Other Saskatchewan Education, Training and Employment Initiatives

In addition to Core Curriculum initiatives, various other initiatives support Saskatchewan Education, Training and Employment's curriculum development. This curriculum suggest ways to incorporate Indian and Métis perspectives, gender equity and resource-based learning. These initiatives can be viewed as principles that guide the development of curricula as well as instruction in the classroom. The initiatives outlined in the following statements have been integrated throughout this curriculum guide.

Indian and Métis Curriculum Perspectives

The integration of Indian and Métis content and perspectives fulfills a central recommendation of Directions. The Five Year Action Plan for Native Curriculum Development describes the process of integrating Indian and Métis perspectives into curricula. The Indian and Métis Education Policy from Kindergarten to Grade 12 states:

Saskatchewan Education recognizes that the Indian and Métis peoples of the province are historically unique peoples and occupy a unique and rightful place in our society today. Saskatchewan Education recognizes that education programs must meet the needs of Indian and Métis peoples, and that changes to existing programs are also necessary for the benefit of all students. (p. 6)

The inclusion of Indian and Métis perspectives benefits all students. Cultural representation in all aspects of the school environment enables children to acquire a positive group identity. Appropriate resources foster meaningful cultural experiences for Indian and Métis students, and promote the development of positive attitudes in all students toward Indian and M‚tis peoples. Awareness of one's own culture and other cultures develops a positive self-concept, enhances learning and promotes an appreciation of Canada's pluralistic society.

Saskatchewan Indian and Métis students come from various cultural backgrounds and social environments, including northern, rural and urban areas. Teachers must understand the diversity of the social, cultural and linguistic backgrounds of Saskatchewan Indian and Métis students. Cross-cultural education and awareness of applied sociolinguistics, first and second language acquisition theory, and standard and non-standard usage of language have become increasingly important to educators. Teachers must utilize a variety of instructional approaches in order to build upon the knowledge, cultures, learning styles and strengths which Indian and Métis students possess. All curricula need responsive adaptations in order to be implemented effectively.

Saskatchewan teachers are responsible for integrating resources that reflect accurate and appropriate Indian and Métis content and perspectives. Teachers have a responsibility to evaluate all resources for bias and to teach students to recognize such bias.

The following four points summarize the expectations for Indian and Métis content in curriculum and instruction:

• Curricula and materials will concentrate on positive images of Indian, Métis and Inuit peoples.
• Curricula and materials will reinforce and complement the beliefs and values of Indian, Métis and Inuit peoples.
• Curricula and materials will include historical and contemporary issues.
• Curricula and materials will reflect the legal, political, social, economic and regional diversity of Indian, Métis and Inuit peoples.

All cultures are enriched by certain valuable and unique individuals. Such individuals possess a diversity of knowledge -- knowledge that, once shared, can expand students' insight beyond the perspectives of the teacher and classroom resources.

Indian and Métis Elders in particular possess an integral role within the revival, maintenance and preservation of Aboriginal cultures. Elder participation in support of curricular objectives develops the positive identity of Indian and M‚tis students and enhances self-esteem. Non-Aboriginal students acquire a heightened awareness and sensitivity that inevitably promotes anti-racist education.

There is a protocol used in approaching Elders for the purpose of making requests, and this varies from community to community. The District Chiefs' Office, Tribal Council Office, Band Council or Education Committee on a nearby reserve may be able to assist you. Prior to an Elder sharing knowledge, it is essential that you and your students complete the cycle of giving and receiving through an appropriate offering. This offering represents respect and appreciation for knowledge shared by an Elder. One must ascertain the nature of the offering prior to an Elder's visit, as traditions differ throughout Aboriginal communities. In addition, should your school division offer honoraria and expense reimbursement, it would be similarly appropriate to extend such considerations to a visiting Elder.

To initiate the process of dialogue and participation, a letter should be sent to the local Band Council requesting Elder participation and indicating the role the Elder would have within the program. The Band Council may then be able to provide the names of persons who have the recognized knowledge and skills that would meet your specific needs. It is recommended that prior consultation occur with the Elder, to share expectations for learning outcomes.

Friendship Centres across the province are active at the community level and often present cultural workshops and activities in co-operation with Elders and other recognized resource people.

