URLs of Interest for Coconut Weaving

As you may know by now, my research paper will focus on the Chamorro artistry of coconut weaving. As part of my ongoing research, I've also tapped on the experts at the University of Guam's Micronesian Area Research Center (MARC). In particular, Monique Carriveau Storie shared with me some URLs that I found resourceful for my research paper. Click on any of the URLs below to gain meaning and insight on Guam's art of coconut weaving:

James Bamba Coconut Weaving Demonstration

http://www.youtube.com/watch?v=H1-LDa-U5Rw

Woven Baskets And Their Uses

victorian.fortunecity.com/portfolio/487/baskets/index.html

Weaving Stories

http://www.pacificworlds.com/guam/stories/story3.cfm

Source: Storie, Monique C.

The Uses of the Coconut Tree

As I further engaged in my research on the Chamorro artistry of weaving, I came across an interesting listing on the uses of the coconut tree. This provides evidence that virtually every part of the coconut tree can be maximized for various uses in our culture. In addition, there are many mathematics lessons (i.e. counting by ones, patterns, amount of leaves required for the craft, time necessary to create the craft, etc.) that can be developed, as the students can be taught the weaving of creating a variety of crafts from coconut leaves. Enjoy!

Click on the image above to get a
better view on the uses of a coconut tree.

Reference:

Dunford, B. and Ridgell, R. (2006). Pacific Neighbors, The Islands of Micronesia, Melanesia, and Polynesia. Hawaii: Bess Press.

Snapshots of Navigation in Guam and Chuuk

As we've progressed in our coursework, some of you have shared some interest in mathematics dealing with canoebuilding and navigation. The mathematics involved include the required amount of time, effort, materials, proportions, and measurements needed in the making of a canoe and its various parts. Some things to consider when making a canoe are the hull, sail, boom, stanchion, crosspiece, outrigger platform, longitudinal stinger, diagonal stinger, removable board, weather-side board, and thwart.

Guam's history of navigation dates back to the flying proa - sailing vessels - which required intuitive construction. The canoes were the ancient Chamorros' primary transporation between the Mariana islands for trading, war, recreation, and match-making. Sailing techniques were used by them to navigate to and from islands with speeds of up to twenty miles per hour. There are different canoes, such as the ladjak, which referred to canoes that could be fitted with sails, with the sakman as the largest, followed by lelek, duding and duduli. There is also the simplest of canoes called the galaide' - a dugout paddling canoe. Our ancient Chamorros even built canoe houses to protect the canoes. Unfortunately, by the 1900's the tradition of the ladjak was lost and only the galaide' remained, although that almost became extinct.

Today, a revival project has generated classes, projects, and groups who remain committed to bring back the proud seafaring traditions in Guam and the Marianas. As part of the revival project, a few of our dedicated Chamorros sailed to Polowat Atoll, Chuuk, where traditional seafaring knowledge is still alive. Polowatan navigators have also visited Guam to teach our younger generations how to build canoes.

We are grateful that our fellow Pacific islanders in Polowatt Atoll, Chuuk, have helped us to revive our ancient building and navigation of canoes. As such, it is only fitting that I share some navigational snapshots from both Guam and Chuuk. The Guam snapshots were retrieved by Guampedia. The Chuuk snapshots were contributed by Richardson "Rick" Chiwi, COM-FSM Instructor, who was a dedicated student of mine for ED638: Teaching with the Internet.


Guam Navigation Snapshots...

Chuuk Navigation Snapshots...


ED 638 is the vast ocean to tame and conquer; with patience, persistence, and perseverance one may overcome all odds and be rewarded with the many resources it offers. Wind, current, stars, and the waves are guidance to navigate with. Blogger, ClassCentral, HotChalk are guidance to ED 638. So much to thank about!
Posted by Richardson Chiwi at 9:26 PM 1 comments
Labels: Obstacles and Rewards


WASC visiting member, Mr Yamaguchi of Hawaii visited our campus and was welcomed to set foot on our canoe.
Posted by Richardson Chiwi at 8:32 PM 1 comments
Labels: Serek Sa'fa'a'l (Renavigate)

References:

Artero, A.D, ' Canoe Building', referenced February 27, 2010, © 2009 Guampedia™, URL: http://guampedia.com/canoe-building-2/

Chiwi, R. (2009). ED638 - Summer 2009 Blog. Retrieved February 28, 2010 from http://ed638summer2009.blogspot.com/

Mathematics used in singing in the Chamorro culture

Kuma kanta (singing) was a way of life for ancient Chamorros, and it is a practice that is still actively practiced. Whether it be to sing magof pot triste (happy or sad) songs, the very nature of singing has much meaning. For instance, Chamorro fishermen sang songs to bring them luck, and Chamorro lovers would sing songs to warm the heart of their loved ones. We also sing songs in our churches, in storytelling, fiestas, and dancing. The songs reflect how we feel and sometimes point out a moral that is meaningful in our culture.

