Song – Corn Husk Doll

DESCRIPTORS

Curriculum Areas: English, The Oneida language, Feelings and The Arts

Recommended Levels: 2-12

Time Frame: 20 minutes

Tribal Affiliation: Oneida

Geographical Locations: Central United States

Developed by: Patti Morin (Yakotsanit)

Email address: pmorin@new.rr.com

Date lesson was developed: July 18, 2001

American Indian Standard:

· Listen for meaning and gain information in discussions and conversations in both English and a Native language.

· Analyze and interpret information from stories or other text.

· Use different forms of writing to communicate.

· Use variety of strategies to gain meaning from text.

Music Standards:

♫ A.4.1 Sing independently, on pitch

♫ A.4.2 Sing expressively with appropriate dynamics

♫ A.8.1 Sing accurately and with good breath

INSTRUCTION

Goal : To appreciate melody and lyrics and the feelings they represent, in two languages.

Behavioral Objectives: The student will

♫ Sing the melody of the Corn Husk Doll, lyrics Maria Hinton, melody by Patti Morin in Oneida.

♫ Discuss how the words to this song demonstrate important feelings of the Oneida people.

Prior Knowledge Needed:

♫ Pronunciation of the Oneida language.

♫ Basic note reading

♫ Follow musical map

Cultural Content:

The words to the song discuss the story of the Corn Husk Doll and learn why traditionally the doll has no face.

Materials and Resources Needed:

♫ Copy of the words to the song Corn Husk Doll.

♫ Copy of the meaning of the words in the Oneida Language

♫ Piano or melody instrument

♫ A Copy of the book Secret of the No Face by Chief Parker would be very helpful.

Lesson Summary and Performance Tasks:

The lesson will provide the students with the opportunity to understand the meaning of the song. The lesson will demonstrate how the song relates to the culture, traditions and beliefs of the tribe. The teacher will introduce the song to the students by singing it (modeling) and by asking students to repeat short sections of the song while reading off an overhead transparency. As students become more adept, the transparency will not be used.

Assessment: Rubric (4 to 1 scale)

4 The students will be able to sing the song unaided in the Oneida Language with the correct pronunciation.

3 The students will be able to sing the song unaided in the Oneida Language with the correct pronunciation without the aid of a leader and with the transparency.

2 The students will be able to sing the song unaided in the Oneida Language with the correct pronunciation with the aid of a leader sometimes and the transparency.

1 The students will be able to sing the song unaided in the Oneida Language with the correct pronunciation with the aid of a leader and the transparency.

EXTENSION

Technology Integration: Write the music into the Music Time DeluxeÔ program. They could write their own song using the pentatonic scale and write their own lyrics.

Enrichment/Remediation:

♫ Provide opportunities for small group or solo.

♫ Draw or create pictures to accompany singing.