Richmond Project Final2

8/2/2019 Richmond Project Final2

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Diane Jubinville, Teacher Consultant, SD#38 (Richmond) Follow us at: ourvoicessd38.blogspot.ca

west: A FRAMEWORK FORINCORPORATING

ABORIGINAL CULTURE INTO

THE ELEMENTARY FINE

ARTS CURRICULUM

(* west is Halqemylem forto teach)


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Diane Jubinville, Teacher Consultant, SD#38 (Richmond) Follow us at: ourvoicessd38.blogspot.ca 2

TABLE OF CONTENTS

Introduction ! 3Coast Salish People and Territory ! 4Richmonds History 5

First Nations Protocol ! 6Map of Traditional Coast Salish Territory 6

Map of the Salish Sea 6

Eleven Principles for Incorporating Aboriginal Culture! 7Musqueam and Coast Salish Information 10

Dance K-7 12

Drama K-7 ! 13Music K-7! 14Visual Arts K-7! 15Elders Programs 16

Fieldtrip Ideas 16

Additional Resources 16

Bibliography 17


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INTRODUCTION

With the signing of ourAboriginal EducationEnhancement Agreement (AEEA) on June 21,

2011, the Richmond School District committed to

ensuring that all students, both Aboriginal and Non-

Aboriginal, will learn about the culture and history

of the Aboriginal peoples who once inhabited what

is now Canada and in particular those who lived in

the Pacific Northwest. We read in the Ministry of

Educations preamble to the AEEA document that

[f]undamental to the Aboriginal Education

Enhancement Agreements, which are unique to

each school district, is the requirement that school

districts provide strong programs on the culture of

local Aboriginal peoples on whose traditional

territories the districts are located. (http://

www.bced.gov.bc.ca/abed/agreements/

welcome.htm)

As educators, we are often called upon to teach

about traditions that are not our own. Being a non-

Indigenous teacher does not have to be a stumbling

block to presenting Aboriginal culture. As with all

subject areas, we can teach with a spirit of openness

and acceptance of all peoples.

That said, educators may not know the different

protocols for all the various Aboriginal groups

represented in their classroom or community. Just as

Europeans come from many different traditions and

languages, so do Aboriginal peoples. Across

Canada, there are a variety of languages, traditions,

histories, stories and art forms for the numerous

Indigenous groups.

This Framework was developed to assist teachers in

providing programs embedded with Aboriginal

culture, connected to the Fine Arts curriculum. It is

important for school district personnel and the

students to know and understand the history of the

Musqueam and other Coast Salish people and to

comprehend their realities of today. The Coast

Salish live among us and their culture is alive and

contemporary. Some background information on

these peoples and their history in Richmond is

provided. The Musqueam Band also has played an

important role in the development of SD #38sAEEA.

What follows are eleven principles for

incorporating Aboriginal culture which will help

teachers in their Fine Arts curriculum planning.

Teachers will also find resources, books, websites,

videoclips etc. for each of the curriculum strands:

Music, Drama, Dance and Visual Arts.
http://www.bced.gov.bc.ca/abed/agreements/welcome.htmhttp://www.bced.gov.bc.ca/abed/agreements/welcome.htmhttp://www.bced.gov.bc.ca/abed/agreements/welcome.htmhttp://www.bced.gov.bc.ca/abed/agreements/welcome.htmhttp://www.bced.gov.bc.ca/abed/agreements/welcome.htmhttp://www.bced.gov.bc.ca/abed/agreements/welcome.htmhttp://www.bced.gov.bc.ca/abed/agreements/welcome.htmhttp://www.bced.gov.bc.ca/abed/agreements/welcome.htmhttp://www.bced.gov.bc.ca/abed/agreements/welcome.htmhttp://www.bced.gov.bc.ca/abed/agreements/welcome.htm


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COAST SALISH

PEOPLE AND

TERRRITORY

In Canada, the Coast Salish territory stretches

along the Pacific Coast of BC and includes the

area between Bute Island and the Columbia

River as well as those areas on Vancouver

Island not occupied by the Kwakwakawakw

(Kawkiutl) and those of the Nootka First

Nations which stretch from Johnstone Strait to

Port Renfrew (formerly Port San Juan). The

Coast Salish also occupied vast areas of western

Washington State. This area thus includes the

City of Richmond.

The Coast Salish people are unique among the

Pacific Northwest First Nations in that they

exhibit much of the other northern coastal First

Nations culture yet they have strong historic

connections with the Interior First Nations

groups. It is believed that the Coast Salish

migrated to the coast from the Interior Plateauon the upper reaches of the Fraser and

Thompson rivers. Similarities in the language,

in the construction of their long houses, the less

developed art forms than other Northwest Coast

nations, and the style of their essential tools is

evidence of this migration. (Ashwell &

Hancock, 2006).

Here is a Welcome Pole situated on the MusqueamReserve. The Coast Salish people did not carve totem

poles as did the tribes of other Northwest Coast Nations

such as the Haida. The large carved human figures

represent ancestors or spirit helpers. These poles can

serve as doorways or inside house supports and are

placed in front of houses to honour deceased chiefs or

they can stand alone.

The Coast Salish people speak the Halkomelem language of which there are three distinct dialect groups: the

people in the Fraser Valley speak Halqemylem; the people on the Island speak Hulquminum; and the

people in the Fraser River Delta (Tsawwassen, Musqueam, Tsleil-Waututh), speak Hunquminum. Today, the

Coast Salish population is relatively small compared to other Nations along the Coast, however at one time

they were the largest group of First Nations people north of California. The smallpox epidemic in 1781/82

which devastated large numbers of people along the coast and in the Interior is estimated to have killed as

much as 75% of their population. (Ham p. 5). It is estimated that around 100 people still speak the

Halkomelem language, most of them elders. However, groups are working to keep their language alive.


