Lesson

Winter count Course Gr 4/5 art

Title/Focus

Description
Students will be introduced to the indigenous practice of winter counts, something that was
common amongst prairie First Nations groups (including the Blackfoot nation). Winter counts
were pictorial calendars that showed the significant events in a tribe’s history over the course
of a year or several years. In this class students will have to think back on their lives and
choose events that were significant to them. Students will then tell the story of their lives
through symbols on their own winter counts.
Rationale
Relevance to students:
- Students are being given the chance to reflect on their own lives and things that are
important to themselves through their artwork.
- Students are being given a chance to tell a story about themselves.
- Students are being given a chance to interact with Indigenous culture in a hands on
way.

Engagement with KUSP’s:

- Students are not simply learning about the concept of winter counts but are being asked
to apply that knowledge in creating their own winter counts (learning by doing).
- Students are learning how indigenous ways of knowing can be applicable to their own
lives.

Key questions:
What are winter counts?
How do winter counts tell a story?
How can I tell my story through the use of symbols?
How do symbols and artistry hold meaning?

Assumed knowledge/skills:
- Students know some information about the Blackfoot peoples.
- Students can draw symbols.
- Students can recall significant events throughout their lives.

Differentiation considerations:
- Fine motor skills: This assignment focuses more-so on one’s ability to create meaning
from symbols not the appearance of the symbols themselves. Thus, students who tend
to draw/write a bit messy will still be able to meet outcomes.
- ESL: A few short sentences explaining what to do will be provided in Spanish to
Haley. An image of a winter count will also be provided so that she can follow along
with that work.
- Visuals: Students will be provided with a walk-through of how to do the project first
by myself so that they can see how it is done before doing it themselves. Furthermore,
students will be provided with images on the screen to follow as they work to help
keep them on track.
 - Creativity: students who are struggling to come up with ideas may be given hints from
myself to get the creative juices flowing. For example: “What is something you
remember being really excited about.”
PROGRAM OF STUDY OUTCOMES
General learning outcome:
Component 10 – Purpose 2: Students will tell or illustrate a story
Component 10 – Purpose 4: Students will express a feeling or message
Specific Learner outcomes:
Students will create an original story visually.
Students will express specific messages, beliefs, and interests visually or through symbols.

LEARNING OBJECTIVES
Students will able to use symbols to depict important moments, interest, or beliefs in their
own lives.
Students will able to create a “life-story” through the images on their winter count.
MATERIALS AND EQUIPMENT
- Brown construction paper
- Oil pastels
- Document of steps
- Video on the topic
- GoNoodle just incase
- Playlist with first nations music
PREPARATION AND LOGISTICAL CONSIDERATIONS
• Prepare document with images of each step for students to follow.
• Grab some brown construction paper (slightly larger than normal size) (set out onto
kidney table)
• Grab the pastels (set out onto kidney table)
• Have lined paper on kidney table
• Have a hide drawn out on the whiteboard
• Choose a GoNoodle for the students

PROCEDURE
Introduction Time
• Have an image of a winter count on the board as students enter. You may
want to ask if anyone has seen one of these before or knows what it is.
2 mins
• If class seems rowdy put on a GoNoodle or Minecraft yoga to calm them
down a bit before proceeding.
Body Time
Topic: Begin by telling students that story telling was very
What is a important to indigenous groups, including the Blackfoot.
winter count? 5 mins
Tell them that the indigenous peoples did not have
phones or text messages back then that would allow
 them to share stories with eachother. So they would
either share stories through oral story telling or through
pictures.

One of the ways they would show these stories is

through what’s called a “winter-count”. Traditional
winter counts were kind of like a picture calendar that
would depict symbols for important events that
occurred from the first snowfall to the last. They might
include things like when the berries fell from the trees,
or how the tribe was doing at different points. These
winter counts were done traditionally on buffalo hides.

Talk about some of their symbols (put symbol chart up

on the board). Explain that you may not be able to use
these ones specifically but can also come up with your
own.

Today there are many indigenous artists who use these

winter counts to tell stories about their lives: what’s
important to them, and what important events have
happened to shape them into who they are today.

Show a few clips from the Galt museum about the winter
count. Piikanikoan with Ira Provost — Galt Museum & Archives
0-55s
1:50 – 2:33

Pose the questions:

Why was it important for the Blackfoot people to share
their stories back in the past?

Why is it important for you to share your story now?

Topic:
How to make Explain to students that I want them to make their own
your own winter count with important things that have happened
winter count. to them in their lives. I want them to tell me their story
5 mins
through symbols.

Go through the following steps with the students (have

instructions on board as well while doing this):
 1. Make a list of important things that have
happened to you in your life. Try to put at least
12 things on this list.
On board write an example of an important thing
in your life.
- I got to teach all of you
2. Come up with an idea for a symbol for each one.
Remember you want this to be a symbol not an
elaborate image, and the symbol has to represent
the event. I recommend doing a rough draft 1st.
On the board draw a symbol that represents the
teaching.
- A stick figure holding a book (mention that
theirs can look a bit more detailed than this.)
3. Rip your construction paper along the edges to
make it look like an animal hide.
- Demonstrate to them.
4. Crumple your construction paper and flatten it to
make it look worn out.
- Demonstrate to them.
5. Write your name on the back of the “hide.”
6. Start in the middle of the “hide” and draw the
symbol for the earliest important event.
- In the hide draw your first symbol in the
middle
7. Draw the rest of the symbols in a spiral out of
this middle event going in chronological order.
- Draw x’s where the rest of their symbols
should go in a spiral shape. Indicating that the
event that happened first is in the middle and
the ones that happen after follow the spiral.

Activity: Put the images of the steps up on the board for students
Make your to follow along if they need to.
winter count.
Put on some music for students to work with (playlist
attached above)
40 ish
Row by row call students to grab their supplies from the mins
kidney table (paper and set of pastels).

Remind students to make their list first so that they

have some ideas to work off. Walk around the room to
help students come up with ideas if needed.
 If there are students who are heavily distracted do not
be afraid to move them. If you do move students, be sure
to check on them periodically.
- Mirko in the hall
- Ryker at the kidney table
Sponge activity: Students who have finished their winter counts before
Finish last the end of class have several options to keep them busy.
week’s art - Some students had not finished their art
project, projects from last class, if they would like
colouring they may finish them after their winter counts
pages, review (unfinished projects are on the side counter
for science. in a pile).
- There are colouring pages in the I’m done
folder at the front of the class. Students may
take one of these to keep them busy.
- Students may also draw and colour whatever
they would like.
- Students may continue to work on their
science review slideshow.
Conclusion Time
• Have students put their names on the back of their winter counts
and hand them to you. Ask each student if they are done and write a
‘d’ on their work if they say yes.
5 mins
• Students then have to clean up their spaces: recycle any paper
scraps, put pastels back in the right spot, put away their chrome
books, put up chairs, sweep the floor, clean up the whiteboards, etc.
Assessment
• Formative observation during worktime: Are students able to tell me their story
by pointing at their symbols on their winter counts? Are students able to turn
what is important to them into a visual symbol?
• Formative observation during discussion: Are students able to see why story
telling is an important part of indigenous culture and their own lives?