Heʻe Wahine I Ka Lani- Goddess in the Surf
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History of Hula the Origins of Hula Are Contained in Many Legends. One Story Describes the Adventures of Hi'iaka, Who Danced To
History of Hula The origins of hula are contained in many legends. One story describes the adventures of Hi'iaka, who danced to appease her fiery sister, the volcano goddess Pele and there she created Hula. This Hi'iaka story provides the basic foundation for many present-day dances. As late as the early twentieth century, ritual and prayer surrounded all aspects of hula training and practice. Teachers and students were dedicated to Laka, goddess of the hula, and appropriate offerings were made regularly. In ancient Hawaii, a time when a written language did not exist, hula and its chants played an important role in keeping history, genealogy, mythology and culture alive. With each movement – a hand gesture, step of foot, swaying of hips – a story would unfold. Through the hula, the Native Hawaiians were connected with their land and their gods. The hula was danced for protocol and social enjoyment. The songs and chants of the hula preserved Hawaii’s history and culture. When the missionaries arrived and brought Christianity, Queen Ka’ahumanu converted and deemed Hula a pagan ritual, banning it in 1830 and for many years with both Ōlelo Hawaiʻi, Hawaiian language, and Hula being suppressed or banned, the knowledge, tradition and culture of Hawai’i suffered greatly. It wasn’t until King David Kalakaua came to the throne in 1874 that Hawaiian cultural traditions were restored. Public performances of hula flourished and by the early 1900s, the hula had evolved and adapted to fit the desires of tourists and global expectations. With tourism, cabaret acts, Hollywood and the King himself, Elvis, Hula experienced a great transition to the Hula that many people imagine today. -
James Albert Michener (1907-97): Educator, Textbook Editor, Journalist, Novelist, and Educational Philanthropist--An Imaginary Conversation
DOCUMENT RESUME ED 474 132 SO 033 912 AUTHOR Parker, Franklin; Parker, Betty TITLE James Albert Michener (1907-97): Educator, Textbook Editor, Journalist, Novelist, and Educational Philanthropist--An Imaginary Conversation. PUB DATE 2002-00-00 NOTE 18p.; Paper presented at Uplands Retirement Community (Pleasant Hill, TN, June 17, 2002). PUB TYPE Opinion Papers (120) EDRS PRICE EDRS Price MF01/PC01 Plus Postage. DESCRIPTORS *Authors; *Biographies; *Educational Background; Popular Culture; Primary Sources; Social Studies IDENTIFIERS *Conversation; Educators; Historical Research; *Michener (James A); Pennsylvania (Doylestown); Philanthropists ABSTRACT This paper presents an imaginary conversation between an interviewer and the novelist, James Michener (1907-1997). Starting with Michener's early life experiences in Doylestown (Pennsylvania), the conversation includes his family's poverty, his wanderings across the United States, and his reading at the local public library. The dialogue includes his education at Swarthmore College (Pennsylvania), St. Andrews University (Scotland), Colorado State University (Fort Collins, Colorado) where he became a social studies teacher, and Harvard (Cambridge, Massachusetts) where he pursued, but did not complete, a Ph.D. in education. Michener's experiences as a textbook editor at Macmillan Publishers and in the U.S. Navy during World War II are part of the discourse. The exchange elaborates on how Michener began to write fiction, focuses on his great success as a writer, and notes that he and his wife donated over $100 million to educational institutions over the years. Lists five selected works about James Michener and provides a year-by-year Internet search on the author.(BT) Reproductions supplied by EDRS are the best that can be made from the original document. -
Mānoa Heritage Center
Mānoa Heritage Center Teacher’s Information and Resources Kūka‘ō‘ō Heiau Table of Contents Introduction………………………………………………………….……..3 Background Information for Teachers…………………………….….4-10 Mana, Kapu and Heiau…………………………………………….…11-12 Oli……………………………………………………………………….…13 Secondary Sources………………………………………………………..14 Mānoa Valley Timeline (Secondary Source)…………………………….14-18 Timeline Activities…………………………………………………….18-20 Primary Sources………………………………………………………20-21 Oral traditions: Kapunahou I (Primary Sources)……………….