Page 85 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

bring communities together and raise awareness about the legacy of the residential school system in Canada; describe some specific ways in which First Nations, Métis, and Inuit art works challenge cultural stereotypes; compare a mainstream perspective on a particular Canadian historical event with the perspective expressed in a specific work by a First Nation, Métis, or Inuk artist, analysing how the work challenges conventional interpretations of the event)
Sample questions: “Why do you think First Nations, Métis, and Inuit artists refer to a need to ‘reclaim’ images of themselves?” “How might an artist, community, or nation challenge stereotypes through art? What examples can you give?” “How does Carey Newman’s large- scale art installation Witness Blanket demonstrate truth telling, the preservation of stories, and the promotion of reconciliation?”
D2.3 identify, on the basis of research, various legal, ethical, financial, and cultural implications of Canadian policies related to the repatriation of First Nations, Métis, and Inuit cultural articles, analysing the historical and social context of these policies (e.g., with reference to museum inventories; public access to cultural objects with historical, ceremonial, and spiritual significance; the treatment of construction and excavation sites)
Sample questions: “What are some copyright and ownership issues associated with the artistic expressions of First Nations, Métis, and Inuit cultures?” “How did museums amass large inventories of First Nations, Métis, and Inuit cultural objects? What actions are First Nations, Métis and Inuit groups, communities, and governments taking to retrieve and repatriate sacred and ceremonial articles and cultural objects from museums?”
D2.4 compare various community, regional, national, and global responses to First Nations, Métis, and Inuit art (e.g., with reference to the inclusion or exclusion of First Nations, Métis, and Inuit art works in exhibitions and catalogues; the critical attention paid to First Nations, Métis, and Inuit art works/productions from different regions), analysing the role of art in bridging divergent cultural perspectives and promoting dialogue
Sample questions: “What are some generational differences in the responses of art audiences
to First Nations, Métis, and Inuit art works/ productions? How do you explain these differences?” “In what ways can experiencing First Nations, Métis, and Inuit art build a bridge of understanding between Indigenous
and non-Indigenous audiences?” “How did the decision of a major web browser to feature a doodle honouring the work of Kenojuak Ashevak on her birthday provide a learning opportunity for both Indigenous and non-Indigenous individuals?” “What impact did the choice of an inukshuk as an emblem of the 2010 Winter Olympic Games in Vancouver have? What were some issues and consequences arising from
the choice?”
D3. Connections beyond the Classroom
By the end of this course, students will:
D3.1 identify skills, character traits, and work habits that are developed through the processes of creating, analysing, presenting, promoting, and experiencing art works/productions that explore or reflect First Nations, Métis, and Inuit perspectives (e.g., knowledge related to cultural proficiency and cultural safety, creative problem- solving skills, critical analysis skills, the ability to express themselves visually and orally, the ability to work collaboratively and independently), and explain how they can be applied outside the classroom (e.g., identify ways to apply their cooperative work habits in family contexts; describe how their understanding of cultural protocols can be applied in community settings; explain how they can use their analytical skills in a part-time job or volunteer position)
Sample question: “What problem-solving skills have you learned in this course that you can apply in your part-time job or volunteer position?”
D3.2 identify and explore arts-related careers and secondary and postsecondary pathways that reflect their interests and skills (e.g., create a list of postsecondary arts programs related to their interests; conduct online research to determine
the skills and experience required for careers in advertising, animation, art therapy, fashion design, graphic design; create a personal skills inventory and compare it to the skills required in their field of interest; hold mock interviews for a position in the arts and culture industry)
Sample questions: “Which local First Nations, Métis, or Inuit artists work in an area of interest to you? How might you approach them to request an information interview?” “What grants, loans, and apprenticeship programs are available to support artists in starting or expanding small business ventures?”
ART AND SOCIETY
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and Inuit Cultures
Expressions of First Nations, Métis,
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