Coyote has been resting after his party at the library last month. Barb McCrie has invited us to return to St. Pat's with Coyote and friends next Thursday afternoon to entertain, educate and inspire 122 children in their library in two seatings.
Go! Coyote! Go!
Thursday, March 5, 2009
Coyote plays at the Library February 21, 2009
Coyote Shadow Puppet Plays and Stories Feb. 21, 2009 2-3p.m.
At 1:45 the library was ready to host a Coyote shadow puppet show with storytelling, a game and crafts. The puppet stage, projector, scripts and characters were lined up and ready for performance. Three craft tables had been set up by Courtney, Jacie, Ariel and Margaret with in-house made stamps to match the characters in the plays and stories. Pre-cut craft paper, pre-cut beading string in many colors, baskets of feathers, colored wooden beads, glue, scissors and hole punches were evenly distributed over the tables. All the necessities to create individual wall hangings were in place. A round table close by displayed copies of Earl color your own story books in three parts that were available to color immediately and/or to take home. The books were produced in-house, all stories written by Margaret, book 1 illustrated by Hilary and books 2&3 illustrated by Carol. A photo booth with Charley the mascot was ready for photos to be taken home.
As 2:00 approached families arrived, signed in and were greeted by Carol Low from the Swift Current Friendship Center and Margaret. A total of 25 children and 20 adults enjoyed 3 puppet shows, a game and a story followed by a very active craft session and social time.
Margaret introduced the program and characters to the audience. Then Margaret and Manisha presented the first play, Coyote and Mouse, a short delightful tale in which Mouse gets the upper hand on Coyote and tricks him. Encouraged to join in with Mouse the audience enthusiastically called out Yellow Behind the Ears to Coyote’s great agitation. A game followed which promoted a character from a junior fiction library book called Black Nell. Margaret asked the children to find Nell hiding among the bookshelves in the children’s area and to return to the carpet as soon as they each find one. 28 laminations of the Nell image with the book title and author printed on the reverse side had been hidden in the 15 minutes prior to starting the program. Those who found more than one were quite willing to share with friends who had not found any. This activity provided 5 minutes open time to set up scripts and acetates for the next play, And Me, Coyote.
Margaret and Manisha presented And Me, Coyote after a short introduction by Margaret to the Aboriginal culture’s Creator whose name is World Maker. This creation legend was well received by a very attentive audience of adults and children. They enjoyed the talking animals as well as Manisha’s singing in her role as World Maker.
A short East Indian Mouse Tale was introduced by Margaret and told by Manisha. The circle of children were invited to share their own story and some adult members of the audience did. One father shared his love of the popular Harry Potter stories and in particular the character Bilbo.
In the final play, And Me, Coyote part 2, presented by Margaret and Manisha the audience finds out what Coyote does after his big sleep in the sun. After his animal friends create a lop-sided poorly made human figure, Coyote assists World Maker in creating human beings. (The plays were written from old legends by Margaret and illustrated by Hilary and Kyle.)
The audience was then introduced to Carol Low from the Friendship Center who had graciously baked two cake tins of bannock to share. The children were also quite interested in seeing ‘behind the screen’ and enjoyed moving the acetate images around on the projector to see the effects.
The craft activity which followed was a bee-hive of activity for the remainder of the program as Courtney, Jacie and Ariel assisted in the tying of strings and beading. Many children also worked with the Earl color your own story books. Adults clustered around the round table for an informal social time as jerky and blueberries were passed around.
The photo booth generated mixed reactions as some children were hesitant to pose with Charley, Carol’s coyote. Kyle and Hilary managed to capture a lot of pics of willing participants. Using the display window as a booth provided a unique thrilling moment.
Parfleche envelopes, originally made of rawhide and used to carry jerky on the buffalo hunt, were given to children as they were leaving. They were made by Margaret and colored and beaded by Jennifer in the weeks leading up to the program.
The participants were fully engaged for 1 ½ hours as the crafting and social time extended well beyond the 3:00 time frame. The co-operation between all library staff members made this a successful program. Much appreciation is extended to all involved either directly or indirectly.
Weaver’s Report
Margaret Lottridge
At 1:45 the library was ready to host a Coyote shadow puppet show with storytelling, a game and crafts. The puppet stage, projector, scripts and characters were lined up and ready for performance. Three craft tables had been set up by Courtney, Jacie, Ariel and Margaret with in-house made stamps to match the characters in the plays and stories. Pre-cut craft paper, pre-cut beading string in many colors, baskets of feathers, colored wooden beads, glue, scissors and hole punches were evenly distributed over the tables. All the necessities to create individual wall hangings were in place. A round table close by displayed copies of Earl color your own story books in three parts that were available to color immediately and/or to take home. The books were produced in-house, all stories written by Margaret, book 1 illustrated by Hilary and books 2&3 illustrated by Carol. A photo booth with Charley the mascot was ready for photos to be taken home.
As 2:00 approached families arrived, signed in and were greeted by Carol Low from the Swift Current Friendship Center and Margaret. A total of 25 children and 20 adults enjoyed 3 puppet shows, a game and a story followed by a very active craft session and social time.
Margaret introduced the program and characters to the audience. Then Margaret and Manisha presented the first play, Coyote and Mouse, a short delightful tale in which Mouse gets the upper hand on Coyote and tricks him. Encouraged to join in with Mouse the audience enthusiastically called out Yellow Behind the Ears to Coyote’s great agitation. A game followed which promoted a character from a junior fiction library book called Black Nell. Margaret asked the children to find Nell hiding among the bookshelves in the children’s area and to return to the carpet as soon as they each find one. 28 laminations of the Nell image with the book title and author printed on the reverse side had been hidden in the 15 minutes prior to starting the program. Those who found more than one were quite willing to share with friends who had not found any. This activity provided 5 minutes open time to set up scripts and acetates for the next play, And Me, Coyote.
Margaret and Manisha presented And Me, Coyote after a short introduction by Margaret to the Aboriginal culture’s Creator whose name is World Maker. This creation legend was well received by a very attentive audience of adults and children. They enjoyed the talking animals as well as Manisha’s singing in her role as World Maker.
A short East Indian Mouse Tale was introduced by Margaret and told by Manisha. The circle of children were invited to share their own story and some adult members of the audience did. One father shared his love of the popular Harry Potter stories and in particular the character Bilbo.
