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Lesson 1 - Haka Movement Fundamentals

Māori Haka Expression

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Year 8

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Dance

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1h 9min

Big Question

How can we use movement and voice together to tell powerful stories and express deep emotions?

Learning Objectives

To perform traditional Haka movements with control and coordination
To express emotions authentically through movement and vocal expression
To work collaboratively in unison with precise timing and rhythm

Key Outcomes

Students will demonstrate basic Haka stance and movement patterns
Students will perform simple chants with appropriate vocal expression
Students will create original movement sequences expressing personal emotions
Students will evaluate and improve performances through peer feedback

Equipment & Resources Required

Rhythm Instruments

6-8 drums or tambourines

Place around perimeter for rhythm support during practice

Alternative: Wooden blocks, clapping sticks, or makeshift drums from buckets

Tunnel Systems

1 speaker system with Bluetooth/USB capability

Position centrally for clear audio across dance space

Alternative: Portable speaker, tablet with external speaker

Display

1 projector or large screen

Ensure all students can see demonstration videos clearly

Alternative: Tablet for small groups, printed images of Haka positions

Cones

12-16 markers

Mark group spaces and performance areas for organisation

Alternative: Chalk lines, tape markers on floor

Key Vocabulary

Haka

Traditional Māori ceremonial dance involving vigourous movements and chanting

Unison

Performing movements or sounds together at exactly the same time

Expression

Showing emotion and meaning through facial expressions, voice, and body language

Chant

Rhythmic speaking or singing, often repetitive with strong vocal emphasis

Cultural Respect

Honouring and valuing the traditions and meanings of other cultures

Skill Progression Pathway

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

Prior Learning

Basic rhythm and timing concepts from Year 7 dance
Understanding of group coordination and teamwork
Experience with creative movement and expression

Current Skills

Traditional Haka stance and basic movements
Coordination of voice and movement in unison
Cultural appreciation and respectful performance
Creative interpretation of emotions through dance

Next Steps

Extended Haka sequences with complex rhythms
Leadership roles in group choreography
Cross-cultural dance comparisons and analysis
Performance confidence in front of larger audiences

Milestone Indicators

Maintains proper squat stance for extended periods

Demonstrates clear facial expressions matching emotions

Performs chants with appropriate volume and timing

Shows cultural sensitivity and respect throughout

Key Teaching Points

Cultural respect is paramount - the Haka is sacred to Māori people
Strong squat stance forms the foundation of all movements
Voice and movement must work together with intention and power
Expression requires courage and should be celebrated, not mocked
Unison means everyone moving and speaking as one united group
Personal emotion can create powerful and authentic movement
Traditional techniques can inspire personal creative interpretation

Common Misconceptions

Haka is just about being loud and aggressive - correct: it's about controlled power and cultural meaning
Anyone can perform Haka without understanding - correct: respect and knowledge are essential
Louder and faster always means better - correct: control and authenticity matter most
Expression means over-acting - correct: authentic emotion is more powerful than exaggeration
Boys are naturally better at Haka - correct: strength comes from commitment, not gender
Cultural dances are old-fashioned - correct: they carry living traditions and values

SEN Adaptations

ADHD

Regular movement breaks built into activities, clear boundaries and expectations, hands-on rhythm instruments for focus

dyspraxia

Simplified movement patterns, extra practice time, broken-down step-by-step instruction, reduced coordination demands

autism spectrum

Clear routine structure, advance notice of performance expectations, quiet space available for breaks, visual schedule of lesson progression

visual impairment

Partner guidance for positioning, detailed verbal descriptions of movements, tactile cues for stance correction

hearing impairment

Visual demonstration with clear sight lines, written rhythm patterns, vibration cues for music timing

physical disability

Modified stance options including chair support, adapted movements for limited mobility, focus on expression over physical technique

emotional regulation

Optional participation in emotional expression activities, alternative ways to show respect, peer support systems

Cross-Curricular Links

English

Oral performance, pronunciation, cultural language, storytelling and meaning

Drama

Expression techniques, performance confidence, character development, cultural storytelling

Geography

New Zealand location, Pacific cultures, cultural geography and identity

History

New Zealand and Māori culture, colonisation and cultural preservation, oral traditions and storytelling

Music

Rhythm and timing, vocal techniques, traditional music forms, call and response

PSHE

Cultural respect and diversity, teamwork and leadership, emotional expression and wellbeing, resilience and courage

Teacher Guidance

Positioning

Move between groups during practice, central position for whole-class instruction, part of circle during reflection

Observation Focus

Watch for: proper stance technique, respectful engagement with cultural material, group cooperation, authentic expression

Intervention Points

Step in if: stance technique risks injury, cultural respect is compromised, groups struggling with coordination, students showing discomfort with expression

Demonstration Notes

Always demonstrate with cultural respect, exaggerate for clarity, invite students to demonstrate once comfortable, model inclusive behaviour

Verbal Cues

•'Strong legs, proud chest!'
•'Let me feel your warrior spirit!'
•'This is sacred - show respect!'
•'Together as one!'
•'Your emotion - make me believe it!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear space, suitable for vigourous movement and group formations

Surface Check

Non-slip surface essential for squat stances and dynamic movements

Equipment Safety

Safety Checks

•Check percussion instruments for damage
•Ensure music system volume at safe levels
•Secure cables and equipment away from movement area

Risk Management

Key Risks

•Knee strain from extended squat positions
•Collisions during group movements
•Overexertion during vigourous expression
•Cultural insensitivity or inappropriate behaviour

Risk Mitigation

•Regular position changes and rest breaks
•Clear boundaries and spacing guidelines
•Monitor student exertion levels throughout
•Establish cultural respect expectations early
•Provide modified positions for physical limitations

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during practice
•Monitor squat stance technique to prevent injury
•Watch for signs of cultural disrespect or inappropriate behaviour
•Ensure inclusive participation for all abilities

Emergency Procedures

Stop activity immediately, assess situation, provide first aid if needed, ensure cultural incidents are addressed sensitively