……...22-23 Suggested Questions for Kapunahou I………………………………….24 Oral traditions: Kapunahou II (Primary sources) ……………………..25-26 Suggested questions for Kapunahou II…………………………………27 Oral History: A Walk Through Old Mānoa (Primary Source)………..28-31 1820 Map and Activities (Primary Source)…………………………………31 DOE Standards……………………………………………………….32-35 About the Mānoa Heritage Center……………………………………...36 Planning Your Visit………………………………………………………37 2 Kōnāhuanui Introduction In the heart of Mānoa valley, the Mānoa Heritage Center invites you to step back in time and explore our living connections to Hawai‘i‘s past. Kūka‘ō‘ō stands as the last intact walled heiau in the greater ahupua‘a of Waikīkī. Believed to have been built by Menehune, the heiau is interpreted today as an agricultural temple. Surrounding the heiau are native Hawaiian gardens that feature an extraordinary collection of rare and endangered species, as well as plants introduced by Polynesian settlers. Our site also tells the story of Mānoa valley, once a rich agricultural area that Hawaiians farmed for centuries. Foreign contact brought many changes to the valley including immigrant resident farmers from various ethnic groups. Today Mānoa is known as one of the most desirable residential areas in Hawai‘i, but its strong sense of place endures. 3 Background Information for Teachers Mānoa Valley As part of the Ko‘olau range, the large amphitheater valley of Mānoa was carved out through wind, rain and erosion. -
JAMES A. MICHENER Has Published More Than 30 Books
Bowdoin College Commencement 1992 One of America’s leading writers of historical fiction, JAMES A. MICHENER has published more than 30 books. His writing career began with the publication in 1947 of a book of interrelated stories titled Tales of the South Pacific, based upon his experiences in the U.S. Navy where he served on 49 different Pacific islands. The work won the 1947 Pulitzer Prize, and inspired one of the most popular Broadway musicals of all time, Rodgers and Hammerstein’s South Pacific, which won its own Pulitzer Prize. Michener’s first book set the course for his career, which would feature works about many cultures with emphasis on the relationships between different peoples and the need to overcome ignorance and prejudice. Random House has published Michener’s works on Japan (Sayonara), Hawaii (Hawaii), Spain (Iberia), Southeast Asia (The Voice of Asia), South Africa (The Covenant) and Poland (Poland), among others. Michener has also written a number of works about the United States, including Centennial, which became a television series, Chesapeake, and Texas. Since 1987, the prolific Michener has written five books, including Alaska and his most recent work, The Novel. His books have been issued in virtually every language in the world. Michener has also been involved in public service, beginning with an unsuccessful 1962 bid for Congress. From 1979 to 1983, he was a member of the Advisory Council to the National Aeronautics and Space Administration, an experience which he used to write his 1982 novel Space. Between 1978 and 1987, he served on the committee that advises that U.S. -
Appendix 3: a Note on Sources
Appendix 3: A Note on Sources There is a wealth of material from which to develop a more comprehensive account of the role played by warfare and coercion during the wars of unification. The unification of the Hawaiian archipelago is particularly well documented because of its relatively late date, the large number of European visitors to the chain who left written accounts about the period of unification, and the recording of Hawaiian sources in the 19th century. Seven groups of sources are available for the study of Hawaiian society up until the death of the first king, Kamehameha I, in 1819: the observations of European visitors to the islands from 1778 until 1819, missionary accounts from 1820 onwards, oral traditions and oral testimony recorded by Hawaiian scholars from the 1830s onwards, ethnographic studies by Europeans from the late 19th and early 20th centuries, 19th-century land records, archaeological remains of Hawaiian culture, and modern scientific studies of the physical environment. The earliest written accounts of Hawaiian society are the journals and logs of various members of Captain James Cook’s third voyage of discovery into the Pacific. Cook made three separate visits to the Hawaiian Islands between January 1778 and February 1779. As a number of Cook’s officers kept journals, it is possible to crosscheck their accounts for inconsistencies.1 The expedition only spent three and a half months in the island chain, mostly on board ship. Only Waimea Bay on Kaua‘i, and Kealakekua Bay on Hawai‘i were visited for any length of time, or described in any detail. -
Photographing the Islands of Hawaii
Molokai Sea Cliffs - Molokai, Hawaii Photographing the Islands of Hawaii by E.J. Peiker Introduction to the Hawaiian Islands The Hawaiian Islands are an archipelago of eight primary islands and many atolls that extend for 1600 miles in the central Pacific Ocean. The larger and inhabited islands are what we commonly refer to as Hawaii, the 50 th State of the United States of America. The main islands, from east to west, are comprised of the Island of Hawaii (also known as the Big Island), Maui, Kahoolawe, Molokai, Lanai, Oahu, Kauai, and Niihau. Beyond Niihau to the west lie the atolls beginning with Kaula and extending to Kure Atoll in the west. Kure Atoll is the last place on Earth to change days and the last place on Earth to ring in the new year. The islands of Oahu, Maui, Kauai and Hawaii (Big Island) are the most visited and developed with infrastructure equivalent to much of the civilized world. Molokai and Lanai have very limited accommodation options and infrastructure and have far fewer people. All six of these islands offer an abundance of photographic possibilities. Kahoolawe and Niihau are essentially off-limits. Kahoolawe was a Navy bombing range until recent years and has lots of unexploded ordinance. It is possible to go there as part of a restoration mission but one cannot go there as a photo destination. Niihau is reserved for the very few people of 100% Hawaiian origin and cannot be visited for photography if at all. Neither have any infrastructure. Kahoolawe is photographable from a distance from the southern shores of Maui and Niihau can be seen from the southwestern part of Kauai. -