In the final play, And Me, Coyote part 2, presented by Margaret and Manisha the audience finds out what Coyote does after his big sleep in the sun. After his animal friends create a lop-sided poorly made human figure, Coyote assists World Maker in creating human beings. (The plays were written from old legends by Margaret and illustrated by Hilary and Kyle.)
The audience was then introduced to Carol Low from the Friendship Center who had graciously baked two cake tins of bannock to share. The children were also quite interested in seeing ‘behind the screen’ and enjoyed moving the acetate images around on the projector to see the effects.
The craft activity which followed was a bee-hive of activity for the remainder of the program as Courtney, Jacie and Ariel assisted in the tying of strings and beading. Many children also worked with the Earl color your own story books. Adults clustered around the round table for an informal social time as jerky and blueberries were passed around.
The photo booth generated mixed reactions as some children were hesitant to pose with Charley, Carol’s coyote. Kyle and Hilary managed to capture a lot of pics of willing participants. Using the display window as a booth provided a unique thrilling moment.
Parfleche envelopes, originally made of rawhide and used to carry jerky on the buffalo hunt, were given to children as they were leaving. They were made by Margaret and colored and beaded by Jennifer in the weeks leading up to the program.
The participants were fully engaged for 1 ½ hours as the crafting and social time extended well beyond the 3:00 time frame. The co-operation between all library staff members made this a successful program. Much appreciation is extended to all involved either directly or indirectly.
Weaver’s Report
Margaret Lottridge
Thursday, February 5, 2009
Coyote Goes to School
School Visit by Chinook Library Staff for Coyote Shadow Puppet Plays and Stories
Carrying the shadow puppet theatre through the halls at St. Patrick's Elementary School, I could hear recess ending as children streamed into the halls . Up a set of stairs and at the end of a hall way I located the library and Manisha and Mrs. Barb McCrie. Our set up included some adjustments as we tried a second projector and stacked books under the thetre for better visuals. Forty-seven children and six adults attended our inaugural Coyote Shadow Puppet Show and Storytelling for schools and libraries on Feb. 3. During the set up the students were intrigued by the acetate visuals created by library staff to complement the stories. Some of them described the artwork as "Cool!"
Manisha Khetarpul began with an introduction that introduced grade two class of 47 students to an aboriginal culture hero named Coyote. As Manisha introduced the program she engaged her audience fully with a question and answer dialogue about shadow puppets, Coyote and the library. The children said they had heard one story previously about Coyote as myth and legend. The story of Coyote goes back to days when animals, plants and rocks talked with humans; when stories were told and language was not written down. Coyote is wise, foolish, creative, helpful and trickster. The stories told demonstrate some aspects of his personality.
In Coyote and Mouse (Yellow Behind the Ears) a shadow play by Manisha and Margaret (script retold by Margaret, illustrations by Hilary) Little Mouse plays a trick on Coyote and the tables are turned on the ‘master trickster’. The children were encouraged to join in with mouse in calling Coyote Yellow Behind the Ears and took great delight in doing so.
As Manisha introduced the next play Margaret set up the acetates in order of appearance in the script. In the setup I confused my order of plays so there was a little scramble to make things right for the next play.
In Coyote and Rock a shadow play by Manisha and Margaret (script retold by Margaret, illustrations by Hilary and Kyle) Coyote and Rock have a disagreement and Rock becomes very angry at Coyote. Rock chases Coyote through water, past trees and buffalo. The spinning rock on the overhead projector added the element of motion to the chase scene. Who is going to stop Rock and help Coyote? As rock explodes I could hear many children breathe in quickly saying, "Oooo! That would hurt!" The visuals were very effective.
This play was followed by a story read by Manisha as I (Margaret) placed laminated scenes from the story on a magnetic board for the students to follow along.
How the First Rainbow was Made was read by Manisha, laminations by Margaret (story from Ruth Robbins reference book). On Mt. Shasta the animals go for help to Coyote because he is wise and will know how to stop the rain. Coyote creates a plan that involves all their co-operation. Manisha's reading was animated, well phrased, well paced and engaged the students in the action of the story when the entire audience was huffing and puffing to blow the spider brothers up to the clouds. Moving along to the final play I set up the acetates and Manisha introduced the title and theme.
In Coyote Brings Fire a shadow play by Manisha and Margaret (script retold by Margaret, illustrations by Hilary) the story opens in winter and human beings are suffering from the cold. The animals go to Coyote for a plan to bring fire to humans. The plan works with some minor cost to the animals. The words 'eating frog's tail soup' created many grimaces and then the lunch dismissal bell rang. The students wanted to hear the outcome and were quite willing to stay another two minutes in order to hear the ending.
After a round of applause and bows from the performers Mrs. Barb McCrie presented Manisha with a thank you card from each class and a gift bag for Margaret containing a tea mug and a writing pen from St. Pat's Elementary Scool. Both items will be put to good use. Manisha presented the Aboriginal Storytelling Week posters to the staff and students inviting them and their families to attend the events. Margaret presented a Coyote craft item to Mrs. McCrie and the students who felt the feather to test it's "realness'. She also presented Earl Meets Coyote on the Farm color your own story book written by Margaret and illustrated by Hilary. Coyote helps Earl to appreciate his Grandpa Will and Grandma Bea when Earl meets Coyote in the winter hills behind their farm. They were welcomed to make copies if they felt inclined to do so. Sequels 2 and 3 will be available at the Feb. 21 storytelling event at the library.
Packing up quickly we were on our way back to Swift current Library by 12:15 and happy with ourselves about our first school puppet show as a team. We learned that it may be wiser to take our own projector next time as we know how the images will appear with ours. When I get flustered by small details I will stay focused on the next step in the process of presenting. It was great to feel the audience appreciation and we had a good time.
Weaver's Report
Margaret Lottridge
Carrying the shadow puppet theatre through the halls at St. Patrick's Elementary School, I could hear recess ending as children streamed into the halls . Up a set of stairs and at the end of a hall way I located the library and Manisha and Mrs. Barb McCrie. Our set up included some adjustments as we tried a second projector and stacked books under the thetre for better visuals. Forty-seven children and six adults attended our inaugural Coyote Shadow Puppet Show and Storytelling for schools and libraries on Feb. 3. During the set up the students were intrigued by the acetate visuals created by library staff to complement the stories. Some of them described the artwork as "Cool!"
