Tag Archives: storytelling

M4, P2: Storytelling and Perspective through Film

I have shared how I have explored ways to help students tell their stories, whether through different accessible tools or resources online. I think it is also important for students to view examples of the power and impact of digital storytelling, such as through film. I found the website, Short of the Week, which offers, through their YouTube tab, access to various short documentaries, dramas, comedies, etc. that tell stories about serious issues and themes that could be discusses in class. When looking through the site, I was able to find films from Canada and the film, Gas Can caught my eye. It is a short drama about “a Cree family who run out of gas [and] ask an old farmer for help while moving to the city,” set in Saskatchewan in the 1970’s. It is created by a non-Indigenous filmmaker, Mattias Graham and deals with racism. When reading more information about it and the filmmaker’s point of view, I found it interesting that Graham was trying to tell the story through the perspective of an Indigenous person through this empathy, but he shares that in his first attempt and test screenings, he actually made the audience “ very sympathetic toward the white farmer” and “in trying to make a film about racism, [he’d] inadvertently made a racist film.” He had to then re-examine the film and put the focus on the Cree family and not the white farmer. I think this could be an important discussion or topic to address when it comes to filmmaking and perspective prior to beginning the storytelling process.

Short of the Week. (2021). Gas Can. Short of the Week. https://www.shortoftheweek.com/2020/06/09/gas-can/

Module 4 – Post 2 – COPA’s 10 Short Animated Films

COPA’s 10 short animated films are used to help educators start conversations with their students, other educators, and their communities. These films have been modified and adapted from COPA’s A Circle of Caring project with images and content that was guided by Indigenous educators and peoples. They are for educators, schools, and families.

The ten short films focus on a variety of subjects and are titled as cultural pride, equity and diversity in schools and communities, safe/inclusive/accepting schools, nurturing kindness and empathy, positive role modelling, believing in children’s success, a telephone call from school, storytelling and reading with our children, everyday success at home, creating a space for study, working together and learning from each other, parent-teacher meeting, joining school council, supporting and not blaming, listening carefully, problem-solving together, bullying hurts, support for a child who is being bulled, who has witnessed bullying, who is bullying others, and approaching the school.

I really appreciate how these short films are offered in 8 languages (English, Cree, Inuktitut, Michif, Mohawk, Ojibway, Oji-Cree, and Oneida). It would also be powerful to play these films in a language other than English. This would allow students to learn words in one of seven Indigenous languages that are provided. Beside each video, there is a guide for educators to use to help with follow up questions after watching each film.

I absolutely love how this film guide from COPA’s short animated films provides the cast of characters and supplies a short write up about them. Below are screenshots from the guide. I would definitely be using these short films in the classroom with my Kindergarten students. In this guide, there are all the lesson guides that go with each of the short films.

M4, E4: Indigenous STEAM resources for families, teachers, and communities

Module 4: Ecological Issues in Indigenous Education and Technology

Entry 4: Indigenous STEAM resources for families, teachers, and communities

Another great resource for the teachers out there. Two things stand out to me when I look at this site. First, the learning activities are built on a framework of story arcs, weaving in the storytelling piece of Indigenous Knowledge systems. Second, in looking at the sister projects, I see that this organization offers learning experiences not only for students, but families as well. Including families in Indigenous STEAM activities can help to further Indigenous families in connection to their culture and non-Indigenous families to learn more about the land they live on. 

 https://indigenoussteam.org/

M4, E3: Indigenous relationship with the buffalo

Module 4: Ecological Issues in Indigenous Education and Technology

Entry 3: Indigenous relationship with the buffalo

I was lucky enough to be in the car when this replay of CBC Radio’s Ideas: The Buffalo was playing. This 3-part radio series originally aired in 2020 and tells the story of the Indigenous people’s relationship with the buffalo. The part that piqued my interest was the discussion of the buffalo hunt and the technology used by the Indigenous people to control buffalo herds. We talk about technology in this class, but I really liked the perspective on how living in close connection with the land and observing the world allowed communities to meet their needs without what we consider “technology”. In addition, hearing a variety of people tell their stories is a very grounding experience. I have only listened to part one, but I am finishing it up this week. 

CBC Radio. (2020). Ideas: The buffalo. [Audio]. https://www.cbc.ca/radio/ideas/radio-series-explores-revered-relationship-between-indigenous-peoples-and-the-buffalo-1.5735457

Module 3 – Post 2 – Spirit Bear and Children Make History: Learning Guide

The Spirit Bear and Children Make History: Learning Guide is a guide that focuses on telling the “story of a landmark human rights case for First Nations children at the Canadian Human Rights Tribunal” (para. 1). This guide was written to cater the younger crowd and engage them in learning about human rights and to establish the influential role that younger individuals have in the reconciliation movement. On page 6 of this guide, it points out all the outcomes children will have after reading this book (PDF of this storybook in Cree and in English). I wanted to share these outcomes because even though this guide is geared towards younger students, their learning potential is huge.

It states that students will:

“• have a greater understanding of inequities facing First Nations children, which compromise their health, safety, and well-being,
• develop empathy and critical thinking,
• develop citizenship and life skills such as problem-solving, decision-making, understanding of personal and social responsibility, ethics, courage, self-confidence, creativity, collaboration, and communication skills (be able to express themselves and articulate their ideas),
• be able to describe how children can help implement the Truth and Reconciliation Commission’s Calls to Action,
• recognize that their voices and ideas matters and that children have the power to influence the world around them, and
• recognize that true heroes are those who are courageous enough to stand up for what is right and not give up, even when it is hard to be brave” (p. 6).

