Page 82 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 9, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
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C4.3 identify, on the basis of examination, the elements and principles used in various art works/productions by First Nations, Métis,
and Inuit artists, and analyse their effects (e.g., Allen Sapp uses the principle of balance to create an impression of equal importance between human figures and the landscape in his paintings; Elisapie Isaac incorporates folk and pop rhythms into songs designed to connect generations of Inuit; Susan Aglukark incorporates contemporary country and pop rhythms and tempo into melodies based on Inuit folk music to make songs based on her life that her listeners find relevant to their own experiences)
Sample questions: “How does the artist use colour to convey a particular mood in this painting?” “How have the artists created an area of emphasis within this quilt?” “How does this artist embed Indigenous language and ancestry into the song lyrics to promote cultural understanding through music?”
C4.4 identify and reflect on the qualities of their own art works/productions and the works of others (e.g., using a journal, a blog, discussions with peers and/or Elders, Métis Senators, knowledge keepers, or knowledge holders), and evaluate the effectiveness of these works
Sample questions: “What aspects of this art work do you think appropriately reflect a First Nations, Métis, or Inuit perspective? Why?” “When you reflect on your own completed art work/production, would you do anything differently? Why, or why not?” “What technical, acoustic, or expressive aspects of this art work might you change to accentuate its message?”