Aldean and the Red–Tailed Hawk

Slideshow: Canva: Aldean and the Red-Tailed Hawk

Activity 1: Voices of Nature Soundscape & Silence Circle (Music/Drama)

Invite students to sit or stand in a large circle. Begin with silence.

Teacher: We are going to work together to create a soundscape and silence circle. A soundscape is an audio-picture we create using sounds. We will use our voices and bodies to help imagine and create a place—like being outdoors in nature. When we work together, our sounds blend to create one living sound picture, or soundscape.
 

Slide 1: Images of nature

Teacher: How could you use your voice or body, without any props, to make the sound of rain falling, a kitten mewing, heavy winds blowing, a rooster crowing, crunching fall leaves beneath your feet, or a large wave crashing against a rocky shore? 
(Invite students to join you in making their own realistic sounds, as you reference each of the slide-picture prompts) 

Teacher: Imagine you have stepped quietly outside. 

(If helpful, invite students to select a specific environment: a forest, a barnyard, a beach, a desert, their own backyards, the lakeshore, etc. What animal sounds? What sounds from the earth and the elements are found in that environment?) 

Teacher: What sounds in nature do you love to hear or mimic? Think about that nature or animal sound. How can you use your voice or body to create that sound? We are going to build a soundscape of voices of nature. Let’s begin with silence. Quiet helps us listen carefully and prepare to make thoughtful sounds. I will begin, and each of you will go in turn around the circle to add your chosen sound from nature. Listen carefully to the sounds around you as the soundscape grows. Gently repeat your sound again and again, as it might be heard in nature. Continue while each new voice is added. When the last person adds their sound to the circle, we will slowly continue around the circle a second time. This time we’ll let our sounds fade and stop, one at a time. When we reach the last voice and it ends, we will be completely silent.

The teacher makes her chosen sound from nature, and slowly repeats it (e.g., wind whoosh, raindrop tap, rustling leaves, rooster crowing, cat meowing, etc.). Each student adds a different sound in turn, and builds upon what came before, until the whole circle becomes a living “soundscape of the earth.” After a couple rounds, pause and let the sound fade back into silence—Invite reflection.

Teacher: (Choose from the following questions)

• How did each unique sound and voice we made come together?
• What did you notice about many different voices building together and gradually returning to silence? 
• What’s the value of each voice, and the value of silence?
• How does each unique sound and voice in nature contribute to the whole and wellness
  of our living world?

Teacher: Listen now, and see if you can identify what creature makes this sound.

Slide 2: Red-Tailed Hawk sound
From: https://xeno-canto.org/explore?query=red-tailed+hawk&pg=1  

Teacher: Does anyone know what animal makes this sound? (allow time for student response) This is the voice of the red-tailed hawk.

Slide 3: Red-tailed Hawk

Invite students to return to a seated position. 

Teacher: Musical instruments can mimic and create beautiful nature sounds. Listen to this native flute music honoring the red-tailed hawk. 

Slide 4: Watch video of Aldean Ketchum’s Red-Tailed Hawk, Flute song https://www.youtube.com/watch?v=4PLCOR9v7dw 

Slide 5: Aldean Ketchum, an Elder and member of the White Mesa Mountain Ute Tribe

Slide 6: Locate the reservation of the White Mesa Community of the Ute Mountain Ute on this Utah Map

Teacher: Aldean Ketchum also wrote a song to sing about his red-tailed hawk. Before we listen to his song, let’s learn about his relationship with his red-tailed hawk. 

Slide 7: Watch video of Aldean’s story of his red-tailed hawk: https://www.youtube.com/watch?v=kw2GPR4n4nA
 

Activity 2: Attentive Listening to the Song

Slide 9: Play Aldean’s song

Slide 10: Guided listening prompt

Listening 2: Listen to Aldean’s song again. Listening the second time while trying to write ten new things students notice about the song gets them listening deeper and thinking beyond their initial first impressions. 

Slide 11: Play Aldean’s song again

• Following both listening experiences, invite students to trade their papers with a partner and talk about what they heard or noticed, and how it might be similar or different from their friends' ideas. Invite individuals to share with the whole class. Each student receives their paper back for listening activity 3.

   

Listening 3: Map the melodic contour line of the melody 

• Before listening to Aldean’s song again, briefly teach and provide an example of a melodic contour line on the whiteboard, using a short familiar song, like “Twinkle, Twinkle Little Star”. 
  • See: Teaching Melodic Contour--made easy.pdf 
  • See below: Sample melodic contour line for “Twinkle Twinkle Little Star”:

Slide 12: “Twinkle Twinkle Little Star”- sample melodic contour 

Slide 13: Play Aldean’s song while students map the melodic contour

• Invite students to turn their papers over as they listen closely to Aldean's melody line and create their own map of the melodic contour of his song. 
• Have students share their melodic contour line map, by holding their papers, facing out, in front of them.
   

