Today's cloud-1/30/17

Discussion Topics in Literature

Discussion Topics in Literature:

Writing Activity Notes: 1/25

Every Wednesdays, we do a writing activity. Today, we used the process of Makawalu to determine possible meanings behind some pairings in Wa 13, 14, or 15. This activity will help us to learn how to understand chants.

These are pictures of our work:

January. 25, 2015      Wednesday

Present:

-ʻĀnela
-Tiana
-Jon
-Travis
-Kaui

Today we went over are pairs from the Kumulipo. We each talked about are pairs and what body of knowledge they could represent. We also talked about MLA format and the structure of making a paper. We used Jon paper from his past class as an example for MLA format and what to find in paper. Please keep Jon paper to look back on for help for structuring a paper.

For next class :
- Read Hiʻiaka chant (54,55,56 chant )
-What is thus chant about ?


Extra:
- Please take quiz for MLA
You can take this quiz as many times till you get 90% 😊

Class Notes 1/23/17

Present- 'Ānela, Tiana, Kau'i, and Cory
Absent- Jon, Elena, and Travis

Kumu passed out a handout to help us talk about the different wā in the Kumulipo. We "makawalued" (looked more closely) at wā 12-14 which perhaps is not just lineage but represents the pairings of bodies of knowledge that the kūpuna knew. For our writing exercise on Wednesday, pick a pair from wā 12-14 to makawalu.
Cory- Halo....Kinilauewalu
'Ānela- A 'a'a....Ho'oanu
Tiana- Kapili....Kealonainai
Kau'i- Kauwila....Uhiuhi
Since this is an engaged learning class, Kumu will be sharing with us a sample of Jon's literary analysis from the last semester. (Mahalo Jon!) We will be writing 3 Literary Analysis...a Traditional, Historic and Contempory analysis on the various readings for class.
***Don't forget to take the MLA quiz on Laulima! We need to pass this before we turn in our first paper!
***Also, if you have any questions, please ask kumu, he is always willing to help and if you don't ask, he won't know...☺
 

Class notes -1/18/17

Attendance
Cory
Anela
Tiana
Kaui
Jon

Class Activity
Writing Activity
Blog: contruct 15 lines of "genealogy chant" inspired by the kumulipo. Explain this creation chant you have just created.

Genealogy chant

Born was a child, a female
So shy, but strong
Fragile to words
U breakable to force
A child waiting to be born,
But slips along the way
For an angel always watching over
Another child waiting to be born,
Joining the other angel
Born was a child, a male
Always guarding the female
Balancing what the female needed
They were total opposites
Ying and yang
But they are never lost with their angels

Dixie was born and became a parent,
Torao wss born and became a parent,
born was myron, clarice, Tanya, Roy, Ted, and Darren, he mau kanaka.
Myron was born and became a parent,
His offspring was Krystal, he wahine.
Clarice was born and became a parent,
Her offspring was Shane, he Kane.
Tanya was born and became a parent,
Her offspring was Kanoe, he wahine.
Rory was born and became a parent,
His offspring was Tammi, he wahine.
Then Darren was born and later became a parent,
His offspring was Davis, he Kane.
Finally, Ted was born and became a parent,
His offspring was Akoni, he Kane

Writing Exercise#1 Genealogy Chant

Hānau 'O Brandon he kāne
Hānau 'O'Ānela he wahine
Ho'omaka ka ho'oha'i
Aia ma laila ka ukiuki

Hānau 'O Sky he keiki hiapo
Ho'omaka ka ho'opunipuni
Ho'omau ka 'imi'epa
Aia ma laila he hua e a'e

Hānau 'O Angel he keiki 'elua
Ho'onoho ke kāne I ka hale pa'ahao
Ho'omau ke ola
Aia ma laila he ho'oku'oko'a

Hānau 'O Hõkū he kāne
Hānau 'O 'Ānela he wahine
Ho'omaka he pilialoha
Aia ma laila he 'õlelo ho'ohiki

Hānau 'O Kekoakā'eookalani he keiki kāne
Hānau 'O Kaleookalani he keiki kāne
Ho'opau ka 'eha 'ana
Aia ma laila he ho'oheno

 

