Weaving Music into the Social Studies Curriculum

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Weaving Music into the Social Studies Curriculum
Div. 2

• Tim Paetkau, Consultant, Music
• Edmonton Public Schools

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Goals

• Demonstrate ways to make your Social Studies
  lessons more engaging.
• Discover music activities to enhance the
  curriculum.
• Demonstrate samples of music strategies that can
  be used in all subject areas.
• Share resources that can be used to enhance the
  curriculum.

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Aboriginal Music

• Protocol with Traditional Instruments
• Drums a drum is highly respected. Use of
  classroom drums is most appropriate. It is often
  said that the beat of the drum which is central
  to many First Nations cultures is the heartbeat
  of Mother Earth.
• Rattles a rattle is also highly respected and
  sacred. Use of maracas or non-sacred rattles is
  appropriate.
• Add a drum to the song first and then the rattle.
  The drum should represent a heartbeat/steady
  beat. Rattle is added as one feels the beat.

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Aboriginal Music

• Songs
• Use of recorded or print songs is appropriate.
  When using a recorded song, sing it exactly as
  recorded, as songs are passed down in the
  Aboriginal culture and the person being taught
  must earn the respect needed to continue the
  songs journey.
• When finding songs in a book, check with an
  Aboriginal person to make sure it is appropriate.
  If there is an arrangement, ensure the drum beat
  is steady to make it authentic.
• Native legends can be read and percussion
  instruments can be used to represent the
  characters of the story.

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Aboriginal Music

• Dances
• Metis Jigging
• The Round Dance drummers are in the middle.
  Dance to any round dance music.
• Powwow if using powwow music, just do actions.
  Dont try to recreate specific powwow dances,
  since the powwow is a sacred ceremony.
• The Northern Tea Dance
• Many of the traditional dances of First Nations
  were learned from animals the Eagle Dance, the
  Rabbit Dance, the Deer Dance and the Prairie
  Chicken Dance, for example.

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Sunset
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Sunset contd.
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Grade 4

• Alberta The Land, Histories and Stories
• 4.1 Alberta A Sense of the Land
• 4.2 The Stories, Histories and People of Alberta
• 4.3 Alberta Celebrations and Challenges

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Flunky Jim
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Flunky Jim (contd)
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The Little Old Sod Shanty
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The Little Old Sod Shanty (contd)
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The Alberta Homesteader
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The Alberta Homesteader contd.
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Basic drama objectives and techniques

• Develop an awareness of the body and voice as
  tools of communication.
• The 3 Ps and a V Pitch, Pace, Pause and Volume
• Open up the body to the audience no bums to the
  audience
• Finding your focal point fourth wall not
  playing to the audience
• Levels high, medium, and low
• Spatial control developing respect for others
  their rights, their ideas and their differences
• Imagination creating mental images of what has
  never been actually experienced
• Emotional awareness/control/expression develop
  a bank of personal experiences and understandings
  of feelings which enable one to understand
  oneself and to empathize with others
• Learn to freeze when teacher says freeze and not
  to talk when it is not your turn

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Tableau Scenarios

• Jobs of people in your community or other
  communities (past and present).
• Traditions, celebrations or stories of people in
  your community or other communities (past and
  present).
• Historical events (ex. immigrants arriving in
  Canada, historical building of a home, movement
  or migration through Canada, voyageurs traveling,
  Iroquois Confederacy meetings, Ancient Athens
  government, building of railroad by Chinese
  immigrants)
• Citizenship situations (ex. helping clean the
  school yard, helping a senior, raising money to
  help others, )
• Geographical regions (impact of landforms, bodies
  of water and natural resources on quality of
  life show a region using your body)

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Grade 5

• Canada The Land, Histories and Stories
• 5.1 Physical Geography of Canada
• 5.2 Histories and Stories of Ways of Life in
  Canada
• 5.3 Canada Shaping an Identity

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Voyagers
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Ah! Si Mon Moine Voulait Danser
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Tourist in Our Town/ RegionTown

• A group of tourists have arrived at the local
  tourist information centre in your town. They do
  not know what the town has to offer but are keen
  to explore.
• Two members of each group become the on-duty
  receptionists at the local tourist information
  centre. The remainder of the group form a group
  of tourists visiting the town. They ask the
  receptionists to recommend what they should see
  and do during their day-long visit.
• Change the receptionists but this time, every
  tourist has different interests, eg art gallery,
  architecture, fishing
• TIP Before acting out, have groups brainstorm
  and list all the special tourist attractions of
  your local area.

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Simple Story Dramatization

• Use picture books to act out a story. Read the
  story to the students and then have them act out
  the story. Plan who will play which character
  (could be more than one student) and which parts
  of the story to act out. Books with a clear
  problem will work best.

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Grade 6

• Democracy Action and Participation
• 6.1 Citizens Participating in Decision Making
• 6.2 Historical Models of Democracy Ancient Athens

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Snake-Dance Song
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Iroquois Lullaby
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Song of the False-Face Society
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Protest Songs

• Raging Grannies
• http//hubpages.com/hub/The-Best-10-Protest-Songs

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Listening Resources

• Public Libraries CDs
• Music Teacher
• www.smithsonianglobalsound.org

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Conclusion

• Sing, move and play your way through
• your Social Studies curriculum.
• Enjoy!