KEVIN LOCKET E AC H E R ’ S G U I D E

SCHOOL PERFORMANCES:

Monday, Oct. 12, 20099:45 a.m. and 1 p.m.Lied Center of Kansas

THIS GUIDE FOR TEACHERS CONTAINS:

About Kevin Locke

Activities with Circles

Activities with Cycles

Music/Movement Activities

Social Studies Activities

Dance Activities

Answer Key to Student Guide

Theatre Etiquette

Resources

This guide is designed to help you prepare your students for Kevin Locke’s performance at the Lied Center.

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Kevin is Lakota (Hunkpapa Band of Lakota Sioux) and Anishinabe.

It was from his mother, Patricia Locke (1991 MacArthur Foundation

Grant winner), his uncle Abraham End-of-Horn, mentor Joe Rock

Boy, and many other elders and relatives, that Kevin received training

in the values, traditions and language of his native culture for which

he works tirelessly. While his early instructions were received from

his immediate family and community, it is from his extended family in

every part of the world that Kevin has learned many lessons in global

citizenship – how we each can draw from our individual heritages to

create a vibrant, evolving global civilization embracing and celebrating

our collective heritage.

Approximately 80 percent of Kevin’s presentations are shared with

children. He is a dance and musical hero and role model for youth

around the world. His special joy is working with children on reserva-

tions to ensure the survival and growth of indigenous culture.

Kevin Locke is acknowledged to be the pivotal force in the now

powerful revival of the indigenous flute tradition which, teetered on

the brink of extinction just 20 years ago. In 1990, Kevin was awarded

a National Heritage Fellowship by the National Endowment for the

Arts (NEA), which recognized him as a “Master Traditional Artist who

about: KEVIN LOCKEKevin Locke (Tokeya Inajin is his Lakota name, meaning “The First to Arise”) is

known throughout the world as a visionary Hoop Dancer, the pre-eminent player

of the indigenous Northern Plains flute, a traditional storyteller, cultural

ambassador, recording artist and educator.

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Since 1982, Kevin has recorded 12 albums of music and stories, most recently The First Flute, Open Circle, Keepers of the Dream and Dream Catcher.

Kevin’s goal is “to raise awareness of the Oneness we share as human beings.” His belief in the Unity of human kind is expressed dramatically in the traditional Hoop Dance, which illustrates “the roles and responsibilities that all human be-ings have within the hoops (or circles) of life.”

Much of Kevin’s performance will relate to the circle of life through music, conversation and the dances he will perform. Doug Good Feather, a champion Fancy Dancer, singer and musician will be performing with Kevin. We have attempted to provide you with some activities, lessons plans and links that focus on life cycles, dance, music and Native American culture and history.

has contributed to the shaping of our artistic traditions and to preserving the cultural diversity of the United States.”

As a folk artist, he is often characterized as being oriented from a tribal-specific background only. But Kevin draws from deep wellsprings of knowledge, distilled and refined over many generations until yielding a profound sense of the universality of the human spirit and its inclination toward harmony, balance, beauty, peace and the sacred through movement and, dance, sound and music. It is universal spirit that Kevin strives to convey through his stories, music, humor, dances and workshops. Touring for two decades, Kevin has performed and lectured in more than 80 countries, sharing his high vision of balance, joy and diversity. He has served as a cultural ambassador for the United States Information Service since 1980. Deeply committed to the conservation of Earth’s resources for future generations, Kevin was a delegate to the 1992 Earth Summit in Brazil and a featured performer and speaker at the 1996 United Nations Habitat II Conference in Turkey. “All of the people have the same impulses, spirit and goals,” reflects Kevin. “Through my music and dance, I want to create a positive awareness of the Oneness of humanity.”

ACTIVITIES WITH CIRCLESThe following activities

correspond to themes that Kevin Locke addresses in his performances and have been

appropriately linked to Kansas Education Standards.

Seeing Circles (from Kevin Locke’s Performance Guide)Stand or sit in a circle with your class. Place a globe or a large multi-textured object in the center of the circle. Take turns around the circle describing what you see, what the object looks like to you. People see the same thing in many ways from different angles, and all ways of seeing are true. Try this with other objects that have varied surfaces and textures.

All Are Connected (from Kevin Locke’s Performance Guide)Stand in a circle with your class. Throw a ball of string back and forth across the circle, once to each person. Everyone should hold on to the string as they throw it so that a web is created, connecting everyone. Hold on to the string tightly and move the web up and down together as a group. Let one person drop the string and the entire web will become weak. When all are connected as one, then it is strong. If even one is left out, the web of connection is weakened for everyone.

Collage CirclesHave students break into groups and work on a collage project about circular objects in our world. Have them collect pictures from magazines and newspapers.

Math Circle Activityhttp://www.thefutureschannel.com/pdf/math/circle_folding.pdf --activities with a cut out circle (will go into triangles too but not necessary for this guide)

Kansas Fourth Grade Geometry: Standard 3 Benchmarks 1, 22

ACTIVITIES WITH CIRCLES

Lunar Cycle Activity> http://www.windows.ucar.edu/tour/link=/teacher_resourc es/lunar_edu.html--Lunar Lollipops

Water Cycle Unit> http://www-k12.atmos.washington.edu/k12/pilot/water_cy cle/teacherpage.html--has multiple activities

Kansas Physical Science Standard 2, Benchmark 3Kansas Earth and Space Science: Benchmarks 1, 3, 4

ACTIVITIES WITHCYCLES

MUSIC/MOVEMENT LESSON PLANThe teacher will demonstrate a steady beat by clapping.

Students will clap along to a steady beat.

