PROJECTS
First Voices is a social impact project producing video-based interpretations of Indigenous stories. Alongside the stories themselves, the project delivers a range of related assets, ranging from on-site workshops to educator resources (lesson plans) and supporting research videos.
On this page we present the process through which we create a First Voices project, and the deliverables relating to each phase.
FORT PECK
Initiated in late 2022, First Voices: Fort Peck is a partnership between Thresh and Fort Peck Community College (FPCC) in Poplar, Montana. The program also works closely with four high schools on the Fort Peck Reservation (Brockton, Poplar, Wolf Point and Frazer) as well as the Thundering Buffalo Wellness Center in Poplar.
Over the two-year duration of the project three digital stories will be produced with in partnership with the three principal tribes of the reservation: Nakóda (Assiniboine), Dakóta (Sioux) and Chippewa Cree.
The first story was delivered in late 2023. See below for details / deliverables relating to the project so far.
THE FIRST STORY: NAKÓDA (Assiniboine)
"THEY PERISHED AT THE ROCK POINT"
Our first story was narrated by Nakóda (Assiniboine) educator and language specialist Michael Turcotte. Michael chose to tell a story from colonial history—how smallpox was spread to the Nakóda population by European colonizers, but a wider epidemic was prevented by the choice of the infected tribal members to isolate themselves in a cave system, today called Rocky Point.
Many died, but they protected others in the community from suffering a similar fate. Michael selected the story as it raised important issues of resilience, generosity and community solidarity. The story has particular resonance because of recent experiences of loss experienced by the community as a result of the Covid-19 pandemic.
Image of Rocky Point by created by First Voices participants
Step 1: Story narration by tribal knowledge-carrier
Our first step was to capture Michael's narration to camera. This gives us the foundation on which we build both workshops and supporting assets.
As you'll see below, Michael related the story in the Nakóda language. It is called "Bahá Ipá Owánija" ("They Perished at the Rock Point"). The video was filmed in the library of Fort Peck Community College.
From this narration we're able to generate both a transcript (writing out what's being said in Nakóda) and a translation into English. Using the "CC" button on the video, viewers can switch between these versions—a very useful tool for anyone seeking to get familiar with the Nakóda language!
For educators who want to use the story in the classroom, we provide different ways of accessing the story—either through video (as above) but also through an audio-only version as below:
The transcription (in Nakóda) is provided as a PDF, alongside a translation into English.
Click the icon above for a printable PDF of the transcript/translation.
The film shoot gave Michael the opportunity to share some of his additional reflections on the story, as below.
Step 2: On-site workshops with participants
The next step is for the First Voices team of teaching artists (Native and non-Native) to come together to design a series of workshops based around the story. Workshops are held in five disciplines:
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Choreography and movement
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Music and sound design
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Film-making and videography
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Indigenous language and cultural history
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Visual art and animation
Now the teaching artists are ready to meet with participants on-site (in this case on the premises of Fort Peck Community College). Teaching artists work with participants to develop a contemporary—and personal—interpretation of the story. This is achieved through a series of intensive workshops, conducted over a five day period. Each day a portion of each workshop is filmed and documented—the footage generated will be used in the final performance video (Step 6) and other educator resources (Step 7) and testimonials (Step 8).
The end product (as you'll see further down the page) is a digital video performance created as a collaboration between the teaching artists and the participants.
A brief video explaining the process, and showing video from some of the workshops, is below.
Here are some still photographs taken during the workshops.
Choreography and movement: An energetic workshop at the Thundering Buffalo Wellness Center
Visual Art: Participant Jordis Ferguson discusses her emerging artwork with teaching artist Mary Serbe
Videography: Participants practise interviewing each other as part of the digital media workshop
Music and storytelling (language): Composer Chontay Standing Rock (seated, left) and knowledge-carrier Michael Turcotte (standing) work with students (not pictured) on developing words and music to accompany the story.
End-of-Day Circles: At the end of each day participants and teaching artists form a "safe space" circle to discuss and reflect on the day's activities
For more of a glimpse into what goes on in our worskshops and how the participants respond to their involvement in First Voices, see the short video below.
Step 3: Developing the music and soundtrack
One of the intensive workshops relates to music and sound creation—for this story, the teaching artist and composer is Chontay Standing Rock, a member of the Chippewa Cree tribe.
Working with Chontay, the participants came up with an original song that combined elements of Chontays's music tradition with Nakóda language fragments, developed in collaboration with Michael Turcotte. This was an example of two of First Voices key goals: inter-tribal and inter-generational collaboration. Click the player below to hear the song.
Step 4: Further research with scholars and specialists
As part of our ongoing research into the project, we reach out to noted scholars and specialists who provide further context for the project, and the value of storytelling in general. Here's Dr. Sweeney Windchief, professor of education at Montana State University (Bozeman). Dr. Windchief explains why stories and storytelling can present a more authentic, multidimensional, picture of Indigenous culture.
And we're particularly honoured that eminent historian and scholar Professor Walter Fleming, Director of Native American Studies at MSU Bozeman, consented to give us an interview. Here Professor Fleming discusses the value of inter-tribal collaboration.
Step 5: Participants' artwork
As described above, during the workshop phase of the project (Step 2) participants produce artwork inspired by the story. These works are incorporated into the performance video to illustrate and support the final interpretation of the story (Step 6, below).
Some selected examples of participant artwork for "They Perished at the Rock Point" are below.
"River"
"Trading Post"
"Cave"
Step 6: The performance video
Now we have the raw materials to assemble the performance video, using clips from the various workshops.
This video is carefully edited, with music (see Step 3) and artwork (see Step 5) integrated into the sequence. In addition graphical treatments or animation can be added.
Step 7: Lesson plans and educator resources
As with all First Voices stories, a key element of the project is to produce lesson plans that can be used by educators across Montana and beyond—enabling educators to integrate knowledge and awareness of Indigenous culture into compelling lessons. Full details of the lesson plan relating to "They Perished at the Rock Point" can be found here.
Alternatively download the PDF by clicking the image below.