Lessons of the Drum

Students will learn about the teachings and protocol of the drum while also learning a song. This activity aligns with the Arts 8 Critical/Responsive curriculum outcome that has students investigate and identify how arts expressions can reflect diverse worldviews.

Prior to starting the lesson the teacher will invite a singer, drum maker, or an Elder to the classroom with the intention of sharing their knowledge about the drum. This guest speaker will help identify:

• how a drum is made;
• ceremony and protocol for drum making;
• songs and how to acquire songs in the traditional way; and,
• share a song.

Note: These teachings will vary depending on which Knowledge Keeper is the guest speaker. In this case it will be someone from the Treaty 4 area.

The teacher should become acquainted with the music prior to the lesson. The teacher should discuss the depth to which the Elder, Knowledge Keeper, drummer will go into during the lesson and shall provide information students in advance of the lesson, if necessary.

Materials and Resources:

1. A Knowledge Keeper or Elder will need to be invited to the class (following appropriate cultural protocols) in order to share their knowledge of the drum and a song.
2. If the Knowledge Keeper is invited to make a drum with male students, the teacher will need the following materials per student:

• Raw hide
• Drum rings
• Lace or sinew to tie drums
• Smudge

If rattles are going to be made with female students, a rattle maker needs to be invited to class (following appropriate cultural protocols) and the requisite materials need to be provided for each female student.

Consent forms may be required if the Elder or Knowledge Keeper decides to move the students outside near water/river to soak hides. Consent forms should be signed in advance.

The following activities reflect the four principal learning styles:

1. Physical: the students will sing and learn a new song. Students will be actively listening in order to learn a new song. The Knowledge Keeper may be willing to teach the young men how to make a drum and the young women how to make rattles.
2. Emotional: song and drum are a gift that teaches something important for life. Music has the ability to let you spirit soar.
3. Spiritual: the spirit and emotion are tied here as both are moved through singing.
4. Intellectual: learning to sing with a drum and/or making a drum requires attention and active listening in order to understand the new knowledge being introduced.

Students will continue to practice and learn a song. Students may also make a drum or rattle which would require more lesson time overall. This activity aligns with the Arts 8 Critical/Responsive curriculum outcome that has students investigate and identify how arts expressions can reflect diverse worldviews.

The students will have the opportunity to ask the Knowledge Keeper questions and for a class discussion.

Some Elders will teach the boys how to make a drum. If the boys are making drums the girls will be making rattles. This would be an extension to this lesson and would depend on your budget for the additional materials.

After the song is introduced in this lesson, the teacher can provide students with more practice time until the Knowledge Keeper returns for additional support.

The following activities reflect the four principal learning styles:

1. Physical: the Knowledge Keeper may be willing to teach the young men how to make a drum and the young women how to make a rattle.
2. Spiritual: the spirit and emotion are tied here as both are moved through singing.

To provide time for students to reflect on what they have learned in this lesson.

Students will be asked to reflect on their experience of learning in their writing journals.  Possible questions for the teacher to pose:

1. Consider the cultural significance of the drum. How would you describe the meaning of the drum in your life?
2. How do you typically learn songs? How is acquiring songs in a traditional way different?
3. How did the content of this lesson contribute to your understanding of Indigenous cultural practices?

1. Spiritual: Learners will have time to reflect on how the drum and songs connect with their spirit.
2. Emotional: Learners will have time to reflect on how the drum and songs connect with their feelings.
3. Intellectual: Learners will have time to reflect on how the drum and songs connect with their thoughts about what they have learned and what these learnings mean to them.