The teacher will explain that one beat is like one clap.

The teacher will demonstrate an unsteady beat.

Students will decide on several examples if the teacher is clapping a steady beat or not.

Students will then have to decide if music being played (by the teach-er on a piano or music on a CD in the CD player) has a steady beat.

Next, students will clap a variety of tempos (fast, medium, slow) and learn that the speed of the music being played is called “tempo.”

Students will identify the tempo of three different pieces of music played on the piano or recorded as fast, medium or slow.

Students will now experience a steady beat and different tempos by walking to the beat.

Students will then form a large circle (perhaps walk around a group of chairs/desks).

Play on the piano or play a recording of some simple music with the beat being clearly played in the bass.

Students should walk in a circle to the beat, one step for one beat.

Change to a piece with a different tempo and repeat as long as time permits.

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RHYTHM/MOVEMENT:

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http://www.learnnc.org/lp/pages/2828 Unit study on the Trail of Tears

http://www.kshs.org/teachers/trunks/native.htmThe Kansas State Historical Society

http://www.readwritethink.org/lessons/lesson_view.asp?id=65 Interesting lesson plan on the myths associated with the First Thanksgiving

http://edsitement.neh.gov/view_lesson_plan.asp?id=378 Lesson plans on the language of several tribes

http://edsitement.neh.gov/view_lesson_plan.asp?id=257#SELECTED Extensive lesson on Columbus

http://edsitement.neh.gov/view_lesson_plan.asp?id=324#BACKGROUND Great lesson plans on different Native American tribes

Answer Key to Student Guide Crossword Puzzle

Across4. unity5. sacred beings8. Oneness9. cedar10. seven11. flute

Down1. woodpecker2. arts3. lunar5. First to Arise7. eagle9. circle

Social Studies Activities

Kansas Fourth Grade Reading: Standard 2, Benchmark 2 Kansas Fourth Grade Geography: Benchmarks 1, 2, 4 Kansas Fourth Grade History: Benchmark 1, 2, 4

DANCE ACTIVITIESA LESSON PLAN TEACHING A RAIN DANCEhttp://teachers.net/lessons/posts/2050.html

LESSON PLAN ON THE ELEMENTS OF DANCEhttp://artsedge.kennedy-center.org/content/2338/

Kansas Dance and Movement Standard 5,

Benchmarks 1, 2; Standard 6, Benchmark 1

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http://www.learnnc.org/lp/pages/2828 Unit study on the Trail of Tears

http://www.kshs.org/teachers/trunks/native.htmThe Kansas State Historical Society

http://www.readwritethink.org/lessons/lesson_view.asp?id=65 Interesting lesson plan on the myths associated with the First Thanksgiving

http://edsitement.neh.gov/view_lesson_plan.asp?id=378 Lesson plans on the language of several tribes

http://edsitement.neh.gov/view_lesson_plan.asp?id=257#SELECTED Extensive lesson on Columbus

http://edsitement.neh.gov/view_lesson_plan.asp?id=324#BACKGROUND Great lesson plans on different Native American tribes

http://www.stardate.org/nightsky/moon/ THIS WEBSITE GIVES THE PHASES OF THE MOON FOR EVERY DAY OF EVERY MONTH

http://www.harcourtschool.com/activity/moon_phases/index.htmlTHIS WEBSITE ALSO SHOWS THE PHASES OF THE MOON

http://www.scienceu.com/observatory/articles/seasons/seasons.html ANIMATION OF EARTH’S MOVEMENT AROUND THE SUN

http://www.teachersfirst.com/summer/nativecrafts.htm CRAFTS FOR YOUNG CHILDREN

http://www.ic.arizona.edu/ic/kmartin/School/amer1.htm GOOD INTERACTIVE SITE FOR KIDS TO LEARN ABOUT DIFFERENT NATIVE AMERICAN TRIBES AND THEIR DAILY LIVES

http://edtech.kennesaw.edu/web/natam.html LIST OF RELEVANT LINKS

http://www.nmai.si.edu/ LINK TO SMITHSONIAN’S NATIONAL MUSEUM OF THE AMERICAN INDIAN

http://puffin.creighton.edu/lakota/GREAT SITE FOR HISTORY, CULTURE, ETC OF THE LAKOTA/DAKOTA PEOPLES

http://www.ahsd25.k12.il.us/Curriculum%20Info/NativeAmericans/index.html INTERACTIVE MAP WHERE THE DIFFERENT TRIBES WERE LOCATED

The following paragraph is included in the student guide to remind your students of proper etiquette for the show:

Being part of a theatre audience is different than watching a movie or a television show.

The performers are in the same room with you and are affected by what you do. Any

unexpected noise or movement in the audience can destroy the performer’s concentration.

And, you also have to remember that you are a part of the performance as well. The artist(s)

are performing for you. They can feel, hear and see if you are paying attention to what they

are doing onstage. If they can feel, see and hear that you are there with them, it will help

them perform better. It will be more interesting, fun and exciting when we are ALL taking

part in this LIVE experience!

So remember…as an audience member, you play a very important part, too!

THEATRE ETIQUETTE

http://www.tmealf.com/DH/ FLAGS OF NATIVE PEOPLES

http://nativeamericans.mrdonn.org/dailylife.html READ ABOUT DIFFERENT TRIBES AND HOW THEY LIVED

http://www.edu.gov.mb.ca/k12/abedu/abdocs/K-4_resource.pdf USEFUL TEACHERS GUIDE

http://stories.washingtonhistory.org/educa-tion/teachers/index.shtml#lc GOOD SITE FOR LESSON PLANS

RESOURCES:

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