Written By: Niki Fisiiahi-Thomayer and Sheanae Tam (Ulu Aʻe Transitions)
Special Mahalo to 4th grade Kumu, Grace Tsubaki-Noguchi, Jennifer Keawe, and Tricia Kreidler for their meaningful insights and contributions to this article.
This summer, 4th grade haumāna (students) at Kāneʻohe Elementary School engaged in a powerful learning experience centered on Hoʻala Pūʻahuʻula, a special oli (chant) written for the school by Wali Camvel and his wife, Dr. Donna Ann Kamehaʻikū Camvel. Through storytelling, place-based learning, art, and technology, students explored the deeper meanings behind the chant and, in the process, discovered a stronger connection to their community, their identity, and their sense of purpose.
The learning began when 4th grade kumu (teacher), Grace Tsubaki-Noguchi, Jennifer Keawe, and Tricia Kreidler noticed that while students were able to perform this oli with motions, they lacked an understanding of its meaning. This observation sparked a deeper exploration into the significance of this special oli. Understanding the meaning of the oli required going beyond the motions, it meant learning about its roots. This led them to learn more about Wali Camvel and Dr. Kamehaʻikū Camvel, the composers of the oli, and the story behind why it was written. The story they would learn over the summer along with their haumāna brought new depth to the chant.
This oli, was created in 2017 for Kumu Bella Finau-Faumuina’s 6th grade class, Room 31. She reached out to Uncle Wali to see if he knew of an oli that the haumāna could chant in the morning to help prepare them for the day. Uncle Wali told her he would do one better and he and his wife would create one for them. This oli was then gifted to her class. Kumu Bella and her class researched the different ʻili and created the motions that are still used today. The choreographed motions for this oli help students remember the words and honor the places and people that are connected to Kāneʻohe Elementary School.
During the summer program, Kumu Bella Finau-Faumuina, cultural educator, worked closely with students to teach them the meaning and background of the oli, helping build foundational knowledge and appreciation. She shared,
Hoʻala Pūʻahuʻula was composed by Wali Camvel, cultural practitioner, advisor, and custodian at Kāneʻohe Elementary and his wahine, Dr. Donna Ann Kamehaʻikū Camvel, academic scholar, cultural practitioner, educator, and kiaʻi of her ʻāina kuleana that has been in her ʻohana since the very beginning. Both authors, long time residents of Kāne`ohe, researched the traditional names of the small land divisions, called ʻili, within the Kāneʻohe Ahupuaʻa, that existed before the Māhele. Many of these names have been forgotten or are no longer utilized. The ʻili mentioned in this oli are the areas in which the Kāneʻohe school district covers and are the neighbors where most Kāneʻohe students reside. “As the sun touches each ili, as it rises from the eastern sky, it awakens the students, and calls them to arise, to be ready to embrace learning, to open their minds, and to absorb all the educational experiences that are waiting for them at Kāneʻohe Elementary School,” said Wali Camvel.
Building upon that foundational knowledge, students learned in a variety of ways throughout the program: from hands-on experiences and art-making to in-depth discussions and digital storytelling. They explored the history and significance of the ʻili (land divisions) featured in the oli, learning how each place ties into the broader ahupuaʻa of Kāneʻohe. With guidance from their kumu and support from community partners, students developed a sense of place and began to understand why they are here and the kuleana (responsibility) they carry.
Community partners played a vital role in enriching the learning experience. Purple Maiʻa empowered students to share the moʻolelo of their ʻili through interactive augmented reality creations. Huakaʻi and lessons led students to significant places in Kāneʻohe and the broader community, including ʻĀina Aloha o Nā Lima Hana, Waikalua Loko Iʻa, and Moku o Loʻe, where they learned the deep cultural and environmental importance of each location. Joining in on the learning, Pop Creative Media documented elements of the project for an upcoming Elevate 808 segment, adding another layer of excitement and highlighting the students’ dedication and the project’s impact.
As part of their final project, students were divided into groups and assigned an ʻili from their oli to write about. They also created accompanying artwork and took photos to visually support their writing. Ulu Aʻe Transitions supported the project by teaching students how to draw their own self-portraits, which were then animated using the Animate Anything app. Students also learned how to use Green Screen technology and how to layer different elements to produce their group videos. These multimedia videos brought their stories to life, allowing haumāna to visually share what they had learned. The final product is a multimedia presentation that explains the meaning of the oli, Hoʻala Pūʻahuʻula, along with the words and motions that go with the oli. It now serves as a valuable learning resource for the entire school community when learning the chant.
For the principal and teachers involved, the project was especially meaningful. They each were touched in so many different ways and shared the following:
“Too often students recite our oli at piko without truly understanding the moʻolelo from which it sprouts. They robotically say the words and feel no inspiration or heartfelt appreciation. However, through this project, funded largely by the Kamehameha Schools Kaiāulu Partnership, and empowered by our kumu and community partners, students deepened their understanding of the oli and embraced their kuleana as ʻoiwi leaders to teach others.” -Principal Derek Minakami.
“It’s so rewarding to connect with our haumāna through this kind of work. Building pilina and learning more about our place is so important for all of us to strengthen our sense of belonging. It was truly a privilege to learn together and watch our haumāna shine as they share the moʻolelo of the ʻili they come from. It is my hope that they will forever remember their connection to Kāneʻohe and be proud of where they come from,” -Kumu Jennifer Keawe.
“It means so much to pass down this ʻike and witness our haumāna grow in their sense of belonging to Kāneʻohe. Embracing the kuleana to learn alongside them—and then seeing them confidently share the moʻolelo and ʻike of their own ʻili ʻāina with keiki from other ahupuaʻa and moku, as well as their ʻohana—has been incredibly fulfilling. As a kumu, I could truly feel their pride in where they come from.” -Kumu Tricia Kreidler.
“It has been gratifying to teach and learn at the same time. Learning the various moʻolelo of Kāneʻohe transported us to the past and gave us a new lens for the present and future. This project has reaffirmed how transformative moʻolelo is for our haumāna and how important it is to continue to pass it down to the next generation. I believe that once we see the waiwai of our ahupuaʻa, we begin to understand what our kuleana is,” -Kumu Grace Tsubaki-Noguchi.
This project highlights Kāneʻohe Elementary School’s ongoing commitment to culturally grounded education that empowers students through a deep connection to ʻāina (land), ʻōlelo (language), and kaiāulu (community). Through art, moʻolelo (storytelling), and technology, Kāneʻohe Elementary students have not only learned about the ahupuaʻa of Kāneʻohe, they’ve found their voice and purpose in the present as our future ancestors.
