The Spiritual World

Students will:

• Know the origin of the drum: a gift given to the first people to help them sing for medicine and prayer; spiritual activities using the drum. (K-6)
• Be willing to experience the spiritual uses of the drum today: through prayer and in ceremonies. (K-6)
• Know that in the past, the drum had its own medicine but today, the thoughts and intentions of the people holding the drum are more important than the drum itself. (5-6)
• Be able to care for the drum as a sacred object, which must always be put away or hung up. (K-6)

Experiences:

• Hear an elder speak about the origins of the drum. (K-6)
• Have resource people come to school on special occasions to drum. (K-6)
• Have morning and quitting prayers with drums. (K-6)*
• Care for any drum left in the school. (K-6>

The Land

Students will:

• Know what materials are used in making the drum. (6)
• Know how to gather and prepare the materials. (6)
• Know generally how the drum is made. (6)

Experiences:

• Go out onto the land to identify the right kind of wood. (6)
• Work with resource person to prepare hide and strings. (6)
• Work with resource person to build the drum. (6)

The People

Students will:

• Be able to behave appropriately at gatherings where drums are used (recreation, prayer, celebration). (K-6)
• Be willing to experience dancing to a drum with others and feel the sense of unity that is created. (K-6)
• Identify community people who are recognized for having ability in drumming and singing, in making drums, or in telling stories about the drum. Access these people to learn from them. (K-6)
• Recognize different rhythms that are used for different purposes. (K-6)
• Recognize differences in tribal rhythms and songs. (5-6)
• Work with others in learning to make a drum. (6)

Experiences:

• Discuss appropriate behavior before and after taking class to a gathering where the drum is used. (K-6)
• Have drum dancing at the school on special occasions or prepare students prior to community event so that they can report on their experiences. (K-6)
• Have students identify and approach community resource people with a formal invitation. (4-6)
• Have students identify and talk about people in the community they know to be good at drumming, singing, or making drums and why. (K-6)
• Have a guest come to the classroom to play different rhythms. (K-6)

The Self

Students will:

• Be aware of new skills and knowledge. (K-6)
• Be aware of the meaning or effect of the drum one's self (oneness, peacefulness, strength, ability). (K-6)
• Be aware of the effect of one's behavior on others at gatherings where the drum is being used for spiritual or recreational purposes. (K-6)
• Pursue interest in the drum on their own. (5-6)

Experiences:

• Prior to and after any event discuss individually with teacher personal feelings and ideas. (K-6)
• Keep a diary or journal about personal feelings associated with drumming experiences. (1-6)
• With help of teacher, identify people whom students can visit on their own. (5-6)

Suggested Teaching Activities and Resources for Subject Integration:

• Listen to tapes or see videos of dancing and drumming to discern differences in rhythms and to learn their purposes. (4-6)

Special Information for the Teacher:

Some schools have had the students sit in a circle and pray while the drum is passed around. If girls will be handling the drum, the elders of the community should be consulted first to ask if this would be permissible. Reference can be made to Rae-Edzo (Elizabeth Mackenzie School) where elders have given such consent.