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The same with the deer. And our sisters are the roots and the berries. And you would treat them as such. Their life to you is just as important as other person would be.” Margaret Saluskin, Yakima Background: The salmon is a part of the Muckleshoot Community’s spiritual and cultural identity. The annual salmon return and its celebration by native people assures the renewal of life. This unit would integrate the celebration of the salmon and involve the children with classroom activities that reflect the communities’. The tribe also owns and operates a salmon hatchery. The month of September is Salmon Homecoming. The Muckleshoot Tribal hosted the annual canoe-in from the other tribes around Puget Sound (fall ‘99). Following the canoe-in was a salmon bake and a pow wow with intertribal dancing. Lessons and activities based around the salmon would start in September and continue throughout the year. This unit is designed for kindergarten students that have had previous experience with many art modalities. The lessons are designed to develop imagination, self-expression, and individual creativeness. Communication and problem-solving skills will be enhanced by engaging the spirit, mind and body through these activities. Storytelling and Native American legends, that begin each lesson, will familiarize the students with tradition stories that involve salmon and other animals. They will enjoy creative movement and drama activities, as a way to become familiar with the life-cycle of a salmon. The use of paints, scissors, modeling clay, and construction paper will be used to explore salmon themes. Music and creative movement, will provide opportunities for the children to create songs and dances about the experiences of the salmon. The students will become familiar with technology and its many uses while working with a peer tutor. Technology will be used to make a permanent record of their experiences, by completing a Kid Pix slide show. Time Frame: Most of the activities in this unit would be completed during the month of February. The winter is storytelling time by the elders in the Indian community and the lessons in this unit are based around or have a story as an opener or hock. Many more extension activities would continue throughout the year involving students in learning about the salmon and cultural identity themes. Unit Objectives: To explore problem solving through different modalities of art To develop and expand self-expression and communication, especially orally and physically To develop and expand concentration and multi-sensory perception and learning To increase self-esteem and self-confidence To discover the joy of learning though the emotions, the physical, and the intellect Closing Activity: On the last Thursday night of every month the Muckleshoot Tribal School hosts Family Night for the tribal community. The school does not have a PTA, so this is the school’s way of involving the parents and the community with school. The teachers are always responsible for the program and the activities. A salmon bake for the community would be followed by a short program with each of the grade levels participating. The kindergarten would recite poetry and share songs they have learned and created. They would present their Salmon Dance, a dramatization of the life-cycle of a salmon. In collaboration with the upper grades, the Kid Pix slide show would be presented to show the parents and the community the learning that is being done in the classroom. The slide show would be presented as a work-in-progress. The Wee-awtz Song (Welcome Song) would be sung out of respect for the Elders that were present. They would understand that traditions where being handed down. The White River Singers would be invited. (Pow wow singers w/drum) References: Native American Stories Bruchac, J. (1992). Native American Animal Stories. CA: Fulcrum Publishing Co. Bruchac, J. (1996). Four Ancestors: Stories, Songs and Poems from Native North America. US: Bridgewater Books. Challenger, R. (1996). Eagle’s Reflection and Other Northwest Coast Stories. Canada: Heritage House Publishing, Co. Cohlene, T. (1990). Clamshell Boy: A Makah Legend. FL: The Rourke Corp., Inc. Murphy, C. The Prince and the Salmon People. NY: Rizzoli. Rudolph, N. (1996). Paper Animal Masks from Northwest Tribal Tales. NY: Sterling Publishing Co. Salmon Mask Lesson Plan: Art Overview: A tale about salmon, adapted from a Klickitat tale, will be read to begin this lesson. The tale is from the book, Paper Animal Masks From Northwest Tribal Tales. Each short tale in the book is followed with in-depth steps to make 17 masks. The class will make the salmon masks to be used in our Salmon Dance for the elders. The kindergarten students will need help creating these masks. We will seek the help of our peer tutors(fourth or fifth graders). The kindergartners have had previous occasions to use these art materials and to cut paper, but this is rather an involved projects. The student will work in small groups, preferably two or three peer-students working one-on-one with the kindergartner. While the small group is working on the masks, the other students in the class, will be sharing library books about northwest Indian legends with their peer-tutor. (This project will take about 45 minutes.) Materials: 1 sheet of 9x 12-inch light green, blue or gray construction paper for each student scrapes of yellow paper for eyes 2-1x3-inch self-adhesive label for each student scissors, 12 inch ruler, stapler, glue, tape & black markers various shades & colors of tissue paper crepe-paper streamers (an array of colors) glider & string Paper Animal Masks From Northwest Tribal Tales by Nancy Lyn Rudolph Objectives: The students will gain confidence in working with art materials The students will explore ways to personalize their own masks The students will become familiar with collage The students will organize thoughts and express themselves while working with their peer- tutor. Procedures: 1. The kindergarten students will be budded with a peer tutor from the 4th or 5th grade. 2. Each pair will be given a 9x12 sheet of construction paper the color of their choice. 3. They will fold the piece of paper in half the hamburger way. (It should now measure 9x6 inches) 4. With the fold at the bottom, the peer-tutor will measure in from one side, about one hand width or a 3-inches wide section. This three-inch section will be folded over. 5. After the three inch section is folded, unfold and measure for eye holes. These will be placed from the top on the smaller section that had been folded over. The peer-tutor will measure two fingers in from the side fold. Cut out eye holes from both thickness’, making them about two fingers wide (1-1/4 inches). 6. Below the eye holes, at the bottom edge, the peer tutor will cut out a square about three fingers wide. These will be saved for the fins. 7. The peer-tutor will draw a salmon head on the larger side and then cut these out, making sure to cut through both sections. 8. The kindergarten student will help staple or tape the two halves of the salmon’s head together at the top and the bottom, leaving the flaps for the eye holes free. The peer-tutor will show the kindergarten student where to cut off the corners near the eye holes. 9. The peer-tutor will cut two fins from pieces saved in step 6, and attach them behind the gills with stapes or tape. 10. The kindergarten student will cut two eyes from yellow scraps of construction paper. He will draw a black pupil inside each yellow eye with black crayon or marker. He will glue these to the face. 11. The kindergarten student will draw a gill slit behind the eyes and glue tissue paper and glitter to make the salmon colorful and to add more details and to create their own personal salmon. 12. The peer-tutor will wrap a 1x 3-inch self-adhesive label around each side of the mask behind the eye holes. A hole will be punched for ties and 12-inch pieces of string will be tied through the hole. 13. The kindergarten student will stuff tissue paper in the salmon’s head to give it shape. 14. The crepe-paper streamers will be pinned to the back of each kindergarten student the night of the performance to flow like water when he is dancing! Evaluation: While the teacher is assisting the small groups, he will be listening for comprehension and understanding of terms and will be watching for proper use of materials. He will also be looking for creativeness in each individual’s work. Extension: The salmon masks will be worn during the student’s Salmon Dance. Other masks will be made though out the year following story time. Some masks will need the assistance of the peer tutors to help create them, will others are simple enough for the kindergarten students to make. Creative movement and drama will make use of these masks and the student’s own storytelling time. Peer-tutors will take photos of the students wearing animal masks with a digital camera. 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