Learning goal: To look at water as a holder of memory and understand how Crooked Tunes are designed.
| TASK
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SUGGESTED LEARNING ACTIVITIES
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| Gather
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Begin with the verse/meditation that the class created on water to start the class. Have a discussion to revisit how and why the words were selected for this verse. Consider the following questions:
1. Does water hold memory? If no, explain. If yes, how do you know?
2. What memories do you hold? Where do you hold them: in your mind or body? Can you hold them in both? How do you know?
Writing in stream of consciousness for six minutes, write down everything you remember about your first day of high school. Once complete, read what you have written.
1. How does it flow? Is everything in chronological, sequential order, or is it fragmented, with details missing or in unexpected order?
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| Synthesize
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In The Authority File podcast, Episode 251, author Michelle Porter speaks about her memoir as “telling it all crooked.” This lesson will examine what she means by way of discussion about crooked tunes seen in Métis fiddling.
In preparation for this section, the teacher should review the video Crooked Tunes and explain to learners what they are. Some or all learners may already be familiar with crooked tunes so ask them what they know about them.
Have learners listen to these two versions of the same song:
• “Red River Jig” by John Arcand
• “Red River Jig” by Reg Bouvette
After listening, consider the questions below:
1. What stands out to you in these songs?
2. What is different? What is similar?
3. How might this genre of music relate to memory? Consider your memories and how you remember them.
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| Transfer
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1. The teacher will read aloud the afterword from Scratching River.
2. Learners can write about what they might expect the text to be about and how it might flow in relation to river morphology and crooked tunes.
3. Read pages 1–32 of Scratching River for homework.
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