Page 69 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Analysis and Interpretation
As part of analysis, students try to figure out what an artist has done to achieve certain effects. Students might want to refer back to their first impressions, such as an impression of liveliness, and then analyse how the artist’s use of the elements, principles, materials, and/or concepts specific to the art form provoked their response. Teachers should encour- age students to describe and explain how the individual elements have been used and how they relate to each other. Students can also analyse the overall characteristics and compositional features of the work (e.g., how the artist uses and manipulates various sounds, movements, or images).
As students move towards interpretation they connect their new learning about Indigenous perspectives, identities, and experiences with the characteristics found in the art work. This stage requires the use of higher-order thinking skills, as students go beyond free association to combine associations based on evidence found in the work. As in the “initial reaction” stage, there are no wrong answers.
Activities such as discussing interpretations in a small group, writing an artist’s statement, keeping a reflective journal, working independently on a written analysis, or preparing notes for an oral presentation or a visit with an Indigenous artist may all be part of this stage.
Sample guiding questions might include:
• What did you intend to communicate in your art work/production, and why?
• What elements, principles, and/or conventions of the art form are used in this work by a First Nation, Métis, or Inuit musician, fashion designer, illustrator, choreographer, playwright, media artist, or visual artist?
• In what ways did the artist select and combine elements of Indigenous histories, perspectives, or cultures in this work? How can you assess whether the artist’s process was ethical and responsible?
• What is the theme, subject, or message of the work?
• Why do you think the artist created this work?
• What cultural, political, social, or personal view of the world do you think the artist has?
• How does this view match or contrast with your own view of the world?
The types of questions asked will vary with the art works/productions being discussed.
Consideration of Cultural Context
As part of the critical analysis process, students develop an understanding of First Nations, Métis, and Inuit works of art in their cultural context. Students need to under- stand how artists’ cultural, spiritual, and individual identities, as well as aspects of their personal lives, can shape their work.
Sample guiding questions might include:
• How has the artist’s cultural or spiritual identity influenced this work?
• What artistic traditions of the artist’s Indigenous community can you identify in this work?
• What events in the artist’s life may have affected the creation of the work?
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