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RICHMONDS HISTORY

Prior to 1781, families who today live at Musqueam, Tsawwasseen and Langley held rights to the rich

resources available to them in Richmond. Families from Cowichan, Nanaimo and Saanich on Vancouver Island

also had rights obtained through marriage ties. Research indicates there were Coast Salish settlements in

Richmond, and that the area was extensively and primarily used for harvesting. Harvesting activities took place

throughout the year, with each season bringing fresh sources.

In the spring, deer and beaver hunting were of prime importance for the Coast Salish families. In the FraserRiver were found eulachon, sturgeon, herring, shellfish, and other intertidal resources. Seals and sea lions that

chased the eulachons were also trapped in abundance. In the late spring and summer, women would gather

thimbleberries, horsetails, silverweed, clover and other edible plants. In the summer, the woman would also go

berry picking in the bog areas and pick the crab apples which were in ample supply along Crabapple Ridge (the

stretch of land from Terra Nova to Garry Point). The summer months brought the most important food source

to the people the salmon. The late runs of chum and coho salmon continued to supply the Coast Salish into

the late fall when once again deer and beaver would be hunted. Finally, after months of catching, harvesting

and preserving their food, the Coast Salish would return to their permanent homes elsewhere and begin their

winter ceremonial celebrations.

Although no archeological sites have been retained in Richmond, it is known that both permanent and

temporary buildings were erected.The more permanent dwellings were used for longer periods of times such as

during the summer months for the salmon fishing, and for several years. These structures were made of cedar

planks and were shed-type houses attached in rows and which were occupied by extended families (all able

bodied family members were expected to help out during the salmon runs). A house frame would be built and

the planks, which were valued possessions, would be brought over from their permanent residences. Single

houses and shelters were also erected. Habitations erected for more temporary fishing camps consisted of apole framed lean-to shed, covered with a mat. The Musqueam also maintained smoke houses at their fishing

sites and evidence of other hearths or cooking areas have been discovered. As well, here in Richmond, sites

related to ceremonial or spiritual activities have been located.

At the Britannia Heritage Shipyards Site, a First Peoples House has been preserved. This building was used

used as a dormitory for First Nations peoples, as they made up the majority of the work force in the fishing and

canning industries. They would return to their traditional lands following their seasonal round (http://

www.richmond.ca/asp2/HeritageInv/details.aspx).
http://www.richmond.ca/asp2/HeritageInv/details.aspxhttp://www.richmond.ca/asp2/HeritageInv/details.aspxhttp://www.richmond.ca/asp2/HeritageInv/details.aspxhttp://www.richmond.ca/asp2/HeritageInv/details.aspxhttp://www.richmond.ca/asp2/HeritageInv/details.aspx


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FIRST NATIONS PROTOCOL

At formal meetings, it is proper protocol to

acknowledge the territory on which the event is

taking place. In Richmond, it is Coast Salish

territory. (Some organizations prefer to acknowledge

the unceded traditional Musqueam territory).

At the beginning of the event, the emcee or

chairperson could say Today, we would like to

acknowledge that we are meeting on traditional

Coast Salish territory and if time permits, invite an

Elder to do an Opening prayer or Welcome.

If Elders are asked to lead an official welcome, it is

appropriate to provide transportation, have someone

accompany them throughout the event and drive

them home afterwards.

Acknowledging the traditional territory and when

possible inviting an Elder helps to establish and

maintain strong relationships with the local First

Nation.

MAP OF TRADITIONAL COAST SALISH TERRITORY

This map which shows Georgia Strait, Puget Sound and the Strait of Juan de Fuca which are together

known as the Salish Sea, in recognition of the Coast Salish peoples who have lived in this region for

millenia.

MAP OF THE SALISH SEA


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1. Learn about the local First Nations as a cultural groupIn order to begin to incorporate Aboriginal culture into the curriculum and to

continue to build an inclusive education system, we need to promote awareness

and understanding of Aboriginal culture. It is essential that all students learn

about their own culture and together learn about Canadas Aboriginal cultures,

languages and histories. When students see themselves reflected in the subject

being studied, their self-esteem will be enhanced. By recognizing, appreciating

and learning about students background and cultural identity, teachers are

better equipped to respond to the needs of a diverse student population.

2. Study Traditional Art FormsBy learning about the local First Nations as a cultural group, teachers can

focus on what the Aboriginal community values as artistic expression by

studying the traditional art forms: carving, drum making, basket weaving,

shapes, designs, colours and themes. By studying traditional Coast Salish

artwork, students can then be inspired to create their own original piece of art.

Art should be a part of everyones experience, not the prerogative of a talented

few.

3. Capture the interests of the studentsAboriginal communities have music traditions which they continue today for

cultural reasons. With all art forms, it is important to focus on what is

interesting to the students so they find relevance in their learning. In music for

example, many young people are interested in rap and hip hop music. This

provides an opportunity to introduce First Nations artists who perform this

kind of music in a traditional language. Students could translate the song intoEnglish or make up their own song using terminology linked to the land. By

demystifying Aboriginal culture, students can appreciate the arts for arts sake.

11 PRINCIPLES

FOR INCORPORATING ABORIGINAL CULTURE

INTO THE ELEMENTARY FINE ARTS

CURRICULUM


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4. Meet regularly with Elders and family membersMeet with Elders and family members both formally and informally to continue

building community relationships as well as provide knowledge to preserve the

culture. Ask the children if they would like to invite family members to the

classroom. It is essential that all learners feel they are a meaningful part of, and

take pride in an educational system in which their heritage and culture are

reflected, celebrated and respected. By promoting culturally responsive

programs that bring members of the community into the classroom as partnersin their childrens education, one can see and feel the building of community.

5. Teach the Language of ArtTeaching students the language of art -for example in design: texture, form,

line, colour, empowers students to be critical of the art they see and do. Without

a language to talk about art, the conversations are judgmental rather than a

conversation about the value of an object. Also, students should not be forced

into doing Native Art but rather taught how to analyze works of art from

structural, historical and cultural perspectives. If they are interested in furtherdeveloping works of art in an Aboriginal style, this can be encouraged and

supported. Students can be encouraged to explore their heritage, but the

ultimate purpose of art is personal expression that is linked to personal interest.

