School: Waiʻanae High School
Grade Level: Grades 9-12
Teacher: Jameil Saez and Kanoelani Nao
Driving Question: How can we, as story collectors, use students’ voices to interpret the mo’olelo of Ka’ala in a graphic novel format?
What did the students DO?
Under the guidance of Kumu Jameil and Kumu Kanoelani, this dedicated group of haumāna has been collaboratively developing a graphic novel rooted in storytelling, leadership, and peer feedback. From building characters and themes with graphic organizers to scripting and digital illustration, students have navigated a creative journey filled with learning, reflection, and refinement. Along the way, they welcomed valuable input from cultural and creative practitioners such as Alika Nāihe, Merideth Enos, and Uncle Eric. Through challenge and breakthrough, the group remained focused, producing a powerful piece of student-led work to present at the Youth Leadership Conference and beyond.
- Building Story Elements with Graphic Organizers: Students began by using graphic organizers to develop essential narrative elements such as plot, character, setting, theme, and structure. These tools guided their creative thinking as they transitioned into scriptwriting.
- Collaborative Scriptwriting and Storyboarding: Working as a team, students completed a full script and storyboard for their graphic novel. Their collaboration fostered strong communication and mutual respect while laying the foundation for digital illustration and panel design.
- Mentorship from Alika Nāihe and Merideth Enos: The group received mentorship from esteemed cultural creatives, including Alika Nāihe, who shared his digital illustration process, and Merideth Enos, who provided insight into storytelling and representation. These visits inspired and informed their creative decisions.
- Incorporating Peer and Practitioner Feedback: Students strengthened their revision skills by incorporating feedback from Uncle Eric, Kay, and Merideth. This process supported both technical and cultural refinement, helping them deepen their themes, voice, and audience awareness.
- Resolving Group Challenges with Focus and Unity: When faced with internal conflict, students engaged in healing conversations, re-established shared goals, and refocused their energy. With renewed unity, they completed three additional pages and strengthened their bond as a creative team.
- Presenting at the Youth Leadership Conference: In April, students prepared and delivered a presentation of their graphic novel project at the Youth Leadership Conference. They showcased both process and product to peers and community leaders, proudly sharing their ʻike and growth.
- Extended Impact through Educator Engagement: Following the conference, the group gave a condensed presentation to educators at the DOK4 Wildfire PD, further spreading their message and modeling youth voice in education spaces.
- Final Edits and Publication Preparation: As the school year concludes, students are completing final touches — including a credits page — and preparing to print the finalized version of their graphic novel. The completed book will stand as a legacy piece of their collaborative effort and creative voice.
This project exemplifies the power of student voice, cultural mentorship, and collaborative storytelling. Through the process of creating a graphic novel, students developed critical thinking, conflict resolution, artistic skills, and a sense of kuleana to each other and their wider community. With guidance from kumu and practitioners, they learned to take feedback with humility, navigate challenges with aloha, and share their message with confidence. Their journey is not only about a book — it is a reflection of their leadership, creativity, and commitment to uplifting stories that matter.
