Cree-Dene songwriter and educator Sherryl Sewepagaham details the ancestry and cultural traditions of Métis people. Designed for Canadian educators, Sherryl discusses Métis symbols like the infinity flag and sash, and highlights pivotal figures including Louis Riel and Gabriel Dumont.

Included in this resource are descriptions of the Métis' rich musical and dance heritage, featuring John Arcand's The Métis Waltz and eclectic sing-along songs.

Lesson plans encourage interactive learning about Métis arts and cultural practices and the Michif language, providing a pathway for students (spanning grades 3-9) to appreciate the long-standing cultural heritage of Métis communities.

The traditional First Nations teachings and historical content contained in this document are representative of teachings obtained through various Cree elders, drum teachers, and family members. They do not represent all First Nations or Indigenous peoples throughout Canada. The teachings vary within families, communities, and nations, but share commonalities on a general level.

—Sherryl Sewepagaham

The Métis people are of First Nations and European ancestry, including French, Scottish, and English lineage. They are often referred to as the sons and daughters of the fur trade. The Métis people had a strong presence before the struggle of Louis Riel’s time, and today, the Métis are still thriving, independent, and fiercely resilient. In 1982, the Métis were recognized as Aboriginal Peoples in the Canadian Constitution Act and their contribution to Canada’s history and to contemporary Canada has been recognized. 

Learn more: 

• Virtual Museum of Métis History and Culture
• Canadian Constitution Act, 1982, Section 35

Métis flag

The Métis national flag bears an infinity symbol against a blue background, which represents the Northwest Company or the Hudson’s Bay Company. It also represents the joining of two cultures, and others say it represents an adaptable people that will exist forever. The Métis hunting flag depicts the infinity symbol against a red background. 

Métis sash

The Métis sash is worn with pride by the Métis and holds a lot of meaning. It became a symbol of Métis culture during the Fur Trade era. The sash is finger-woven and made of wool. It is worn over the clothes and tied around the waist with the fringes hanging down when worn by men, and draped over the shoulder across the body when worn by women.

Today, you can still see Métis people proudly wearing the sash at cultural events. Other cultures that still wear the sash include French-Canadians, Acadians, and Eastern Woodland peoples. The primary colour of the Métis sash in western Canada is red, and blue is a common sash colour worn in eastern Canada. The Métis sash has many meanings in its thread colours and has many useful purposes.

Meanings: Blue and white represent the colours in the national flag; red and white represent the colours of the Métis hunting flag; black (as seen in some sashes) represents the dark period after 1870; green and gold (or yellow) represent fertility and growth. 

Uses: The strongly woven sash was traditionally used for a medical tourniquet, a washcloth, towel, emergency bridle, saddle blanket, belt, scarf, rope, etc. The fringes on the ends could be used for emergency sewing kits and holding keys and tools.

Learn more: Métis Nation of Ontario

Louis Riel (1844-1885) Métis leader

Louis Riel was born in Manitoba and is recognized as a leader and a hero by the Métis people. He is also considered one of the most controversial figures in Canadian history. Louis Riel led the Red River Resistance of 1869 and the Northwest Resistance, including the Battle of Batoche, of 1885. He was a defender of Métis people, land, and rights, and was often called upon from wherever he was working or living to return to his homeland to represent the Métis.

Learn more: Louis Riel (The Canadian Encyclopedia)

Gabriel Dumont (1837-1906)

Gabriel Dumont, like Louis Riel, was also a prominent Métis military leader. He was fluent in French and six First Nations languages and was a hunter, trapper, and fisherman. Gabriel Dumont led large buffalo hunts in the Fort Carlton area and was the president of a local government created by the Métis in Saskatchewan. 

Learn more: Gabriel Dumont (The Canadian Encyclopedia) 

There are many prominent and well-known Canadian Métis fiddlers who have helped to make this grassroots music accessible to all people.

Fiddlers include John Arcand, Reg Bouvette, Andy Desjarlais, Calvin Vollrath, Lawrence “Teddy Boy” Houle, Ryan D’Aoust, Daniel Gervais, and Sierra Noble, among many others. Many of these fiddlers also teach the fiddle to aspiring fiddlers of all ages who carry on the Métis music tradition. 

The Red River Jig

The Red River Jig is both a dance style and the name of a famous Métis fiddle tune and it is the most well-known, lively dance of the Métis. Its accompanying tune, “The Red River Jig”, is referred to as the unofficial Métis anthem.

Credits: Red River Jig performed and recorded by Métis fiddler Daniel Gervais

The dance form is a combination of French-Canadian, Scottish, Irish, and First Nations footwork. It is danced with the arms down at the sides while the intricate footwork, or “changes”, challenge the fiddle player and showcase the dancer’s skills. Traditional jigging style consists of footwork that is closer to the ground with the arms at the sides of the body and contemporary jigging steps display elements of tap dance and high clogging steps with the arms displaying slightly more loose movement. Some traditional jiggers even learn the dance by balancing a hard-cover book on their head! This allows only the feet to move and keeps the head 16 and shoulders steady with minimal movement.