6. Participate in Community Cultural EventsTeachers must also be culturally open. This requires an awareness and

sensitivity to different cultures and acquiring knowledge (Castagno & Brayboy,

2008). Culturally relevant pedagogy can be defined as education that

recognizes, respects, and uses students identities and backgrounds as

meaningful sources for creating optimal learning environments (ibid). By

recognizing, appreciating and learning about students background and cultural

identity, teachers are better equipped to respond to the needs of a diverse

student population. Numerous activities and celebrations in the community lend

themselves to some great resources for teachers.

7. Display and showcase student workA sense of belonging and feeling pride in their work and in their culture are two

factors that have been recognized as prerequisites for success for Aboriginal

students (Ministry of Education). By recognizing and highlighting students

work around the school or showcasing a performance at an assembly,

acknowledges and values the contributions of everyone in the school

community. There is nothing more exciting for young students than to see their

works of art displayed for all to see. Instilling a sense of confidence is integral

to childrens learning.


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8. Invite local artists to speak and performStudents need to see and hear from successful Aboriginal artists and to be able

to ask them questions, learn about the process of becoming an artist and

marketing their work (Letham, 1996). Inviting local artists to speak to the

children about their art (both traditional and contemporary) and perhaps be a

part of an art project with the class or school would allow meaningful

connections to be made. Students would benefit by having field trips to art

studios, art galleries and art showings to see that a career in the arts is asvaluable an educational outcome as a career in a non-arts profession (Davis,

2008).

9. Teach the oral traditions through stories and songsMuch of the research about culturally responsive pedagogy cites the

importance of the oral tradition in First Nations cultures. This can be

incorporated in the classroom through stories and songs. Developing a rapport

with the Elder community, who are also the keepers of cultural wisdom, would

bring the community together in a broader sense. The Elders could be invited to

the school for assemblies or to the classroom to share their special talent.

Having the children interview an Elder on what they used to do as a child

would allow the students to learn about life in the past and cultural teachings.

10. Use experiential learningTell me and Ill forget; show me and I may remember; involve me and Ill

understand This Chinese proverb rings true in education. The more children

learn by doing, the more they will understand. In the arts, children mightquestion the value of learning to make a basket out of cedar. When they see the

results of making one, they understand the intricacies of their utilitarian uses.

Some of them carry food, others water and still some for cooking or carrying

fish. Carvings can be done using Plaster of Paris instead of wood. In all of

the arts, there are many opportunities for experiential learning.

11. Integrate the arts with other subjectsChildren feel emotionally secure when they find themselves and those they

love, positively represented in curriculum materials. It is well-established,

however, that art, when integrated with other subjects, can create innovative

ways of thinking, understanding, and representing knowledge (Zwirn, 2005).

Excellent examples of integrating mathematics and science are available for

teachers through books and on the internet. Unique ways of integrating the arts

with socials studies have been done by many teachers, especially in grades

three and nine.


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MUSQUEAM INFORMATIOM

http://www.musqueam.bc.ca/Home.html

http://www.musqueam.bc.ca/Culture.html

http://www.musqueam.bc.ca/History.html

http://en.wikipedia.org/wiki/Musqueam_Indian_Band

http://en.wikibooks.org/wiki/Canadian_History/The_People_of_the_Lands/Musqueam

http://www.fourhostfirstnations.com/musqueam/

https://circle.ubc.ca/handle/2429/6379

COAST SALISH INFORMATION

http://www.joejack.com/coastsalishhistory.html

http://knowbc.com/ebc/Books/Encyclopedia-of-BC/S/Salishan-First-Nations

http://maps.fphlcc.ca/node/135/resources

http://www.native-languages.org/halkomelem.htm

BOOK REFERENCES

Song of the Salish Sea : A Natural History of Northwest Waters. [United States] :Earthwise Media ;, c2006. This visually effective program explores the ecosystem of the Salish Sea(Straights of Georgia and Juan de Fuca, and Puget Sound). It highlights the complexity of therelationships between species and between living and non-living aspects of the system. Humorousgraphics emphasize the impact of humans on this ecosystem, and point out how people can repairdamage already done. The program is divided into seven segments for targeted viewing. Thesegments focus on particular habitats and could be used as 'in-class field trips' to these differentareas.

From Time Immemorial : The First People of the Pacific Northwest Coast. Gabriola,

BC : Pacific Edge Publishing, 1999. This resource contains many activities and opportunities forresearch. The teacher's guide was written specifically to address all of the prescribed learning

outcomes outlined for Grade 4 students in the Social Studies K to 7 IRP 1996. Includes informationabout the following peoples: Coast Salish, Wakashan, Haida, Nisga'a, Tlingit, Tsimshian, Gitxsin,Tahitan and Nuxalk to name a few.

Tracing Our Past : A Heritage Guide to Boundary Bay.Delta, B.C.: Nature Guides B.C.,

c2008. Murray, Anne, 1952 Feb. 16-. This guide covers Boundary Bay and its watershed, includingDelta, Surrey, White Rock, Langley and Richmond in British Columbia, and Blaine, Point Robertsand the Drayton Harbor watershed in Washington State. Learn about local Coast Salish,multicultural explorers, settlers, fishers, farmers, developers, naturalists and conservationists, andthe relationships all these people had to the changing land, river and ocean.
http://www.native-languages.org/halkomelem.htmhttp://www.native-languages.org/halkomelem.htmhttp://maps.fphlcc.ca/node/135/resourceshttp://maps.fphlcc.ca/node/135/resourceshttp://knowbc.com/ebc/Books/Encyclopedia-of-BC/S/Salishan-First-Nationshttp://knowbc.com/ebc/Books/Encyclopedia-of-BC/S/Salishan-First-Nationshttp://www.joejack.com/coastsalishhistory.htmlhttp://www.joejack.com/coastsalishhistory.htmlhttps://circle.ubc.ca/handle/2429/6379https://circle.ubc.ca/handle/2429/6379http://www.fourhostfirstnations.com/musqueam/http://www.fourhostfirstnations.com/musqueam/http://en.wikibooks.org/wiki/Canadian_History/The_People_of_the_Lands/Musqueamhttp://en.wikibooks.org/wiki/Canadian_History/The_People_of_the_Lands/Musqueamhttp://en.wikipedia.org/wiki/Musqueam_Indian_Bandhttp://en.wikipedia.org/wiki/Musqueam_Indian_Bandhttp://www.musqueam.bc.ca/History.htmlhttp://www.musqueam.bc.ca/History.htmlhttp://www.musqueam.bc.ca/Culture.htmlhttp://www.musqueam.bc.ca/Culture.htmlhttp://www.musqueam.bc.ca/Home.htmlhttp://www.musqueam.bc.ca/Home.html


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MUSQUEAM COMMUNITYPROFILE

This book describes the current

conditions of the Musqueam with an

eye to the future of the Band.

