Page 72 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 9, Open
A1. The People and the Land: demonstrate an understanding of the spiritual interconnectedness of people, the land, and the natural world in First Nations, Métis, and Inuit world views, analysing how spiritual and personal connections to the land are expressed through various art forms and arts disciplines;
A2. Identities: demonstrate an understanding of the role of spiritual, individual, gender, and collective identities in First Nations, Métis, and Inuit world views, analysing how identity is expressed through various art forms and arts disciplines;
A3. Self-Determination and Nationhood: demonstrate an understanding of the role of sovereignty, self-governance, and nationhood in First Nations, Métis, and Inuit world views, analysing how self-determination is expressed through various art forms and arts disciplines.
A. ARTISTIC EXPRESSION AND FIRST NATIONS, MÉTIS, AND INUIT WORLD VIEWS
OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
SPECIFIC EXPECTATIONS
A1. The People and the Land
By the end of this course, students will:
A1.1 analyse how First Nations, Métis, and Inuit arts disciplines are connected to the traditional territories now called Canada, drawing on evidence from a variety of regions and cultures (e.g., chiselled rock and rock paintings depict events that happened where the rocks are located; styles of dance are often identified regionally as Northern, Southern, West Coast, East Coast; oral stories and songs often address the land directly
or describe particular territories; the materials used
in mask making reflect the region with which the mask maker is associated; floral designs in traditional Métis beadwork and silk-thread embroidery often refer to local Indigenous ecological knowledge; Inuit drumming and singing styles vary according to their specific geographic origins)
Sample questions: “What is the significance of using regionally specific material in First Nations, Métis, or Inuit art works?” “In what regional ecosystem might you find the indigenous plants required to make a sweetgrass basket?” “Why should you seek advice from a local Elder, Métis Senator, knowledge keeper, or
knowledge holder when utilizing materials from the land in your art works?” “What is Indigenous land-based education? How might land-based teaching concepts, such
as a connection to the natural world located within traditional territories, enhance your knowledge, skills, and attitude as you explore arts disciplines from First Nations, Métis, or Inuit perspectives?”
A1.2 identify and explain a variety of recurrent symbols and themes related to the land and the natural world in First Nations, Métis, and Inuit art forms (e.g., symbols: the circle, the infinity sign, the inukshuk, trees, birds, antlers, Earth, the moon, the sun, feathers, flowers, water; themes: the impact of climate change, the importance of responsible land use, the sacredness of the land, the spiritual connection between the people and the land), drawing on evidence from several different art works/productions to analyse how spiritual and personal connections to the land inform artistic expression
Sample questions: “What do the symbols included in the Native Women’s Trail of Tears Quilt represent? What themes are expressed in the individual quilt blocks?” “What is the
70