Minds On
Today’s vocabulary
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Let’s get started!
Who were the Acadians?
Cultural or folk dances are dances developed by a community that reflect their life in a certain country or region. Social values are often reflected in the dances of a particular group or community. In this learning activity, we will explore the role of dance in Acadian identity.
The Acadians were the descendants of settlers from France who in the early 1600s, settled in the colony of Acadia, present-day Nova Scotia, New Brunswick, and Prince Edward Island.
The Acadians settled on the traditional territory of the Mi’kmaq and were governed by the Wabanaki Confederacy which was comprised of: the Mi’kmaq, Maliseet, Passamaquoddy, Penobscot, and Abenaki nations.
- Mi’kmaw refers to a singular person or adjective (i.e., she is Mi’kmaw or the Mi’kmaw language).
- Mi’kmaq refers to the plural of Mi’kmaw people.
- Mi’kma’ki is the name of the Mi’kmaq territory.
The Acadians that settled in Mi’kma’ki during the seventeenth century developed a close relationship with the Mi’kmaq. The Mi’kmaq helped the Acadians survive in the early years of their arrival. They taught the Acadians where and how to fish during particular seasons and shared their knowledge of how to live on, and learn from the land. They also engaged in trade with the Acadians, which made the relationship mutually beneficial.
Historical records indicated that Acadians originally requested permission from the local Mi’kmaq communities prior to establishing settlements along the waterways.
This image shows a map of where present-day Canada is (formerly referred to as British North America). There is a section on the east coast which indicates where Acadia (present-day Nova Scotia, New Brunswick, and PEI) was.
Acadian dance then
The Acadians brought with them traditional French folk dances and music. These dances reflected the social values of the Acadians, as well as the time period. In All Join Hands: A Guide to Teaching Traditional Acadian Dance in School, author Barbara Le Blanc explains that when the Acadians settled in North America, gender roles were not rigidly defined. For example, women would prepare the meals, but they would also participate in the farm work. This is reflected in the dances of the time, which were often done in circle or chain formations and danced in unison.
Two teachers are having a conversation. The first teacher says: “Did you know, First Nations communities too, had important roles that ensured the survival of the community? No person’s role was thought of as any less than another’s.” “Did you know, First Nations communities too, had important roles that ensured the survival of the community? No person’s role was thought of as any less than another’s.” “Acadians too, developed this model of community which was a divergence from gender roles in France.”
Circle or chain formations highlight the importance of group cohesion because they include all dancers in no particular order or with a specific role. These formations contrast with partner dances that appeared later, and which reflect more traditional gender roles. For example, the female dance partner would follow the lead of the male dance partner.
Here is an example of students dancing a chain formation.
Acadian dance now
Modern Acadian dance still exists today. Here is an example of contemporary Acadian dance done at the Congres Mondial Acadien (Global Acadian Congress).
Explore this video entitled “Congres Mondial Acadien Dance in Tracadie-Sheila” to learn more about the modern Acadian dance.
Contemporary Acadian dance is still connected to its French origins. For example, similar to French Canadian step dancers, the dancers in the previous clip dance in a type of shoe called clogs.
What is your initial reaction to these examples of Acadian dance? What do you notice? What questions do you have? Record your responses using a method of your choice.
Check out this video entitled “Gigue / Quebecois Step Dancing” to learn more about how dances connect to cultural origins.
Action
Get ready, get set…
Task 1: Acadian dance
Let’s revisit the Acadian dance from the Minds On section.
Explore this video entitled “Congres Mondial Acadien Dance in Tracadie-Sheila” to learn more about the modern Acadian dance.
Use the following graphic organizer to record your ideas about the Acadian dance.
Press ‘Elements of Dance Chart’ to access prompts that might guide you.
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Elements of Dance |
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Body |
What is the dancer’s body doing? Consider the following questions: What different body bases is the dancer using to create shapes with their body? What different body parts is the dancer using? How many different locomotor and non-locomotor movements are used in the dance? Is the dancer creating symmetry or asymmetry with their body? What kinds of angular shapes are being used (e.g., angular, geometric, curved, organic)? |
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Space |
Where is the dancer’s body moving? Consider the following questions: Is the dancer moving at a high, middle, or low level? What different pathways are being used in the dance piece (straight, zigzag, backward)? If there are multiple dancers, are they dancing close together or far apart? What formation are they dancing in (e.g., a line, circle, scattered formation, etc.)? |
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Time |
When is the dancer’s body moving? (in relation to time) Consider the following questions: What speed is the dancer moving at (e.g., fast, medium, slow)? Is the dancer dancing to music? What kind of music (e.g., a solo drummer, instrumental music, a popular song, etc.)? Did the dancer use pause, freeze, or a moment of stillness in their piece? |
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Energy |
How is the dancer’s body moving? Consider the following questions: How was the dancer moving? (e.g., lightly as if they were a balloon floating through the sky or heavy as if they were pushing a big piece of furniture across the floor)? Did the dancer use sudden movements? Did the dancer use sustained movements? |
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Relationship |
Who or what is the dancer’s body moving with? Consider the following questions: If there is more than one dancer in a piece, how are the dancers interacting with each other (e.g., do they meet and part, are they moving in unison, etc.)? How did the dancer use emotions or facial expressions to enhance their movements? Was the dancer using props in their piece? |
Portfolio
Portfolio
Complete the Acadian Dance vs. Cajun Dance Chart in your notebook or using the following fillable and printable document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts. Consider adding your work to your dance portfolio.
| Acadian dance | Cajun dance | ||
|---|---|---|---|
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Elements of dance: |
What do you notice?