Manisha Khetarpul began with an introduction that introduced grade two class of 47 students to an aboriginal culture hero named Coyote. As Manisha introduced the program she engaged her audience fully with a question and answer dialogue about shadow puppets, Coyote and the library. The children said they had heard one story previously about Coyote as myth and legend. The story of Coyote goes back to days when animals, plants and rocks talked with humans; when stories were told and language was not written down. Coyote is wise, foolish, creative, helpful and trickster. The stories told demonstrate some aspects of his personality.
In Coyote and Mouse (Yellow Behind the Ears) a shadow play by Manisha and Margaret (script retold by Margaret, illustrations by Hilary) Little Mouse plays a trick on Coyote and the tables are turned on the ‘master trickster’. The children were encouraged to join in with mouse in calling Coyote Yellow Behind the Ears and took great delight in doing so.
As Manisha introduced the next play Margaret set up the acetates in order of appearance in the script. In the setup I confused my order of plays so there was a little scramble to make things right for the next play.
In Coyote and Rock a shadow play by Manisha and Margaret (script retold by Margaret, illustrations by Hilary and Kyle) Coyote and Rock have a disagreement and Rock becomes very angry at Coyote. Rock chases Coyote through water, past trees and buffalo. The spinning rock on the overhead projector added the element of motion to the chase scene. Who is going to stop Rock and help Coyote? As rock explodes I could hear many children breathe in quickly saying, "Oooo! That would hurt!" The visuals were very effective.
This play was followed by a story read by Manisha as I (Margaret) placed laminated scenes from the story on a magnetic board for the students to follow along.
How the First Rainbow was Made was read by Manisha, laminations by Margaret (story from Ruth Robbins reference book). On Mt. Shasta the animals go for help to Coyote because he is wise and will know how to stop the rain. Coyote creates a plan that involves all their co-operation. Manisha's reading was animated, well phrased, well paced and engaged the students in the action of the story when the entire audience was huffing and puffing to blow the spider brothers up to the clouds. Moving along to the final play I set up the acetates and Manisha introduced the title and theme.
In Coyote Brings Fire a shadow play by Manisha and Margaret (script retold by Margaret, illustrations by Hilary) the story opens in winter and human beings are suffering from the cold. The animals go to Coyote for a plan to bring fire to humans. The plan works with some minor cost to the animals. The words 'eating frog's tail soup' created many grimaces and then the lunch dismissal bell rang. The students wanted to hear the outcome and were quite willing to stay another two minutes in order to hear the ending.
After a round of applause and bows from the performers Mrs. Barb McCrie presented Manisha with a thank you card from each class and a gift bag for Margaret containing a tea mug and a writing pen from St. Pat's Elementary Scool. Both items will be put to good use. Manisha presented the Aboriginal Storytelling Week posters to the staff and students inviting them and their families to attend the events. Margaret presented a Coyote craft item to Mrs. McCrie and the students who felt the feather to test it's "realness'. She also presented Earl Meets Coyote on the Farm color your own story book written by Margaret and illustrated by Hilary. Coyote helps Earl to appreciate his Grandpa Will and Grandma Bea when Earl meets Coyote in the winter hills behind their farm. They were welcomed to make copies if they felt inclined to do so. Sequels 2 and 3 will be available at the Feb. 21 storytelling event at the library.
Packing up quickly we were on our way back to Swift current Library by 12:15 and happy with ourselves about our first school puppet show as a team. We learned that it may be wiser to take our own projector next time as we know how the images will appear with ours. When I get flustered by small details I will stay focused on the next step in the process of presenting. It was great to feel the audience appreciation and we had a good time.
Weaver's Report
Margaret Lottridge
Sunday, February 1, 2009
Outline of School Visit by Chinook Library Staff for Coyote Shadow Puppet Plays and Stories
1. Introduction by Manisha Khetarpul, head librarian.
2. Coyote and Mouse (Yellow Behind the Ears) – shadow play by Manisha and Margaret.
-script retold by Margaret, illustrations by Hilary.
Little Mouse plays a trick on Coyote and the tables are turned on the ‘master trickster’.
3. Coyote and Rock – shadow play by Manisha and Margaret.
– script retold by Margaret, illustrations by Hilary
Rock chases Coyote through water, past trees and buffalo. Who is going to stop Rock and help Coyote?
4. How the First Rainbow was Made – story with magnetic board by Manisha.
- story from Ruth Robbins reference book.
On Mt. Shasta the animals go for help to Coyote because he is wise and will know how to stop the rain. Coyote creates a plan that involves all their co-operation.
5. Coyote Brings Fire - shadow play by Manisha and Margaret.
–script retold by Margaret, illustrations by Hilary.
It is winter and human beings are suffering from the cold. The animals go to Coyote for a plan to bring fire to humans. The plan works with some minor cost to the animals.
6. Earl Meets Coyote on the Farm – color your own story by Margaret.
– story by Margaret, illustrations by Hilary.
Coyote helps Earl to appreciate his Grandpa Will and Grandma Bea when Earl meets Coyote in the winter hills behind their farm.
7. Library handouts for students and staff.
1. Introduction by Manisha Khetarpul, head librarian.
2. Coyote and Mouse (Yellow Behind the Ears) – shadow play by Manisha and Margaret.
-script retold by Margaret, illustrations by Hilary.
Little Mouse plays a trick on Coyote and the tables are turned on the ‘master trickster’.
3. Coyote and Rock – shadow play by Manisha and Margaret.
– script retold by Margaret, illustrations by Hilary
Rock chases Coyote through water, past trees and buffalo. Who is going to stop Rock and help Coyote?
4. How the First Rainbow was Made – story with magnetic board by Manisha.
- story from Ruth Robbins reference book.
On Mt. Shasta the animals go for help to Coyote because he is wise and will know how to stop the rain. Coyote creates a plan that involves all their co-operation.
5. Coyote Brings Fire - shadow play by Manisha and Margaret.
–script retold by Margaret, illustrations by Hilary.
It is winter and human beings are suffering from the cold. The animals go to Coyote for a plan to bring fire to humans. The plan works with some minor cost to the animals.
6. Earl Meets Coyote on the Farm – color your own story by Margaret.
– story by Margaret, illustrations by Hilary.
Coyote helps Earl to appreciate his Grandpa Will and Grandma Bea when Earl meets Coyote in the winter hills behind their farm.
7. Library handouts for students and staff.
Saturday, January 17, 2009
More Reference Books at the Library
More Reference Books Available at the Library
Campbell, Nicola I. Shi-shi-etko. Groundwood, 2005.
