Page 66 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
and Inuit arts not only deepens students’ understanding and appreciation of Indigenous art making, both past and present, but also prepares them to be active participants in bringing about social change by supporting reconciliation and promoting mutually respectful relationships.
STRANDS
The expectations in NAC1O are organized into four distinct but related strands:
A. Artistic Expression and First Nations, Métis, and Inuit World Views
Students develop their understanding of how various art forms and arts disciplines are used to express and reflect the key concept areas associated with First Nations, Métis, and Inuit cultures: relationships, identities, and self-determination.
B. Creating and Presenting
Students apply the creative process (see page 65) to create art works/productions using materials and elements and/or principles from one or more arts disciplines. Students use technologies, tools, and techniques associated with these disciplines to create, modify, present, and promote art works/productions ethically and responsibly, drawing on their exploration of diverse Indigenous perspectives while respecting cultural protocols.
C. Foundations
In this strand, students use the critical analysis process (see page 65) to develop their understanding of and appreciation for First Nations, Métis, and Inuit works from various arts disciplines, and learn to use appropriate terminology to refer to elements, principles, and other key concepts related to those disciplines. Students explore past and present themes and influences in First Nations, Métis, and Inuit art making, as well as conven- tions and ethical considerations (e.g., cultural protocols, permission, cultural appropriation) associated with creating and experiencing different types of art works/productions.
D. Art and Society
In this strand, students develop their understanding of and appreciation for the historical and contemporary social contexts of a variety of Indigenous art forms. Students examine the role of art in promoting renewal and healing in First Nations, Métis, and Inuit com- munities and reconciliation in dialogue with non-Indigenous communities, generating a deeper understanding of themselves and the communities in which they live.
KEY PROCESSES IN THE ARTS
Key processes are described in detail, with accompanying graphics and discussions of other relevant topics, in The Ontario Curriculum, Grades 9 and 10: The Arts, 2010. What follows below is a brief discussion of the key processes in the context of the present course. Teachers will find it helpful to consult the broader discussions provided in the front matter of the arts curriculum document.
Students use the creative and critical analysis processes, which involve critical thinking and inquiry skills and processes, to develop their ability to resolve artistic challenges and respond meaningfully to the artistic productions of others.
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