About Qwalena

Indigenous storyteller Dallas Yellowfly brings “Qwalena: The Wild Woman Who Steals Children” to life in this unique theatrical presentation. In a dark theatre, to the steady beat of a drum, Dallas tells a startling and thought provoking scary tale of a girl who is born disfigured, bullied and ostracized by kids in her own community. She runs away to the forest where she stays hidden. Over time Qwalena becomes the wild woman who makes eerie whistling sounds like the wind and steals children who dare to chase her in the woods. During the presentation Yellowfly uses elements of video and sound that fill the theatre, creating a chilling atmosphere.

The purpose of this presentation is to create awareness, especially among non-Indigenous audiences, about the inter-generational impact of Indian residential schools. Using the ancient tradition of storytelling, Dallas Yellowfly blends his live narrative with modern multimedia to create intrigue on a controversial subject. Qwalena is an allegorical creature that represents the Indian agents who stole Indigenous children from their families and forced them into government funded Indian residential schools under Canada’s aggressive assimilation policy. Yellowfly’s own father was one of these children. Using his experience in stand-up comedy, film making, and song writing, Yellowfly creates an engaging and memorable experience for audiences of all ages. This presentation also promotes a deeper understanding among today’s Indigenous youth and enables them to develop a strong cultural identity in the wake of residential schools.

For more information on this presentation and others visit www.3crowsproductions.com

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Goals of the Teacher’s Guide

THESE ARE MERELY GUIDES…INTRODUCE YOUR OWN IMAGINATION!

We have put together a series of activities that supplement the presentation Qwalena, allowing educators to provide appropriate front loading and follow up lessons. The purpose of these activities stem from not only the new mandated policy and call to incorporate Indigenous worldview and perspective in each curricular area, but also the many discussions about how to include unique Indigenous content in classrooms. In order for teachers to develop and implement curriculum about and on Indigenous peoples that is accurate and true in nature, both teacher and student must work through the process of acknowledging, disrupting, and seeking a new perspective.

Our goal in this teacher’s guide is to create interactive activities that enhance a student’s ability to acknowledge dominant discourse, dismantle stereotypes, and seek a more accurate understanding.

It is important that educators develop activities placing students at the center of the learning experience. Educators must also create activities that cater to a variety of learning styles so that oral, visual, and kinesthetic learners can engage in the learning experience in meaningful ways.

* Special thanks to Meagan Innes, SD 41, for your collaboration and development of this Teacher’s Guide. We greatly appreciate your professional working knowledge of incorporating Indigenous world views and curriculum in the classroom. This was not possible without your input, guidance and effort.

Teacher’s Guide Activities:

Activity 1 Activity 2 Activity 3 Activity 4

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