Developed by the Musqueam

Community Committee, this resource

gives the reader insight into the

workings of this First Nation.

Xm

k

m

This reference guide created by the

Musqueam people provides

information about their culture:

including history, language and

traditions. A usage guide explains and

interprets the architecture, colours and

other features of their culture.

(Available through the Musqueam Band)

PEOPLE OF THE LAND:LEGENDS OF THE FOUR HOST FIRST NATIONS

The Vancouver 2010 Olympic and

Paralympic Winter Games were held

in the traditional and shared territories

of the Lilwat, Musqueam, Squamish

and Tsleil-Wauthuth. Information on

each of the four Nations is provided.

(ISBN978-1-894778-77-0

ABORIGINAL ON-LINE NEWSPAPERS

First Nations Drum: News from Canadas Native Communities.Vancouver and Toronto

(www.firstnationsdrum.com).

Kahtou News: The Voice of B.C.s First Nations. Sechelt, BC: Kwatamus Publications.

Ravens Eye. B.C: Aboriginal Multi-Media Society http://www.ammsa.com/publications/ravens-eye

Red Directions. Vancouver: Redwire Native Youth Media

http://www.redwiremag.com/site/redwire/redwire-magazine

Say Magazine, The spirit of Aboriginal youth, (www.saymag.com).

Secwepemc News. Kamloops: Secwepemc Cultural Education Society http://www.secwepemc.org/

Windspeaker: Canadas National Aboriginal News Source. Edmonton: Aboriginal Multi-Media Society

http://www.ammsa.com/history/windspeaker

Native American art and culture Magazine: http://www.americanindianmagazine.org/

ADDITIONAL RESOURCES:

News Magazine from BCTF: http://bctf.ca/publications/NewsmagArticle.aspx?id=20220

From the Richmond Public Library: http://www.yourlibrary.ca/content.cfm?lev1=165&lev2=575

First Nations organizations: http://fnbc.info/content/first-nations-organizations

BCTF Teacher resources: http://www.bctf.ca/AboriginalEducation.aspx?id=13404

http://www.1heart1mind.ca/index.php?option=com_content&view=article&id=3&Itemid=8

http://www.cylex.ca/company/kahtou-news-11893302.htm
http://www.bctf.ca/AboriginalEducation.aspx?id=13404http://www.yourlibrary.ca/content.cfm?lev1=165&lev2=575http://www.yourlibrary.ca/content.cfm?lev1=165&lev2=575http://www.bctf.ca/AboriginalEducation.aspx?id=13404http://www.yourlibrary.ca/content.cfm?lev1=165&lev2=575http://www.cylex.ca/company/kahtou-news-11893302.htmhttp://www.cylex.ca/company/kahtou-news-11893302.htmhttp://www.1heart1mind.ca/index.php?option=com_content&view=article&id=3&Itemid=8http://www.1heart1mind.ca/index.php?option=com_content&view=article&id=3&Itemid=8http://www.1heart1mind.ca/index.php?option=com_content&view=article&id=3&Itemid=8http://www.1heart1mind.ca/index.php?option=com_content&view=article&id=3&Itemid=8http://www.1heart1mind.ca/index.php?option=com_content&view=article&id=3&Itemid=8http://www.1heart1mind.ca/index.php?option=com_content&view=article&id=3&Itemid=8http://www.bctf.ca/AboriginalEducation.aspx?id=13404http://www.bctf.ca/AboriginalEducation.aspx?id=13404http://fnbc.info/content/first-nations-organizationshttp://fnbc.info/content/first-nations-organizationshttp://www.yourlibrary.ca/content.cfm?lev1=165&lev2=575http://www.yourlibrary.ca/content.cfm?lev1=165&lev2=575http://bctf.ca/publications/NewsmagArticle.aspx?id=20220http://bctf.ca/publications/NewsmagArticle.aspx?id=20220http://www.americanindianmagazine.org/http://www.americanindianmagazine.org/http://www.ammsa.com/history/windspeakerhttp://www.ammsa.com/history/windspeakerhttp://www.secwepemc.org/http://www.secwepemc.org/http://www.saymag.com/http://www.saymag.com/http://www.redwiremag.com/site/redwire/redwire-magazinehttp://www.redwiremag.com/site/redwire/redwire-magazinehttp://www.ammsa.com/publications/ravens-eyehttp://www.ammsa.com/publications/ravens-eyehttp://www.firstnationsdrum.com/http://www.firstnationsdrum.com/


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DANCE K-7

FROM INTRODUCTION TO IRP:

People dance for many reasons and in all stages of

life. Dance provides opportunities for students to

gain an understanding of and a respect for diverse

cultures. A balanced dance program should draw on

our cultural and historical wealth.

History influences dance, and dance reflects

history. Dance contributes not only to the

development of self, but also to the development of

society. When examined within the context of

present-day events in the local and global

community, dance becomes personally relevant for

all students. (Ministry of Education, 2010)

WEBSITES

Native Dance: http://www.native-dance.ca/

Canadian Aboriginal Portal: http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/index.html

Virtual Pow Wow: http://img.csit.carleton.ca/vpow/

First Nations litterature: http://olc.spsd.sk.ca/DE/resources/firstnationsliterature/

Government of Canada: http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao04585.html

Buffy Ste-Marie: http://cradleboard.org/

COMMUNITY EVENTS

Talking Stick Festival: http://fullcircleperformance.ca/content.asp?