I like this resource as it provides some school-base activities that you can do with your students to learn about reconciliation through storytelling and engaging activities. This true story book is one that I would like to buy to add to my classroom collection.

M3: P4 – Augmented Reality Platforms

By no means is this an exhaustive list of AR platforms out there, but these are the ones that I gleaned from the Amanda Almond (2021) paper “We Are All Related: (Re)Storying With Augmented Reality to Build Indigenous-Settler Relations”. These AR platforms in the form of apps virtually augment user experiences IRL, and would offer Indigenous storytelling, hence learning experiences in various ways. I have provided slogans or offerings in quotations below from each website that help explain what they provide. However, one aspect of these apps that I would like to explore is the protection of the user’s data since Indigenous knowledge is kept with sacred keepers, and only extended to certain initiates.

Wikitude: “Create unparalleled AR experiences with state-of-the-art technology to enhance the world around you.”

Actionbound: “Take people on real-world treasure hunts and guided walks.”

Ruptersland: “Rupertsland AR is an augmented reality app that is contributing to breaking new ground in Métis education with innovative tools for engagement and community building.”

Beaconstac: “Your entire proximity marketing solution [is] seamlessly connected to deliver the best customer experience.” Proximity marketing is a wireless means of communicating advertising to devices with compatible equipment. 

Roar: “Scalable Cloud based SaaS Augmented Reality Content Creation Platform for Your Brand.”

Zappar: “The world’s leading augmented reality platform and creative studio.”

awe: “Your awe web app makes it easy for you to deliver Mixed Reality experiences through standard web browsers. Create and design your Mixed Reality content on almost any device, using only your web browser and awe.media.”

izi.travel: “We believe that every site or work of art has a story waiting to be told. That stories bring art, streets and cities to life. And that stories connect people.”

Reference

Almond, A. (2021). We Are All Related:(Re) Storying With Augmented Reality to Build Indigenous-Settler Relations (Master’s thesis). Retrieved from https://era.library.ualberta.ca/items/4a4675d1-cdb5-4b15-8a6f-c708b0c948c1/view/990435ed-0a71-43d1-908a-fd9f45af05bb/Almond_Amanda_202103_MA.pdf 

Module 2: Post 5 – The Learning Circle

The Learning Circle is a resource full of classroom activities on First Nations in Canada. There are six units in this booklet: storytelling, the seasons, sharing, colours, games, and National Aboriginal Day. All of these units would be an amazing resource to use in  my classroom. However, I want to take a closer look at the Storytelling Unit. Throughout this unit, students will get to understand the importance of Indigenous storytelling. During this unit, there is an activity that focuses on a Cree Story about a big fish who ate a granddaughter.  Then the teachers will have a discussion with their students about what this story taught them, they will get to role-play the story, students will get to gather items from outside to create their own story. Then the last activity focuses on an Ojibway story called the Lilly Root. Educators can then do what they did with the first story through a variety of activities. There are questions provided for a class discussion.

These stories are exactly what I want to use in my classroom. I love how there are activities that go with each story. I would not just stop at the storytelling unit. I would absolutely complete this entire booklet!

Module 2, Post 4: Storytelling

Deep Healing Circles | Caroline Dupont

                                                                                                                                                  Photo: Clear Being

Storytelling

Taking the time to listen to stories from many different perspectives is helping me feel more comfortable with Indigenization. I am excited to share this online storytelling series resource.

Session Videos

The conversation about Indigenizing higher education can go in many different directions. This storytelling series talks about how to make the classroom environment safe and inclusive for all students, for example, moving away from the “square” classroom. This series also talks about what Indigenization means and I am starting to realize that there isn’t only one correct definition. Also, the idea that storytelling can be incorporated in all curriculums, including science, is encouraging for me to hear. As a dental hygiene educator, I can imagine how this would be a valuable opportunity for students to bring their experiences to the classroom. This may help make the content more meaningful and engaging for them.

I invite you to sit back and enjoy the many stories in this online series. I’m interested to hear what these stories teach you about Indigenization.

References:

Clear Being with Caroline Marie Dupont. Deep healing circles. https://www.carolinedupont.com/deep-healing-circles/

Thompson Rivers University. (2021). Towards Indigenizing higher ed. An online storytelling series. https://towards-indigenizing.trubox.ca/session-videos/

 

M2 P2: The story of the Hummingbird

This story was suggested to me by Shirley in relation to my research question about barriers in nursing education for Indigenous students.  I think it really illustrates not only the message of the story (perseverance, that every little bit  can help, even if the problem seems insurmountable, even the smallest of us can contribute, no act of kindness is too small), but also how media is used to tell a story that otherwise might not be accessible to anyone outside the community that it’s from. It’s such a beautiful story and I’m grateful to be able to experience it.

https://www.hummingbird.vancouveropera.ca/story

 

Yahgulanaas, M. N. [mnyhaida]. (2013, April 8). Flight of the hummingbird – Haida manga [Video]. YouTube. https://youtu.be/naj6zZakgEg

M2 P1: Are myths really myths?

I found this video on YouTube and was intrigued by the title.  She presents the point about researchers who only talk with aboriginal people as information givers, not as experts themselves. The story she talks about really illustrates the point that the knowledge that is sought is there in the people that have been living on the land for 50, 000 years. We just need to listen, not just ask questions to elicit information, but just listen to the stories, legends and place based knowledge of the people who know it best, and that most myths and legends do have a basis in fact.

 

Koolmatrie, J. [TEDxAdelaide]. (2018, January 26). The myth of aboriginal stories being myths [Video]. YouTube. https://youtu.be/aUIgkbExn6I