Photo (above) by Nobu Koch, courtesy of Sealaska Heritage Institute.
HAA ḴUSTEEYÍ PILOT
Fall 2020: Remote Learning
During this time of remote learning, schools interested in sustaining Lingít language and cultural learning have an opportunity to work together to make a greater impact. Through a co-teaching framework and teaching weekly lessons observed by all of the cultural specialists, the Haa Ḵusteeyí pilot at Glacier Valley is providing a sustainable model during and after COVID. Gunalchéesh to the Indian Studies Program and Riverbend Elementary School for participating in this pilot school-wide.
Here are some additional points about the Haa Ḵusteeyí pilot program:
Here are some additional points about the Haa Ḵusteeyí pilot program:
- Collaborative Model Taught 2x/week: cultural specialist and music teacher co-teach a Cultural Music class once a week (which acts a prep time for the classroom teacher) and cultural specialist and classroom teacher team together to deliver another weekly lesson. The cultural specialist is the bridge: connecting learning in music to the classroom where it could be practiced daily. This approach builds confidence, knowledge and skill for all involved.
- Same Lesson Taught Several Times: all grade levels will be taught the same lesson (slightly adapting for age) so that teachers can tweak and refine the lessons. Cultural specialists observing the Live Zoom sessions will ensure valued feedback.
- Same Lesson Template: the lesson template is the same for all lessons, which provides consistency for teachers focus on learning the Lingít language, stories and music. to help encourage teachers to implement the unit, , which provides consistency as they learn the Lingit language, stories and music.
- Involving/Inviting Others to Maximize Impact: teachers district-wide can observe Live Zoom sessions so that they can bring these lessons to their school sites and teach them the following week, using the same co-teaching model. Two cultural specialists could team together during remote learning to support each other as they teach the lessons to their students.
- Lingit Language, Tribal Values and Song: The traditional tribal values form the foundation of this unit and will be learned and lived as children sing them in Lingít and explore their meanings through song and traditional oral narratives.
- Music as a Pedagogical Tool to teach both Lingít pronunciation, comprehension and retention.
- Traditional and Contemporary Lingít songs: with permission, each grade level learns an authentic Lingít song, along with its background, so that music of this place is part of their elementary music curriculum. Please see Background and Song Permission for more details.
- 100 Tlingit Words: in addition to learning the tribal values in Lingit, the pilot will integrate 100 Tlingit words developed by TCLL into the unit so that every grade level learns about 16 each year.
- Integration: during remote learning the pilot will use tableaux (K-1) and Poetry Off the Page (2nd -5th grades), when working with the classroom teacher. Poetry Off the Page supports rich vocabulary, metaphors, oral language, speaking and creative writing. The elements of music will be woven into this poetry lesson, as well as movement and drama.
- Extensions: For every lesson, the unit has downloadable science and social studies curriculum developed through Goldbelt and Sealaska. Elizabeth Kent, JSD Integration Specialist, joins us for this pilot and will contribute more content-specific connections including a Scavenger Hunt/Field Guide for children to identify Lingít words during nature walks.
- Community Partnerships: Juneau Arts and Humanities Council will videotape elders and other culture bearers telling the oral narratives so that these important voices are included on the website to be used during the pandemic and after. The Juneau School District provided professional development stipends for all interested cultural specialists, Glacier Valley and Elementary School staff to take a Lingít I course through UAS.
