Chinook’s Edge supports Indigenous Cultural Residencies in schools for the first time this year

Chinook’s Edge School Division is beginning to enjoy the results of a program implemented this year, to extend the opportunity for five Indigenous cultural residencies in schools. The newly established residencies are a part of the division’s work towards Truth and Reconciliation. 

Schools applied for the opportunity to host a residency, describing what elements they would like to include as a part of their application. Indigenous Learning Coordinator Carolynne Muncer worked with Indigenous helpers to go through the applications and approve five to move forward in the 2024-25 school year.

“Just as every person has their own level of understanding about Indigenous history in Canada, and is on their own journey, our schools have unique needs when it comes to supporting the work of Truth and Reconciliation,” says Carolynne Muncer, Indigenous Learning Coordinator, Chinook’s Edge School Division. “We decided to establish these residencies because it honours where each school is at, letting staff and students guide what next steps should be taken. It personalizes the learning.”

“We know that schools and communities know what learning fits the needs of their students,” says Karyn Barber, Associate Superintendent of System Services. “We are excited to have school staff and students connecting with Indigenous knowledge keepers, Elders and helpers in meaningful ways.”

“It’s good to see Chinook’s Edge doing these residencies,” says Clare Butterfly, an Indigenous knowledge keeper. “There are a lot of Indigenous students in Chinook’s Edge. For them and for all of the students it is important we understand the history of our country.”

“What I love about the residencies is the story telling piece,” says Butterfly. “Whether it's through art or through traditional dancing, it’s telling a story and a history of our people.”

The division has supported five residencies for the 2024-25 school year, and hopes to budget for the same in 2025-26 to give additional schools the opportunity.

This year’s residencies are: 

• Penhold Crossing - art residency
• Hugh Sutherland School (Carstairs) - Métis residency
• John Wilson Elementary School (Innisfail) - seasonal Indigenous learning
• Penhold Elementary School - Elder in residence
• Sylvan Lake Schools + Poplar Ridge School - art residencies

While some of the projects are still underway during the spring months, several have been completed, and are described here.

Penhold Crossing’s art residency
Sylvan Lake resident Clare Butterfly is regularly invited to schools throughout Chinook’s Edge. With his Cree heritage, and teaching degree, Butterfly is in a unique position to partner with schools in sharing knowledge and insights.

What schools might not know about Butterfly is that his subject of specialty in his teaching degree is art. 

“I started out as a self taught artist, and when I went to university my goal was to become an art teacher,” says Butterfly.

Although Butterfly doesn’t have a contract as a teacher stationed in a single school, Butterfly does share his skill as a teacher and artist throughout the division.

 “I am really glad I ended up where I did. I appreciate the opportunity to share Indigenous culture and history with students,” he says. 

When Penhold Crossing School approached Clare with the idea of creating Indigenous art for the school he was pleased. “I have been really excited about this one,” says Butterfly.

Butterfly has created four paintings that will hang in the student gathering area towards the front entrance of the school.  Each contains one of the four colours of the medicine wheel, as well as directions. Each painting contains images from the area - and what you might find in each direction from the school of importance to Indigenous people. For instance: 

• To the east is Dry Island Buffalo Jump and to the south is Antler Hill, both traditional hunting grounds. 
• To the north is Peace Hills where the Blackfoot and Cree People made a peace treaty about 200 years ago. 
• To the west is A-Soo-Wah-Um, a spot where the water of the Red Deer River is low enough to walk across much of the year, and is part of a trade route connecting Indigenous people throughout North America.

The peace pipe and four eagle feathers on each piece also add to the meaning.

“What I like about these paintings is the story they tell. They give a history of the people, and give an understanding of local context,” says Butterfly. “I like the idea of looking at a painting and using your imagination to tell the story.”

Deah W., a Grade 10 student from Penhold Crossing, was often found in the library where Butterfly was painting during his time at the school. “I find watching him paint, unique,” says Deah. “He really focuses on the details.” Deah adds, “He is painting his land, and that’s a great and beautiful way to express that. It educates and shows people.” 

Corbyn Shields, Vice Principal of Penhold Crossing says teachers will bring their classes to consider the art, and teach about local Indigenous history and connection to the land.

“Having this artwork on display is important,” says Shields. “We anticipate it will increase a sense of belonging and communicate that everyone is welcome. Also, these images will allow all of us to better understand the history of our country. We are looking forward to using this as a tool to move forward our work in reconciliation.”

Sylvan Lake Schools: tipi painting, art displays, and interactive learning
The schools in Sylvan Lake, and Poplar Ridge School, decided to apply together for an art residency. The schools shared the division funding, and each added from their own budget to develop a variety of projects.