Listening 4: Trace the melodic contour line with pointer finger

• Invite students to review the accuracy of their own melodic contour line by listening again and using their pointer finger to trace the melody line they created.

Teacher: Did your melodic contour line help you to follow the movement of Aldean’s melody? Aldean chose this melody and wrote this song to express his own special relationship with a red-tailed hawk. 

Teacher: Aldean Ketchum sings this song in his native language which is Ute. Let’s see the song lyrics in Ute and English.

Slide 14: Song Lyrics for Akakwanichich by Aldean “Lightning Hawk” Ketchum. Transcribed by Dirk Elzinga

(The words haaya, weya, haya, um… are called vocables. They do not have translatable meaning but are used to add expression and create musical rhythm.)

Note: For time immemorial, the Ute language was communicated through oral tradition. It began to be developed into a written form around the late 1970s.

Teacher: Even though we looked at the Ute words, let’s sing Aldean’s red-tailed hawk melody on a neutral syllable, “tah” or ”loo.” Follow either your contour line map, or mine up on the board, with your finger and allow your voice to follow along with Aldean singing.

Note: The language used in this song has tricky pronunciation. Allowing students to sing on a neutral syllable will allow them to participate in making the music without the challenge of the language. Allow students to try singing the Ute language as they feel confident. 

Slide 15: Sing along to Aldean’s song on a neutral syllable following the melodic contour line map.

Activity 3: Read Aldean and the Red-tailed Hawk

Teacher: What are some of the things Aldean might have learned raising a wild bird of prey like the red-tailed hawk? Let’s watch another video clip where Aldean shares about his experience with his red-tailed hawk.
 

Slides 17-22: Book: Aldean and the Red-tailed Hawk

Read-Aloud & Discuss: (Select from the following questions to support your purpose)

1. What was Aldean’s relationship with the hawk? How did it grow and change over time?
2. Why do you think he created a book, illustrations, and a song about the red-tailed hawk?
3. What evidence does Aldean share (through pictures or words) in his story about how geography, land, and the natural world are very important to him and his Native American culture?
4. How does Aldean’s story show his deep respect for animals in the natural world?

Activity 4: (Select one of the following activities from #1-5) (Thinking routine, Science and STEM, Drama, Visual Arts, Dance/Movement):

1. Step Inside—Use this thinking routine: After reading the book together, students take the perspective of Aldean, the hawk, or a White Mesa Ute child observer. Students write, act-out, or improvise short monologues using sensory details and a respectful voice. 

Teacher: In Aldean and the Red-tailed Hawk, Aldean learned to care for the hawk with help by learning its needs by observation, listening to its sounds, and respecting its place in the world. Imagine what it felt like to be Aldean, the hawk, or another White Mesa Ute child watching this friendship grow.

Student Guiding Questions: 

• If I were Aldean: What do I hear, feel, and think when the hawk first arrives? How does it feel to help the hawk learn to hunt?
• If I were the hawk: What do I notice about the world around me when I first fall from my nest? How does my bond with Aldean change how I see freedom?
• If I were one of Aldean’s friends: What lesson might I learn watching Aldean and the hawk? How does their friendship make me think differently about animals and nature?

2. Science & STEM

Teacher: The book shows a real friendship between Aldean and a growing red-tailed hawk. Let’s learn about these amazing birds—how they live, what they eat, and how they use their wings to survive.

• Observation: What unique physical traits did the hawk show in the story (e.g., red tail feathers, hunting movements)? How might these help it survive in its habitat?
  • Study characteristics of the red-tailed hawk (habitat, diet, migration). Book and website suggestions.
  • Assign students to read a book and/or explore a website page about red-tailed hawks.

  • Have them take notes on habitat, diet, physical traits, and behavior.

     

Teacher: When we study another Utah bird of prey (like a peregrine falcon or golden eagle), what similarities and differences do we notice in habitat and hunting strategies?

• Compare & Contrast: Red-tailed hawk vs.another Utah bird of prey.
  • Use Britannica Kids or Audubon Adventures to learn about another Utah bird of prey (e.g., peregrine falcon or golden eagle).
  • Students create a Venn Diagram comparing the red-tailed hawk to the other species.
     
