| Inquiry Design Model (IDM) Blueprint™ |
| Lessons from the Drum |
| NDNAEU 1 “Sacred Relatives”, NDNAEU 2 “Learning & Storytelling”, NDNAEU 3 “Sharing & Generosity”, NDNAEU 6 “Native Contributions”, NDNAEU 7 “Native Identity” |
| Compelling Question | What impacts does music have on culture? |
| Standards and Practices | Music Anchor Standard 1: Generate and conceptualize artistic ideas and work Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Music Anchor 7: Perceive and analyze artistic work Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate elements of music. Music Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding. |
| Staging the Question | Why do Native Americans call the drum the heartbeat of their people? |
| Supporting Question 1 | Supporting Question 2 | Supporting Question 3 |
| What is a Traditional Drum for Native Americans? | What are the parts of a song? What types of songs are used by Native Americans? | What types of drums are used around the world that are related to Native American drums? |
| Formative Performance Task | Formative Performance Task | Formative Performance Task |
| Students will research and create a report on what the drum means to the Native People. Students will also learn about the different ways drums were made. | Students will create a list of the parts of a Native American Song by researching the links below. Students will watch the video of Whitefish Jrs. below and count how many pushups were sung, identify the parts of the song, lead singer, lead drummer, canary singers. | Students will research and report other cultures that use drums. Students will also research and report whether their own culture used drums. |
| Featured Sources | Featured Sources | Featured Sources |
| Native American Drums https://prairieedge.com/tribe-scribe/native-american-drums-heart-of-people/ A Brief History https://drummingreview.com/native-american-drums/ | Song Structure https://drumhop.com/structure.php Traditional American Indian Music http://www.indianhouse.com/essays-articles/A-Brief-Introduction-to-Plains-Indian-Singing Whitefish Jr. Song on Youtube https://www.youtube.com/watch?v=R9tFKW8v9uw | Types of Drums Around the World https://melodyful.com/types-of-drums-around-world |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | Teachers will invite a Native Drum maker to the school to show students how to make a drum and share more about their use in Native culture. |
| SUMMATIVE PERFORMANCE TASK: Extension | Invite a Native American Drum Group to come and share their stories and songs with the class or school. |
| Taking Informed Action / Real World Application | Students will attend a local pow-wow and understand the significance of the drum to Native people. Disclaimer: Educators are encouraged to use these lessons as a guide, especially when it comes to capturing standards and required content for their instructional disciplines. Adapt, synthesize, abbreviate, and incorporate are just some of the encouraging words to educators to USE any of the NDNAEU lessons to make them their own. |
