MASC

Original Song

Gathering in a classroom that looks no different from the other middle school rooms in the building, 9 students have spent their last five Thursdays from 4:15pm to 5:45pm brainstorming on song lyrics to present at the new Rural MASC-Awesome Arts Festival. From grades 6 – 8, adolescent anticipation with a hint of reluctance fills the air, but jokes are plentiful as they tease each other playfully about everything from their sweaty recess hair to the lack of skills acquired from using fidget spinners. As I settle the youth, we take a look at words that fill pages inside personalized song folders, and I could see the students eyes fill up with surprise, as they notice how the song that they have been working on for the past five weeks now have a format and melody.

As the facilitator of the Original Song workshop, my responsibility is to engage the participants in critical thought about what diversity and inclusion means to them, and how to transfer their thoughts into a full song that can be performed live on stage in front of an audience. The task is not an easy one for students who are not accustomed to living within a diverse community.

song3The rural township of Kinburn is mainly farm area and long stretches of road, however, with opportunities to share their stories and ideas, the brainstorming sessions have offered the group a means to find ways to speak about how they feel on the topics. Words such as “competition”, “ocean”, “equality”, and “humanity”, are proposed as the students tell me what comes to mind when they think of the terms diversity and inclusion.

A voting process is used to minimize their word web, and after three sessions, the students are using these words to write lyrics on their own to an instrumental song generously supplied by a top hiphop/urban music producer in Ottawa by the name of Nick Giurgevich. Selecting which lyrics will fit the three chorus, two verse song requires delicate decision making; every student feels as though all their lyrics should be in the song, however, with some craftiness from myself, I find a way to use at least two lines from each student’s writing to be a part of the original song. With a catchy melody and a powerful message about judging and competition, the students finally get to see their work come full circle, as they spend the next two sessions rehearsing for their production on Thursday, June 15 at their home school, Stonecrest Elementary.

They’ve created a fabulous song with a powerful message. One that they can be proud to perform and share!

-Jamaal Jackson Rogers

 

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MASC

LEAVE NO JIGGER BEHIND! Overview of first Métis Jigging workshop at Stonecrest Elementary

The first workshop went well! The students were very enthusiastic and engaged. I started with a brief overview of the Métis and Métis dancing. I shared my story and explained what we would be doing over the next couple of weeks — learning the Red River Jig! Then I performed the dance to show them what it will look like. They asked questions along the way.

We tried a few different ways of learning the basic jig step. Some of the students were a bit shy to introduce themselves in the opening circle and to share anything about their background. One or two struggled to get the steps but overall most caught on quickly. I’m going to focus on ‘leave no jigger behind’ in the next session. We’re going to slow it down again and all wait until everyone gets it before we move on. I tried to emphasize diversity of learning styles means we all have different ways of catching on.

Also, I really loved when the Marina, the Stonecrest Elementary principal, joined in. She was very supportive in helping students one on one with me and gave me great feedback after the session. If possible I’d love to show them a few videos in the next sessions — with full speakers and LCD projector. I will also get them on stage to do blocking and prepare them for the live performance at the Awesome Arts Festival.

Ginny Gonneau, Métis Jigger, MASC Artist