• STEM Tie-In: How does a hawk’s wingspan help it glide and hunt compared to your arm span? What patterns do we notice in flight and balance?
  • Build a simple paper model showing hawk wingspan vs. a student’s arm span. Instructions: STEM Activity_ Wingspan Comparison.pdf 

3. Drama: In small groups improvise a scene from the story or view one of Aldean's illustrations to create a tableau where the hawk helps teach Aldean something about the natural world.
 
Teacher: In the story, the hawk helps teach Aldean about patience, survival, and respect for nature. Use this moment to create a frozen picture (tableau) or a short improvisation where the hawk shares an important lesson about the natural world.

Guiding Questions:

• What moment in the story shows the hawk teaching Aldean something important?
• What lessons might the hawk show about observing nature or recognizing the roles of other creatures?

4. Visual Arts: Create an Animal Scene of a special pet or a favorite animal (inspired by the colored-pencil illustrations in Aldean’s book). 

Teacher: Aldean honored the red-tailed hawk as a friend who watches over him and shows him the ways of the land. Your animal portrait should show what the hawk or another special animal means to you or how it teaches you something important. 

Reflection Questions:

• What qualities does your animal have that you admire or feel connected to?
• What colors, patterns, or symbols will you include to show its uniqueness and personality? 

5. Dance/Movement: Create group choreography inspired by the hawk’s natural postures, roosting, watching, soaring, diving, and gliding. Students use scarves or ribbons to show air currents. 

Teacher: Aldean observed the red-tailed hawk’s movements as it took off, glided, soared, and landed. We will explore these ideas through dance by using locomotor and non-locomotor movements, changes in levels, pathways, and dynamics, and body shapes inspired by the hawk’s flight. Using scarves or ribbons, we will show how air currents affect movement as we create and connect our motions in space. Visualize how you can use your body, scarf, or ribbon to create the motions and feeling of flight.

Movement Prompts:

• How does the hawk position its wings when rising, gliding, or diving?
• What body movements can you create to show stillness (resting) vs. motion (soaring)?
• How might the wind look and feel as you move the ribbons/scarves?

Conclusion Reflection (optional):

I used to think…Now, I think

Teacher-student prompt ideas. Select from the following:

• Think about what you believed or noticed about nature sounds, music, or the red-tailed hawk at the beginning of this lesson.
• Reflect on how Aldean Ketchum’s song, story, and relationship with the red-tailed hawk deepened your understanding of listening, nature, the White Mesa Ute, and cultural respect.
• Reflect on what you personally gained or learned while participating in this lesson. How did you used to think or feel and how do you think or feel now? (This could relate to any of the following: Soundscape experience, attentive listening, writing a melodic contour, personal effort and participation in the chosen extension activity, the White Mesa Ute Mountain Ute culture, etc).

• Observe and create nature sounds using voice, body, and silence.
• Collaborate with others to build and perform a group soundscape.
• Demonstrate attentive and respectful listening when responding to sounds and music.
• Describe how individual sounds work together to create a complete soundscape.
• Identify the sound and image of a red-tailed hawk.
• Analyze a song by describing what is heard and how the melody moves.
• Represent melodic movement by drawing a melodic contour.
• Compare listening observations with classmates to deepen understanding of music.
• Explain how music and stories express ideas, experiences, feelings, and relationships with nature.
• Recognize how Aldean Ketchum uses song and storytelling to share personal experiences and cultural values.
• Describe key ideas from Aldean and the Red-tailed Hawk, including respect for animals, land, and relationships.
• Develop understanding of and connection to the White Mesa Community of the Ute Mountain Ute.
• Express understanding of the natural world through art, movement, drama, science, STEM, or writing.

This lesson can be used to meet standards in many grades and subject areas. We will highlight one grade’s standards to give an example of application. 

Music: Grade 4

• 4.M.CR.1: Improvise rhythmic and melodic patterns and musical ideas (soundscape creation).
• 4.M.CR.2: Explain the connection of musical ideas to specific purpose and context (linking sounds & the hawk song to nature/culture).
• 4.M.CR.4: Select and demonstrate musical ideas to express intent while connecting to purpose and context (students choose sounds to represent nature).
• 4.M.R.1: Listen to and interact with a variety of contrasting music (listening to Aldean’s song multiple times).
• 4.M.R.4: Describe feelings or imagery conveyed by a music selection (guided listening responses).
• 4.M.R.5: Identify and describe elements that make contrasting music selections different (melodic contour explorations).

Drama: Grade 4

• 4.T.P.2: Demonstrate ability to work effectively alone and cooperatively (circle soundscape ensemble).
• 4.T.P.3: Observe, listen, and respond in character (students listening and responding to others’ sounds).
• 4.T.P.5: Communicate meaning using the voice (volume, pitch, tone, clarity—used in soundscapes).
• 4.T.R.1: Demonstrate audience skills of observing and responding (reflection questions on collective sounds).
• 4.T.CO.2: Read, listen to, and tell stories from a variety of cultures; connect historical/social issues (listening to and reading Aldean’s song and story).