This is a child’s story of leaving home to go away to school and the cherished memories she packs in her suitcase for the journey.
Cuthand, Doug. Askiwina A Cree World. Coteau Books, 2007.
An adult book written by Saskatoon journalist and writer filling in omitted history pockets by profiling First Nations people who have contributed to the growth and development of Canada ‘over the years’. Askiwina is a Cree word that alludes to the passage of time.
Friesen, John W. And Friesen, Virginia Lyons. Western Canadian Native Destiny. Detselig Enterprises Ltd. 2008.
An essential book to read for anyone wishing to understand the complex challenges faced by First Nations peoples in this century. It highlights key points with diverse references that help us come to a better awareness of the need for a resolution to a very old matter.
Glenbow Museum. Honouring Tradition: Reframing Native Art. Glenbow Museum, Calgary Alberta, 2008.
The collaboration of Aboriginal elders, leaders, artists with non-native museum staff has created a book that illustrates as well as tells us in many ways what the art exhibit at Glenbow is all about. The pieces range from the 1890’s to 2006 and are enhanced by the two levels of description. The work honours tradition as the title suggests.
Goble, Paul. Mystic Horse. Harper Collins, 2003.
Another wonderful Plains Indian story that celebrates the connection between man and nature. A great book for anyone who loves horses and the mysterious.
Goble, Paul. Paul Goble Gallery Three Native American Stories. Simon and Schuster, 1999.
Three stories are bound together by the common theme of the seeker who leaves home to return later with something of value for their community and in the process are transformed by their experiences in the natural world.
Goble, Paul. Adopted by the Eagles. Bradbury Press, Macmillan Publishing Co., 1994.
This is a story of two friends, kola friendship in Lakota circles, and the difficulties one man faces after his friend abandons him. It is also a story of the birds who comes to his assistance and save his life.
Goble, Paul. Iktomi and the Ducks. Orchard Books, New York. 1990.
Like other Iktomi storybooks this one uses three print type styles to let the reader find more humour in the actions of the characters and their hidden thoughts! It is another great trickster story involving two tricksters together as Coyote appears in the final pages to outsmart Iktomi.
Kalman, Bobbie. Native North American Foods and Recipes. Crabtree Publishing Company, 2006.
No cultural journey is complete without a look and taste of the foods of the people. A junior level book it is full of pictures, background info and recipes without being overwhelming – a great overview of a very broad topic.
Campbell, Nicola I. Shi-shi-etko. Groundwood, 2005.
This is a child’s story of leaving home to go away to school and the cherished memories she packs in her suitcase for the journey.
Cuthand, Doug. Askiwina A Cree World. Coteau Books, 2007.
An adult book written by Saskatoon journalist and writer filling in omitted history pockets by profiling First Nations people who have contributed to the growth and development of Canada ‘over the years’. Askiwina is a Cree word that alludes to the passage of time.
Friesen, John W. And Friesen, Virginia Lyons. Western Canadian Native Destiny. Detselig Enterprises Ltd. 2008.
An essential book to read for anyone wishing to understand the complex challenges faced by First Nations peoples in this century. It highlights key points with diverse references that help us come to a better awareness of the need for a resolution to a very old matter.
Glenbow Museum. Honouring Tradition: Reframing Native Art. Glenbow Museum, Calgary Alberta, 2008.
The collaboration of Aboriginal elders, leaders, artists with non-native museum staff has created a book that illustrates as well as tells us in many ways what the art exhibit at Glenbow is all about. The pieces range from the 1890’s to 2006 and are enhanced by the two levels of description. The work honours tradition as the title suggests.
Goble, Paul. Mystic Horse. Harper Collins, 2003.
Another wonderful Plains Indian story that celebrates the connection between man and nature. A great book for anyone who loves horses and the mysterious.
Goble, Paul. Paul Goble Gallery Three Native American Stories. Simon and Schuster, 1999.
Three stories are bound together by the common theme of the seeker who leaves home to return later with something of value for their community and in the process are transformed by their experiences in the natural world.
Goble, Paul. Adopted by the Eagles. Bradbury Press, Macmillan Publishing Co., 1994.
This is a story of two friends, kola friendship in Lakota circles, and the difficulties one man faces after his friend abandons him. It is also a story of the birds who comes to his assistance and save his life.
Goble, Paul. Iktomi and the Ducks. Orchard Books, New York. 1990.
Like other Iktomi storybooks this one uses three print type styles to let the reader find more humour in the actions of the characters and their hidden thoughts! It is another great trickster story involving two tricksters together as Coyote appears in the final pages to outsmart Iktomi.
Kalman, Bobbie. Native North American Foods and Recipes. Crabtree Publishing Company, 2006.
No cultural journey is complete without a look and taste of the foods of the people. A junior level book it is full of pictures, background info and recipes without being overwhelming – a great overview of a very broad topic.
A Video Series To Watch
The CBC has produced a series on Canada - A People's History. The first two contain some excellent re-enactments by First Nations actors of the earliest inhabitants of this continent.
There are also some great 'story-telling' scenes as they share their nations' creation stories.
They are available at your local library in the video area coded:
971 Can v.1
971 Can v.2
There are also some great 'story-telling' scenes as they share their nations' creation stories.
They are available at your local library in the video area coded:
971 Can v.1
971 Can v.2
Tuesday, January 13, 2009
links to sites
The following links provide sites with more information:
the endangered stones of Moose Mountain Medicine Wheel
http://www.virtualsk.com/current_issue/endangered_stones.html
the rock carvings (petroglyphs) at St. Victor, Sask.
http://www.virtualsk.com/current_issue/st_victor_petroglyphs.html
on the importance of number four
http://www.marquette.edu/library/neh/general/index.htm
an abundance of coyote stories
www.indigenouspeople.net/coyote.htm
the endangered stones of Moose Mountain Medicine Wheel
http://www.virtualsk.com/current_issue/endangered_stones.html
the rock carvings (petroglyphs) at St. Victor, Sask.
http://www.virtualsk.com/current_issue/st_victor_petroglyphs.html
on the importance of number four
http://www.marquette.edu/library/neh/general/index.htm
an abundance of coyote stories
www.indigenouspeople.net/coyote.htm
Sunday, January 11, 2009
The number 4
Why is 4 a special number in First Nations Culture?
Each of the four directions – North, South, East, West – brings gifts to people. We must recognize and honour their gifts.