ChapterID=2&SubchapterID=5&PageID=4&portal=1

Stoqweylem Pow Wow at Burnaby Central http://www.fraecdn.ca/events-and-news/stoqweylem-powwow-

burnaby-central-secondary-school

Canadian Aboriginal Festival http://www.canab.com/mainpages/events/powwow.html

COMMUNITY CONTACTS

Tsatsu Stalqayu Dance group: Francis James 778-840-5512 [email protected]

Video clip: http://www.youtube.com/watch?v=ka88k-GSr7s

Xwamstut Culture group: Coast Salish Drumming & singing: Contact person is Jessica Silvey: 604-885-6012

Coastal F.N.group: http://ipaa.ca/events-performances/dancers-damelahamid/ http://www.damelahamid.ca/

about/about.htm Phone 604-922-5277

Bob Baker[[email protected]] http://www.eaglesongdancers.org/

Squamish Nation Dance group: [email protected]

Sayget Kuulumgot Dance group: 604-561-5039.

Letse Sqwlewel Dance group: contact Millie Silver at 604-852-4159, or Alice Thompson at Leqa:mel

First Nation at 604-826-7976.

Maxine Prevost at Stolo Nation LEP program has a dance group.
mailto:[email protected]:[email protected]://www.eaglesongdancers.org/http://www.eaglesongdancers.org/mailto:[email protected]:[email protected]://www.damelahamid.ca/about/about.htmhttp://www.damelahamid.ca/about/about.htmhttp://www.damelahamid.ca/about/about.htmhttp://www.damelahamid.ca/about/about.htmhttp://ipaa.ca/events-performances/dancers-damelahamid/http://ipaa.ca/events-performances/dancers-damelahamid/http://www.youtube.com/watch?v=ka88k-GSr7shttp://www.youtube.com/watch?v=ka88k-GSr7smailto:[email protected]:[email protected]://www.canab.com/mainpages/events/powwow.htmlhttp://www.canab.com/mainpages/events/powwow.htmlhttp://www.fraecdn.ca/events-and-news/stoqweylem-powwow-burnaby-central-secondary-schoolhttp://www.fraecdn.ca/events-and-news/stoqweylem-powwow-burnaby-central-secondary-schoolhttp://www.fraecdn.ca/events-and-news/stoqweylem-powwow-burnaby-central-secondary-schoolhttp://www.fraecdn.ca/events-and-news/stoqweylem-powwow-burnaby-central-secondary-schoolhttp://fullcircleperformance.ca/content.asp?ChapterID=2&SubchapterID=5&PageID=4&portal=1http://fullcircleperformance.ca/content.asp?ChapterID=2&SubchapterID=5&PageID=4&portal=1http://fullcircleperformance.ca/content.asp?ChapterID=2&SubchapterID=5&PageID=4&portal=1http://fullcircleperformance.ca/content.asp?ChapterID=2&SubchapterID=5&PageID=4&portal=1http://cradleboard.org/http://cradleboard.org/http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao04585.htmlhttp://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao04585.htmlhttp://olc.spsd.sk.ca/DE/resources/firstnationsliterature/http://olc.spsd.sk.ca/DE/resources/firstnationsliterature/http://img.csit.carleton.ca/vpow/http://img.csit.carleton.ca/vpow/http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/index.htmlhttp://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/index.htmlhttp://www.native-dance.ca/http://www.native-dance.ca/


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DRAMA K-7


People in all cultures create drama for a variety of

reasons. Drama education provides opportunities for

students to explore and interpret how drama is used

to celebrate, comment on, and examine the values,

issues, and events of societies past and present.

In the elementary years, students own experiences

will serve as a starting point for descriptions,

discussions, reflection, and analysis of drama from a

range of contexts. When examined within the context

of present-day events in the local and global

community, drama becomes personally relevant for

all students. (Ministry of Education 2010)

WEBSITES

Spoken Poems: First Nations Students from Santa Fe Indian School

http://santa_fe_indian_school.apps4rent.info/selectedpoems/default.aspx

Talking Stick Festival: http://fullcircleperformance.ca/content.asp?

ChapterID=2&SubchapterID=5&PageID=4&portal=1

Virtual Museum of Canada: http://www.virtualmuseum.ca/Exhibitions/Holman/english/storytelling/

index.php3

First Nations litterature: http://olc.spsd.sk.ca/de/resources/firstnationsliterature/oraltradition.html

Storyteller in Residence program: http://www.vpl.ca/events/cat/C836

Drama resources: http://twinkleshappyplace.blogspot.ca/2011/07/first-nations-drama-and-dance-units.html

BOOKS:

Story Drama. Creating stories through role playing, improvising, and reading aloud. 2nd Edition, DavidBooth. Markham, Ontario: Pembroke Publishers Ltd., 2005.

The Arts Go To School. Classroom-based activities that focus on music, painting, drama, movement, media,

and more. Edited by David Booth, Masayuki Hachiya. Markham, Ontario: Pembroke Publishers Ltd., 2004

First Nations Awareness: Putting it all Together. 2nd Edition. First Nations Education Division, Greater

Victoria School District. 1992.

First Nations Full Day Kindergarten,From Our Treasure Box. Sheilia Austin and Karin Clark. First Nations

Education Division, Greater Victoria School District. 1993.

