A Tribe Called Red: Band Analysis

The James Crumble Trio band performed on October 6, 2016 at St. John’s Meeting Place. The ensemble was very small but gave the restaurant a superb ambience. The instrumentation of the ensemble included three instruments: guitar, string bass, and drums. James Crumble Trio is a smooth-cool jazz band, and their sound is mostly relaxing and mellow. The band’s music was also more than likely arranged, although it seemed that some of the solos could have been improvised. The performance did not have a printed program, and the musicians were not available to speak about their works.

The program was launched in 1989, when the Tribal Council of the First Nations community, Meadow Lake, approached the University of Victoria seeking to collaborate in the development and community-based delivery of an education program (Ball, 2004). The Elders wanted a curriculum from a university-accredited institution that was still grounded in their own cultures. They also wanted input from representatives of their community. A pilot program evolved from these initial discussions, focusing on the principles of empowerment. A generative curriculum was developed to deliver information in a culturally appropriate fashion. In order to preserve culture, certain activities were conducted on an ongoing manner. These activities included Elder involvement, as the Elders are the keepers of knowledge, language maintenance and cultural practices. The program was a great success – while the national completion rate among First Nations students in diploma level postsecondary programs in Canada in below 40%, the FNPP obtained a 75% completion rate (Ball, 2014). The National Grand Chief of the Assembly of First Nations, Ovide Mercredi, once said “When you heal a child, you heal a family; when you heal a family you heal a community; when you heal a community, you heal a nation (Richardson and Blanchet-Cohen, 2000). The FNPP embodies this message, using education as a tool for the Aboriginal

This would happen before every song was played. The name of the song would be introduced and in some introductions, small comments were made. The first song was The Business of America is Business. This song followed the introduction, melody, a solo section, a presentation of the melody and then an ending structure. The solo in this song was performed by Irabagon using his saxophone.

During our last adjudicated piece, Elijah Rock, overall did very okay. Our intonation, which means the correct notes played and sung in tune, was extremely off at some points. During the very first measure, the men struggeled with intonation and vowel issues. When the women came into the song, we had issues with balance- or all parts are heard in proper proportion to one another. The women would sing their part much too loud for the men's part to be heard until the women would decrescendo meaning they would gradually decrease in force or loudness and the men would be heard again.

Empowering people about their culture and encouragement of developing appreciation towards history and culture, especially toward indigenous people is the main message in this text. Elements such as music lyrics, dance movements and people within the video are significant to the message of the text. The lyrics, ‘survival of our culture is how we made it’, is an example of the way the audience is positioned to think about the influence of history and its relation to one’s core identity (Mau Power, 2014). The body movement and gestures in the video depict an image of strength and connection to something greater, which can be related to an understanding of cultural identity. Using this text in the classroom is a fun way to introduce the unit on identity as it’s rap genre would grab student’s attention. Students learn in a variety of ways and the use of the YouTube music video is a free way to make the lesson come alive and engage students (Bloom & Johnston, 2010). The learning outcomes for this lesson are to introduce the topic of identity and to define it (Australian Curriculum , 2017).

The band is in the stadium. The announcer calls “Upperman High School” jarring each ear with anxiety. The band is called to attention in preparation for the score call. The band stands at attention with each drop of sweat intensifying the setting. Rome wasn’t built in a day. The members of the band spend weeks or even months of preparation for this moment. The key to their preparation is their band area where they utilize the band room, the practice field, and the trophies. What they do in this band territory will now decide the next ten seconds of their lives.

In the past couple of weeks we have participated in activities, discussed, and listened to presentations about Indigenous culture and how it is integrated in education, and what that means for our roles as teachers. This is a topic that I was fortunate enough to get the opportunity to teach, and is a subject that I’ve always been interested in and enjoyed learning about.

My paper has become an Oral History of The Screaming Sirens. They were an all girl band from L.A that had a successful run from 1982-1987. THere is very little written about them. They came up with X, the Go-Go’s and The Bangles. Regarding girl bands at that time, they were different than other acts. They had an autonomy that others didn't have. They weren't under the manipulative control of a male manager like the Runaways. They were in control of their performance which had a reputation for being wild, and wrote their songs. They released two records, had a major motion picture with a narrative revolving around their band, and toured nationally. They created music on their terms.