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Elements of dance:
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What do you notice?
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Costumes or clothing worn: |
What do you notice?
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Costumes or clothing worn:
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What do you notice?
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Music: |
What do you notice?
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Music:
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What do you notice?
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Press the ‘Activity’ button to access Acadian Dance vs. Cajun Dance Chart.
Task 2: The expulsion of the Acadians
By the early 1700s, both the French and the British wanted control of Acadian lands to gain access to the St. Lawrence River, fur trade, and cod fishing. Most Acadians wanted to remain neutral in the event of a war between the French and the British. They were given two choices: to stay in Nova Scotia and become British subjects or go to French territory and give up their land.
This image shows a background of water and several people, men, and women, on the shore. A man sits with his shoulder slumped and his hat on the ground beside him. A woman holds the man’s arm and also sits on the ground beside him. A man in the background, is carrying a bag/belongings over his shoulder and is walking toward the water. Other men in the background are carrying weapons.
In September of 1755, Acadian men (over the age of 10) were instructed to meet at the Church where they were delivered shocking news from the British. All Acadians were to be transported out of the province. Many men were unexpectedly seized from the Church by the military and imprisoned. Women and children were loaded onto ships to be scattered among the thirteen colonies, as the British didn’t want them escaping to the Fortress of Louisbourg with the French.
Those who survived were dropped off at random spots along the coast with nothing to sustain them. The Mi’kma’ki, as well as the Maliseet, helped shelter and protect some of the Acadian settlers who had been deported. Unfortunately, the strong and mutually beneficial relationships did not last when Acadian lands were taken over by British colonizers who established permanent fishing settlements without the permission of the Mi’kmaq. Many Acadians eventually ended up migrating and settling in Louisiana, and the Acadians eventually became the Cajuns.
Go!
Task 3: Cajun dance
Let’s explore a short clip of Cajun dance.
Access this video entitled “Fais Do Do” to learn more about this line dance.
Explore this video entitled “How to Cajun Two Step” to learn more about the Cajun dance.
Using the following graphic organizer, record your ideas about the Cajun dance. Use the elements of dance chart, if needed, to support your thinking.
Portfolio
Portfolio
Complete the Acadian Dance vs. Cajun Dance Chart in your notebook or using the following fillable and printable document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts. Consider adding your work to your dance portfolio.
| Acadian dance | Cajun dance | ||
|---|---|---|---|
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Elements of dance: |
What do you notice?
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Elements of dance:
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What do you notice?
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Costumes or clothing worn: |
What do you notice?
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Costumes or clothing worn:
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What do you notice?
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Music: |
What do you notice?
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Music:
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What do you notice?
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Press the ‘Activity’ button to access Acadian Dance vs. Cajun Dance Chart.
Consolidation
Putting it all together
Evolution of dance
Drawing on the information you gathered in the Action section, and additional research, identify how external factors, such as migration, influenced the changes in Acadian dance.
When researching Acadian and Cajun dance, it is important that you begin your search using websites, videos, audio recordings, or print resources from the community that you are studying, Canadian encyclopedia websites, or Canadian Arts organizations’ websites.
Thinking critically about using websites
Websites ending with .com, .org, and .net can be purchased and used by any person. Be careful when using these websites and ask yourself if these websites are credible or have bias. The ending .org is usually used by non-profit organizations, which may have an agenda of persuasion rather than education.
Websites ending in .edu are reserved for colleges and universities. Canadian websites have a .ca ending. It is important to consider using credible Canadian websites for research when possible!
Portfolio
Portfolio
Use the following graphic organizer to record your ideas.
Complete the Evolution of the Acadian Dance Chart in your notebook or using the following fillable and printable document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts. Consider adding your work to the dance portfolio.
| Factors that Led to the Evolution of Acadian Dance | ||
|---|---|---|
| Migration | What impact did this have on Acadian dance? | |
| Settling in Louisiana | What impact did this have on Acadian dance? | |
| Contact with Creole peoples | What impact did this have on Acadian dance? | |
Press the ‘Activity’ button to access Evolution of the Acadian Dance Chart.
Reflection
As you read the following descriptions, select the one that best describes your current understanding of the learning in this activity. Press the corresponding button once you have made your choice.
I feel...
Now, expand on your ideas by recording your thoughts using a voice recorder, speech-to-text, or writing tool.
When you review your notes on this learning activity later, reflect on whether you would select a different description based on your further review of the material in this learning activity.