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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. Coho Learns to Jump: Creative Movement Coho Learns to Jump is a northwest Native American legend taken from the book, Eagle’s Reflection & Other Northwest Coast Stories. The story is about a Coho salmon learning to break through the surface of the water. He can jump higher and higher each day as he practices. Eventually, Coho leads the other salmon back up the channel with many obstacles along the way. They jump over fallen trees, swim rapids, and climb fish ladders. The kindergarten students have had previous lessons in creative movement and know the elements. They have been learning stories, with the use of puppets, and have had many experiences with pantomime and drama. This lesson will give the students practice in the elements of creative movement, and mentally envisioning the young coho’s first successful break though the water. They will learn though practice Coho becomes very skilled. (This lesson will take approximately 30 minutes to complete.) Materials: Eagle Reflection and Other Northwest Coast Stories by Robert James Challenger lolli pop drum Objectives: The students will appreciate storytelling and make connections between their learning and the outside world The students will use and identify the elements of dance/creative moment The students will demonstrate problem solving and critical thinking The students will work cooperatively with others The student will develop self-discipline and improve their self-esteem The students will make decisions that best suit their own learning styles The students will appreciate pantomime and express enjoyment The students will develop abstract thinking Procedures: 1. The teacher will read and discuss with the students Coho Learns How to Jump. 2. The teacher will stress the importance of practice to become successful. 3. The teacher will review the elements of creative movement. 4. The teacher will explain to the students that through creative movement the students will depict young Coho’s struggle to break though the water’s surface and his eventual success. 5. The teacher will ask for the student’s to think about what a salmon swimming would look like before they begin. 6. The students would practice swimming and imagine that they are the coho. 7. The teacher would then introduce the drum, telling the students that the beats of 1 & 2 are the salmon swimming. They would practice this for approximately 5 minutes. 8. After that length of time the students would be told to listen for the beats of 1 & 2 /1 & 2, then 1-2, 1-2, 1-2-3, 1-2-3. Beats of 1-2-3 will mean the salmon is trying to break though the water’s surface. Beats of 1-2-3-4 will mean the salmon is improving his skill and is jumping higher. Beats of 1-2-3-4 and number 5 meaning he has broken through the water’s surface. Beats 6 & 7 meaning he is improving and jumping higher and higher. 9. The students will practice swimming and jumping while listening to the beat of the drum. 10. They will continue swimming and practicing their jumping for approximately 8 to 10 minutes. 11. The students will have a cool down session by imagining coho is going into deeper and deeper water where he will eventually fall asleep for the evening. 12. Upon completion of this activity the students will be told they will practice Coho dance many times to be successful. Evaluation: The students will be observed during this time to check for comprehension of the story’s elements as well as those of creative movement. Extension: This dance will be part of and be included in a drama about the salmon and their life cycle. This story will be used to remind students of Coho’s success and the importance of “practice makes perfect” when they are discouraged. 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