Genealogy Chant

   A woman gave birth to a baby girl

  The woman named her baby, Lorraine

  Another lady in the same town gives birth to a son

  That lady names her son, Michael

  These two children both living in Kaimuki

  Lorraine loves the ocean and Michael loves the Mounations

  They both were walking to there desire, accidently stumbling into each other

  Lorraine and Michael fall in love at first sight

  They give birth to their first child, a baby boy

  They name him Kaumuali'i for the chief of Kaua'i

  A few years later gives birth to a baby girl

 They name her Ku'ulei for the beloved lei

 Years past and Lorraine gives birth to another daughter named for the mist

 Last gives birth to there youngest child Kauilani for the beauitful heavens

Writing Activity - Genealogy

Activity: Construct 15 lines of a "genealogy chant" inspired by the Kumulipo. Explain this creation chant you have created.

Pō

We are first

a galaxy of stars

sacred by naming: 

Kaʻawela, Kūpoʻilaniua,

Haʻi, Kahaʻi, Kahaʻihaʻi

My Earth Mother

undulates under 

my Sky Father,

his rivulets of salp

into clefts of sod and bone,

the wood of the sluice

clenches in rock brackets

beaten again and 

again by the tide.

These silver darts of moi

tumble over each other

to gather in the indigo.

My genealogy is 

between the tides,

this womb, a soul.

"Kumulipo Inspired Genealogy Chant"

Eia he oli moʻokūʻauhau no koʻu ʻohana i hoʻopuka maila...

He pō, he naʻaupō, he makapō, he pō uliuli hoʻi

It is night, it is ignorance, it is blindness, it is indeed darkness

Mai ua pō nei mai, ua mōhala ka pua, he pua kau i ka ʻoi kelakela

From this darkness, blooms forth the flower, a flower held in the highest

Mai ua pō nei mai, ua lele mai ka manu, he manu ʻelepaio lele i ka lewa

From this darkness, flies forth the bird, an ʻelepaio flying throughout the heavens

Noho pū lāua, noho i ka mālamalama, i ka pilina o ke aloha

The two have met, in the warmth, in the embrace of love

Puka mai ka lā, he lā welawela, he lā e pā mau ana nō

The sun emerges, a burning sun, to shine forever more

Ua ao, ʻaʻohe pōuli, he ao wale mai nō

It is day, there is no darkness, only light

Mai ua ao nei mai, ua hānau ʻia he lau, he lau manomano, he lehu a he lehu

From this light, born was the multitudes, the great multitudes, the population

Hānau ʻia he kāne, noho i ke kai noa, kiaʻi ʻia e ka lā hoʻoulu

Born was a man, who lives in the freely flowing seas, guarded by the sun 

Hānau ʻia he wahine noho i ka uʻi o ka lani, kiaʻi ʻia e ka lā hoʻoulu

Born was a woman, who lived in the beauty of the sky, guarded by the sun 

Hānau ʻia he kāne wili i ka lei kaulana, kiaʻi ʻia e ka lā hoʻoulu

Born was a man who braids the famous lei, guarded by the sun 

ʻEkolu o lākou, kupukupu mai nō nā pua, nā pua noʻeau e manamana ai

There were three of them, flowers began to sprout, flowers of talent that began to spread out

Lele mai he manu hou, he ʻapapane, he manu ʻula māʻioʻio i ka nahele
Flying forth is a new bird, an ʻapapane bird, a red bird whistling throughout the forest

Eia aʻe ka pua i mōhala maila, noho pū lāua noho i ka mālamalama, i ka pilina o ke aloha

Here lies the flower that has bloomed, they have met, in the warmth, in the embrace of love

Hānau ʻia he kāne, noho i ka makani ʻoluʻolu, kiaʻi ʻia e ka manu ʻula

Born was a man, who lived in the gentle breezes, guarded by the red bird

Hānau ʻia he wahine, noho i ke kelakela o ka lani, kiaʻi ʻia e manu ʻula

Born was a woman, who lived in the highest parts of the heavens, guarded by the red bird

He ʻelima, he ʻohana, he aloha wale nō ē

There were five, they were family, it was indeed love

Tiana Gervacio, Introduction

Hey, I'm Tiana! I grew up and still live in Kaneohe, but always went to town schools. I am a graduate of Roosevelt High School, class of 2012. I just transferred to UH last semester from WCC, majoring in Public Health.

