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Module

Storytelling Through Digital Media

Algorithms and Programming - Polynesian Oral Legend & Song

Explore patterns in song and within digital animations to tell stories

Introduction

This five-lesson module, designed for Grade 4 students, will meet both computer science and social studies common core standards. Throughout the module, students will experience culturally relevant pedagogy, making connections to main character Moana and her wayfinding journey. The aim is for students to learn to relate to others’ experiences, understand different stories, and eventually begin to share their own digital narratives.

As a representation of Pop Culture, the popular Disney movie, Moana, narrates the story of a Wayfinder from an earlier era. The song and video within Moana enable others to immerse themselves in ocean travel experience. The digital media technology, encompassing the song, visuals, and motions, enhances this experience.

When the earlier settlers first arrived in Hawaii, such digital media was not available.  Capturing these experiences were traditionally passed down through oral storytelling and song, and some images captured via petroglyphs (Ki`i Pohaku) or stone carvings (As Introduced in Module 2).  However with the introduction of modern navigational systems such as Global Positioning Systems (GPS) and vessels powered by propulsion systems replaced the need for wind driven canoes.  As a result the cultural wayfinding practice of celestial star navigation also almost disappeared.  Fortunately, in 1985 the Polynesian Cultural Society revived the practice and showed the world that ocean travel through wind powered double haul canoes and ancient wayfinding practices can bridge many countries through world-wide visits and cultural sharing.  

This Module will attempt to accomplish several things:

  1. Introduce how stories can be shared via digital mediums
  2. Show how songs can serve as another digital medium of storytelling
  3. Further show how those songs relate to computers‘ algorithmic pattern
  4. Create an opportunity to have participants share their own stories by digitally capturing and enhancing sounds and/or images by way of computer

Lessons allow students to practice exploring connections between stories in songs and recognizing how there are patterns in songs.  Similarly, computer programming is built upon simple coding patterns and utilizes this lasting and accessible medium of sharing their own story through technology. 

Included in this module are teacher lesson plans, student slide deck, suggested timelines and sequences.  Materials are meant to be used as the instructor sees fit. Copies are encouraged, and modifications to adapt to the teachers and students needs are highly encouraged.  

This module uses current curricula created by Code.Org and the Hawaiʻi Department of Education, and the University of Hawaii College of Education.  This module must be used for educational purposes only.  

Student Objectives

  • Reflect on how the message in Moana’s “We know the Way” and “I am Moana” can be interpreted as a story of a wayfinder and of the character named Moana
  • Experience what Moana shared about the story of herself and her passions and how that story can be personalized
  • Recognize that within songs there are patterns.  Repeated sections of a song are called a chorus. Something like a chorus in songs could appear in a program as looped items of functions
  • Use sequences, events, loops, and functions to create interactive animations
  • Use the computer function feature and block coding to tell a bit about your own story by way of the Sprite Lab.  Personalizing your character and featuring something about yourself
  • Created a story of their own that can be passed down using animated sprites immortalized on the computer

Critical Consciousness Statement

“With the advent of digital media, the stories of the featured characters can be captured and perpetuated. A “story” can be told through songs, audio, and animation. The digital venue’s ability to share about oneself, one’s culture, beliefs and/or practices allows for greater empathy and therefore validation of self and empathy for others.”

CSTA K-12 CS Standards

Standard Description
Gr. 3-5 
Lesson 1		 1B – IC -18 Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.

  • Practice 3 – Recognizing and defining Computational Problems
Gr. 3-5 
Lesson 2 & 3		 1B-AP-08 – Compare and refine multiple algorithms for the same task and determine which is the most appropriate. 

  • Practice 3 – Recognizing and Defining Computational Problems
  • Practice 6 – Testing and Refining Computational Artifacts, 3. Evaluate and refine a computational artifact multiple times to enhance its performance, reliability, usability, and accessibility.  
Gr. 3-5 

Lesson 2 & 3

 1B-AP-11 – Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.

