Suitable for Grades 3 to 12 - Universities - Community Colleges  

I am an Educator on most things First Nations. My performances meet provincial curriculum requirements for Native Studies, World Religions and a host of other subject. I travel widely and speak at educational institutions all across Canada. 

My performances and teachings are geared to the specific grade requested (Grade 3 to University and Community Colleges). I use a combination of lively interaction with my audience, the dynamics of live theatre, storytelling, songs, drums and shakers. 

My teachings include correct definitions, correct historical information and facts, contemporary social and political issues all illustrated by dramatic and humorous stories. Students of all ages have a lot of fun learning to drum on authentic Native hand drums and shakers as well as learning songs some of which are in the original Indigenous languages including: Sm’algyax, Seneca and Ojibwa.

I'd be honoured to be part of your Professional Development Day, other Teacher Training Events or Educational Conference

My culture is my life and I have a passionate interest in how the history, culture, spirituality and the contemporary lives of Native peoples are portrayed and conveyed to the rest of the world. For far too long, the information has been relayed, often inaccurately, with a decidedly NON-Native interpretation.  

I seek always to debunk many of the myths and outright inaccuracies that are still taught in the educational system.  For example, the Bering Strait Theory - there is not a shred of proof that indicates Turtle Island's Indigenous people migrated from central Asia.  At the time, there was a huge wall of ice that spread across the top of the world making such travel completely impossible.  The Indigenous people already on Turtle Island, knew about the wall of ice and none of our creation stories back up this theory. Let us just put this notion to rest shall we? LISTEN TO THE ELDERS!

For more Facts and Fantasy

Much Indigenous education continues to be taught in isolation. For example, in Ontario, the new Grade 10 Native Studies course, Aboriginal Peoples in Canada, asks the following question: Describe the key aspects of the Indian Act and the impact they have on the lives of Aboriginal peoples. 

• How is this to be answered when the student has had no previous introduction to a subject as comprehensive as this? Do students know the state of the Nations prior to contact?

• Why only the key aspects of the Indian Act?  

• The Indian Act is the most racist documents ever written by a western democracy -- what parts would be considered KEY when the entire Act was designed to control and oppress every aspect of Native Life, by taking away rights enjoyed by every other 'free' Canadian.

• This approach does not require thoughtful discourse, but merely a subjective answer by students with little preparation and understanding of previous history and the devastating impact the Indian Act had on Native societies in the last hundred and twenty-nine years.

By simple definition the study of First Nations culture and history is interdisciplinary. It meets the criteria for Social Studies, Native Studies, Politics, Geography, History, Music, Visual and Dramatic Arts. 

Native societies include the cultures and traditions of a wide variety of Indigenous Peoples with a myriad of rich, complex societies that lived large and well for thousands of years. The study of First Nations people is now placed within the context of Canada, a country that regularly touts to the rest of the world how proud it is of its ‘sea to sea’ cultural, linguistic, racial and religious diversification.

Unfortunately, little has been done in the way of clearly delineating the diverse Indigenous heritage this country enjoys. Rather, the study of Indigenous cultures tends to be lumped under one generic heading with an assumption that all Native people are alike. In the sense that Indigenous cultures suffered the same sorts of cultural genocide and assimilationist attempts by the dominating European cultures in recent history, this is true, Native people are alike. 

However, there are three very distinct groupings recognized under the 1982 Constitution Act: First Nations, Inuit and Métis. Within the First Nations group there are approximately 609 culturally distinct tribes.

In the sense that all Indigenous people share common cultures, nothing could be further from the truth. Having said that, much like those countries who have Catholicism as their spiritual base for example, most Native cultures also enjoy some universal beliefs and understandings which are tied to their circular-based spirituality. However, cultural differences between, say Italy and Spain, both Catholic countries, are are very distinct. It is no different with Indigenous nations. Cultural differences between the Pacific Northwest Coast and the Plains First Nations are quite significant...what happens in the world of the Inuit is vastly different from the Mi'kmaq or Métis. 

It is incumbent upon all peoples to know each other and understand and celebrate the differences.

Contemporary Canadian society has created complex situations in which decisions regarding Native land use policies, construction of private and public facilities on Native land, self-determination issues, renewable resources, belief systems and the preservation of wildlife are not easily resolved or understood.

In order to understand the complexities, it is necessary to understand some of the characteristics of tribal spiritual, political and social practices. For example, spiritual belief and reverence for the land is foremost among the characteristics which distinguishes First Nations people from other groups. Native people also have a keen sense of the historical process and of the passage of time. 

In pre-European contact times, there was a long historical ‘Oral’ tradition in which history, culture, knowledge, traditions were passed down to succeeding generations through storytelling thereby keeping tribal traditions strong and vibrant. Native rituals, beliefs and practices attempted to deal with situations in the moment. They may be ages old, but their relevance in ‘real time’ is incalculable.

Native Studies enhances all people who choose to live here. 

• Students should be given a range of knowledge from a pre-contact Native point of view so they can truly understand the importance of First Nations culture to the overall strength of Canada. 

• Students should have the opportunity to feel that resonant connection to a rich culture that has existed since the time before time began.
• Students should have an opportunity to research the incalculable contributions Natives people continue to make to Canada.

First Nations history cannot be taught in isolation -- it is circular. For thousands of years, the First People lived distinctive lifestyles founded on the concept of a balanced, harmonious and orderly relationship with the natural world. 

Much like the great circle of life, Native history is also circular, each event impacting on the next event and so on. Selective history coupled with non-Native interpretation combined with pockets of information and areas of study do not allow for a comprehensive picture of what happened to a once proud people who freely roamed the land non-Natives know as Canada, and First Nations people know as Turtle Island. 

This is what the Ontario curriculum endeavours to do, YET it really
does not work.

Therefore, to try and teach Indigenous Studies only from, say,  a contemporary perspective does not place the rich history of Native people within wide enough parameters. 

What is happening now is based on what happened in the past. Students need to know about the past to be informed about the present and the future!

Storytelling is presented in a variety of ways, from grade 4-12.   

• Daughter of the Copper Shield (Grade 4-12). Creation stories presented as a musical stage show; it is a fusion of theatre and song, part of which is performed live to a full-orchestra soundtrack. (two actors)
   

• Wisdom of the Ages: Great Circle Drumming and Stories (Grade 4-12) Stories are told that explain a variety of artifacts and sacred objects; students sing and learn drum rhythms in the truly interactive manner of a Native social-gathering. The themes outlined in Note 1, are woven throughout. (Driving distance only because of the amount of equipment, drums, shakers
   

• Thunder Rolling In The Mountains (Grade 6-12). The story of the flight of the Nez Percé, led by their great visionary Chief Joseph and his Warrior Chief brother, Olikut. One of the main themes emphasizes freedom as a basic human right and not a privilege. Fifty-four minute monologue performed to a dramatic soundtrack. (two actors).

• Thunder Spirit (Grade 4-12). A dynamic show featuring traditional, contemporary music and stories with the Thunderbird Native Cultural Theatre Group.

• As a ‘stand alone’ 90-minute lecture/discussion on storytelling as the cultural grounding of Canada’s First Nations people.

CLICK WATERFALL FOR A MORE COMPLETE DESCRIPTION OF SCHOOL SHOWS

"Thanks for being a presenter at our Workshop today. You were wonderful." (Elementary Teacher's Federation, Thames Valley, London, ON)

"What joy you bring!  The Limestone Board has been so enriched by your talents, humour and wisdom! You have started us on a journey that will be never-ending. How wonderful. Thank you. (M. McLeod, Limestone Board of Education)