Mathematics concepts: Rhythm, beat, high & low-pitch notes, timing of notes, amount of words used, length of the song, etc.

Here's a singing mathematics lesson plan that I came across, which will certainly engage the students:

Singing Math
Music Lesson

Objective: Students will recall the twelve times tables up to 120 10 out of 10 numbers.

Math Objective:
Students will acquire number sense and perform operations with whole numbers, simple fractions, and decimals.

Music Target:
Perform basic beat activities using body percussion.

Materials: white board, dry erase marker, tape (not necessary)

Introduction:
"Who knows the song Pop goes the Wesel? Today we are going to learn some of the 12 times tables singing to the tune of Pop goes the Wesel.

I Do: Teacher will write the numbers on the board, clustering together the numbers that will be said together. For example: 12,24,36...48 & 60...72,84....96,108,1 2 0. "Students, clap along with the beat while I sing the numbers out loud." Teacher will then sing out loud while clapping along with the beat.

We Do: Students will join in with the teacher as they begin to get the beat. Teacher will then remove her assistance and students will practice the song with one another. "Remember to clap with the beat, this will help you sing the numbers at the right speed and on the right beat." Teacher will walk around as students practice the song and clap with one another. Teacher will slowly erase numbers off the board, allowing students to use memory instead of reading the numbers. By the end of We Do all numbers should be erased.

You Do: Students will practice independently, using clapping if needed. Students will then sing the song to the teacher individually. Students can clap the beat in order to help them sing their 12 times tables but it is not necessary for their grade. Teacher will observe students as they pass them off.

Assessment: Students will sing the twelve times tables to the teacher.

Reference:

Weber State University. (2009). Retrieved March 4, 2010 from http://faculty.weber.edu/lorettawalker/Mus%20I%20pdf/MI4Hartam.pdf

Mathematics Used in Chamorro Celebrations

On the island of Guam we have many fiestas for various celebrations, including the feast for patron saints, baptisms, weddings, anniversaries, etc.

Mathematics concepts for a fiesta include the following: Amount of food needed for the respective fiesta; consider the space available for guests (i.e. food set-up, guest area, dancing ground); count the number of chairs needed for guests; time needed and amount of ingredients necessary to prepare the various type of foods, including kelaguen, pan (bread), steaming red rice, fish, beef, pork, escabeche (fish salad), titiyas (tortillas), barbecue chicken, fina’denne’ (hot sauce), etc.

In particular, the following are some Chamorro recipes used to prepare delicious dishes served at fiestas. These recipes clearly involve mathematics. Since Chamorro month is coming up, it would be great to have a cooking demonstration for the students and have them be actively involved in the cooking process under your close supervision.



CHAMORRO RECIPES:

TENACTAC*
(Beef with eggplant and coconut milk)

Ingredients:
1 ¼ pounds flank steak, chopped, or
1 ¼ pounds ground beef
6 to 8 eggplants, parboil, sliced lengthwise
2 cups coconut milk (1 cup very thick, 1 cup very thin)
2 tablespoons lemon juice
1 small onion, minced
1 tablespoon garlic, minced
¼ teaspoon salad oil
¾ teaspoon salt

Directions:
1. Saute garlic and minced onions in salad oil.
2. Add flank steak or ground beef and simmer for 10 minutes in covered saucepan.
3. Add lemon juice and continue cooking for 20 minutes.
4. Add salt and pepper.
5. Continue cooking for 20 more minutes.
6. Add thin coconut milk and continue cooking for 10 more minutes.
7. Add eggplant and cook for 3 minutes.
8. Add thick coconut milk and simmer for 3 minutes.
9. Remove from heat and serve while warm.

*Note: Makes 4 to 6 servings.



CHICKEN KELAGUEN*

Ingredients:
2 ½ to 3 lbs. whole chicken fryer
1 tablespoon salt
½ cup lemon juice
¾ cup chopped onions
1 cup grated coconut
6 small hot peppers

Instructions:
1. Cut chicken in half, sprinkle with salt.
2. Place in a broiling pan for 10 minutes.
3. Turn chicken over and broil for 5 minutes more.
4. Remove from broiling pan and cool.
5. Debone chicken and chop into fine pieces as desired, making about 5 cups.
6. Place chopped chicken into medium size bowl and add all other ingredients, except coconut, and mix well.
7. Add coconut and mix just before serving.

*Note: Makes 6 to 8 servings



BANANA CAKE

Ingredients:
5 – 6 bananas
1 cup melted butter
1 ½ cup sugar
2 teaspoon baking soda
1 ½ cup carnation milk
1 cup mixed nuts (preferably walnuts)
1 teaspoon salt
2 eggs
2 cups flour
2 teaspoon vanilla

Instructions: Mix ingredients, and bake at 350 degrees for 30 to 45 minutes.



