Music Primary-3, Outcome 6:
Students will explore and reflect on a range of music from diverse cultures and communities including Acadians, African Nova Scotians, Gaels, and Mi’Kmaq with respect and sensitivity.
Social Studies 6, Outcome 1:
Students will explore the concept of culture and demonstrate an understanding of its role in their lives inclusive of Acadians, African Nova Scotians, Gaels, Mi’Kmaq and additional cultures.
Social Studies 6, Outcome 4:
Students will examine how traditions relate to culture in a region, inclusive of Acadians, African Nova Scotians, Gaels, Mi’Kmaq and additional cultures.
A blanket (preferably wool) cut in two and sewn together in a circle.
To learn a milling song as a class. To hold a milling frolic in our class.
- demonstrate an appreciation of the intergenerational nature of social occasions such as milling frolics.
- understand the difference between milling frolics done as work and those that are a social occasion.
- demonstrate an appreciation of the work involved in producing clothes and blankets.
- as a class, perform a milling song.
- Spend some time over a couple of weeks listening to and learning a milling song.
- If possible, extend an invitation to anyone in the community who many know or sing milling songs.
- Have each student (or 2 or 3 if the class is large) learn a verse.
- Set desks or a table up in the centre of the class.
- Procure a jug of water.
- Place chairs around the table and then chairs around the room.
- Invite any guests to have a seat at the table first and then sit as many as we can at the milling table.
- The teacher should pour a little water on the cloth, enough to dampen it.
- Ask guests, if present, if they would like to sing a song.
- As a class, sing the the milling song. When finished, invite the students who did not yet have a chance to sit at the milling table, while the first group can sit on the chairs around the room. Remember that all not present at the table should be swinging hands in time to the song.
Review and Reflection
- Why do the students think that the milling frolic persists as a social occasion even if we aren't really shrinking the cloth?