APPENDIX C: CHEROKEE DRUMSTICK RITUAL 155
First, it is important to gain the children’s perspective on their
interaction with the natural elements. Some specific questions might
include: “What did you learn about trees and shrubs that you did
not know before?” “Why is it important to offer something back to
nature if you take something from it?” Other processing questions
might include how trees and shrubs offer protection and safety to
animals and people from the sun, wind and rain. Follow-up questions
in this circumstance might include: “Where do you go for protection
and safety?,” “Who are the protectors and safe people in your life?”
The second part of processing is focused on the children’s
thoughts and feelings while creating their drumsticks, using such
questions as: “How did you feel while you were creating your
drumstick?” “How are you and your drumstick the same/different?”
The third part of processing involves the children sharing the
different types of emotions they experience in their lives, as well
as when and under what circumstances these emotions might
be expressed. Processing can continue by identifying how nature
also expresses its emotions under a variety of circumstances, such as
with hurricanes, tornadoes, earthquakes and sunny days.
The fourth part helps children gain a sense of how their emotions
can be expressed outward and how this expression affects others. For
example, the facilitator might ask students to drum multiple emotions,
one after another. The facilitator can then ask, “How did it feel to
drum that emotion?” and “How do you think other people might
feel hearing that emotion from you?” Metaphors can be processed
on how nature’s emotions are expressed and how that expression
impacts on relationship with others.