In pipe ceremonies prayers are said to each of the four directions.
In the sweat lodge prayers are said to each of the four directions and the rocks are then sprinkled with water.
Fasting before ceremonies lasts four days.
A Sundance ceremony lasts four days and the host must have the Sundance four times.
There are four faces of the human being – child, adolescent, adult, elder.
There are four kinds of things that breathe – those that crawl, those that fly, those that are two-legged, those that are four-legged.
There are four things above the earth – sun, moon, stars, planets.
There are four parts to green things – roots, stems, leaves, fruit.
There are four steps to learning – listening, observing, participating, teaching.
Each of the four directions – North, South, East, West – brings gifts to people. We must recognize and honour their gifts.
In pipe ceremonies prayers are said to each of the four directions.
In the sweat lodge prayers are said to each of the four directions and the rocks are then sprinkled with water.
Fasting before ceremonies lasts four days.
A Sundance ceremony lasts four days and the host must have the Sundance four times.
There are four faces of the human being – child, adolescent, adult, elder.
There are four kinds of things that breathe – those that crawl, those that fly, those that are two-legged, those that are four-legged.
There are four things above the earth – sun, moon, stars, planets.
There are four parts to green things – roots, stems, leaves, fruit.
There are four steps to learning – listening, observing, participating, teaching.
Four Steps of Learning
Four Steps of Learning – First Nations Cultures
Listening
When listening to Indian Legends there are four categories of legends; each with their own purpose.
1. Entertainment legends are often about the trickster character who has different names in different tribes. In First Nations Blackfoot it is ‘Napi’, Cree it is ‘Wisakedjak’, Ojibway it is ‘Nanabush’, Sioux it is ‘Iktomi’ and in other tribes it is ‘Coyote’, ‘Tarantula’ or ‘Raven’.
Trickster plays tricks on others and sometimes they play tricks on him.
The stories amuse, entertain and educate on aspects of Aboriginal Culture, buffalo hunts, natural world, rituals and the relationship between people and animals.
e.g. Coyote and Mouse, Iktomi and the Buzzard, Coyote Goes Walking
2. Instructional or Teaching legends are stories that explain things about the universe; often using animal motifs. They are a response to a child’s question or enquiry about the passing of seasons or why animals behave the way they do.
e.g. The Loon’s Necklace, Crow Fox and other animal legends, How the First Rainbow Was Made
3. Moral legends are used to suggest a change in attitude or action and teach ideal behaviours. The listener is supposed to make the connection between the animal’s behaviour in the story and their own behaviour. The onus is on the listener to apply story to themselves if appropriate.
e.g. Niwechihaw I Help, The Lost Children, Shi-Shi-Etko, The Legend of The Bluebonnet
4. Sacred or Spiritual legends are told only by elders or tribal approved individuals. It is considered a form of worship and their transmission from generation to generation was carefully safeguarded. After listening, selected individuals would master the story and then pass it on with the liberty of changing it to suit their tastes. The characters and setting might change but the theme would remain the same.
e.g. The Return of the Buffaloes, Dream Wolf, The Mystic Horse
All levels of stories listed above are part of the listening category of learning.
Observing
When an elder finds a youthful listener ready to observe certain cultural customs or rituals they are invited to observe the events. The events of every-day-living also provided many opportunities for a young child to observe and learn from elders about their culture. While giving thanks for the first ripe berry picked, healing plants found in the forest and game for the hunter nothing is taken for granted. All is blessed as a gift from the Creator.
Participation
While ‘learning by doing’ each person learns his or her own journey in life. A mentoring process occurred in which a younger person would work with an elder, engaging all five senses in the process, and the elder’s presence added a sixth level – spiritual awareness. The sweat lodge ceremony often indicated the student’s readiness to learn. Uneasiness or illness was a sign the student did not yet have the right attitude.
Teach
What you have learned must be of benefit to the community. In giving back to the community the circle of life is fulfilled. Sharing the gifts of knowledge, elders continue to be responsible to the needs of the community and are a valued asset. Mentoring is a key to the learning process in this style of learning.
Listening
When listening to Indian Legends there are four categories of legends; each with their own purpose.
1. Entertainment legends are often about the trickster character who has different names in different tribes. In First Nations Blackfoot it is ‘Napi’, Cree it is ‘Wisakedjak’, Ojibway it is ‘Nanabush’, Sioux it is ‘Iktomi’ and in other tribes it is ‘Coyote’, ‘Tarantula’ or ‘Raven’.
Trickster plays tricks on others and sometimes they play tricks on him.
The stories amuse, entertain and educate on aspects of Aboriginal Culture, buffalo hunts, natural world, rituals and the relationship between people and animals.
e.g. Coyote and Mouse, Iktomi and the Buzzard, Coyote Goes Walking
2. Instructional or Teaching legends are stories that explain things about the universe; often using animal motifs. They are a response to a child’s question or enquiry about the passing of seasons or why animals behave the way they do.
e.g. The Loon’s Necklace, Crow Fox and other animal legends, How the First Rainbow Was Made
3. Moral legends are used to suggest a change in attitude or action and teach ideal behaviours. The listener is supposed to make the connection between the animal’s behaviour in the story and their own behaviour. The onus is on the listener to apply story to themselves if appropriate.
e.g. Niwechihaw I Help, The Lost Children, Shi-Shi-Etko, The Legend of The Bluebonnet
4. Sacred or Spiritual legends are told only by elders or tribal approved individuals. It is considered a form of worship and their transmission from generation to generation was carefully safeguarded. After listening, selected individuals would master the story and then pass it on with the liberty of changing it to suit their tastes. The characters and setting might change but the theme would remain the same.
e.g. The Return of the Buffaloes, Dream Wolf, The Mystic Horse
All levels of stories listed above are part of the listening category of learning.
Observing
When an elder finds a youthful listener ready to observe certain cultural customs or rituals they are invited to observe the events. The events of every-day-living also provided many opportunities for a young child to observe and learn from elders about their culture. While giving thanks for the first ripe berry picked, healing plants found in the forest and game for the hunter nothing is taken for granted. All is blessed as a gift from the Creator.
Participation
While ‘learning by doing’ each person learns his or her own journey in life. A mentoring process occurred in which a younger person would work with an elder, engaging all five senses in the process, and the elder’s presence added a sixth level – spiritual awareness. The sweat lodge ceremony often indicated the student’s readiness to learn. Uneasiness or illness was a sign the student did not yet have the right attitude.
