Sharing First Nations Stories Using a Multimedia Approach

My goal for this inquiry is to explore the use of multimedia to share the stories of First Nations peoples in our province and Canada. More specifically, I would like find a powerful, meaningful and engaging way to teach my students about the history and impact of Residential Schools in Canada. 

How can stories be shared? Here is a mind map that I created with some of my ideas:

Knowing that stories can be shared in such a variety of ways, here are some questions that I would like to further explore:

- What form of storytelling is the most valuable?

- How can I share the stories of Residential School survivors in an authentic and meaningful way?

- How can I ensure that my students are engaged?

- What multimedia tools can I use to share these stories? 

- What multimedia tools can my students use to reflect on and share their learning?

- As educators we know that children acquire, connect and learn information differently. How can I create a powerful learning experience for ALL of the students in my classroom? 

In looking at some of the various ways to share stories. Here are some resources that I was able to collect:

DANCE:

This is a ballet that was presented by the Royal Canadian Ballet in 2016. It is based on the real stories of Residential School survivors and was created in collaboration with the Truth and Reconciliation Story. Author, Joseph Boyden, wrote this ballet. In this CBC interview, Boyden explains that this project challenged him but he says, "In the 21st century, being able to move around through multimedia is very important for an artist."  

I have not been able to find this ballet online. I am only able to see snapshots within interviews. I wonder how I might be able to find a copy or video presentation of this dance to share in schools? 

Interviews

The Truth and Reconciliation Commission put together a document called "Survivors Speak", sharing first hand accounts from survivors about their life before, during and after Residential Schools.  In the introduction, the commission explains the importance of sharing these stories and "recognizes that the essential voice of the former students must be given a central place in any history of the schools" (p.16) 

 

Here is a link to the PDF of this document: Survivors Speak  

We are also lucky to have access to several interviews online. CBC has published many interviews in a series called "Stolen Children". Below are three interviews: 

MUSIC

Music is a powerful way to share stories. I would love for my students to be exposed to traditional Indigenous songs as well as contemporary music. Here is a video of a group of students from the Sk'elep School of Excellence in Kamloops who wrote a song for children lost in Residential Schools. 

"The Stranger" tells the story of Chanie Wenjack who tried to run away from Residential School to his home over 600kms away. This video is adapted from Gord Dowie's album and Jeff Lemire's graphic novel. 

This is a beautiful song by Cheryl Bear. The lyrics clearly describe the emotional turmoil of both the child and the parents when children are taken away to Residential School. Exploring the lyrics of this song would be an engaging activity do with students. 

THEATRE

Theatre is another engaging and powerful way to share stories. Above is a clip of the musical, "Children of God" by Corey Payette. "Children of God" tells the story of an Oji-Cree family whose children are taken to a Residential School in Northern Ontario. Like the ballet, it was difficult to find a full version of this theatre production. 

Personal List of Further Resources to Explore:

https://docs.google.com/document/d/1EWhMAikKBZ1bqNB6ZgDdbYpWxDy8EaGvoiYmdKmB9tQ/edit?usp=sharing