Two Indigenous stories came to life on stage at Ketchikan Charter School. Students transformed “Killer Whale Eyes” and “How Devil’s Club Come to be” into short-form plays with hand-crafted props and a formline that learners learned from an artist in residence.
Paddling in a canoe made of cardboard students explore the sea. They’re searching for their classmate, who transformed into killer whale. The hand-painted cardboard Pods orcas move and weave into seas of royal blue fabric shaken by students.
In another show in another play, a child fights the monster that is taking the shaman of their tribe. The heroine is a member of her tribe, the Thunderbird people. She takes on the huge.
Then the metaphorical curtain fell down and the kids were again, reenacting traditional Indigenous stories in a variety of plays. These stories written these form of Sondra Segundo, Miranda Rose Kaagweil, are part of the Sealaska Heritage Institute’s Baby Raven Reads program.
Halli Kenoyer is an instructor of art in the Charter School. Her class was responsible for the props and costumes, while drama students from Erin Henderson’s classes created the scripts. She lauds her students’ hard work.
“I mean, take a look at your formline.” Kenoyer said.
The student Amelia Loeffler helped make a large number of propsShe proudly says she was taught how to utilize the Exacto knife. Loeffler has said that her favourite of the two productions is “How Devil’s Club Developed to be.” The story is about a niece of Raven’s who faces a giant who been stealing an shaman from the local village. She finds devil’s club and its therapeutic properties along the journey.
“It’s somewhat enjoyable to look at the different ways cultures differ,” she said.
Riley Presnell also helped bring the scene to life.
“I think I really enjoy the art of painting” the artist said. “I really enjoy making the canoe. I really enjoyed making on the blanket.”
Kai Clevenger, a Lingit student is the child of Kevin Clevenger, the school’s artist-in-residence. She created the design that appears across the set. Seventh-grader Says it’s important for her to have her culture celebrated and taught in the classroom.
“I love how my culture is interacting with other things right now,” Clevenger explained. “And I am happy with what my culture is portrayed in the present.”
Students Ryan Boling also worked backstage. He believes that the fact the stories are traditional is what makes them special.
“I believe that Native stories should be out more often than they already are” Boling said.
Bringing the stories onto the stage took a collaborative effort, according to Kenoyer with the help of Ketchikan’s tribe’s staff. The team comprised Irene Dundas, Ketchikan Indian Community’s cultural resource coordinator.
Fifth- and fourth-graders were able to participate as well. Kenoyer says that the school’s artist in residence had taught the kids about the formline which was useful.
“And when we were running out of time to finish our props, fifth graders and fourth grade created our paddle designs They also worked on Button blankets” the teacher said. “They designed the patterns for the hats in all three grades. It was due to cooperating with Kevin Clevenger that they were able to know how to accomplish this. They were very enthusiastic to take part.”
It was one of the most rewarding aspects of the process of production Kenoyer explains.
“It was really interesting to witness the ripple effect of an incredible program come into play in our small theater production,” she added.
They performed shows to their classmates and other community members, which included the Ketchikan staff at the local theater. They were greeted by a crowd of applause.