Teach
What you have learned must be of benefit to the community. In giving back to the community the circle of life is fulfilled. Sharing the gifts of knowledge, elders continue to be responsible to the needs of the community and are a valued asset. Mentoring is a key to the learning process in this style of learning.
Wednesday, January 7, 2009
Four Directions
The Four Directions - Four Brothers
Plains and Woodlands First Nations Legends
North - 'Kewatin' - color white - cold fierce northern wind - Kewatin wanted to rule the world.
He turns south every year to ravage the land. He also brings herds of caribou to feed
when he freezes the land. As he weakens from creating cold and storms Sawin is
able to chase him farther north.
- North is associated with Caucasian people, winter and physicality.
South - 'Sawin' - color yellow - healing wind - Sawin opposes Kewatin. Their fight to push each
other in one direction or the other affects the land. Sawin takes ducks, geese and
waterfowl south to protect them from Kewatin's fierce cold. Bear, gophers and
groundhogs hibernate.
- South is associated with Asian people, the sun and intellect.
East - 'Wapun' - color red - keeper of the sun - Wapun means 'dawn of a new day' in Cree.
Wapun releases the sun every morning for its journey across the sky. He regulates the
length of our days.
- East is associated with Indian people, spirituality and eagle's vision as shared by
Cree elder Simon Kytwayhat.
West - 'Nepawanuk' - color black - constant wind that dries the land - Nepawanuk means
'the place where the sun goes down' in Cree. His is a kindly direction. He is the keeper
of the spirits so this is the direction people turn to at death. Nepawanuk promised
he would look after the dead.
- West is associated with Black people, Thunderbird and emotion.
Plains and Woodlands First Nations Legends
North - 'Kewatin' - color white - cold fierce northern wind - Kewatin wanted to rule the world.
He turns south every year to ravage the land. He also brings herds of caribou to feed
when he freezes the land. As he weakens from creating cold and storms Sawin is
able to chase him farther north.
- North is associated with Caucasian people, winter and physicality.
South - 'Sawin' - color yellow - healing wind - Sawin opposes Kewatin. Their fight to push each
other in one direction or the other affects the land. Sawin takes ducks, geese and
waterfowl south to protect them from Kewatin's fierce cold. Bear, gophers and
groundhogs hibernate.
- South is associated with Asian people, the sun and intellect.
East - 'Wapun' - color red - keeper of the sun - Wapun means 'dawn of a new day' in Cree.
Wapun releases the sun every morning for its journey across the sky. He regulates the
length of our days.
- East is associated with Indian people, spirituality and eagle's vision as shared by
Cree elder Simon Kytwayhat.
West - 'Nepawanuk' - color black - constant wind that dries the land - Nepawanuk means
'the place where the sun goes down' in Cree. His is a kindly direction. He is the keeper
of the spirits so this is the direction people turn to at death. Nepawanuk promised
he would look after the dead.
- West is associated with Black people, Thunderbird and emotion.
Sunday, January 4, 2009
Coyote and Native Indian Stories Reference Materials
Coyote and Native Indian Stories Reference Materials
Coyote is a survivor in the real world and also as a mythic figure. His mythical presence has descended through pre-recorded oral storytelling traditions to the present time. His character evokes our admiration, fear, pity and laughter. He teaches us to listen, pay attention and respect all that surrounds us. In the four categories of Indian legends as outlined by John Friesen in Western Canadian Native Destiny: complex questions coyote stories fit under entertainment legends or instructional/teaching legends.
Baker, Betty. And Me, Coyote. Macmillan Publishing Co., Inc.,
1982.
In this delightful creation legend Coyote assists World Maker as he creates the earth. World Maker’s brother, Blind Man, adds his creations with surprising results. With beautiful illustrations, we learn about the young playful Coyote who like to help World Maker. (Coyote is a playful companion)
Baker, Betty. At the Center of the World. Macmillan Publishing
Co., Inc. 1973.
Creation stories of the Papago and Pima tribes of southern
Arizona and New Mexico are told in six chapters and 53 pages. The respect for the natural world and how it evolved is retained through ancient stories. In chapter 2 the concept of words shaping our realities is introduced as Coyote tells Earth Magician about his dream of the world being filled with water and it does. The magic in words is then used to save the world and Eetoi creates humans in this second creation of the world. Re-creation is a thread that is woven through many of the chapters … mistakes are let go, making room for new and better forms.
Campbell, Maria. Little Badger and Fire Spirit. Mclelland and Stewart Limited, 1977.
This is a story about unlikely heroes, facing your fears with equanimity and befriending your enemy. We learn how the warmth of true friendship lasts forever.
Cleaver, Elizabeth. The Loon’s Necklace. Oxford University Press, T. O., 1977.
With beautiful pictures by award-winning illustrator Elizabeth Cleaver, this retold legend carries the theme of respect for elders, paying attention to the natural world of forest and lakes and the main theme of the sacred give-away which carries the story to its conclusion. The story brings attention to the markings of color on the loon’s body.
de Paola, Tomie. The Legend of the Bluebonnet. Scholastic Inc., 1983.
This story set in Texas, is about a young Comanche child with great wisdom and heart. She gives her most valued possession, her doll, to the Great Spirit in order to save her people during a time of drought and famine. Her selfless action creates the lupine flower, bluebonnet of Texas. A story of love and transformation, it asks us what are we willing to give away for the benefit of our community.
Einarson, Earl. The Moccasins. Theytus Books, Penticton, B.C., 2004.
The simplicity of Julie Flett’s illustrations add a deeper dimension to this quiet story of loving foster care and respect for native culture. The simple narrative reveals layers of cultural meaning and family strength.
Friesen, John and Virginia. Western Canadian Native Destiny: complex questions on the cultural maze . Detselig Enterprises, Calgary, 2008.
Goble, Paul. Crow Chief. Orchard Books, New York, 1992.
This legend has descended in the oral tradition from a time when Buffalo roamed the plains and native warriors relied on the hunt to feed their people through the long winter months. We learn about the mysterious ‘Falling Star’ who visits the camp and helps them sort out their troubles with Crow Chief. Crow Chief is fond of buffaloes, does not like his fellow humans, and thwarts the buffalo hunt.
Goble, Paul. Iktomi and the Buzzard. Orchard Books, New York, 1994.