Visibility Analysis of Oahu Heiau
Visibility Analysis of Oahu Heiau A THESIS SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN GEOGRAPHY May 2012 By Kepa Lyman Thesis Committee: Matthew McGranaghan, Chair Hong Jiang William Chapman Keywords: heiau, intervisibility, viewshed analysis Table of Contents LIST OF FIGURES .................................................................................................................................... III LIST OF TABLES ...................................................................................................................................... IV INTRODUCTION ........................................................................................................................................ 5 CHAPTER OUTLINE ..................................................................................................................................... 6 CHAPTER I. HAWAIIAN HEIAU ............................................................................................................ 8 HEIAU AS SYMBOL ..................................................................................................................................... 8 HEIAU AS FORTRESS ................................................................................................................................. 12 TYPES ...................................................................................................................................................... -
Na Makua Mahalo Ia. Mormon Influences on Hawaiian Music and Dance
2 john kamealoha almeida called the dean of hawaiian composers for of hawaiian compositions although he Is pure portuguese na makua mahalo laia hormonmormon influences on hawaiian music and dance his thousands many of his songs are now classics probably the mostroostmoost popular being 6 sk 11 bt T lesu heme ke kanakakekanakaKe waiwai has been blind since the age of ten but was very helpful in raising money for the church through luaus and hula when the na makua mahalo laia awards were first envisioned it was intended shows throughout the 1930s and 1940s he is presently eightsixeight six years that their scope would remain limited to basically LDSLOS people who had disting- 190s old uished themselves in the performing arts for various reasons it has not been possible to retain this earlier restricted focus of the awards As a alice namakelua aunty is 90 years young and is remarkably spry and result even though recipients tend to be mainly drawn from LDSLOS ranks church active in her days she was a singer dancer translator composer membership is not the prime criterion for selection rather recipients are lecturer genealogist and slackstacksiacksiecksleckslackkeystackkeykey guitar artist she had a best- judged on the depth and quality of the contributions they have made to the selling album when she was eightytwoeighty two years old and still attends hawaiian cultural community an examination of the two sets of recipients church functions as best as she can she studledstudiedstudded hawaiian music for might better illustrate the criteria -
Rangi Above/Papa Below, Tangaroa Ascendant, Water All Around Us: Austronesian Creation Myths
UNLV Retrospective Theses & Dissertations 1-1-2005 Rangi above/Papa below, Tangaroa ascendant, water all around us: Austronesian creation myths Amy M Green University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/rtds Repository Citation Green, Amy M, "Rangi above/Papa below, Tangaroa ascendant, water all around us: Austronesian creation myths" (2005). UNLV Retrospective Theses & Dissertations. 1938. http://dx.doi.org/10.25669/b2px-g53a This Thesis is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Thesis has been accepted for inclusion in UNLV Retrospective Theses & Dissertations by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. RANGI ABOVE/ PAPA BELOW, TANGAROA ASCENDANT, WATER ALL AROUND US: AUSTRONESIAN CREATION MYTHS By Amy M. Green Bachelor of Arts University of Nevada, Las Vegas 2004 A thesis submitted in partial fulfillment of the requirements for the Master of Arts Degree in English Department of English College of Liberal Arts Graduate College University of Nevada, Las Vegas May 2006 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 1436751 Copyright 2006 by Green, Amy M. -
