kusyk David Gamble Phil Dyck Cross curricular use of Aboriginal drums The Drum Building Process Grade 11 Canadian History role significance and variations among the different Aboriginal groups across Canada ID: 158048
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Slide1
Jerrod kusyk, David Gamble, Phil Dyck
Cross curricular use of Aboriginal drumsSlide2
The Drum Building ProcessSlide3
Grade 11Canadian History – role, significance and variations among the different Aboriginal groups across Canada
Physics – controlling tone and amplitude of a drum by changing the material used.
Industrial Arts – combine traditional and modern building techniques in frame drum constructionSlide4
Canadian History
Aboriginal culture is rich and diverse; difficult to provide a thorough understanding in 1 semester.
Grade 11 Canadian History curriculum has (finally) been updated
Thematic method (First Nations, Metis and Inuit Peoples)
Chronological method (First Peoples and
Nouvelle-France
)
Enduring Understanding 1
– First Nations, Metis and Inuit peoples
have a long history in North America and their diverse and complex cultures continue to adapt.
Learning Experience 1.1
-
Who were the First Peoples and how did they structure their world
?Slide5
Canadian History cont’d
Drumbeat represents the heartbeat of Mother Earth
Drums are used in 4 main categories:
Social
Personal
Healing
Ceremonial
Types of Drums
West Coast – plank, log or box style (no animal hide)
Plains – branches formed into frames or hollowed logs; drumhead of deer, bison or moose skin.
Central – water drums; hollowed logs with skin stretched across. Water would be added or removed.
Arctic – Whale baleen or bone frames with a drumhead of deer, caribou, seal skin or walrus intestines.Slide6
PhysicsGrade 11 Physics has an entire cluster devoted to Sound and includes:
How its created
How it reacts with its environment
How the materials used affect it
Drums create sound by having a thin membrane being stretched over a hollow structure.
The struck membrane causes vibrations, which create pressure waves in the air (sound). Slide7
Physics cont’d
Pressure (sound) wave characteristics describe the sound that is heard
Amplitude affects volume
Frequency affects the pitch
S3P-1-17
Investigate to analyze and explain how sounds are produced, transmitted, and detected, using examples from nature and technology.
S3P
-1-19
Design, construct (or assemble), test, and demonstrate a
technological device
to produce, transmit, and/or control sound waves for a useful purpose.Slide8
Design loopSlide9
Industrial artsAboriginal
f
rame drum construction utilizes both traditional and modern building techniques.
Modern processes and techniques allow for more efficient use of material and time.
Traditional techniques are utilized for the lacing and application of the
drumhead
Incorporate the construction of these drums with a Canadian History and/or Physics unit to greatly increase the students understanding of key
concepts.Slide10
Industrial Arts cont’dIA11.WW1.1 – Identify common woods, their classification as hardwood or softwood, and their properties such as type, species, grain texture…
IA11.WW5.1 – Identify several common wood joints such as butt, box, dado, dovetail, lap,
mitre
, mortise and
tenon
, rabbet, tongue and groove…
IA11.DD6.1 – Identify the common terms and practices associated with product manufacturing drafting such as detail working drawings, assembly drawings, scale models, and prototypes. Slide11
resources
Manitoba Education. (2010).
Senior Years Industrial Arts.
Manitoba
. Retrieved
from
http
://www.edu.gov.mb.ca
/
k12
/cur/
teched
/
ia_framework
/
glo.pdf
Manitoba Education. (2011),
Clusters and Learning
Experiences
,
retrieved from
http://www.edu.gov.mb.ca
/
k12
/cur/
socstud
/history_gr11/gr11_clusters.html#cluster1
“Modern Wood working”. By Willis H. Wagner and
Clouis
E.
Kicklighter
Rohahes
Iain Phillips. (2010),
Drum Culture,
retrieved
from
http://
www.native
-
drums.ca
/index.php
/
Drumming
/
Culture?tp
=
a&bg
=1&ln=
e
Teachings of the Drum,
(2010),
,
retrieved from http:/
/
www.shannonthunderbird.com
/Tribal%
20Drum
%
20Teachings.htm
“Technology Education: Safety Resource. By Rachel
Baxter
and
Mary Lorenz”