September 1998 Arts and Ethics Column
This month: An introduction to “Journeys” through Crow and Weasel by
Barry Lopez with an emphasis on themes of self-esteem, cultural
diversity, respect, friendship, goals, creativity, learning and
expressing in multiple ways.
I love to start the year with this book because in essence it is a story of
why we’re here with each other.
Teacher and/or students read aloud in a circle Crow and Weasel , the
journey of two Native American-based characters who learn to respect
each other, themselves, another culture, and their responsibilities to
share this with their own community. This novella will take a number of
sessions, depending upon your schedule. For lots of movement-literature
activities as you’re reading, refer to Anne Green Gilbert’s Teaching the
Three R’s through Movement Experiences (see resources list at end of
article).
As the story unfolds, have students identify various lessons, values,
character building that Crow and Weasel experience. I’m quite sure that
for almost any values you’d like to highlight, this book would work.
Have students volunteer any similar experiences, growth, or lessons to
Crow’s and Weasel’s.
Inductive Questions (during the story or upon completion):
What makes Crow and Weasel, a “journey” and not just an adventure?
How is life like this?
What were Crow’s and Weasel’s short-comings? Strengths?
Which values/qualities did Crow and Weasel develop more on their own?
Which values/qualities did they learn more together?
How do they learn to use their differences to help each other, instead
of conflict and criticize?
What values do they share with their community? How might this help
their community?
Are there others at home, school, or outside activities with whom you
have a sort of Crow and Weasel relationship?
What are some positive
ways to talk and interact that show respect of your uniqueness and
differences?
If you were to go on a journey like Crow and Weasel did, which valueSecondary Schools
or quality might you choose to develop?Why?
Where would you go?
Is there a “totem” animal that represents the quality or value in
which you’re interested?
How does it look?
How does it move?
What do
you admire about it?
Who/what are your allies in developing this value/quality?
Who/what are your challenges/ogres in working on this?
How might you share this lesson with your own community? Peers?
Outside activity? Friends?
How could you use this value/quality to help during a challenge or
conflict?
ARTS! Activity of the Month, music and movement: Have the students
listen to various Native American musical selections (see resources
list) and choose several with which to do rhythm. They could also look
at Native designs and then create their own colorful geometric
arrangements for values that they’re exploring as they listen and choose
music. You may like to have them make rhythm “shakers” by decorating
paper plates with Native American (or their own) colorful designs around
the outside. Fill with a handful of popcorn kernels, fold in half, then
staple very securely (so the kernels don’t leak out) or use masking tape
as a border. Lots of natural objects make great rhythm instruments too.
Divide the class in half; one group will do movement and freeze with
the music while the other half watches and plays rhythm for the
performers. Then they will switch. This is an interesting movement
concept of “self space” and “general space” (see Green-Gilbert’s
Creative Dance for All Ages, “Chapter 9” and “Shapes”, p. 240-243) to
complement the Crow and Weasel story and values ideas.
Have everyone in the movement group do a frozen shape-sculpture of
their target value and/or totem animal. Start the movement by telling
one student to move into general space from his frozen self-space still
keeping the basic energy (feeling) of his shape and to lightly touch one
other student on the hand. At this moment, the first person will assume
the shape-sculpture of the person he touched, and that second person
will go to another person and assume her shape. This continues until
everyone has participated. You may like to play the music continually
while the other group does rhythm with it and observes the
shape-sculptures, or you might like to try stopping the music for a
moment while the person being tapped moves into general space.
Another variation is to have one group be “statues” and the other group
to dance or move around them when you are sure that they are comfortable
and safe moving together. They can still dance with the rhythm
instruments. In fact, it often relaxes self-conscious students to have
a rhythm instrument when they dance as they get used to the new
situation. If your students seem reluctant to “dance,” emphasize
“movement” and “drama” in your wording and down-play “dance.”
After each group does the movement activity, several questions may
enhance learning, values articulation: How did it feel to be in your
shape in self-space? How did it feel to move into general space with
it? Did you prefer being in your own shape? Someone else’s? How did
it feel to see someone else in your shape? Ask the group who watched
and played rhythm for their observations.
After both groups have done the sculpture-movement and rhythm, it may
be interesting to ask which activity each preferred and why? Did you
prefer to observe or to perform? How is this like any other activities
you do? School? Friendships? Family relationships?
Activities Idea Starters:
Would you like to create a poem with a metaphor/character: “Patience
Wears My Grandma’s Apron…” Where does she live? What does she do?
Does she have relatives? Friends? What does she like/dislike? Try a
simile poem: courage is like a dancer stepping onto the stage into the
blinding light, heart-pounding, yet yearning to share the music, its joy
with the hundreds of unknown faces…” These could be interesting to
move through or act out as they are read.
How about a myth or legend? “How Hedgehog Learned Confidence”
Consider a drawing, story, play, movement or drama piece, painting,
sculpture, collage, musical composition about your goal and/or
target-value. Some students might enjoy making a mask of a “totem”
animal (like Crow and Weasel) that represents the quality or value they
are working on and later create and perform scenes or skits about their
interactions. Other ideas for projects? Mix and match multi-media
combinations individually or in groups?
What do these various modes of learning and expression (arts) share?
How are they unique? How do Crow and Weasel come to a balance of
sharing and respecting their own ways of learning, their strengths and
boundaries through each lesson in the story?
*Share these projects and insights with other classes, schools, or the
community in a “Valuable Arts Evening or Exhibit” that includes
dramatic, musical, literary reading performances. Now, another Crow and
Weasel journey will begin with the process of creating and performing !
RESOURCES:
Music:
The Spirit Sings, NorthWord Press, Inc. Minocqua, WI 54548.
Bala-Sinem Choir: American Indian Songs and Chants, Canyon Records
Phoenix 85016.
Contrast and Continuum, Volume 1, Music for Creative Dance (#13-14,
entire CD is excellent for all types of creative dance), by Eric
Chappelle, Ravenna Ventures, Inc. Seattle, WA 98105.
Books:
Crow and Weasel, Barry Lopez, North Point Press, Berkeley, CA, 94706,
’90.
Creative Dance for All Ages, Anne Green Gilbert, published by American
Alliance for Health, Physical Education, Recreation, and Dance; Reston,
VA 22091, ’92.
Teaching the Three R’s through Movement Experiences, Anne Green Gilbert,
MacMillan Publishing Co., NY, ’77.
Frames of Mind: the Theory of Multiple Intelligences, Howard Gardner,
University Press, NY, ’83.
Keepers of the Animals, Joseph Bruchac, Fulcrum Publishing, Golden, CO
’92 (many additional stories about values, accompanying audio-tapes of
the stories in the book available as well as extensive, wonderful
supplementary curriculum ideas in various subjects).
For additional resources and activities or to give feedback, comments,
or questions; please, send e-mail to: dhamry@seanet.com
or write me:
Dianne Hamry, Seattle Country Day School
2619 4th Ave N.
Seattle, WA 98109
– Diane Hamry