Inuit Musical Instruments

Overview

This 35-minute lesson introduces 5th grade students to traditional Inuit musical instruments within the cultural context of Nunavut. Students will explore the sounds, materials, and cultural meanings behind the instruments, linking their learning to broader Indigenous perspectives as outlined in the Ontario Visual Arts and Native Studies Curriculum.

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Curriculum Connections

Ontario Visual Arts Curriculum (2019):

• Overall Expectations:
  • Creating and Presenting:
    • Use the creative process to explore and communicate ideas about identity and culture through visual arts (Grades 4-6).
  • Understanding Contexts:
    • Demonstrate an awareness of the diversity of cultural perspectives in the arts, including Indigenous traditions.

Ontario Native Studies Curriculum (2019):

• Big Idea:
  • Indigenous arts and culture express identity, worldview, and connection to the land.

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Learning Objectives

Students will be able to:

• Identify and describe at least two traditional Inuit musical instruments from Nunavut.
• Explain the materials and cultural significance of these instruments in Inuit society.
• Create a simple visual representation or sound-producing model inspired by Inuit instruments.

“I Can” Statements

• I can name and describe traditional Inuit musical instruments from Nunavut.
• I can explain why these instruments are important to Inuit culture.
• I can create a drawing or simple model of an Inuit musical instrument using classroom materials.

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Success Criteria

• Student can accurately name and describe Inuit instruments such as the qilaut (frame drum) or qilarsuaq (a type of drum).
• Student demonstrates understanding of cultural significance by explaining an instrument’s role in community events like drumming songs or storytelling.
• Student produces a clear and thoughtful drawing or model that reflects details of the instrument studied.
• Student listens respectfully and participates in discussion about Indigenous culture.

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Materials Needed

• Images and short audio clips of Inuit musical instruments (prepared by teacher)
• Art supplies: paper, coloured pencils, markers, cardboard, rubber bands, sticks, string
• Whiteboard/Smartboard for presentation

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Lesson Outline

Time	Activity	Description & Differentiation
0-5m	Introduction: Connecting to Culture	Briefly introduce Inuit culture and Nunavut’s location. Use map visuals. Ask questions like, “What types of music do you hear in your community?” (English Language Learners [ELL]: Provide picture vocabulary.)
5-15m	Exploring Inuit Instruments	Show images, play sounds of qilaut and another drum. Discuss materials (animal skin, wood). Share cultural stories linked to drumming. (Students with hearing impairments: Provide printed descriptions and visuals.)
15-30m	Creative Activity: Designing an Instrument	Students create drawings or simple string/rubber band instrument models inspired by Inuit drums. Encourage imagination while thinking about shape, material, sound. Teacher circulates, giving prompts and one-on-one support. (For students needing extra support, provide templates or partial models.)
30-35m	Share and Reflect	Students briefly present their creations, sharing “I can” statements. Facilitate a respectful discussion of cultural significance and what was learned. Use exit tickets where students write or draw one new thing they learned.

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Differentiation Strategies

• For Diverse Learners:
  • Use multimodal resources (audio, visual, tactile) to address diverse learning needs.
  • Pair ELL and special education students with peer buddies for support during creative activity.
  • Provide sentence starters for reflections (e.g., “I think the drum is important because...”).
• Extension for Advanced Learners:
  • Invite students to research an additional Inuit instrument or aspect of Inuit music to share next class.
  • Challenge them to try creating rhythmic patterns inspired by Inuit drumming.

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Assessment

Formative:

• Observation during discussion and creative activity: engagement, understanding of instrument features and cultural context.
• Review of students’ drawings/models for accuracy and creativity.

Summative:

• Exit ticket responses demonstrating key learning.
• Student ability to verbalize “I can” statements and explain cultural importance.

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Teacher Reflection Prompts

• Did students engage with and respect Indigenous perspectives throughout the lesson?
• Were visual and auditory materials effective in making concepts accessible?
• How well did the creative task foster connections between culture and art?
• How could differentiation be further improved?

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This lesson offers an immersive entry point into Indigenous culture and sound traditions for 5th graders, aligned with Ontario’s curricular emphasis on identity, diversity, and cultural understanding through the arts. The integration of listening, discussion, and hands-on creation ensures an engaging and inclusive learning experience.