‘Iktomi’ means spider in Lakota and also refers to the mythological trickster who helped the creator when the world was created. Iktomi’s comically dreadful behavior in this story helps us to laugh at ourselves when we display our idle, directionless, easily distractable self. We mustn’t cry or give up when things go wrong.
Goble, Paul. The Lost Children. Aladdin Paperbacks, Simon and Schuster’s Publishing Division, New York, 1998.
The legend of the origin of the Plaidies is told in similar ways in most North American native circles. It carries a message of moral values and truth in a similar style to the teachings found in parables and Scriptures. We find out what happens to six orphaned boys who are not cared for by their community and the choices these children make.
Goble, Paul. The Return of the Buffaloes. National Geographic Society 1996.
This myth renews our belief in miracles and the wonders of the natural world. On the plains in the Black hills area, buffalo was a staple food in winter; it was dried and carried in envelopes called ‘parfleches.’ In the miracle of sustenance returning after famine, we can experience the magic of the story anywhere there are hills to climb, and dark caves to enter, whether they are metaphorical or real.
Goble, Paul. Dream Wolf. Bradbury Press, 1990.
Two children wander away into the hills at berry-picking time. Lost, they shelter overnight in a cave. The older child dreams a wolf curls around them giving warmth and protection. In the morning a real wolf leads them back to camp and returns to the hills. The people celebrate their return and honor the wolf with gifts and songs for his kindness. We are all one.
McLellan, Joe and Matrine. Nanabosho Grants a Wish. Pemmican Publications, Toronto, 2000.
The ninth book in a series on Nanabush by Joe McLellan, this tells the story of wishes and being careful what you wish for. This story is from the Ojibway cultural tradition.
Nicholson, Caitlin Dale. Niwechihaw I Help. Groundwood Books.
House of Anansi Press Toronto Canada 2008.
This modern Cree story illustrates the close relationship of a young child and his grandmother. Simple language, told in Cree and English, and beautiful illustrations convey the stillness and presence of the relationship as the two go out gathering rosehips together.
Pohrt, Tom. Coyote Goes Walking. Harper Collins Canada Ltd. 1995.
Four short stories illustrate Coyote’s natural curiosity and teach reverence for all life. We learn that each animal/being has their own unique way of doing when Coyote tries to hunt like Woodpecker does with hilarious results. (Coyote is creative and mischievous)
Robbins, Ruth. How the First Rainbow Was Made. Parnassus Press 1980.
One winter on Mt. Shasta rain and overcast skies made the Indians weary. They seek Coyote’s advice because he has been on earth longer than they and he is wise. His plan involves the native peoples and animals working together. The rainbow is the sign from Old Man Above that they have achieved success. (Coyote is a wise friend)
Sidney, Angela, Smith, Kitty, Dawson, Rachel. My Stories Are My Wealth. Willow Printers Whitehorse Yukon Territory 1977.
Sidney, Angela. Tagish Tlaagu Tagish Stories. Council for Yukon Indians and the Government of Yukon. Whitehorse Yukon 1982.
Thornhill, Jan. Crow and Fox and Other Animal Legends. Greey
De Pencier Books (Owl) Toronto, Ontario 1993.
This is a collection of folktales from around the world based on relationship between two animals. One animal character from each story takes us into the next story and so on. Delightful and instructive at the same time.
Coyote is a survivor in the real world and also as a mythic figure. His mythical presence has descended through pre-recorded oral storytelling traditions to the present time. His character evokes our admiration, fear, pity and laughter. He teaches us to listen, pay attention and respect all that surrounds us. In the four categories of Indian legends as outlined by John Friesen in Western Canadian Native Destiny: complex questions coyote stories fit under entertainment legends or instructional/teaching legends.
Baker, Betty. And Me, Coyote. Macmillan Publishing Co., Inc.,
1982.
In this delightful creation legend Coyote assists World Maker as he creates the earth. World Maker’s brother, Blind Man, adds his creations with surprising results. With beautiful illustrations, we learn about the young playful Coyote who like to help World Maker. (Coyote is a playful companion)
Baker, Betty. At the Center of the World. Macmillan Publishing
Co., Inc. 1973.
Creation stories of the Papago and Pima tribes of southern
Arizona and New Mexico are told in six chapters and 53 pages. The respect for the natural world and how it evolved is retained through ancient stories. In chapter 2 the concept of words shaping our realities is introduced as Coyote tells Earth Magician about his dream of the world being filled with water and it does. The magic in words is then used to save the world and Eetoi creates humans in this second creation of the world. Re-creation is a thread that is woven through many of the chapters … mistakes are let go, making room for new and better forms.
Campbell, Maria. Little Badger and Fire Spirit. Mclelland and Stewart Limited, 1977.
This is a story about unlikely heroes, facing your fears with equanimity and befriending your enemy. We learn how the warmth of true friendship lasts forever.
Cleaver, Elizabeth. The Loon’s Necklace. Oxford University Press, T. O., 1977.
With beautiful pictures by award-winning illustrator Elizabeth Cleaver, this retold legend carries the theme of respect for elders, paying attention to the natural world of forest and lakes and the main theme of the sacred give-away which carries the story to its conclusion. The story brings attention to the markings of color on the loon’s body.
de Paola, Tomie. The Legend of the Bluebonnet. Scholastic Inc., 1983.
This story set in Texas, is about a young Comanche child with great wisdom and heart. She gives her most valued possession, her doll, to the Great Spirit in order to save her people during a time of drought and famine. Her selfless action creates the lupine flower, bluebonnet of Texas. A story of love and transformation, it asks us what are we willing to give away for the benefit of our community.
Einarson, Earl. The Moccasins. Theytus Books, Penticton, B.C., 2004.
The simplicity of Julie Flett’s illustrations add a deeper dimension to this quiet story of loving foster care and respect for native culture. The simple narrative reveals layers of cultural meaning and family strength.
Friesen, John and Virginia. Western Canadian Native Destiny: complex questions on the cultural maze . Detselig Enterprises, Calgary, 2008.
Goble, Paul. Crow Chief. Orchard Books, New York, 1992.
This legend has descended in the oral tradition from a time when Buffalo roamed the plains and native warriors relied on the hunt to feed their people through the long winter months. We learn about the mysterious ‘Falling Star’ who visits the camp and helps them sort out their troubles with Crow Chief. Crow Chief is fond of buffaloes, does not like his fellow humans, and thwarts the buffalo hunt.
Goble, Paul. Iktomi and the Buzzard. Orchard Books, New York, 1994.
