Blog 6 - STEMS^2 Free Write

My students were able to design and print on their kihei during their place-based inquiry project days.  They were able to use the 'ohe kapala that they designed and carved out of the 'ohe and make their own design on the border of their kihei, which this class will be wearing during Makhakihi protocol.  This project day is STEMS^2 because the students were able to design their 'ohe kapala from the 'ohe that they gathered in the Maunalaha valley, create geometric patterns and angles that are based on traditional Kanaka Maoli designs,  learn about the mo'olelo of the Maunalaha valley, and to develop a sense of place at the school by understanding they are preparing their garments and ho'okupu for Makahiki protocol.

I had my students research the 5 mass extinctions of the earth.  It is a coincidence that you made us read The Sixth Extinction by Elizabeth Kolbert as a required reading for our class because I had my students start reading this novel from the beginning of the semester.  We have not finished the book yet, but I am incorporating this novel and research of the 5 mass extinctions as part of my science integration curriculum. 

One of the groups decided to create a video as their presentation to show their understanding of the 5 mass extinctions.  I feel this project was STEMS^2  because they were able to use one of the iPad minis that I got funded for my class and integrated several content areas.  They worked on their presentations over a course of about 3 weeks.  I was very impressed by this one particular group that made the video meaningful to them, entertaining, and engaging for the audience.  The following video that my students in one group created is shown below:

My goal is to finish The 6th Extinction with my class by the end of the semester so that we can start planning and developing our Environmental/Sustainability Solution project for my integration project by the start of next semester.  My goal is to have my students identify an issue/problem in the community that Hālau Kū Māna is located (or any community they want to service), implement the solution, assess it at a class, reflect to make improvements in the future, and to create a presentation that they will show their makua and community leaders during our end-of-the-year Lā 'Ohana hōike.

Papa Hana No'eau is taking an end-of-the-year (actually in March) huaka'i to Moku O Keawe (Hawai'i Island).  We usually take our papa to Camp Mokuleia during this time, but Aunty U'i (my co-kumu) and I decided that we wanted to take them to Hawai'i Island with the purpose exposing the haumāna, and of course the kumu, to different hana no'eau and various methods of doing the hana that they are used to that will emphasize the importance of makawalu (multiple perspectives of learning and doing).   As part of our fundraising efforts to go to Hawai'i Island, our haumāna are fundraising by selling the arts/crafts that they make during their project days (kapa, ulana lauhala, lauhala earrings, 'ohe kapala printed bags, 'eke lauhala, etc.)  By learning about the economic and entrapreanurship that can be involved with hana no'eau, we hope some of our students decide to further their study of hana no'eau after they leave Hālau Kū Māna.

Protocol and oli are important areas of study of our haumāna, especially when we are asking permission to enter to gather and to always mahalo ke akua for the materials that we were able to gather safely.  By learning about gathering rights and sustainability, they learn about the connection that we have with the 'aina and that we have the capability of taking care of the 'aina so that it can take care of us...aloha kekahi i kekahi!

Community partnerships are a vital part of each place-based project.  Our community partnership for Papa Hana No'eau is with 'Anakala Wes, who is a hana no'eau practitioner, who speaks 'olelo Hawai'i, knows protocol, and studies hana no'eau not only in Hawai'i but all over the Polynesia.  The following video shows the close connections that our students have with our community partner and the impact these partnerships can have with our students.  His mana'o does not only stay with the haumāna, but he has influenced my life and my love for hana no'eau.