Choral 10,20,30 - Sample Unit Three

Used and adapted with the permission of Winston Wuttunee.

Text for Ninstosin

Cree	English
Ninstosin ninstosin Ka-nka-noht-kwyn' Ninstosin Wah hy ya hy ya hy ya h (Kihtwam:again) Niw-kwnkinisitohtawin Niw-kwnkiphtawin' Niw-kwn Wah hy ya ... Niw-kwnncimosis' Ka-wntaw mtawnnaw' Ta-mhcikan kisstki' Wah hy ya ... Ninstosin niw-kwan' Kika-wpamitinkihtwm' Kksi-skipakki' Wah hy ya ... Ninstosin ninstosin' Ka-noka-noht-kwyn' Ninstosin Wah hy ya ...	I am tired. I want to go home. I am tired I am going home. Do you understand? I am going home. Do you hear me? I am going home sweetheart. We will be playing together In the sunshine I am tired. I am going home. I will see you again. When the sun comes out. I am tired. I want to go home.

Pronunciation Guide

a: `u' in up, i: `i' in bit, o: `o' in book, the letter a

: `a' in father, the letter i

: `i' in machine
the letter o

: `o' in ore', the letter e

: `e' in berry, c: `ch' in church
k, m, n, p, s, t, w, and y as in English

Text and translation from Songs of the Northern Plains, Weigl Educational Publisher s, 1992. Used with permission of the Saskatchewan Music Educators Association.

Teaching-Learning Experiences for Section Three

Nin

stosin
Cree children's song by Winston Wuttunee
available in Songs of the Northern Plains
Weigl Educational Publishers
Objectives
(Refer to page 41.)
1. Develop an awareness of and appreciation for the Cree language and Cree music. (Interpretation/Appreciation/Decision Making)
2. Develop an understanding of a musical round. (Musical Literacy)
3. Learn about Cree culture. (PSVS)
4. Develop the musical independence necessary to successfully sing a round. (Musical Literacy)
Preparatory Exercises

1. Count and clap the following rhythm. When this has been mastered, sing the counting syllables on scale patterns.
Undisplayed Graphic

2. Sing the solfa syllables/numbers to the following. Also transpose down to E, Eb, and D.
Undisplayed Graphic

3. Sing the solfa syllables/numbers to the following. Also transpose down to E, Eb, and D.
Undisplayed Graphic

Creative/Productive

1. Introduce the material in this manner.

part 1 to a neutral syllable
parts 1 and 2 to a neutral syllable
all parts to a neutral syllable
all parts in Cree.

2. Rearrange the students in such a way that the four parts are not seated together. Rehearse until the students are able to hold their own part. Then have a different group of four singers (one on a part) sing each verse.
3. Compose a nine-measure canon in 6/8 time.
Cultural/Historical

1. Research the composer Winston Wuttunee or other contemporary Aboriginal composers such as Buffy Sainte-Marie, Susan Aglukark, or Willie Dunn.
Winston Wuttunee is a well-known Cree composer and entertainer who was born in Saskatchewan and presently resides in British Columbia. He composes songs for people of all ages. His performances appeal particularly to children. Wuttunee describes this song as the Cree Frères Jacques.
2. Research the history of the Cree people in Saskatchewan.
The Cree speak an Algonquian language and formerly inhabited the boreal forests south and west of the Hudson Bay and Lake Nipigon regions. Fur trading activities caused them to migrate west and by the mid-17th century Cree bands were scattered from near Lake Mistissani in northern Quebec to the foothills of the Rocky Mountains. The Plains Cree of the prairies were buffalo-hunters. Many of the Plains Cree intermarried with the French, creating the distinctive Métis culture. The Cree population in Canada is over 100,000.
Source: Amenn et al. 1995. Grolier's Multimedia Encyclopedia, Grolier Electronic Publishing, Inc.
3. Invite a group of Aboriginal singers to demonstrate and explore aspects of their traditional music. In preparation, have the students listen to appropriate recordings such as Let's Dance: Indian Social and Cultural Dances (available from the Learning Resource Distribution Centre and on loan through the regional offices of Saskatchewan Education) and prepare questions.
Critical/Responsive

1. Listen to a recording of your group singing this arrangement of Nin the letter e

stosin with a view to assessing the degree to which the four parts are equally balanced. Adjust the dynamics and/or the number of singers assigned to each part and re-record.
2. Listen to a recording of your choir's performance of this piece. Determine if the group was able to hold the tonality from beginning to end. Devise strategies which choirs should employ to improve intonation, particularly when performing a cappella repertoire.