others
Milestone Indicators
Key Teaching Points
- Cultural respect must be maintained throughout - Haka is not entertainment but meaningful tradition
- Unison requires active listening and watching others, not just following music
- Expression comes from understanding the cultural purpose and emotional connection
- Teaching others requires clear demonstration and patient repetition
- Performance confidence builds through supportive group environment
- Assessment should celebrate cultural understanding alongside physical skills
- Safety awareness during dynamic movements and group activities
Common Misconceptions
- That Haka is just aggressive shouting - correct by emphasising cultural pride and unity
- That perfect technique matters more than cultural respect - emphasise authenticity over perfection
- That unison means everyone looks identical - clarify that it's about timing and shared intent
- That performance is about individual skill - stress group unity and collective expression
- That dance assessment is only about physical ability - include cultural understanding and respect
SEN Adaptations
ADHD
- Short activity bursts, clear movement boundaries, regular positive feedback, physical outlet for energy through performance
dyspraxia
- Simplified movement patterns, extra practice time, peer support, focus on expression over perfect technique
autism spectrum
- Clear structure and routine, visual schedule of lesson sections, quiet space available if needed, consistent expectations
visual impairment
- Use verbal descriptions of movements, partner support for spatial awareness, tactile guidance for movement positions
hearing impairment
- Visual demonstrations of rhythm through movement, written instructions, vibration through floor for beat awareness
physical disability
- Adapted movements for seated performers, upper body focus, modified intensity levels, alternative ways to show unity
Cross-Curricular Links
English
Vocabulary development, oral communication skills, cultural storytelling traditions
Art
Māori artistic traditions, symbolism in cultural expression, visual representation of movement
Geography
New Zealand location, Māori settlement patterns, Pacific island cultures
History
Study of Māori culture and New Zealand colonial history, understanding traditional purposes of war dances
Music
Traditional rhythms, call and response patterns, cultural music forms
PSHE
Cultural respect and diversity, teamwork and cooperation, confidence building through performance
Teacher Guidance
Positioning
Move dynamically between card stations during jigsaw learning, position at front corner during performances for full group visibility
Observation Focus
Watch for cultural respect, unison timing, group cooperation, and individual engagement with learning
Intervention Points
Step in if cultural content is not being treated respectfully, if groups struggle with jigsaw learning, or if safety concerns arise
Demonstration Notes
Demonstrate: Show contrast between weak and powerful movements, model cultural respect and appropriate intensity, support students who need confidence building
Verbal Cues
- •'Sharp, powerful movements!'
- •'Together - show your unity!'
- •'Feel the strength in your body!'
- •'Respect the culture through your performance!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 12m x 8m clear space for group movements, additional space for card stations
Surface Check
Dry, non-slip surface suitable for dynamic movement and stamping
Equipment Safety
Safety Checks
- •Check sound system volume levels to prevent hearing damage
- •Ensure projector and cables are positioned safely
- •Resource cards securely positioned and visible
Risk Management
Key Risks
- •Collisions during group movement
- •Overexertion during intense performance
- •Cultural insensitivity or inappropriate behaviour
Risk Mitigation
- •Clear boundaries and adequate spacing for all activities
- •Progressive building of intensity
- •Emphasis on cultural respect throughout lesson
- •Monitor for signs of overexertion or discomfort
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all groups during jigsaw learning
- •Move between card stations to support learning
- •Focus on performance area during group presentations
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, apply appropriate first aid, ensure other students remain safe and calm