TravisT

Aloha. My name is Travis Kaulula`au Thompson, or TravisT. I am a grad student in the Pacific Islands Studies MA program. My research area is on Oceanic Oral Traditions with a focus on Hawaiian poetry and storytelling (in English) in particular. I am currently in kumu Kimo's HWST 671 Pacific Life Narratives class on Thursday nights and plan to sit in on the HWST 330 classes on Mondays and Wednesday at 12n whenever conveniently possible. I grew up Town side most of my life, but have lived on the Windward side for nearly a decade, with my wife and our pets, on a ten acre farm in the back of Waihe`e Valley in Kahalu`u. LMK if you like car pool.
Aloha.

"Lono Web"

It's kind of light...hopefully you all can see it okay. 

'Ānela Texeira Selfie + Bio

Aloha, my name is Anela Texeira and I live in Kāne'ohe with my husband and 4 kids. My major is Hawaiian Studies and I want become a Hawaiian Immersion teacher.

Videos on Mechanics and Rubrics

Please review the following videos which have terrific writing suggestions:

How To Write an Introduction

How To Use Quotations in a Literary Essay

How To Analyze Literature

The 20 Most Common Grammar Mechanical Errors

Writing a Conclusion

Writing the Body of a Literary Analysis

*********

RUBRICS

Description

Each essay should be aligned with one of the general or student learning objectives. As written on the syllabus and reviewed the first day of class, these are:

General Learning Objectives of course:

    -History, culture and politics in academic and non-academic settings.

    -The interconnectedness of all knowledge, contemporary and ancestral, from a Kanaka   Maoli perspective.

    -Kanaka Maoli applications, protocols and disciplines.

    -Students can discuss Kanaka Maoli experiences in the context of the world’s indigenous                        people.

Student Learning Outcomes (by list):

Know our genealogical ties to Papahānaumoku, our earth mother, and ko Hawaiʻi paeʻāina as our ancestral homeland.

●      To expose students to the Native Voice and how it articulates its relationship to its environment;

●      To look at creation narratives in order to generate discussion about genealogy;

●      To research the multitudes of environmental phenomena

Kanaka Maoli are one Lāhui connected by our one ancestor Hāloa across nā kai ʻewalu

●      To look at works printed from different islands to determine commonality;

●      To study religious metaphor in Hawaiian literary texts.

History, Culture, and Politics in academic and non-academic settings:

●      To expose students to indigenous literary traditions;

●      To decode historic, cultural, and political metaphor in Hawaiian texts;

●      To increase familiarity that students can discuss these terms outside of an academic setting;

●      To reinscribe Kanaka Maoli literary traditions in Hawaiʻi and abroad.

The interconnectedness of all knowledge, contemporary and ancestral, from a Kanaka Maoli point of view:

●      To reterritorialize the Kanaka Maoli literary landscape by studying authentic texts;

●       To articulate historic and contemporary models of Hawaiian literature.

●      To be able to analyze indigenous, economic, organizational models, assessments, and design.

●      To teach students about the different literary forms that exists in the Hawaiian canon.

Length Requirements:

Each student will be responsible for turning in 3-5 page essays (approx. 1250 words each, not including a Works Cited page) on a mutually agreed upon topic. We will spend a great deal of time on working on the technical components of writing and well as logic building. The work will be assessed on the following criteria:

    Excellent work that exceeds assignment guidelines in every regard

    Strong and consistent definition of audience and purpose throughout

    Evidence persuasively and clearly supports argument

    Document is coherent and logically organized

    Style, format, and tone are consistent and appropriate to audience and subject

    Writing is free from all errors

In addition to the length requirement, students were also given a rubric to better understand the expectations expected of them. Your writing exceeded all expectations of the rubric and below is your assessment by category.

