Cindy Guillas
Grade Level: 2/3
Lesson #2: Drum Making
Time: 3 X 45 minutes
Topic: Drums
Rationale: By making their own hand drums, students will begin to appreciate
Shuswap music and tradition through creative and hands-on learning. Relating
the drum making activity to the story `Donna Meets Coyote' brings meaning to
both the story and the activity. Using the drums during music exploration brings
an authentic purpose to the drum making experience.
Materials and Resources:
- Donna Meets Coyote, by Don Sawyer
- coffee cans with top and bottom removed, sharp edges smoothed, various
sizes, 1 per student
- variety of material such as canvas, animal hide (deer if possible), strong plastic,
vinyl or rubber
- leather cord or thick cord
- leather hole puncher or awl (awl for adult use only); paper hole punch for thin
materials
- scissors
- variety of paints and brushes if painting the coffee cans
- coloured paper (magazines or used gift wrap), thinned white glue, glue brushes
if using
-decoupage to decorate the coffee cans
- reference material that explains how and why First Nations people made and
used drums
- chart paper and marker for K.W.L. chart
Vocabulary:
Hand drum
Powwow
Decoupage
Main Concept: Appreciation of the art of hand drumming and the significance of
drumming to a culture through the exercise of making a (simulated) hand drum in
class.
Intended Learning Outcomes:
(Language Arts) - offer direct responses to their reading, listening, or viewing
experiences supported by reasons, examples, and details
(Visual Arts) - make 3D images exploring a variety of media; using a variety of
design strategies
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- create images in response to images from a variety of cultural contexts
- use appropriate vocabulary to identify the materials, tools, equipment and
processes
used to create particular images
Planned Learning Activities:
PART 1: Introduction to the Powwow and Aboriginal Drumming
1. K.W.L.: Powwow
2. read Chapter 5 of Donna Meets Coyote, where Donna goes to a Powwow.
Discuss.
3. Read excerpts from an information book or website material on Powwows,
drums, and traditional music. Pass around traditional style drums for
children to see, or better yet, invite a traditional Aboriginal drummer in to
discuss his/her passion.
4. (Begin each drum making session by reading/discussing the topic from a
nonfiction source. Revisit the K.W.L. chart after each reading, ask children
to describe any new information gained from the resource and add this to
the chart).
PART 2: Drum Making Lesson, Day 1
1. Explain that we will be making our own drums (show prepared sample).
Talk about traditional materials and compare these to materials we will be
using. (Traditionally, wood was used for the drum frame, and animal hide
was stretched over the wood frame). (Play Aboriginal music while children
work on the drums).
2. Demonstrate the steps required for making a hand drum. It may be helpful
to post a chart listing the steps, with diagrams, if possible. Guide the
students as they work, reviewing the steps as necessary.
a. measure 2 circles of material (canvas, vinyl, rubber or animal hide,
if available), 1.5cm in diameter larger than the diameter of the can.
b. If using thin material (vinyl), reinforce edges with clear tape. Punch
holes about 2 cm apart around the outside edge of circle, about
1cm in from the edge.
c. paint coffee can with acrylic paint or cover with decorative torn
paper in a decoupage
technique using thinned white glue to attach paper to can. Allow to
dry overnight.
2
PART 3: Drum Making Lesson, Day 2
1. Begin by reading a nonfiction resource (book or website material)
about powwows, drums or Aboriginal music, or consult a FN Resource
Worker for material and information.
2. Revisit K.W.L. chart and add any new information learned through the
resource. (Play Aboriginal music while children work on the drums).
Review the steps required for completion of the drums.
a.Using the dry decorated coffee cans, place the two circles of
material, one on the bottom of the can, one on the top of the can.
b.Sew the material together from top to bottom in a zigzag form
around the can.
c.Tie with knot.
d.Decorate the drum face with traditional Shuswap designs if
desired (Provide a variety of images showing possible design
elements, for example, coyote, trees, eagle).
e.Allow time following the completion of the drums for students to
share their creations with classmates.
3.
Following this, children will make a journal entry in order to reflect
on their drum making experience, using the guiding questions,
included.
Assessment:
Art: Note the extent to which students:
- include detail and embellishment on the drum side and face
- base their work on traditional Shuswap designs
- use new vocabulary appropriately in their journal entry
Language Arts: Note the extent to which students:
- accurately describe the art process and support this with examples and details
-are able to reflect on the experience
Extensions:
- Invite First Nations drummers into the class to perform, or attend a drumming
presentation or workshop. If this is not possible, listen to taped Aboriginal drum
music. Students can practice keeping the beat with the music. Following the
demonstration by guest drummers, or listening to Aboriginal music, students can
write in their journals about the experience.
- make drumsticks out of wood with cloth ball on one end.
- make rattles similar to those used at Powwows.
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Integrated Opportunities:
Science: test sound of drums made using different materials for the drum face,
discuss differences
Social Studies: watch video of Shuswap dances, drumming and Powwow,
discuss.
Physical Education: Use drums to keep beat while performing own dances
developed in small groups.
Music: the drums can be used regularly when exploring beat in music.
Resources Used and Supplementary Materials Available:
Sawyer, Don (1988). Donna Meets Coyote, Kamloops, British Columbia:
Secwepemc Cultural
Education Society.
Kalman, Bobbi (1997). Celebrating the Powwow, Ontario, Canada: Crabtree
Publishing Company.
First Nations Music in Canada, http://www.aincinac.gc.ca/ks/english/pdf/music.pdf
My Summer on the Powwow Trail, http://www.aincinac.gc.ca/ks/english/pdf/pow_en.pdf
Dancing and Singing,
http://www/sd69.bc.ca/~firstn/Secwepemc/sec_village/sec_gatherfs.html
Music CD: Various artists (1997). Hearts of the Nations, Aboriginal Women's
Voices...in the Studio, Saskatoon, Saskatchewan: Sweet Grass Records.
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Journal Entry Questions:
- Describe two things you learned about making drums.
- How are drums used during a powwow?
- Describe the process of making hand drums.
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Cindy Guillas
Lesson #2
Drum Making
Summative Criteria:
Criteria
Ratings
Comments
Useful, accurate, and
relevant information
4
3
2
1
is included in the
journal entry
________________________________________________________________
Student demonstrates
an understanding of
the important ideas
about the topic
4
3
2
1
(through interaction
and activities)
________________________________________________________________
Student demonstrates
an appreciation and
respect of the Shuswap
4
3
2
1
culture
________________________________________________________________
Student used his/her
knowledge of colour,
texture, and culture
4
3
2
1
to create an interesting
final product
Key:
4-Powerful
3-Good
2-Basic
1-Beginning
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