ADDITIONAL WEBSITES:

First Nations languages: http://firstvoices.com/

First Nations films: http://www.firstnationsfilms.com/

COMMUNITY CONTACTS

Henry Charles, Musqueam Storyteller: Henry Charles

Richard Van Camp, storyteller: http://www.richardvancamp.org/
http://www.richardvancamp.org/http://www.richardvancamp.org/mailto:[email protected]:[email protected]://www.richardvancamp.org/http://www.richardvancamp.org/mailto:[email protected]:[email protected]://www.firstnationsfilms.com/http://www.firstnationsfilms.com/http://firstvoices.com/http://firstvoices.com/http://twinkleshappyplace.blogspot.ca/2011/07/first-nations-drama-and-dance-units.htmlhttp://twinkleshappyplace.blogspot.ca/2011/07/first-nations-drama-and-dance-units.htmlhttp://www.vpl.ca/events/cat/C836http://www.vpl.ca/events/cat/C836http://olc.spsd.sk.ca/de/resources/firstnationsliterature/oraltradition.htmlhttp://olc.spsd.sk.ca/de/resources/firstnationsliterature/oraltradition.htmlhttp://www.virtualmuseum.ca/Exhibitions/Holman/english/storytelling/index.php3http://www.virtualmuseum.ca/Exhibitions/Holman/english/storytelling/index.php3http://fullcircleperformance.ca/content.asp?ChapterID=2&SubchapterID=5&PageID=4&portal=1http://fullcircleperformance.ca/content.asp?ChapterID=2&SubchapterID=5&PageID=4&portal=1http://fullcircleperformance.ca/content.asp?ChapterID=2&SubchapterID=5&PageID=4&portal=1http://fullcircleperformance.ca/content.asp?ChapterID=2&SubchapterID=5&PageID=4&portal=1http://santa/http://santa/


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MUSIC K-7


Music is created and performed within a wide range of

historical, cultural, and social contexts. Through the study

of these contexts, students experience the richness and

diversity of the human spirit as it is reflected in music.

This helps create a sense of wonder about and belonging

to the world around them, thereby developing a feeling of

connectedness to other human beings.

Students enter the elementary years with an understanding

of music in relation to their own contexts. Through

exposure to music that represents the diversity within and

among communities, students can broaden their

understanding of critical appreciation for a range of music

experiences and the role of music in society. (Ministry of

Education 2010)

WEBSITES FOR RESOURCES

Traditional F.N. Music: http://www.collectionscanada.gc.ca/aboriginal-music-song/028012-2100-e.html

Coast Salish Anthem:http://www.youtube.com/watch?v=S3KwoaR6VW8

Native Drums, teacher resources:http://www.native-drums.ca/index.php/Teachers/?tp=a&bg=2&ln=e

Buffy Sainte-Marie:http://cradleboard.org/

A Newfoundlander singing the Huron Carol in MiKmaq.

http://www.thewesternstar.com/Video/12170/Huron-Carol-by-Keith-Cormier

Contemporary First Nations Culture - Alive and Singing

First Nations people are singing and making music in a variety of genres: hip hop, rap, folk, traditional,

country etc. The links below will let you hear the range of material Aboriginal Canadians have to offer!

CBC Radio 3 - Aboriginal Music:

http://music.cbc.ca/#/genres/Aboriginal

A range of contemporary musicians

Manitoba Musics Aboriginal Music Program

http://www.aboriginalmusic.ca/videos

AMP was launched in 2004 to help First Nation, Mtis, and Inuit people develop sustainable

careers in Manitobas music industry.

Aboriginal Peoples Choice Music Awards

http://aboriginalpeopleschoice.com/artist-search/2011/category/all/

Hear snippets from award winning albums

APTN Music (Clips from FN musicians)

http://aptn.ca/pages/music/

COMMUNITY RESOURCES

Christie Lee Charles - Musqueam Band: Rap music in the Halkomelem language:

http://www.ctvbc.ctv.ca/servlet/an/local/CTVNews/20110401/

bc_musqueam_language_rapper_110402/20110402?hub=BritishColumbiaHome

Smokey Valley Drum Group: http://www.manataka.org/page737.html

Contact: [email protected] Video Clip: http://www.youtube.com/watch?v=HpCqIHtrfjo
http://www.manataka.org/page737.htmlhttp://www.ctvbc.ctv.ca/servlet/an/local/CTVNews/20110401/bc_musqueam_language_rapper_110402/20110402?hub=BritishColumbiaHomehttp://www.ctvbc.ctv.ca/servlet/an/local/CTVNews/20110401/bc_musqueam_language_rapper_110402/20110402?hub=BritishColumbiaHomehttp://www.youtube.com/watch?v=HpCqIHtrfjohttp://www.manataka.org/page737.htmlhttp://www.ctvbc.ctv.ca/servlet/an/local/CTVNews/20110401/bc_musqueam_language_rapper_110402/20110402?hub=BritishColumbiaHomehttp://www.youtube.com/watch?v=HpCqIHtrfjohttp://www.youtube.com/watch?v=HpCqIHtrfjohttp://www.manataka.org/page737.htmlhttp://www.manataka.org/page737.htmlhttp://www.ctvbc.ctv.ca/servlet/an/local/CTVNews/20110401/bc_musqueam_language_rapper_110402/20110402?hub=BritishColumbiaHomehttp://www.ctvbc.ctv.ca/servlet/an/local/CTVNews/20110401/bc_musqueam_language_rapper_110402/20110402?hub=BritishColumbiaHomehttp://www.ctvbc.ctv.ca/servlet/an/local/CTVNews/20110401/bc_musqueam_language_rapper_110402/20110402?hub=BritishColumbiaHomehttp://www.ctvbc.ctv.ca/servlet/an/local/CTVNews/20110401/bc_musqueam_language_rapper_110402/20110402?hub=BritishColumbiaHomehttp://aptn.ca/pages/music/http://aptn.ca/pages/music/http://aboriginalpeopleschoice.com/artist-search/2011/category/all/http://aboriginalpeopleschoice.com/artist-search/2011/category/all/http://www.aboriginalmusic.ca/videoshttp://www.aboriginalmusic.ca/videoshttp://music.cbc.ca/#http://music.cbc.ca/#http://www.thewesternstar.com/Video/12170/Huron-Carol-by-Keith-Cormierhttp://www.thewesternstar.com/Video/12170/Huron-Carol-by-Keith-Cormierhttp://www.thewesternstar.com/Video/12170/Huron-Carol-by-Keith-Cormierhttp://www.thewesternstar.com/Video/12170/Huron-Carol-by-Keith-Cormierhttp://cradleboard.org/http://cradleboard.org/http://www.native-drums.ca/index.php/Teachers/?tp=a&bg=2&ln=ehttp://www.native-drums.ca/index.php/Teachers/?tp=a&bg=2&ln=ehttp://www.youtube.com/watch?v=S3KwoaR6VW8http://www.youtube.com/watch?v=S3KwoaR6VW8http://www.collectionscanada.gc.ca/aboriginal-music-song/028012-2100-e.htmlhttp://www.collectionscanada.gc.ca/aboriginal-music-song/028012-2100-e.html


