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Holo Mai Pele Educator's Guide

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Holo Mai Pele Educator's Guide Holo Mai Pele EDUCATOR’S GUIDE Photo by Carl Hefner CONTENT Section 1: History of Hawaiian Culture and Society Prior to Western Contact .......................................................3 Section 2: History of Hula.................................................................................................................................................4 The Meaning of Hula...........................................................................................................................................5 Chants and Instruments .......................................................................................................................................5 Continuing the Tradition......................................................................................................................................6 Creating Holo Mai Pele .......................................................................................................................................6 The Kanaka’ole Family: Creators of Holo Mai Pele..............................................................................................8 Section 3: Holo Mai Pele: The Story................................................................................................................................9 The Background of the Pele Legend ....................................................................................................................9 The Story Begins..................................................................................................................................................9 Attacked By a Giant Reptile...............................................................................................................................10 The ‘Awa Drinking Ceremony ...........................................................................................................................10 Facing the Task Ahead.......................................................................................................................................11 Hi’iaka Receives a Rude Welcome....................................................................................................................11 Hi’iaka Learns the History of Pele......................................................................................................................11 The Resurrection of Lohi’au...............................................................................................................................12 The Courtship Game Leads to Revenge .............................................................................................................13 Hi’iaka Prepares to Destroy Pele .......................................................................................................................13 The Gods Intervene ...........................................................................................................................................13 Hi’iaka Discovers Her Deity ..............................................................................................................................14 Section 4: Classroom Resources.....................................................................................................................................15 Lesson 1: Genealogy .........................................................................................................................................15 Lesson 2: Oral History and Timeline .................................................................................................................16 Section 5: Questions for Discussions.............................................................................................................................18 Section 6: Additional Resources.....................................................................................................................................18 Companion Book...............................................................................................................................................18 Video.................................................................................................................................................................18 Section 7: Production and Website Credits..................................................................................................................19 2 SECTION 1: History of Because, while the earth is female, most foods that grow out of the earth are male, the ‘Aikapu religion decreed that only men Hawaiian Culture and Society could cook. Men had to build one oven to cook their food, and Prior to Western Contact another oven for women’s food. Similarly, they had to build one dining house for themselves, and another for the women. Lilikalä Kame‘eleihiwa, Ph.D. In the old days, the cultural norm was moe aku, moe mai— Director, Center for Hawaiian Studies sleeping here and there. However there was only one sleeping University of Hawai‘i at Mänoa house where men, women and children—in an extended family that included grandparents, parents, aunts, uncles, brothers, According to ancient Hawaiian beliefs, the world was given sisters, cousins, and grandchildren—all slept together. In the birth by Pö, the female night. According to ancient Hawaiian old days, (and what seems to continue as a trend today), the beliefs, the world was given birth by Pö, the female night. Her cultural norm was “moe aku, moe mai” [sleeping here and son Kumulipo, (Source of Darkness) mated with his sister there]. Multiple sexual relationships (punalua) were affection- Pö’ele (the Deep Dark Night), and from these two were born ately regarded, and the children from such liaisons claimed all creatures of the world in genealogical sequence, from the higher rank as a result of having two or more fathers. Children coral polyp in the slime of the ocean floor, to the fish of the referred to all adults of their parents’ generation as Father or sea, to the creatures of the land and the birds of the sky. All Mother, and gave heed to any adult who gave them instruction aspects of the world became one of the 40,000 Hawaiian on their behavior. Akua (gods), and from these Akua were born the Hawaiian people. Hawaiian identity is, in fact, derived from the In accordance with Polynesian customs, the Hawaiian people— Kumulipo, the great cosmogonic genealogy. Its essential les- as the younger siblings of the Gods, the Taro, and the Chiefs— son is that every aspect of the Hawaiian conception of the owed a duty of love, respect, and obedience to their mytho- world is related by birth, and as such, all parts of the logical elders. In return, the elders lovingly provided for the Hawaiian world are of one indivisible lineage. needs of the people, with food, shelter, direction of society, and religious sanction, ensuring the good life. The ideal of Pono, or perfect harmony in the universe, was maintained so long as the chiefs maintained their devotion to the Gods, and the people were obedient to their elders, the Ali’i Nui. The küpuna (elders) described this ancient relationship in the 1800s: “The Kingdom of Hawai‘i nei is a kingdom that loves its ali‘i, that loves the voices with which the Ali‘i speak, that loves their words, that loves the discussion between us, that fulfills the command that simply falls from the lips. Our aloha is not for sale, not for rent, not merely for personal gain, but, is the true Native aloha. This Hawaiians believe they descended directly from the mating of aloha clings to the Mö‘ï and the beloved the earth mother, Papahänaumoku, with her brother Wäkea, ali‘i who are kind to the commoners and the sky father, from whom were born the islands of Hawai’i, to the entire race.” — (Samuel Kamakau, the first Taro plant, and Häloa, the first divine Chief and first 8/26/1869) of the Ali’i Nui (gods that walked upon the earth). All native Hawaiians descend from the Ali’i Nui, with commoners being The 40,000 Hawaiian Gods regulated the correct phases of the the descendants of the junior lineages. Archaeologists agree moon for fishing and farming, for the building of temples, and that Hawaiians have lived in Hawai’i from at least 100 B.C., for the celebration of life. The people and the land prospered as or for the past 2,000 years, and Hawaiian tradition states that a sophisticated civilization was developed, including the from the beginning of human time in the Hawaiian Islands largest network of wetland taro fields and hundred-acre fish- until the present, there have been 100 generations. ponds ever found anywhere in the world. Living in harmony with the land developed into an exquisite art form, and The ‘Aikapu religion began with the birth of the Hawaiian generosity in all things, especially in the sharing of food, was islands. ‘Aikapu, or sacred eating, made the eating of food a considered the highest mark of civilized behavior. religious experience, a communion with the gods, surround- ed by ceremony and constraint. ‘Aikapu was the foundation of Living in harmony with the land developed into an exquisite art all kapu or law, and it required that men work in areas gov- form, and generosity in all things, especially in the sharing of erned by male gods, and women work in areas governed by food, was considered the highest mark of civilized behavior. female gods. Males and females worshipped at different tem- Nowhere else in Polynesia did such agricultural complexes ples, and ate in different houses. exist. Efficient
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