Folk and Traditional Arts
Folk and Traditional Arts
Saint Paul Public Schools American Indian Education program will develop The Braided Journey After School Program to connect Native students to traditional culture by teaching regalia making and dance.
Ardell Brede: Mayor of Rochester, elected 2002; Peggy Burnet: Businesswoman, art collector, and community volunteer. Member of the Smithsonian National Board. Former chair of the board, Hirshhorn Museum and Sculpture Garden. Chair, Minnesota State Arts Board.; Uri Camarena: Business consultant, Metropolitan Economic Development Association. Board chair, Minneapolis College of Art and Design.; Michael Charron: Dean of the School of the Arts, Saint Mary’s University of Minnesota. Officer at -Large, Minnesota State Arts Board.; Rebecca Davis-Lee: Touring pianist, piano and music theory teacher. Vice Chair, Minnesota State Arts Board.; Sean Dowse, Mayor of Red Wing, elected 2016. Former executive director, Sheldon Theatre. Board member for Minnesota Citizens for the Arts. Secretary/Treasurer, Minnesota State Arts Board.; Thomas Moss: Consultant to nonprofits and government agencies.; Dobson West: Senior advisor, Spell Capital Partners Fund; Christina Widdess: Arts organization consultant; former managing director, Penumbra Theatre. Vice Chair, Minnesota State Arts Board.
Rebecca Dallinger: Special projects coordinator, White Earth Tribal and Community College Extension; Karen Goulet: Artist; program director of the Miikanan Gallery at Watermark Art Center, Bemidji; Peggy Korsmo-Kennon: COO, American Swedish Institute; David Todd Lawrence: Writer; English professor at St. Thomas; Sowah Mensah: Ethnomusicologist, composer, and master drummer; music professor at Macalester and U of M; Jeffrey Meyer: Music professor and fine arts department chair at Concordia College, Moorhead; leader of study abroad trips; Chuen-Fung Wong: Associate professor and chair of music, Macalester College
ACHF Cultural Heritage
The Braided Journey After-School Program will connect Native students to their traditional culture by teaching them regalia-making and dance. Participants will learn dance and regalia-making; showcase their regalia and dance skill at a powwow; produce video depicting their experience; and feel stronger connection to their Native heritage.
Twelve Native students increased their understanding and connection to culture by completing traditional regalia and showcasing them at powwows. Evaluation was assessed through completion of the dance regalia and demonstration of individual dance styles. Qualitative data was gathered through observation and participating staff and student feedback. 2: Students enriched their cultural identity, they not only preserved and shared their American Indian culture but have reclaimed it as their own. Qualitative data gathered through observation and student experience through participation in regalia making and dancing at powwows.
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