Conversing with Pelehonuamea: a Workshop Combining 1,000+ Years of Traditional Hawaiian Knowledge with 200 Years of Scientific Thought on Kīlauea Volcanism
Conversing with Pelehonuamea: A Workshop Combining 1,000+ Years of Traditional Hawaiian Knowledge with 200 Years of Scientific Thought on Kīlauea Volcanism Open-File Report 2017–1043 Version 1.1, June 2017 U.S. Department of the Interior U.S. Geological Survey Conversing with Pelehonuamea: A Workshop Combining 1,000+ Years of Traditional Hawaiian Knowledge with 200 Years of Scientific Thought on Kīlauea Volcanism Compiled and Edited by James P. Kauahikaua and Janet L. Babb Open-File Report 2017–1043 Version 1.1, June 2017 U.S. Department of the Interior U.S. Geological Survey U.S. Department of the Interior RYAN K. ZINKE, Secretary U.S. Geological Survey William H. Werkheiser, Acting Director U.S. Geological Survey, Reston, Virginia: 2017 First release: 2017 Revised: June 2017 (ver. 1.1) For more information on the USGS—the Federal source for science about the Earth, its natural and living resources, natural hazards, and the environment—visit http://www.usgs.gov/ or call 1–888–ASK–USGS (1–888–275–8747). For an overview of USGS information products, including maps, imagery, and publications, visit http://www.usgs.gov/pubprod/. Any use of trade, firm, or product names is for descriptive purposes only and does not imply endorsement by the U.S. Government. Although this information product, for the most part, is in the public domain, it also may contain copyrighted materials as noted in the text. Permission to reproduce copyrighted items must be secured from the copyright owner. Suggested citation: Kauahikaua, J.P., and Babb, J.L., comps. and eds., Conversing with Pelehonuamea—A workshop combining 1,000+ years of traditional Hawaiian knowledge with 200 years of scientific thought on Kīlauea volcanism (ver. -
Uhm Ma 3030 R.Pdf
.r--.. 'J/... c·"- ·.rl... .. .. "VERSITY OF HAWNI LIBRARY E NA HALAU HULA, NANA KAKOU IA LAKA (LOOK TO THE SOURCE): FINDING BALANCE BETWEEN THE PRACTICE OF HULA FOREST GATHERING AND THE ECOLOGICAL REALITIES OF HAWAH'S NATIVE FORESTS A THESIS SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI'I IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN GEOGRAPHY DECEMBER 2002 By Shirley Naomi Kanani Garcia Thesis committee: Brian Murton, Chairperson Deborah Woodcock Les Sponsel ABSTRACf This thesis contends that the impact halau hula are having on Hawaii's native forests is born from many different social, cultural, and ecological factors. This thesis goes on to argue that it is hula's intimate link to the forests ofHawai'i, through Laka - the ancestor, that makes the problem ofdamaging gathering practices so antithetical and, also, so readily resolved. The thesis concludes by offering that the answer to regaining balance between cultural practice and modern ecological realities lies in the ancestor Laka. In the attributes and values ofLaka is where halau hula can look for inspiration and proper behavior while in her realm, the beautiful and mysterious forests of Hawai'i. TABLE OF CONTENTS Acknowledgements i List of Figures ii Photographs iii Chapter 1: Introduction 1 Forest Gathering by Halau Hula 1 Objectives 3 Methodology 5 Hula, Environmental Beliefs, and Values 7 Organization 17 Chapter 2: Significance of Plant Life to the Hawaiian Culture 18 Birth of the Hawaiian People 18 Birth of the Hula 22 Hula -
Māhā'ulepū, Island of Kaua'i Reconnaissance Survey
National Park Service U.S. Department of the Interior Pacific West Region, Honolulu Office February 2008 Māhā‘ulepū, Island of Kaua‘i Reconnaissance Survey THIS PAGE INTENTIONALLY LEFT BLANK TABLE OF CONTENTS 1 SUMMARY………………………………………………………………………………. 1 2 BACKGROUND OF THE STUDY……………………………………………………..3 2.1 Background of the Study…………………………………………………………………..……… 3 2.2 Purpose and Scope of an NPS Reconnaissance Survey………………………………………4 2.2.1 Criterion 1: National Significance………………………………………………………..4 2.2.2 Criterion 2: Suitability…………………………………………………………………….. 4 2.2.3 Criterion 3: Feasibility……………………………………………………………………. 4 2.2.4 Criterion 4: Management Options………………………………………………………. 4 3 OVERVIEW OF THE STUDY AREA…………………………………………………. 5 3.1 Regional Context………………………………………………………………………………….. 5 3.2 Geography and Climate…………………………………………………………………………… 6 3.3 Land Use and Ownership………………………………………………………………….……… 8 3.4. Maps……………………………………………………………………………………………….. 10 4 STUDY AREA RESOURCES………………………………………..………………. 11 4.1 Geological Resources……………………………………………………………………………. 11 4.2 Vegetation………………………….……………………………………………………...……… 16 4.2.1 Coastal Vegetation……………………………………………………………………… 16 4.2.2 Upper Elevation…………………………………………………………………………. 17 4.3 Terrestrial Wildlife………………..........…………………………………………………………. 19 4.3.1 Birds……………….………………………………………………………………………19 4.3.2 Terrestrial Invertebrates………………………………………………………………... 22 4.4 Marine Resources………………………………………………………………………...……… 23 4.4.1 Large Marine Vertebrates……………………………………………………………… 24 4.4.2 Fishes……………………………………………………………………………………..26