Teachers in Australia have the responsibility of catering to the learning needs and abilities of the students in their classroom. Additionally they are also responsible for catering to the unique cultural backgrounds of each student, in particular the cultures of Indigenous Australians. The teacher can cater to the diverse and complex Indigenous cultures by creating a learning environment that is based on effective student engagement for Aboriginal students. Studies have shown that Aboriginal students are currently not academically achieving as well as non-Aboriginal students (What Works: Core Issue 5). Closing the academic performance gap is considered a national priority. As a result, the Aboriginal Cultural Standards Framework has been developed to ensure that schools are delivering the best possible education to all students, specifically those who identify as Aboriginal. During term 3, 2017, I completed my final practicum at Baler Primary School in a year 4 classroom. The students in my class came from a diverse range of cultural backgrounds, many of which identified as Aboriginal. Throughout this essay I will use examples from my final practicum at Baler Primary School in South Hedland to discuss how to make learning engaging, accessible and culturally responsive for Aboriginal students.

A majority of Canadians, including teachers, have a limited understanding of Aboriginal people, their culture, history and experiences. Instead, they have been informed by dominant discourses (see Schick & St Denis, 2005 as cited in Dion, 2007). Aboriginal learners and their families are often misunderstood and judged. The blame is often placed on them for their failure to achieve in the educational systems (Battiste, 2000; Kulchyski, McCaskill, & Newhouse, 1999 as cited in Hare & Davidson, 2015). The intent of the resource’s use is to bring to light and expose the cruel practices of the entire residential school system and the hardships and the sufferings experienced by the generations of Aboriginal victims taken into this system. This is in order to enlighten and

Education has been a topic of controversy for many years now, and will continue to be for years to come. The modern American society is best defined by its education. A good part of the average person’s life is spent at school, going to school, and paying for school. However, even though education is so obviously very important, there are many groups in America that are getting shorted. The Native Americans are a key group that has struggled the most. The largest obstacle they face is lack of proper education. The standard educational practices being used for the instruction of Native American peoples are not effective. There are many pieces to this road-block, and many solutions. This can be rectified by having more culturally

I really enjoyed this week’s readings as I was able to gain a better understand of topics that I have never discussed before. As a non-Indigenous social worker, it is necessary to understand the aboriginal people’s history and the impacts faced from the residential school era. According to Walmsley (2009) “although the last residential school closed in 1996, their influence is omnipresent in Indigenous communities today” (p. 98). This really struck out to me, not much has been done to address all of the issues. I had no previous knowledge of the discriminatory provisions of the liquor policies. These readings really helped in furthering my understandings of impaired health. My volunteer experiences involved working with aboriginal women

In effort to improve these education attainment rates as well as to improve the quality of learning amoung Aboriginal peoples, the implementation of indigenous learning methods such as storytelling becomes an effective starting point. In particular, storytelling is seen as a tool used to preserve Aboriginal history and culture. In support, McKeough et al. (2008), affirms this notion as well: “It is through the telling of stories and legends that First Nations people preserve what is most important to them—language, traditions, culture, and identity. Stories are used to provide a sociocultural and historical account of the community knowledge from elders to youth, ensuring its survival with new generations” (p. 150). Many Aboriginal students find it difficult to learn and grasp concepts due to the predominately Eurocentric teaching methods that are employed within the

The United States is the origin of rock and roll music. It evolved as a popular music in the 1940’s and 1950’s from a combination of Afro-American genres such as jazz, blues, country music, gospel music. Rock and roll music has some elements that are evident in blues and country music of 1920’s. However, Rock music attained its status and name in 1950’s. Saxophone and Piano were the first instruments to be used in the performance of rock and roll music but were later supplemented by the guitar in the late 1950’s (Marvin and Hermann, p56). The music is comprised of blues rhythm and backbeats as well as background snare drum sounds. On several occasions, rock and roll is played using two electric guitars whereby one

The culture in the book, Battle of the Bands, is different from the culture in the United States for many different reasons. There are examples that the author uses that shows how the characters go to a different school and live in a different city. The setting takes place in the past. The city they live in is filled with violence and crime. The city I live in hardly has any crime or violence. “Vancouver’s downtown eastside is not for wusses. It has a scary rep. Drug dealers, prostitutes who disappear, violence.” (pg.63) The characters are also in high school, but they are in tenth grade and a few years older than I am. They’re in their own band, but I’m not (yet). “We keep going because, someday, everyone’s going to be listening to The