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VISUAL ARTS K-7


Images are created and perceived within personal,

social, cultural, and historical contexts. The visual arts

have been integral to cultures throughout history, serving

as dynamic forms of expression that can reflect or

challenge societal norms and values. The visual artsexpress and are influenced by: personal contexts such as

age, gender, life experience, beliefs, and values; social

and cultural contexts such as belief systems, economics,

race and ethnicity, environment, and technology;

historical contexts such as time, place, and point of view.

In the elementary years, students need a variety of

opportunities to view examples of historical and

contemporary artworks from diverse cultures. As students

increase their understanding of the relationships betweenart and context, they develop their abilities to critically

examine artworks and create personally meaningful

images. (Ministry of Education, 2010)

2D ARTFORMS: DRAWING & PAINTING

Sto:lo Artistic Expressions http://www.web.uvic.ca/~bthom1/Media/pdfs/ethnography/ARTISTIC.htm

Cross-curricular visual art resourcehttp://www.virtualmuseum.ca/English/Teacher/aboriginal_people.html-

Exploring Aboriginal art: http://resources.curriculum.org/tcf/teachers/projects/nativeart.shtml

Artist Website: http://www.xwalacktun.ca/

Art: http://www.bcarchives.gov.bc.ca/exhibits/timemach/galler03/frames/index.htm

3D ARTFORMS: DRUM MAKING, MASKS, CARVING, BASKET MAKING

Masks: http://www.cln.org/themes/masks.html

Drummaking ; http://www.native-drums.ca/index.php/Teachers/?tp=a&bg=2&ln=e

Basket weaving: http://www.snuneymuxwvoices.ca/english/basket_elders.asp

BOOK REFERENCES

Shared Learnings, Integrating BC Aboriginal Content K-10 Resource package designed to provide teachers

with guidance in integrating Aboriginal topics in all subject areas at an introductory level.

http://www.bced.gov.bc.ca/abed/shared.pdf

BC First Peoples Learning Resources: Books for Use in K-7 Classrooms K-7 Resource guide

The Learning Circle classroom guides:Designed to help meet Canadian educators growing need for

elementary-level learning exercises on First Nations. (Also available in French).

http://publications.gc.ca/collections/Collection/R32-195-2000-1E.pdf

COMMUNITY RESOURCES

Joan Ryan, Tsimshian Nation, Basket making: "Joan Ryan"

Joe Becker, Musqueam carver: http://www.direction7.ca/artists.html

Susan Point, Musqueam artist: http://www.susanpoint.com/

Joe Jack, Coast Salish artist: http://www.joejack.com/
http://www.joejack.com/http://www.susanpoint.com/http://www.susanpoint.com/http://www.direction7.ca/artists.htmlhttp://www.joejack.com/http://www.susanpoint.com/http://www.direction7.ca/artists.htmlmailto:[email protected]://www.joejack.com/http://www.joejack.com/http://www.joejack.com/http://www.joejack.com/http://www.susanpoint.com/http://www.susanpoint.com/http://www.direction7.ca/artists.htmlhttp://www.direction7.ca/artists.htmlmailto:[email protected]:[email protected]://publications.gc.ca/collections/Collection/R32-195-2000-1E.pdfhttp://publications.gc.ca/collections/Collection/R32-195-2000-1E.pdfhttp://www.fnesc.ca/wordpress/wp-content/uploads/2011/06/FN-resource-guide-final-final-June-20.pdfhttp://www.fnesc.ca/wordpress/wp-content/uploads/2011/06/FN-resource-guide-final-final-June-20.pdfhttp://www.joejack.com/coastsalishhistory.htmlhttp://www.joejack.com/coastsalishhistory.htmlhttp://www.snuneymuxwvoices.ca/english/basket_elders.asphttp://www.snuneymuxwvoices.ca/english/basket_elders.asphttp://www.native-drums.ca/index.php/Teachers/?tp=a&bg=2&ln=ehttp://www.native-drums.ca/index.php/Teachers/?tp=a&bg=2&ln=ehttp://www.cln.org/themes/masks.htmlhttp://www.cln.org/themes/masks.htmlhttp://www.bcarchives.gov.bc.ca/exhibits/timemach/galler03/frames/index.htmhttp://www.bcarchives.gov.bc.ca/exhibits/timemach/galler03/frames/index.htmhttp://www.xwalacktun.ca/http://www.xwalacktun.ca/http://resources.curriculum.org/tcf/teachers/projects/nativeart.shtmlhttp://resources.curriculum.org/tcf/teachers/projects/nativeart.shtmlhttp://www.virtualmuseum.ca/English/Teacher/aboriginal_people.htmlhttp://www.virtualmuseum.ca/English/Teacher/aboriginal_people.htmlhttp://www.web.uvic.ca/~bthom1/Media/pdfs/ethnography/ARTISTIC.htmhttp://www.web.uvic.ca/~bthom1/Media/pdfs/ethnography/ARTISTIC.htm


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ELDERS PROGRAMS

B.C. Elders Communication Center Society http://www.bcelders.com

Elders: Aboriginal Canada Portal http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao26873.html

LFPress: http://www.lfpress.com/news/london/2011/01/31/17105796.html#/news/london/2011/01/31/

pf-17105271.html

Vancouver Youth and Elder program: http://www.vnhs.ca/programs/bridging_the_generations/index.html

