Page 79 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

C. FOUNDATIONS OVERALL EXPECTATIONS
By the end of this course, students will:
C1. Terminology: demonstrate an understanding of, and use proper terminology when referring to, elements, principles, and other key concepts related to various arts disciplines, as reflected in First Nations, Métis, and Inuit art forms;
C2. Themes and Influences: demonstrate an understanding of past and present themes and influences associated with First Nations, Métis, and Inuit art making, as reflected in a variety of art works/ productions;
C3. Conventions and Responsible Practices: demonstrate an understanding of conventions and responsible practices associated with various arts disciplines, and with art making within First Nations, Métis, and Inuit cultures, and apply these practices when experiencing, analysing, creating, and presenting art works/productions;
C4. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by applying it to the study of art works/productions from various arts disciplines, including their own works, the works of their peers, and works by First Nations, Métis, and Inuit artists.
SPECIFIC EXPECTATIONS
C1. Terminology
By the end of this course, students will:
C1.1 use appropriate terminology related to elements, principles, and other key concepts when creating, analysing, or presenting various types of art works, including art works/produc- tions exploring or reflecting First Nations, Métis, and Inuit perspectives (e.g., use appropriate terminology when designing a flag that reflects their own cultural heritage, when describing their initial reaction to a multimedia work that incor- porates Inuit throat singing, when analysing the use of music to enhance a digital display of Métis floral designs; design a word game using terms related to the art traditions of various First Nations, Métis, and Inuit cultures, such as“Métis rug hooking”,“peace tree”, and“thunderbird”)
C1.2 demonstrate an understanding of elements, principles, and other key concepts associated with various arts disciplines, as reflected in First Nations, Métis, and Inuit art forms (e.g., explain the difference between sacred and social dances in Haudenosaunee culture; describe the techniques of folding and biting used to create Ojibwe birch bark designs; describe the syncretic structure of Métis fiddle music and explain how the
form differs from First Nations and non-Indigenous fiddle music; compare the aesthetic features and physical design of an Ojibwe tikinagan and an Inuit amauti; identify examples of how Inuit artists incorporate the natural contours, lines, and cracks of the bone or stone they are carving within their artistic compositions; explain how the selection of colour, shape, and space in Haida painted works illustrates a world perspective that reflects harmony with nature, among people, and within individuals), and identify those terms that are common to more than one arts discipline or cultural group (e.g., ceremonial dancing, dance regalia, cradleboard teachings, Woodland designs, beadwork, honour beats in drumming, thematic and iterative styles
of storytelling)
C1.3 compare approaches to the creative process within various arts disciplines, as reflected in First Nations, Métis, and Inuit art forms, using appropriate vocabulary (e.g., with reference to inspiration in clothing or regalia design and oral storytelling, the exploration and manipulation of natural materials when planning the contours of sculptures and utilitarian art forms, experimentation in dance and visual arts, presentation in media arts and music)
FOUNDATIONS
77
and Inuit Cultures
Expressions of First Nations, Métis,
NAC1O