According to Butterfly, Ecole H.J. Cody School, Ecole Steffie Woima Elementary School and Beacon Hill School have all had their tipis painted as a part of the residency. 

Butterfly helped with the designs and also worked with student input.

At Beacon Hill, the school council purchased the tipi, and Clare Butterfly worked with students to develop a plan to paint it.

Vice Principal, Georgie Perigny, says one group of students that provided input were all Indigenous.

“It was beautiful to see conversations between these students, and the relationships that formed between students when they recognized the Indigenous heritage they have,” says Perigny. 

The painting on the tipi has a tie to the Seven Grandfather Teachings. It is set up in the school’s learning commons. "The tipi is important because it shows our students what Indigenous peoples used to live in. Our tipi at Beacon Hill is in a cool spot to sit and read a book,” says Holden S., a Grade 6 student.

“The animal paintings are important because they represent and teach us about the Seven Grandfather teachings. My family is from the Bear clan and the bear is a sign of confidence and strength,” says Holden.

Grade 4 student, Raven M., says, "I think the tipi is a good idea to have at our school because it helps students learn about Indigenous peoples' culture. The art on our tipi helps us remember the Seven Grandfather teachings: respect, courage, love, truth, honesty, wisdom and humility."

“The tipi gives us a beautiful place for conversation and learning,” says Perigny. “We believe this will strengthen our inclusive and welcoming community.”  

At Steffie Woima, the school focused on exploring the Cree word “wahkohtowin”, which means togetherness and reflects the deep connections staff and students share with each other, the community and the land. Teachers explored the idea with students, and then shared student thoughts with Clare Butterfly.

Grade 4 to 6 students then helped Butterfly paint the tipi. The tipi features Steffie Woima school colors, flowing water to represent the community, rolling hills to reflect the landscape, and the night sky which will include stars made from the handprints of Pre-K to Grade 3 students when complete. A Blackfoot Morningstar is also included as a tribute to teacher Rebecca Beagan’s family and heritage.

"It’s always great to welcome Clare Butterfly into our school,” says Delaini Gillet, a Grade 5 Indigenous Lead, at Steffie Woima. “The opportunity to learn, grow, and collaborate with him is always a pleasure, not only for us as educators, but for our students as well. Projects like this allow our school community to build meaningful connections to culture, art, and land. I’m especially proud that this group of students gets to leave behind a legacy, one that moves us forward on our journey toward reconciliACTION."

Brynley Saik, a Grade 5 student, says she enjoyed painting the tipi. "I thought that it was a fun, and really cool experience,” she says. “I am excited to see when it is completely done. The whole school worked together on it and Mr. Butterfly used some of our ideas and then taught us some stories about what the tipi meant. It will look so awesome, up."

Gillet says, “The tipi will stand in our school’s courtyard as a vibrant symbol of togetherness, culture, and creativity. An expression of wahkohtowin.”

C.P. Blakely Elementary School and Ecole Fox Run School chose to have artwork done for their school. C.P. Blakely’s is still under development. Ecole Fox Run School’s art was completed by Butterfly earlier this year. 

There are four panels in the newly created Fox Run display - which Butterfly painted directly onto walls. It includes the fox, because of the name of the school, as well as stories of Indigenous people. Butterfly will visit the school on May 1 to tell the stories shown in the panels. The school plans to record them so that students in the future will have access to the insights Butterfly shares.

“Students love it,” says Tracey Lynn, Vice Principal of Poplar Ridge School. “We love that the murals contain the fox and the four seasons and, as a result, connect us more deeply to land based learning.” 

Lynn says students and staff are looking forward to learning more about the stories behind the art, when Butterfly visits in May. “We wanted a legacy project,” says Lynn. “We want students this year and in future years to be positively impacted. Reconciliation is about continuous learning. We are going to use the story piece to keep on learning.”

Poplar Ridge School welcomed Butterfly to the school several weeks ago for a full day of learning. 

According to Poplar Ridge Principal, Kim Cocks, Butterfly spent 25 minutes with each class telling stories and sharing insights. Butterfly demonstrated putting on Indigenous regalia, describing each item and why it is important. 

Butterfly’s wife, children and father all visited the school as well. Following his visit to individual classrooms, students gathered for a school wide assembly, with parents invited, where Butterfly and his son showcased Indigenous dancing. 

“He spoke about his family and where he got his feathers from,” says Cocks.

“He shared about his young son. He explained how his wife is a hunter. The presentations were really beautiful, captivating and impactful. You could have heard a pin drop. Students were very interested in what Clare shared,” says Cocks.

Grade 1 student, Mila, says, "He dances so beautiful. Can he please come back to teach us how to dance from the heart?"