The origin of the “Red River Jig” tune is unknown; therefore, it is public domain to anyone who is skilled enough and willing to record it.

Learn more: Read an interview with Métis dancer Yvonne Chartrand about the Red River Jig.

Watch on YouTube: ​The Red River Jig danced by 9-year old dancer Courtney Anderson

The Michif language is a mixed language of Cree and Métis French with an additional mix of English, Ojibwe, and Assiniboine languages. The language was spoken by the Métis people and is still spoken today, but the number of fluent speakers has declined greatly to approximately 830. In an effort to preserve the language, many Michif speakers teach the language to young people.

Target grades: 3-6

Objective(s): Students will listen critically to a Métis waltz song and identify its form using the letters A and B. Students will experience the Métis waltz individually and in pairs.

The waltz is one of the many favourite dances of the Métis people. Traditionally, in Métis communities, people would travel for long distances and gather together to feast and celebrate family and friends through live music and dance. Many slow waltz songs are played by the fiddle and recorded for partner dancing.

Preparation of materials

Visit John Arcand’s website and listen to “Teardrop Waltz”.

Teach the concept of form (form is the structure of a composition where the letters A, B, C, etc., represent the sections or phrases). Prepare to share some information with the students about John Arcand, his life, his music, and his accomplishments.

Step 1. Watch the slideshow video of John Arcand’s “Teardrop Waltz”.

Step 2. Ask students what they notice about the clothes worn by the Métis people in the slides. Are they similar to clothes worn today, or are they different? How?

Step 3. Listen to “Teardrop Waltz”.

Step 4. As a class, identify its instrumentation (fiddle, guitar) and its form (AABB – form repeats three times). Next, listen to the rhythm of the waltz. If you were to use numbers 1, 2, 3, 4, 5, etc. to identify the rhythm, what numbers would you use for the waltz? (1-2-3, 1-2-3).

Count the rhythm aloud together and emphasize the “1” when counting. Like a conductor, move your right hand down-right-up, down-right-up while counting 1-2-3, 1-2-3.

Step 5. Stand facing a partner and move your feet side to side in small steps (without the music):

• With your partner, decide which direction you will move first. The direction has to be mirroring your partner!
• Move your feet as left-right-left, right-left-right, left-right-left, right-left-right, etc. while counting aloud. You can also think of this foot movement as side-together-side (moving to the right or left) and side-together-side (moving to the left or right). Joining hands can help enforce moving in the same direction.
• When you and your partner are comfortable with the movement and direction you are moving together, silently count and add the music “Teardrop Waltz”.

Step 6. Close this activity with a group discussion.

• Who is John Arcand? Why is he called Master of the Métis Fiddle?
• What is one thing you learned about John Arcand?
• Were you able to feel the 1-2-3 waltz rhythm in your feet when mirroring your partner?

Target grades: 4-9

Objective: Students will sing Métis songs together and discuss the importance of learning and experiencing songs of the Canadian Métis people. Students will discuss important historical events or Métis leaders that may be described or mentioned in the songs.

Resources:

• Song “Hunting My Nita” performed by Daniel Gervais;
• Clogging demonstration video by Daniel Gervais
• student copies of all the lyrics (may need to be typed)

External website resource: Refer to Métis Songs: Visiting Was the Métis Way (online resource) in this lesson.

A great way to experience Métis music is to sing it or follow along with the lyrics. Review these songs, listen to the YouTube recordings, and become familiar with the music and lyrics.

The lyrics can be found in the online resource Métis Songs: Visiting Was the Métis Way.

• “Hunting My Nita” (to the tune of Waltzing Matilda), lyrics can be found on page 59. 
• “The Métis” performed by Ray St. Germain, lyrics can be found on page 64-65. 

Step 1. As a class, read through each of the songs before listening to the recordings.

Step 2. Discuss what historical points or emotions are contained in the songs.

Step 3. Sing along or follow along while reading the lyrics of the songs.

Step 4. Close this activity with a group discussion.

• Why are the lyrics of these songs so important to the Métis people?
• Which Métis leaders are mentioned in the songs?

Step 1. View Daniel Geravais’ clogging instructional video.

Step 2. While seated with shoes on your feet, follow along and listen to the rhythms of your feet on the floor. Notice how the feet are alternating and how the heel is used.

The key is not to worry too much about whether you are doing the footwork perfectly, but rather to experience clogging rhythmically to the music as Métis fiddle players or dancers do.

• Was it difficult to sit and tap your feet and heels on the floor?
• Were you able to achieve some of the taught rhythms in your feet?
• Do you think you could achieve this while standing?

Step 1. View Daniel Gervais’ wooden spoons instructional video.

Step 2. Listen to the rhythmic sound of the spoons that enhance the Métis song. Do the spoons mimic the sound of clogging feet?

Step 3. If you have access to wooden spoons, follow along to Daniel’s instructions.

To make your own musical spoons, try assembling two kitchen spoons with elastics and, for beginners, a small spacer. A spacer is used to maintain a space between the spoons, and it can be made from one or two centimetres of any hard material (wood, metal, thick cardboard, etc). See the photo below as an example.

More advanced players may use a finger instead of a spacer to keep the spoons apart.