CONTENT	Level: Mastery in all fields
THESIS	Easily identifiable, plausible, novel, sophisticated, insightful, crystal clear.
STRUCTURE	Evident, understandable, appropriate for thesis.  Excellent transitions from point to point.  Paragraphs support solid topic sentences.
USE OF EVIDENCE	Primary and secondary source information incorporated to buttress every point.  Examples support thesis and fit within paragraph.  Excellent integration of quoted material into sentences.  Factual information is incorporated.
LOGIC AND ARGUMENTATION	All ideas flow logically; the argument is identifiable, reasonable, and sound.  Author anticipates and successfully defuses counter-arguments; makes novel connections which illuminate thesis
MECHANICS	Language is clearly organized. Correct word usage, punctuation, sentence structure, and grammar; correct citation of sources; no spelling errors; absolutely no run-on sentences or comma splices.

Class Notes - 1/9

Attendance
Angela
Alika
Jon

Absent
Cory
Elena
Kauionalani

Class Activity
Posted a introductory blog with a picture and a short bio of ourselves.

Went over the requirements of this class and how we all want class to run:

• Maybe a discussion of the readings on Mondays
• Writing lab on Wednesdays
• Quiz on mechanics according to MLA 8th Edition

Went over what pieces that we were interested in reading more into this semester:

• Kumulipo
• Hiʻiakaikapoliopele
• Chants: 5 or so, learn how to makawalu
• Kamakau - Ruling Chiefs
• The story of ʻUmi pg. 22 - 168
• The Healers (can be purchased at Nā Mea Hawaiʻi at Ward)
• Works from contemporary Hawaiian writers

• MLA Handbook 8th Edition

PAPERS:

3 Papers - 5 pages, 5 pages, 6 pages...(total 16 pages required for a WI class)

One paper after reading Kumulipo and Hiʻiakaikapoliopele, one after Ruling Chiefs, and one after reading The Healers and the works from other contemporary Hawaiian writers.

Oral Presentations:

Can be informal. Maybe after each paper? Just a sharing of ideas of your paper. 

Next Steps

Read pages 1-24 of Kumulipo. (Wā 1-8)

NOTE TO KUMU:

Please transfer all videos and ppt. slides to new blog. Post quiz to Laulima. 

Jonathan Honda - Introduction

Welina mai nō me ke aloha! My name is Jonathan Honda. I am from Mililani, Oʻahu. I graduated from Kamehameha Schools in 2014, and this is my third and final year here in Mānoa. I am a Hawaiian language and Hawaiian studies major with a concentration in Moʻolelo ʻŌiwi. I have a love for the language, its moʻolelo, and its mele. Hope to get to know you all better in this semester!

Syllabus

HAWAIIAN STUDIES 330: FALL 2015

Native Hawaiian Traditions in Literature (Towards an Authenticity Cultural Identity)

Monday/Wednesdays 12:00 pm – 1:15 pm

Kimo Armitage, kimo.armitage@gmail.com

Kamakakūokalani 103B

Office Hours: M/W 1:30-3 pm, and by Appointment

Purpose of Course:
Native Hawaiian Traditions in Literature discusses how texts contribute to the kind of consciousness that helps liberate Hawaiʻi from prevailing, externally generated definitions of our past, present, and future. The class will discuss theoretical frameworks, main features, historical contexts, and cultural contexts out of which this literature has come. Further, there is vigorous discourse about the ability of scholars and critics from diverse backgrounds to define and account for the literatures of indigenous cultures within the hybridized literary landscape and academic discourse. Questions over who may assume the authority to speak "truthfully" and "authentically" about indigenous perceptions and identity mires the ability of all indigenous voices to share their cultural worldview. In the vexed U.S. context, where the ongoing colonial/postcolonial status of indigenous cultures and nations is hotly contested, the debate often turns on the very possibility of continuous, "authentic" indigenous identities. This class will look at a variety of texts with the goal of perceptually mapping out an “authentic” Hawaiian identity.

Student Learning Objectives:

Know our genealogical ties to Papahānaumoku, our earth mother, and ko Hawaiʻi paeʻāina as our ancestral homeland.

●      To expose students to the Native Voice and how it articulates its relationship to its environment;

●      To look at creation narratives in order to generate discussion about genealogy;

●      To research the multitudes of environmental phenomena

Kanaka Maoli are one Lāhui connected by our one ancestor Hāloa across nā kai ʻewalu

●      To look at works printed from different islands to determine commonality;

●      To study religious metaphor in Hawaiian literary texts.