‘Iktomi’ means spider in Lakota and also refers to the mythological trickster who helped the creator when the world was created. Iktomi’s comically dreadful behavior in this story helps us to laugh at ourselves when we display our idle, directionless, easily distractable self. We mustn’t cry or give up when things go wrong.
Goble, Paul. The Lost Children. Aladdin Paperbacks, Simon and Schuster’s Publishing Division, New York, 1998.
The legend of the origin of the Plaidies is told in similar ways in most North American native circles. It carries a message of moral values and truth in a similar style to the teachings found in parables and Scriptures. We find out what happens to six orphaned boys who are not cared for by their community and the choices these children make.
Goble, Paul. The Return of the Buffaloes. National Geographic Society 1996.
This myth renews our belief in miracles and the wonders of the natural world. On the plains in the Black hills area, buffalo was a staple food in winter; it was dried and carried in envelopes called ‘parfleches.’ In the miracle of sustenance returning after famine, we can experience the magic of the story anywhere there are hills to climb, and dark caves to enter, whether they are metaphorical or real.
Goble, Paul. Dream Wolf. Bradbury Press, 1990.
Two children wander away into the hills at berry-picking time. Lost, they shelter overnight in a cave. The older child dreams a wolf curls around them giving warmth and protection. In the morning a real wolf leads them back to camp and returns to the hills. The people celebrate their return and honor the wolf with gifts and songs for his kindness. We are all one.
McLellan, Joe and Matrine. Nanabosho Grants a Wish. Pemmican Publications, Toronto, 2000.
The ninth book in a series on Nanabush by Joe McLellan, this tells the story of wishes and being careful what you wish for. This story is from the Ojibway cultural tradition.
Nicholson, Caitlin Dale. Niwechihaw I Help. Groundwood Books.
House of Anansi Press Toronto Canada 2008.
This modern Cree story illustrates the close relationship of a young child and his grandmother. Simple language, told in Cree and English, and beautiful illustrations convey the stillness and presence of the relationship as the two go out gathering rosehips together.
Pohrt, Tom. Coyote Goes Walking. Harper Collins Canada Ltd. 1995.
Four short stories illustrate Coyote’s natural curiosity and teach reverence for all life. We learn that each animal/being has their own unique way of doing when Coyote tries to hunt like Woodpecker does with hilarious results. (Coyote is creative and mischievous)
Robbins, Ruth. How the First Rainbow Was Made. Parnassus Press 1980.
One winter on Mt. Shasta rain and overcast skies made the Indians weary. They seek Coyote’s advice because he has been on earth longer than they and he is wise. His plan involves the native peoples and animals working together. The rainbow is the sign from Old Man Above that they have achieved success. (Coyote is a wise friend)
Sidney, Angela, Smith, Kitty, Dawson, Rachel. My Stories Are My Wealth. Willow Printers Whitehorse Yukon Territory 1977.
Sidney, Angela. Tagish Tlaagu Tagish Stories. Council for Yukon Indians and the Government of Yukon. Whitehorse Yukon 1982.
Thornhill, Jan. Crow and Fox and Other Animal Legends. Greey
De Pencier Books (Owl) Toronto, Ontario 1993.
This is a collection of folktales from around the world based on relationship between two animals. One animal character from each story takes us into the next story and so on. Delightful and instructive at the same time.
Glossary
Glossary
Waskesiu - Elk or red deer, also a townsite in Prince Albert National Park (Cree)
Musksina - Moccasin (Cree)
Wapa Wekka - White sand hills and beaches of Pipestone Lake (Cree)
Missinipi - Churchill River (Ojibway + Cree)
Missoula - Feared water
Missouri - Muddy water
Mississauga - River with many outlets
Yukon - Big river (Athapascan)
Canada - (Iroquis) cabin, lodge
Ontario - Beautiful sparkling water (Iroquis)
Chicago - (Algonuin) Wild onion
Winnipeg - Dirty water (Cree)
Ponoka - (Cree) Black elk
Ottawa - (Algonquin) Trading place
Tadoussac - (Algonquin) Breasts signifying rounded mountains at mouth of Sguenay River
Saskatchewan - (Cree) fast-flowing water
Kestapinik - Original Cree and Dene gathering place now called Prince Albert
Wetaskewin - Place of peace - Cree + Blackfoot made peace at Wetaskewin north of Bear Hills near present day Lethbridge circa 1850
Iskwew Pawistik - 'Woman rapids' - Gentle crossing place no portage required for woman + children to walk while men travelled rapids.
Nipawin - 'Place where they stand and wait' - There is a long view of the Saskatchewan River down stream
Manitou - 'God', 'The Almighty- - 'Great secret' (Cree)
Waskesiau Sippi - 'Elk River' - Red Deer River (Cree)
Wesake Cliak - Son of west wind - Creator of world
Shi-shi-etko - "she loves to play in the water"
Waskesiu - Elk or red deer, also a townsite in Prince Albert National Park (Cree)
Musksina - Moccasin (Cree)
Wapa Wekka - White sand hills and beaches of Pipestone Lake (Cree)
Missinipi - Churchill River (Ojibway + Cree)
Missoula - Feared water
Missouri - Muddy water
Mississauga - River with many outlets
Yukon - Big river (Athapascan)
Canada - (Iroquis) cabin, lodge
Ontario - Beautiful sparkling water (Iroquis)
Chicago - (Algonuin) Wild onion
Winnipeg - Dirty water (Cree)
Ponoka - (Cree) Black elk
Ottawa - (Algonquin) Trading place
Tadoussac - (Algonquin) Breasts signifying rounded mountains at mouth of Sguenay River
Saskatchewan - (Cree) fast-flowing water
Kestapinik - Original Cree and Dene gathering place now called Prince Albert
Wetaskewin - Place of peace - Cree + Blackfoot made peace at Wetaskewin north of Bear Hills near present day Lethbridge circa 1850
Iskwew Pawistik - 'Woman rapids' - Gentle crossing place no portage required for woman + children to walk while men travelled rapids.
Nipawin - 'Place where they stand and wait' - There is a long view of the Saskatchewan River down stream
Manitou - 'God', 'The Almighty- - 'Great secret' (Cree)
Waskesiau Sippi - 'Elk River' - Red Deer River (Cree)
Wesake Cliak - Son of west wind - Creator of world
Shi-shi-etko - "she loves to play in the water"
Subscribe to:
Posts (Atom)