English Language Arts: Grade 4

• 4.SL.1: Participate effectively in a range of conversations and collaborations; acknowledge/respond to others.
• 4.SL.2: Clearly summarize information presented in diverse formats (e.g., audio, visuals) and explain relevance (discussion after listening).
• 4.SL.3: Use age-appropriate language, volume, and clear pronunciation when speaking or presenting (sharing ideas about what was heard/observed).

Social Studies: Grade 4

• 4.1.1: Use maps and geographic tools to locate places in Utah.
• 4.2.1: Use evidence to describe how geography and land are important to Native American cultures in what is now Utah.

Standards for extension activities

English Language Arts: Grade 4

• RL.4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
• RL.4.2 – Determine a theme of a story and summarize the text
• RL.4.3 – Describe in depth a character, setting, or event using specific details
• W.4.3 – Write narratives to develop real or imagined experiences using effective technique, descriptive details, and clear event sequences
• W.4.4 – Produce clear and coherent writing appropriate to task, purpose, and audience.
• W.4.9 – Draw evidence from literary texts to support analysis and reflection
• SL.4.1 – Engage effectively in collaborative discussions
• SL.4.4 – Report on a topic or tell a story with appropriate facts and descriptive details

Science/STEM: Grade 4

• 4.2.1 – Obtain and communicate information about animals and how their physical characteristics help them survive
• 4.2.2 – Analyze how organisms depend on their environment
• 4.2.3 – Construct explanations showing how adaptations support survival
• SEP.1 – Asking questions and defining problems
• SEP.4 – Analyzing and interpreting data
• SEP.6 – Constructing explanations
• 4.MD.1 – Know relative sizes of measurement units and use measurement to compare
• 4.MD.2 – Use measurements to compare and analyze data
• MP.4 – Model with mathematics

Drama: Grade 4

• TH:Cr1.1.4 – Generate ideas for a theatrical work using personal experience and text
• TH:Cr2.1.4 – Use body, voice, and space to communicate character
• TH:Pr4.1.4 – Use physical choices to convey meaning
• TH:Re8.1.4 – Interpret intent and meaning in a dramatic work

Dance: Grade 4

• DA:Cr1.1.4 – Create dance phrases using locomotor and non-locomotor movement
• DA:Cr2.1.4 – Develop movement using levels, pathways, and dynamics
• DA:Pr4.1.4 – Perform dance with clarity and expressive qualities
• DA:Re8.1.4 – Interpret meaning from movement

Visual Arts: Grade 4

• VA:Cr1.1.4 – Generate ideas for artwork based on observation and imagination
• VA:Cr2.1.4 – Use materials and techniques to create artwork
• VA:Re7.2.4 – Analyze how visual components convey meaning
• VA:Cn10.1.4 – Relate art to personal experiences and cultural meaning

Social Studies: Grade 4

• SS.4.2.1 – Explain how environment influences culture and way of life
• SS.4.2.4 – Describe ways cultural traditions are expressed
• Civic Disposition (Embedded) – Demonstrate respect for diverse cultures
  Aligned to: Perspective-taking and reflection

• Upload and preview slideshow: Canva: Aldean and the Red-Tailed 
• Printable version of the book: Aldean and the Red-Tailed Hawk 
• Become familiar with these Harvard Project Zero Thinking Routines:
  • Listening: Ten Times Two
  • I used to think…Now, I think 
• Blank paper and pencil for each student
• For Extension activity options #1-5
  • 1. Step Inside: Become familiar with this Harvard Project Zero Thinking Routine. 
  • 2. Science and STEM: Review and select from: Book and website suggestions.
    Become familiar with: STEM Activity_ Wingspan Comparison.pdf
  • 3. Drama: Become familiar with how to teach these activities:
    • improvise a scene
    • create a tableau 
  • 4. Visual Arts: Create an Animal Scene

  • 5. Dance/Movement: Create group choreography  
     

     

Bird sounds from around the world: https://xeno-canto.org/explore?query=red-tailed+hawk&pg=1  
This lesson was created thanks to a grant from the National Endowment for the Arts and the Utah Division of Arts & Museums.

Image 1: Aldean, https://www.uen.org/americanindian/tribes/ute-mountain/books/WMUteAldeanandHawk.pdf 
Image 2: Ruby Barrus
Image 3: Aldean, https://www.uen.org/americanindian/tribes/ute-mountain/books/WMUteAldeanandHawk.pdf