Storytelling Through Movement

Lesson 4: Hawaiian Hula Dance

Stage

Year 2 (Stage 1, NSW Curriculum aligned)

Duration

45 minutes

Class Size

30 students

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Learning Area

Other (Dance – The Arts)

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WALT

We Are Learning To:

• Use movement to tell a story through Hawaiian Hula.
• Sequence movements to create a short dance that tells a story or expresses emotion.
• Demonstrate gestures and body movements typical of Hula.
• Apply safe dance practice while moving.

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NSW Curriculum Links and Learning Objectives

Content Descriptions (Stage 1 Dance):

• "Use the elements of dance and movement skills to express ideas and feelings" (ACADAM003)
• "Create and perform planned and improvised movement sequences for different purposes" (ACADAM004)
• "Recognise the different contexts in which dance is performed" (ACADAM005)

Achievement Standards (Stage 1 Dance)**:

By the end of Year 2, students use the elements of dance to structure sequences that communicate ideas or meaning. They demonstrate fundamental movement skills and safe dance practices and perform their dances in informal settings .

Cross-Curricular Focus

• Creative Arts: Expressing and communicating stories through movement inspired by cultural dance.
• Health and Physical Education: Safe dance practices (space awareness, body control).
• English: Storytelling and sequencing ideas.

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Lesson Overview

This lesson builds on students’ previous experience with global folk dances and focuses on Hawaiian Hula—a traditional dance form that tells stories through specific, meaningful hand gestures and body movements. Students will learn a simple Hula sequence, practise safe movements, and perform it as a short storytelling dance.

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Lesson Plan Breakdown

Time	Activity	Description	Resources	Differentiation / Extension
0-5 mins	Welcome and Introduction	Begin with a greeting, introduce Hawaiian Hula as a cultural storytelling dance. Show short video/image slides of traditional Hula dances. Discuss the idea of storytelling through movement and how Hula expresses emotions and stories using hand gestures.	Projector, images/videos	Use clear, simple language. Allow Special Ed students support through visual aids/physical prompts.
5-10 mins	Warm-up and Safe Dance Practice	Lead whole-class warm-up focusing on safe body movements: gentle stretches, range of motion exercises, and guided breathing. Emphasise spatial awareness to keep safe distance. Practice basic posture for Hula (soft knees, relaxed shoulders).	Music player with Hawaiian instrumental music	Modified warm-up for less mobile or Special Ed students; extension: introduce breathing techniques as part of expression.
10-25 mins	Learning and Sequencing Key Hula Movements	Teach 4-5 key Hula movements (hand gestures symbolising nature elements or emotions — e.g., waves, flowers, love). Break down movement sequence step-by-step. Encourage students to think what story or emotion each movement might represent. Use verbal cues and demonstration. Then, students practise in small groups/pairs to sequence movements smoothly.	Space for movement, music, visual cards illustrating each movement	Support: use physical modelling, stepwise scaffolding, peer buddies. Advanced students encouraged to create an additional gesture expressing a new emotion or story.
25-35 mins	Group Performance and Story Sharing	Groups perform their short Hula sequences to the class. Discuss how movement tells stories or feelings. Encourage positive feedback and reflection on what stories were understood.	Open classroom or hall space	Allow different levels of participation: verbal description, movement only, or both.
35-40 mins	Cool-down and Reflection	Gentle movements to cool down, including deep breaths and slow swaying. Reflect verbally: WALT review, ask “How did movement tell a story today?” and “What did you enjoy or find tricky?” Use emotive prompts.	Quiet music	Use visual smiley faces or emotion charts for Special Ed students.
40-45 mins	Cleanup and Transition	Calm organisation to pack up, transition to next activity or classroom.

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Success Criteria

• I can imitate basic Hula movements safely.
• I can sequence movements to communicate an idea or a story.
• I participate respectfully during performances.
• I can explain how my movements tell a story or express an emotion.

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Differentiation Strategies

• Use slow, clear demonstrations for students who need extra processing time.
• Provide visual aids (picture cards of hand gestures).
• Allow verbal or physical support from peers or aides.
• Permit seated or reduced movement alternatives for students with physical disabilities.
• Encourage advanced learners to improvise additional gestures or create small partner sequences for storytelling.

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Extension Activities

• Create a class visual "story map" of their Hula dance—drawing the story elements represented by the movements.
• Learn about Hawaiian culture stories that inspire traditional Hula.
• Compose a simple rhythmic accompaniment using traditional Hawaiian instruments or classroom percussion.
• Combine Hula hand gestures with simple footwork patterns introduced for more fluent choreography.

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Teacher Notes

• Reinforce safe use of space and posture consistently to avoid injury.
• Celebrate cultural diversity and emphasise respect and curiosity while exploring cultural traditions.
• Use positive reinforcement to build confidence in expressive movement.
• Document progress with photos or video to include in student portfolios showcasing their learning journey.

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This lesson aligns strongly to NSW Stage 1 Dance Curriculum objectives and developmentally supports young learners' foundational dance skills through culturally rich storytelling and movement sequencing. It is designed to be engaging, inclusive, and manageable within 45 minutes for a typical year 2 class, with room for differentiation to meet diverse learner needs .

If desired, I can help you create the scope and sequence draft for the full unit or the support documents for Special Ed classes as well.