SD#22 Elder project http://www.bced.gov.bc.ca/abed/elder_project_sd22.pdf Item in the news: http://

thetyee.ca/News/2011/12/09/Elder-Project/

SD#79 Elder project http://www.sd79.bc.ca/schools/chemainus_secondary/more/Site_2/Welcome_files/The%20Elder%20Project.pdf

FIELDTRIP IDEAS

Museum of Anthropology: http://www.moa.ubc.ca/programs/index.php

Richmond Nature Park: First Nations Use of Bog Plants http://www.richmondnatureparksociety.ca/index.php?

pr=Native_Plants

X:ytem Longhouse Interpretive Centre (Sto:lo culture and history) Mission, B.C. http://www.mission.ca/

community/attractions/things-to-do/xaytem-longhouse/

Grouse Mountain Hiwus First Nations Cultural program: http://www.grousemountain.com/hiwus-first-nations

Cultural Attractions: http://www.aboriginalbc.com/

ADDITIONAL RESOURCES

The Learning Circle

The Learning Circle classroom guides are designed to help meet Canadian educators growing need for

elementary-level learning exercises on First Nations. (See below for PDF links.)

http://publications.gc.ca/collections/Collection/R32-195-2000-1E.pdfhttp://publications.gc.ca/collections/Collection/R32-195-2000-2E.pdfhttp://publications.gc.ca/collections/Collection/R72-278-2001E.pdfhttp://publications.gc.ca/collections/Collection/R72-279-2001E.pdf

French copies:http://publications.gc.ca/collections/Collection/R32-195-1998F.pdfhttp://publications.gc.ca/collections/Collection/R72-278-2001F.pdfhttp://publications.gc.ca/collections/Collection/R72-279-2001F.pdf

Shared Learnings, Integrating BC Aboriginal Content K-10. Aboriginal Education Enhancements Branch, B.C.

Ministry of Education, 2006. This resource package is designed to provide teachers with guidance in

integrating Aboriginal topics in all subject areas at an introductory level.

http://www.bced.gov.bc.ca/abed/shared.pdf
http://www.joejack.com/coastsalishhistory.htmlhttp://publications.gc.ca/collections/Collection/R72-279-2001F.pdfhttp://publications.gc.ca/collections/Collection/R72-279-2001F.pdfhttp://www.joejack.com/coastsalishhistory.htmlhttp://www.joejack.com/coastsalishhistory.htmlhttp://www.joejack.com/coastsalishhistory.htmlhttp://publications.gc.ca/collections/Collection/R72-279-2001F.pdfhttp://publications.gc.ca/collections/Collection/R72-279-2001F.pdfhttp://publications.gc.ca/collections/Collection/R72-278-2001F.pdfhttp://publications.gc.ca/collections/Collection/R72-278-2001F.pdfhttp://publications.gc.ca/collections/Collection/R32-195-1998F.pdfhttp://publications.gc.ca/collections/Collection/R32-195-1998F.pdfhttp://publications.gc.ca/collections/Collection/R72-279-2001E.pdfhttp://publications.gc.ca/collections/Collection/R72-279-2001E.pdfhttp://publications.gc.ca/collections/Collection/R72-278-2001E.pdfhttp://publications.gc.ca/collections/Collection/R72-278-2001E.pdfhttp://publications.gc.ca/collections/Collection/R32-195-2000-2E.pdfhttp://publications.gc.ca/collections/Collection/R32-195-2000-2E.pdfhttp://publications.gc.ca/collections/Collection/R32-195-2000-1E.pdfhttp://publications.gc.ca/collections/Collection/R32-195-2000-1E.pdfhttp://www.aboriginalbc.com/http://www.aboriginalbc.com/http://www.grousemountain.com/hiwus-first-nationshttp://www.grousemountain.com/hiwus-first-nationshttp://www.mission.ca/community/attractions/things-to-do/xaytem-longhouse/http://www.mission.ca/community/attractions/things-to-do/xaytem-longhouse/http://www.mission.ca/community/attractions/things-to-do/xaytem-longhouse/http://www.mission.ca/community/attractions/things-to-do/xaytem-longhouse/http://www.richmondnatureparksociety.ca/index.php?pr=Native_Plantshttp://www.richmondnatureparksociety.ca/index.php?pr=Native_Plantshttp://www.richmondnatureparksociety.ca/index.php?pr=Native_Plantshttp://www.richmondnatureparksociety.ca/index.php?pr=Native_Plantshttp://www.moa.ubc.ca/programs/index.phphttp://www.moa.ubc.ca/programs/index.phphttp://www.sd79.bc.ca/schools/chemainus_secondary/more/Site_2/Welcome_files/The%20Elder%20Project.pdfhttp://www.sd79.bc.ca/schools/chemainus_secondary/more/Site_2/Welcome_files/The%20Elder%20Project.pdfhttp://www.sd79.bc.ca/schools/chemainus_secondary/more/Site_2/Welcome_files/The%20Elder%20Project.pdfhttp://www.sd79.bc.ca/schools/chemainus_secondary/more/Site_2/Welcome_files/The%20Elder%20Project.pdfhttp://thetyee.ca/News/2011/12/09/Elder-Project/http://thetyee.ca/News/2011/12/09/Elder-Project/http://thetyee.ca/News/2011/12/09/Elder-Project/http://thetyee.ca/News/2011/12/09/Elder-Project/http://www.bced.gov.bc.ca/abed/elder_project_sd22.pdfhttp://www.bced.gov.bc.ca/abed/elder_project_sd22.pdfhttp://www.vnhs.ca/programs/bridging_the_generations/index.htmlhttp://www.vnhs.ca/programs/bridging_the_generations/index.htmlhttp://www.lfpress.com/news/london/2011/01/31/17105796.html#http://www.lfpress.com/news/london/2011/01/31/17105796.html#http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao26873.htmlhttp://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao26873.htmlhttp://www.bcelders.com/http://www.bcelders.com/


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Richmond Project Final2

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Transcript of Richmond Project Final2