Tuesday, July 22, 9:15 a.m.-11:30 p.m.
Kiowa Clemente Course Demonstration: Kiowa Elder Alecia Keahbone Gonzales and Dr. Megan Benson
Prayer (Not forcing religion, this is a Kiowa way to present to themselves. She explain relationship between God and the Kiowa word creator as...before Kiowa knew him as God, we knew him as the creator of everything... Mrs. Gonzales then read the prayer for learning in English and Kiowa. Then she said the Kiowas need physical food. In the Kiowa Clemente Course, food is very important because it not only meets a physical need, but allows students to learn Kiowa vocabulary like the names and history of the meals and ingredients.
Kiowa's educational system begins at birth. Bringing up a child in a Kiowa way-Mrs. Gonzales explained the way to wrap a baby (protection and safety) The Kiowa way-droppings of the buffalo-diaper-no diaper rash, but they also had red sand rock for other rashes. The way demonstrated to wrap the baby was said to have kept crib death away from the Kiowas. Wood and rawhide around the ears of the baby was used to protect the head in case of falling.
The Kiowa Way: Developmental Level
First Song: Child's transition from mother's wound to being in the world-The Heart Beat Song. Mrs Gonzales also explain that part of bringing up a child in a Kiowa way is knowing that everyone is consider a brother and a sister
Second song: muscle strenghtening stage.
Third Song: The Little Red Buffalo Song, book given to participants courtesy of the Humanities Council. This song is about caution
Last Song: A child is grown up and needs to thin of others: Soft buffalo pieces for grandmother.
Related items: Games: Balance-track the drawn snake with hill and toe; bag of rocks. Throw bag over head and estimate where rocks might land.
Mrs. Gonzalez ended her presentation explaining the system she deviced to create Kiowa sounds to teach Kiowa children their language. She also told us the legend behind the peyote for medicinal purposes or to be prayed in the peyote way. She showed her books and she left.
Dr. Benson focused on Western lullabies comparing and contrasting:
1. Death is mentioned as well as living heart beat-not usual in Western. Heart Beat (Rock-a-by-baby)
2. Element of shock/fear seems to be present on both Great Big Dog song
3 With Hush Little Baby a greater element of possession and material possesions seems to be stressed in the Western tradition.
Chickasaw Clemente Course Demonstration: Elder Chickasaw Luther John and Rachel Jackson. The cours is more than tribal focus. Aims to preserve the language. Learn the language in a total immersion environment to remedy not able to speak the language becaus they were punished in the past and now there is no one to talk to. He is teaching so he will not loose his nation. He does geneology to help people find their ancestors. Indian languages do not have a word for good bye. Break stereotypes and misconceptions and build self-esteem in the youth.
Clemente Course Demonstration: Rachel Jackson Tribal Nations list, comparative analysis: John Berger's Ways of Seeing: The way we see things is affected by what we know and what we believe. We only see what we look at. To look is an act of choice. We never look at just one thing; we are always looking at the relation between things and ourselves...."if I seek to understand, they are seeking to understand me"
Yet when an image is presented as a work of art, the way people look at it is affected by a series of learned assumptions: Beauty, thruth, Genius, Civilization, form, status, taste, etc. You can see it with technical eyes only or with the power of different perspectives. (Wild Turkey Dance, Landran insensitivity to native children...Kiowa circular construction of cities and tipi and Spanish squares...polite and political have the same root...
Scott Momaday: The Man made of Words (theme preserving oral traditions) The Arrowmaker, the Native Voice in American Literature, Centennial Poem Oklahoma
Movie: Not just bows and srrows, by Scott Momaday
Application to my educational environment: The lectures and the suggestions for the participants as well as their personal goals for the institute made me conclude that:
1. I need to continue investigating the Peace native American symbols, but everyone was struggling with this theme. I recieved as suggestions:
a. The peace pipe and the laurel
b. Black Elk Speaks
d. The Peace Game Stick BAll one of the participants is researching for her Native Olympics
e. Use the resources at the Oklahoma History Center. Take a field trip with the kids for them to decide what they find a symbols of peace there and in other museums
Regarding my orientation of the freshmen:
a. Make them do cultural heritage masks- to get to know each other, better than just profile
b. See the Turkey Dance and the perspective Harvard Project Zero activity of perspective using fried break to add the native element to the activity and ask them to read passages of way of seeing to sensitize them to the cultures and contributions of everyone around them. Also use the Lullabies and how we can view things in similar and differing ways, but we are just wanting to provide a nurturing environment for the children.
c. Regarding the project with the elderly, use the Kiowa song to grandmother, the story about a quilt and granmother mentioned by one of the participants, and I will love you forever to empower students to meaningful interaction with the elderly
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