  • Practice 3 – Recognizing and Defining Computational Problems
Gr. 3-5 

Lesson 2 & 3

 1B-AP-13 – Use and iterative process to plan the development of a program including others’ perspectives of other and considering user preferences

  • Practice 3 – Recognizing and defining computational problems
  • Practice 5 – Creating Computational artifacts
Gr. 3-5 

Lesson  2 & 3

 1B-AP-12 Modify, remix, or incorporate portions of an existing program into one’s own work to develop more advanced features 

  • Practice 5 – Creating Computational artifacts
Gr. 3-5 

Lesson  3 & 4

 1B-AP-10 – Create programs that include sequences, events, loops, and conditionals (Function).  

  • Practice 5 – Creating Computational artifacts
Gr. 3-5 Lesson 3 & 4 1B-AP-13 Use an iterative process to plan the development of a program by including others’ perspectives (of your older family members / relatives / Ancestors/ heritage) and considering user preferences (of others).

Find patterns in a song. What patterns, if any, do you notice in either the tune or in the words? What parts are repeated (Chorus)?

Practice(s): Fostering an Inclusive Computing Culture, Creating Computational Artifacts: 1.1, 5.1

  • Practice 1 – Fostering an Inclusive Computational Culture
  • Practice 5 – Creating Computational artifacts
All  P1.1 Include the unique perspectives of others and reflect on one’s own perspectives when designing and developing computational products.
All P5.3 Modify an existing artifact to improve or customize it.

​​Hawaii Content Social Studies Standards

Standard Description
Grade 4 – Lesson 1 & 2 SS.4.1.18.12 Describe how early Hawaiians viewed the creation of the world and their environment through oral traditions (Sample: • Oral Traditions: stories of early Hawaiians including songs and dances about gods, goddesses, people and places
Gr. 4 – 

Lesson 1 & 2 & 4 

 SS.4.1.18.2  History (Anchor Standard 18 – Perspectives) Summarize migration stories passed down through Hawaiian oral tradition (sample:  Migration Stories: early peoples, voyaging chiefs
Gr. 4 – 

Lesson 1 & 4

 SS.4.1.15.4​ (Theme 1: Creation Beliefs and Polynesian Migration) Explain how the Polynesiansʻ voyaging skills and the design of the double-hulled canoe (wa`a) allowed them to travel long distances throughout the Pacific Ocean.
Gr. 4 –

Lesson 1, 2 & 4

 SS.4.1.18.1 History (Anchor Standard 18 – Perspectives) Creation Beliefs of Polynesia Migration. Describe how early Hawaiians viewed the creation of the world and their environment through oral traditions

English Language Arts Standards

Standard Description
Gr. 4 W.4.8  Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (4-PS3-1),(4-PS3-2),(4-PS3-3),(4-PS3-4)

Nā Hopena Aʻo (Hā)

Standard Description
Belonging I stand firm in my space with a strong foundation of relationships. A sense of Belonging is demonstrated through an understanding of lineage and place and a connection to past, present, and future. I am able to interact respectfully for the betterment of self and others.
Responsibility I willingly carry my responsibility for self, family, community and the larger society. A sense of Responsibility is demonstrated by a commitment and concern for others. I am mindful of the values, needs and welfare of others.
Excellence I believe I can succeed in school and life and am inspired to care about the quality of my work. A sense of Excellence is demonstrated by a love of learning and the pursuit of skills, knowledge and behaviors to reach my potential. I am able to take intellectual risks and strive beyond what is expected.
Aloha I show care and respect for myself, families, and communities. A sense of Aloha is demonstrated through empathy and appreciation for the symbiotic relationship between all. I am able to build trust and lead for the good of the whole.
Total Well-being I learn about and practice a healthy lifestyle. A sense of Total Well-being is demonstrated by making choices that improve the mind, body, heart and spirit. I am able to meet the demands of school and life while contributing to the wellbeing of family, ‘āina, community and world.
Hawai‘i I am enriched by the uniqueness of this prized place. A sense of Hawai‘i is demonstrated through an appreciation for its rich history, diversity and indigenous language and culture. I am able to navigate effectively across cultures and communities and be a steward of the homeland.

Funding Note

nsf logo

This work was supported by the National Science Foundation’s
Division of Research on Learning (Grant #2122874).

This module was created and evaluated by Pamela Kohara. Please contact aCRC808@hawaii.edu or visit https://coe.hawaii.edu/acrc/ for any inquiries.