1. Outcomes: 9.1 identify representative works of a style, period, and culture, and explain their personal or cultural importance 9.2 list and explain evidence of the importance of music at a personal, national and international, and universal level 9.3 list local, regional and national musicians or music organizations 9.4 identify and describe instruments common to the countries studied in social studies and instruments and songs that reflect Canadian multiculturalism

2.  Aboriginal music is rich in history and variety. However, once the Europeans came they were forbidden to practice their music because it was heavily linked with sacred practices. This is one reason why not a lot of information is known about past musical practices.  Each tribe or community has their own special musical tradition that many still practice today. For example; chanting is still widely practiced in most Aboriginal cultures. Along with singing and dancing.  Chanting: is the rhythmic speaking or singing of words or sounds, often primarily on one or two main pitches called reciting tones.  Chanting in the Aboriginal community is most often used in a spiritual setting.

3.  Before Europeans landed in Canada Aboriginal people used what they had on hand. They did not have materials like iron yet so all of their musical instruments were made from wood or some part of an animal. Most instruments were carved and not only served as an instrument but also a piece of art.

4.  Instruments:  Drums  Rattles  Horns  Flutes  Whistles  Drums are believed to be the heart beat of Mother Earth.  Each tribe had their own different songs, and another tribe could buy the rights to sing a song, however, if they did not buy the rights they were not allowed to sing or play the song.