History, Culture, and Politics in academic and non-academic settings:

●      To expose students to indigenous literary traditions;

●      To decode historic, cultural, and political metaphor in Hawaiian texts;

●      To increase familiarity that students can discuss these terms outside of an academic setting;

●      To reinscribe Kanaka Maoli literary traditions in Hawaiʻi and abroad.

The interconnectedness of all knowledge, contemporary and ancestral, from a Kanaka Maoli point of view:

●      To reterritorialize the Kanaka Maoli literary landscape by studying authentic texts;

●       To articulate historic and contemporary models of Hawaiian literature.

●      To be able to analyze indigenous, economic, organizational models, assessments, and design.

●      To teach students about the different literary forms that exists in the Hawaiian canon.

Course Content:

1. Complete readings.

2. Participate in blog.
3. Participate in discussions

CLASS SCHEDULE AND ASSIGNMENTS

Date	Class Number	Topics	Course Readings and Assignments
1/09	1 Monday	Introductions; an overview of the course objectives; class requirements, grading, and class philosophy. You will receive information on setting up a gmail account (if you do not already have one).	Blog: Take a selfie and post it on the blog. Tell us your name and something interesting about your self.
1/11	2 Wednesday	Hawaiians and Literature. The Kumulipo: Understanding Kanaka Maoli worldview through its literature.	The Kumulipo: An Hawaiian Creation Myth. (Laulima)  Pages 1-24 (Wā 1- 8)
1/16	Holiday-Martin Luther King Jr. Day
1/18	4 Wednesday	Writing Activity	Blog: Construct 15 lines of a “genealogy chant” inspired by the kumulipo. Explain this creation chant you have just created.
1/23	5 Monday	Environmental phenomena as cultural metaphors.	Kumulipo Pages 24 – 79. (Wā 9-16)
1/25	6 Wednesday	Writing Activity	Blog: Makawalu 5 kumulipo pairs. Post a picture with your write up.
1/30	7 Monday	Literary Tools: What are Hawaiian literary tools and customs? Archetypes?	Hoʻoulumahiehie. Chant
2/1	8 Wednesday	Writing Activity	Blog: Makawalu a chant. Post a picture of your diagram with your write up.
2/06	9 Monday	Cosmogonic narratives as a map for understating Native Hawaiian worldview.	Hoʻoulumahiehie. Chant
2/08	10 Wednesday	Writing Activity	Blog: Makawalu a chant. Post a picture of your diagram with your write up.
2/13	11 Monday	Medicine and Healing Protocols: What are cultural determinants of (perfect) health.	Hoʻoulumahiehie. Chant.
02/15	12 Wednesday	Essay 1 Due: Peer Review
02/20	13 Monday	Holiday: President’s Day -- No Classes
2/22	14 Wednesday	Essay 1 Due
2/27	15 Monday	Inferring Duty and Patriotism. The Stories of Umi, Lonoikamakahiki, Kihapiilani, and Kamehameha.	Kamakau, Samuel M. Ruling Chiefs of Hawaii, Revised Edition. Honolulu: Kamehameha Schools Press, 1992. Pages 22-77. (Laulima)
3/1	16 Wednesday	Writing Activity
3/6	17 Monday	Inferring Duty and Patriotism. The Stories of Umi, Lonoikamakahiki, Kihapiilani, and Kamehameha.	Kamakau, Samuel M. Ruling Chiefs of Hawaii, Revised Edition. Honolulu: Kamehameha Schools Press, 1992. Pages 78-141. (Laulima)
3/8	18 Wednesday	Writing Activity
3/13	19 Monday	Inferring Duty and Patriotism. The Stories of Umi, Lonoikamakahiki, Kihapiilani, and Kamehameha.	Kamakau, Samuel M. Ruling Chiefs of Hawaii, Revised Edition. Honolulu: Kamehameha Schools Press, 1992. Pages 142-168. (Laulima)
3/15	20 Wednesday	Essay 2 Due: Peer Review
3/20	21 Monday	Essay 2: Due Contemporary Hawaiian Literature: The Native Voice in contemporary times.	Armitage, Kimo. The Healers. Honolulu, U of Hawaii P, 2016.
3/22	22 Wednesday	Writing Activity
	Spring Break - No School March 27 - March 31
4/03	23 Monday	Contemporary Hawaiian Literature: The Native Voice in contemporary times.	Armitage, Kimo. The Healers. Honolulu, U of Hawaii P, 2016.
4/05	24 Wednesday	Writing Activity
04/10	25 Monday	Contemporary Hawaiian Literature: The Native Voice in contemporary times.	Armitage, Kimo. The Healers. Honolulu, U of Hawaii P, 2016.
04/12	26 Wednesday	Writing Activity
04/17	27 Monday	Contemporary Hawaiian Literature: The Native Voice in contemporary times.	Handout
04/19	28 Wednesday	Writing Activity
04/24	29 Monday	Contemporary Hawaiian Literature: The Native Voice in contemporary times.	Handout
04/26	30 Wednesday	Writing Activity
05/01	31 Monday	Essay 3 Due: Peer Review
05/03	32 Wednesday	Essay 3 Due:

Assessment/Grading:

Your grade for this course will be based on the following assessments:

Assignment                                                                            Points Possible

Essay 1                                                                                   100

Essay 2                                                                                   100

Essay 3                                                                                   100

Participation (participation + misc. activities)                   200

Total Possible                                                                        500

Attendance and Participation:
Attendance is mandatory. However, it is acknowledged that illness sometimes occurs. As such each student will be given two absences; anything more than that will result in your grade being lowered by one letter grade per occurrence. If any student misses more than 4 classes, even if they have completed their assignments, will not pass this class. Participation is also an integral part of your experience in this class. Expect to contribute daily in class discussions.

Cookie Policy:

A zen class atmosphere with collaboration, discussion, and respect is what we should aim for. Put your phones away. If your phone beeps, or rings, or if you are distracted by it and must steal a glance means that you must bring cookies to the next class for the entire class (and professor!!). We will hold you to this.

Title IX Policy:  Please refer to the UH Mānoa Policies and Procedures, <http://manoa.hawaii.edu/titleix/policies.html.> for detailed information on the UHM campus Title IX policies. 

The Kamakakūokalani Center for Hawaiian Studies recognizes the inherent dignity of all individuals and promotes respect for all people.  Sexual misconduct will NOT be tolerated.  If you have been the victim of sexual misconduct, we encourage you to report this matter promptly.  As a faculty member, I am interested in promoting a safe and healthy educational environment, and should I learn of any sexual misconduct I must report the matter to the Title IX Coordinator, who oversees the University’s centralized review, investigation, and resolution process for reports of sexual misconduct, and also coordinates the University’s compliance with Title IX.

If you want direct services offered by confidential resources within the University, you are encouraged to contact the following resources:

University Health Services Mānoa | 808.956.8965 | 1710 East-West Road

Counseling & Student Development Center | 808.956.7927 | 2600 Campus Road QLCSS 312

Office of Gender Equity | 808.956.9977 | 2600 Campus Road QLCSS 210

These are only a few of the many resources available. For a more comprehensive list, please see the Student Handbook and the following link: http://manoa.hawaii.edu/genderequity/resources/

(b) Content Warning: Some of the materials covered in this course might remind you of upsetting experiences that you, or a friend or family member, have gone through.  If you would like to talk to someone, please know that there are University resources available to you, such as the Counseling Center.  All matters discussed in counseling are confidential and will not affect your academic standing. If you are interested in counseling, please call CSDC at (808) 956-7927 or walk into the Center to set up an intake appointment. In addition you can also contact the KCHS Academic Advisor, Lehua Nishimura, at 965-0642 or at lehua.nishimura@hawaii.edu.

Bibliography

(Laulima)The Kumulipo: An Hawaiian Creation Myth. Edited and trans. Martha Beckwith.  Chicago Press, 1951.

(Laulima) Hooulumahie. The Epic Tale of Hi'iakaikapoliopele. Puakea Nogelmeier, trans. Honolulu, Awaiaulu Press, 2008.

(Laulima) Mary Pukui and others, trans. Ruling Chiefs of Hawaii, Revised Edition. Honolulu, Kamehameha Schools Press, 1992.

(Purchase) Armitage, Kimo. The Healers. Honolulu, U of Hawaii P, 2016.