CHAMORRO CAKE

Ingredients:
¾ of butter
2 cups flour
1 cup sugar
2 ½ teaspoon baking powder
2 eggs
2 ½ teaspoon vanilla
1 cup milk
¼ teaspoon salt
½ cup of raisins

Instructions: Place ingredients in a greased pan, and bake at 375 degrees for 30 to 35 minutes.



CHICKEN ADOBO

Ingredients:
3 lbs. chicken
2 tablespoon vinegar
1 teaspoon black pepper
½ cup soy sauce
4 large chopped garlic cloves
½ onion, sliced

Instructions:
1. Cut chicken into serving pieces and par boil to remove excess fat.
2. Rinse and drain chicken pieces.
3. Combine remaining ingredients and pour over medium heat until chicken is tender and sauce thickens.
4. Cook for about 30 to 45 minutes.



ESCABECHE*
(Fish with vegetables)

Ingredients:
3 ½ to 4 lbs. fresh fish
1 lb. or 25 stems and tips of cadagan
2 cups or 70 tips kankong
6 stems Chinese cabbage
1 large tomato, sliced
1 large onion, sliced
4 cloves garlic, minced
½ cup white vinegar
2 teaspoon sugar
2 tablespoon salt
2 (about 2”) yellow ginger

Instructions:
Pre-preparation for cadagan:
1. Clean cadagan stems and tips by removing fiberous material from stem.
2. Rinse.
3. Bring about 1 qt. water to a boil and add cadagan leaves and tips and continue boiling for 3 to 8 minutes.
4. Remove leaves and tips from water and place in colander.

Pre-preparation for kangkong:
1. Clean and rinse kangkong leaves.
2. Bring 2 cups of water to a boil.
3. Add kangkong tips and continue boiling for 5 minutes.
4. Drain.

Pre-preparation for cabbage:
1. Bring 2 cups of water to a boil.
2. Add 1 ½ to 2 ½ inches cut cabbage. Cabbage should be sliced crosswise.
3. Add cabbage to boiling water and continue cooking for 5 more minutes.

Pre-preparation for fish:
1. Clean fish.
2. Sprinkle salt and pan fry until cooked and crispy.
3. Take ¼ cup oil from pan in which fish had been friend and pour into a medium size saucepan.
4. Add minced garlic and onion.
5. Saute until nicely browned.
6. Add tomato and cook until tender.
7. Add grated ginger and cook for about 2 minutes.
8. Add vinegar, 1 cup water, salt, and sugar.
9. Bring to a boil and continue cooking for 5 minutes.

Final Instructions:
1. In a pyrex casserole dish, place cooked vegetables in alternating layer with fish.
2. Pour cool liquid mixture into vegetable dish.


*Note: Makes 6 to 8 servings
Do not use stainless steel, aluminum or plastic dish.



SHRIMP PATTIES*

Ingredients:
Egg Batter:
1 egg
½ cup evaporated milk
½ cup plus 1 tablespoon flour
1 teaspoon white pepper
1 teaspoon salt
½ teaspoon garlic powder.

Additional ingredients:
1 cup chopped celery
½ cup chopped green pepper
½ cup chopped onion
1 lb.shrimp (cleaned, deveined, chopped), approximately 1 cup
1 10 oz. package mixed vegetables (chop green beans)
7 oz. can corn
Salad oil for deep fat frying


Instructions:
1. Combine celery, green pepper, onion, shrimp, mix frozen vegetables can corn, and add egg batter.
2. Heat oil in frying pan to medium heat.
3. Drop mixture by tablespoon into the deep fat 1 ½ to 2 in. 350 degrees, until golden brown about 5 minutes.

*Note: Makes 4 dozen 1 ½ in. patties


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Feel free to use any of the aforementioned recipes. This comes at an opportune time to share this with the upcoming Chamorro Month activities in the Guam Department of Education. Biba CHamoru!



Source:

Naputi, Joaquin. Personal INTERVIEW. 23 February 2010.
Naputi, Julia. Personal INTERVIEW. 23 February 2010.
Women’s Group. Favorite Guam Recipes.

Measurements used in cooking Chamorro food

The focus of this is kelaguen, as it is one of Guam’s most delicious fiesta food.

Mathematics concepts: Amount & size of ingredients used, including lemon juice, coconut meat, salt, donné (hot pepper), chicken (or beef, deer), and time of meal preparation.

Mathematics used in building ancient Chamorro homes

The focus of this is the latte stone, as it was used as pillars for the foundation of homes.

Mathematics concepts: weight, size and shape of latte stones; number of latte stones used for the foundation of the homes