School: Ka Waihona O Ka Na’auao
Grade Level: Grades 3-5
Teacher: Hiilani Shibata and Valerie Manoa
Driving Question: How do we as ‘elele entrepreneurs’ create functional art to bring/communicate joy to ourselves, our ‘ohana, and our community?
What did the students DO?
This culturally embedded group has been actively engaging in ʻike kūpuna (ancestral knowledge), kilo (observation), and creative expression by integrating traditional Hawaiian practices with modern tools. Through gathering natural materials, practicing mindfulness, and creating Hawaiian art, students explore the deep connections between ʻike Hawaiʻi (Hawaiian knowledge) and innovation. They braid, carve, print, and retell moʻolelo (stories) using both physical and digital mediums — from ti-leaf stem printing to Scratch programming. Whether making feather kāhili (feather standard), crafting palaʻie (ball-and-loop game), or creating moʻokūʻauhau (genealogy) slideshows, these haumāna (students) are joyfully honoring culture while learning to be adaptive, collaborative, and creative in their expression of identity.
- Kilo and Cultural Mindfulness: Students began their learning by practicing kilo (keen observation) and awareness of their surroundings. They collected natural materials such as tī leaves, niu (coconut), and lauhala (pandanus leaf) around campus to use in hana noʻeau (skilled art), grounding themselves in a sense of place and purpose.
- Hawaiian Craftsmanship with Natural and Repurposed Materials: This group explored Hawaiian arts by creating useful items and crafts, including broom-making from natural fibers, kapa-inspired stamping with tī-leaf stems, and feather kāhili for their school’s May Day celebration. They also repurposed classroom leftovers to upcycle into new hana noʻeau projects.
- Student-Led Exploration of Digital Storytelling: Using a drawing-based computer app, students created animated slide shows to illustrate their moʻolelo (stories) and personal narratives. Despite their kumu not knowing the app, the haumāna took the lead, exploring and teaching one another—especially older students mentoring younger ones. Their completed projects will be featured at the hōʻike.
- Preparation for ʻŌlelo Hawaiʻi and May Day Events: Students created feather kāhili and helped facilitate traditional Hawaiian games like hū (spinning tops) and kōnane (Hawaiian checkers) for a school-wide ʻŌlelo Hawaiʻi Night. These events gave them opportunities to lead and celebrate their learning with ʻohana and the larger school community.
- Cultural Experimentation with ʻĀina: Inspired by their curiosity, students experimented with planting large-seeded bananas. They tried various traditional and exploratory planting techniques to test viability in their school māla—a blend of ʻike kūpuna (ancestral knowledge) and student-driven inquiry.
- Integrating Culture and Technology: Using Scratch programming, students created digital “moving pictures” to retell moʻolelo they had studied. These animations combined traditional storytelling with coding, bridging ancestral knowledge with modern expression in a way that kept students highly engaged and excited to share their learning.
- Hands-On Creation of Palaʻie and Cultural Games: Using niu lauoho (coconut rib fibers) and raffia, students braided and assembled their own palaʻie (ball-and-loop game)—similar to the Japanese kendama. These traditional game projects strengthened fine motor skills, patience, and cultural pride.
- Ambassadors of Culture and Creativity: Students showed consistent enthusiasm and leadership throughout the semester. They were always eager to share their work, explain their process, and welcome visitors into their learning space, proudly acting as cultural ambassadors within their school.
