- Language: English
- 122 Pages
- Published: June 2013
- Region: Global
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Songs of the Spirit. Edition No. 1
- Published: December 2008
- Region: Global
- 132 Pages
- VDM Publishing House
This narrative inquiry explores how the “Songs of
the Spirit” Native American Flute curriculum
impacted spiritual and emotional aspects of the
learning and lives of Aboriginal students, their
families, their parents, and their school community.
My research took place at an urban Aboriginal high
school in Saskatchewan from January to March, 2006.
When participants heard the music, “it [sounded] so
eloquent and so spiritual. It [was] almost like the
flute [was] weeping,” (Onawa Gaho, Recorded
conversation, March 17, 2006, p. 5) bringing
about “a calmness to the anger that some [Aboriginal
students] have” (Sakima Qaletaqa, Recorded
conversation, March 15, 2006, pp. 25-26).
The research findings indicate the “Songs of the
Spirit” curriculum, in honoring the holistic nature
of traditional First Nations teachings, invites
Aboriginal students functioning in “vigilance mode”
to attend to their emotional and spiritual needs.
They speak to a need for rethinking curricula in
culturally-responsive ways, for attending to the
importance of the arts in education, and for
reforming teacher education.
Richard Dubé, S.V.M., B.Mus.Mus.Ed, M.Ed. received his Masters
in Curriculum Studies having researched the emotional and
spiritual impact learning how to make and play a plastic version
of the Native American Flute had on students at an urban
Aboriginal high school. His recent work involves engaging
parents and children in making flutes.