Lesson Plan: The Music Of The Prairie People

Learner Outcomes

Specific Outcomes

2.1.3 investigate the cultural and linguistic characteristics of prairie community in

Canada by exploring and reflecting upon the following questions for inquiry:
• What are the cultural characteristics of the communities (e.g., special
symbols, landmarks, languages spoken, shared stories or traditions,
monuments, schools, churches)?
• What are the traditions and celebrations in the communities that connect
the people to the past and to each other?
• How do these communities connect with one another (e.g., cultural
exchanges, languages, traditions, music)?
• How do the cultural and linguistic characteristics of the communities
studied contribute to Canada’s identity?

Learner Intentions

• Describe the musical traditions of each of the Indigenous groups of the

prairies
• Compare and contrast the music we listen too to the music of Indigenous
prairie communities
• Explain how these musical traditions connect Indigenous people to their
past/history
• Identify characteristics in the music that help us see similarities with
Indigenous music and western music

Learning Objectives

To provide students with hands on approach to learning, students will learn about
the cultural characteristics of music heard in prairie provinces (particularly in
Indigenous communities). Students will learn about music commonly performed
in Métis, Blackfoot and Cree cultures. They will also have the opportunity to
participate throughout. This will also allow me to connect with students on a
personal level using my background knowledge of music.

Materials

• Flute/Music
• YouTube/ITunes – recordings of various artists and songs (also have
videos of dancing and drum circles
• Visual Journals/paper
• Pens/pencils
Intro

• Set expectations for students (have students sit in a circle – eyes and ears
on me, I am giving you my time, you need to give me yours, everyone is
apart of the group)
• Quickly have students remind you of the people that live on the prairies
(write their names on the board if possible)
• For students who don’t know, talk about your time studying flute. Show
them what it looks like and what it sounds like (play a short piece)
o Compare this to the native American flute we heard when Walter
White Bear Macdonald was here – have students describe the
differences
o Can play a few seconds of his music to remind students of the
sound

Body/Activity

• Begin learning some of the music and dances of Indigenous groups on the
prairies
• Start with Métis “Red River Jig” (follow instructions of prompts on All My
Relations Resource). Play first on flute and have the students tap out the
beats on their laps
• Have them watch a dancer do the jig, then have them dance the jig along
with the fiddle music (set expectations for dancing – personal space, no
floor dancing)
• Move back into a circle and listen to some Blackfoot drumming – talk
about how they make their drums
• Have students either tap the beats on their lap or stand and move in a
circle (show them how to do this properly)
• Finally, show them another important Métis piece – waltz (follow
instructions and prompts on All My Relations Resource)
o Compare to pieces we know already (could even do waltz of the
flowers from Nutcracker to show them that we listen to the waltz all
the time)

Conclusion

Explain to students that Indigenous groups always take time to listen deeply and
connect with their surroundings. While students listen to the waltz, have them
sketch in their journals/on a piece of paper. Have them think about the emotions
they hear portrayed in the music, images they see in their head (maybe
something in nature or connected to the prairies). Once the song is over, have
students do a quick think-pair-share and talk to their partner about what they
heard in the music and what they drew on their paper
Assessment

• Oral questioning/discussion – will be used throughout the lesson, will give

me an idea of where students are in their understanding of the concepts
being taught
• Think-pair-share – allowing students to have the opportunity to share their
ideas and knowledge gained at the end of the lesson will be important
• Observation – Thinking about the learning intentions, this will be evident in
students’ willingness to participate in the music/movement portions of the
lesson
• Exit Card type of closing (for my students) – to add more to our vocab list,
think about some of the words and ideas from the lesson that are
important to include on our list

Personalization/Differentiation

• Variation in presentation – having a combination of direct instruction and

student participation throughout the lesson (the movement will allow
students to have some active times throughout the learning). This is also
something that all learners can participate in, regardless of their skill level
in music
• During drawing activity, check in with specific students to prompt
them in their drawings (if needed)
• Make sure to be conscious of timing and pacing throughout, this will
help keep you on track and have students focused more throughout
the lesson

Self-Reflection (For After The Lesson – “I learned that…”)