Gender Equity in Arts Education

Expectations based primarily on gender limit students' ability to develop to their fullest potential. While some stereotypical views and practices have disappeared, others remain. Where schools have endeavoured to provide equal opportunity for male and female students, continuing efforts are required so that equality may be achieved. Saskatchewan Education, Training and Employment is committed to providing quality education for all students in the kindergarten to grade 12 system.

It is, therefore, the responsibility of Saskatchewan schools to create an educational environment free of gender bias. This can be facilitated by increased understanding and use of gender-balanced material and teaching strategies, and continued efforts to analyse current practice. Both male and female students need encouragement to explore non-traditional as well as traditional options.

In order to meet the goal of gender equity, Saskatchewan curricula reflect the variety of roles and the wide range of behaviours and attitudes available to all members of society. The new curricula strive to provide gender-balanced content, activities and teaching approaches. It is hoped that this will assist teachers in creating an environment free of stereotyping, enabling both girls and boys to develop their abilities and interests to the fullest.

The Arts Education curriculum endeavours to integrate the experiences and accomplishments of both female and male artists in an effort to overcome the discrepancies between male and female participation, achievement and reward. The work of female artists has not traditionally been recognized or valued to the same extent as that of male artists. This curriculum strives to make it clear that the work of both men and women is of equal value and importance in today's world.

The gender equitable approach presented in the curriculum can be reinforced by teachers in two significant ways. First, the curriculum can be supported by the selection of instructional resources that provide greater gender balance. Such materials reflect the current and evolving roles of women and men in society, portray both females and males in non-traditional roles and provide opportunities for discussion of the implications of these pursuits.

The second measure that can be undertaken to improve equity significantly is to employ gender equitable instructional and assessment strategies in Arts Education. Ensuring that both male and female students receive equitable treatment will enable students to learn and grow without facing artificial barriers or restrictions such as those imposed by gender bias.

In order to ensure gender equity in Arts Education the teacher should:

• have equally high expectations for both boys and girls in all four strands of the Arts Education program
• give equal emphasis to male and female artists and their work in dance, drama, music and visual art
• portray the important contributions of both women and men when studying the arts of various cultures
• examine resource materials for gender equitable content and bring to students' attention any gender-biased portions of material
• encourage questioning of stereotyped generalizations in the arts
• observe students to ensure that neither gender interrupts or takes ownership of an activity or project to the exclusion of the other gender
• expect that students will consider the ideas presented by both genders
• make sure that all discussion is in gender-fair language
• encourage co-operation between the genders
• ensure that both genders have comparable time and access to resources and equipment
• emphasize the arts as possible career choices for both women and men
• assume that both females and males can be committed to personal expression in the arts.

The following chart provides suggestions for achieving gender equity in the four strands.

Dance	Drama	Music	Visual Art
assume that dance is appropriate for both male and female students examine critically the roles of men and women portrayed in dances encourage both male and female students to experience a wide range of movements and movement qualities include dance activities relevant to both male and female students; for example, in an effort to include one gender, do not let their interests dominate the class to the detriment of the other gender	encourage students to become aware of the occurrence of both gender typical and gender atypical behaviour that may be embodied in the roles they assume within their dramas discuss and reflect upon the gender roles embodied in the roles students assume within their dramas study both male and female dramatic artists examine critically the roles of men and women in plays students view as audience	encourage both girls and boys to participate in all musical activities ensure that boys and girls are not stereotyped as to which instruments they should play study both male and female musicians and composers and their work examine lyrics and album covers for sex-role stereotyping	treat those art forms that have been viewed as traditionally female and traditionally male with equal dignity and seriousness treat all teaching strategies, media and activities as appropriate for both sexes; for example, embroidery and welding examine images of men and women portrayed in various visual art forms for sex-role stereotyping; for example, advertising images include the study of both female and male artists and their work

Resource-based Learning

Teachers can greatly assist the development of attitudes and abilities for independent, life-long learning by using resource-based instruction in Arts Education. The teacher and teacher-librarian, if available, should plan units that integrate resources with classroom assignments and teach students the processes needed to find, analyse and present information.

Resource-based instruction is an approach to curriculum that encourages students to use all types of resources: books, magazines, films, video tapes, computer software and data bases, manipulable objects, maps, museums, field trips, pictures and study prints, real objects and artifacts, media production equipment, galleries, performing arts groups, sound recordings, arts organizations and community resource people.

Resource-based learning is student-centred. It offers students opportunities to choose, explore and discover. Students who are encouraged to make choices in an environment rich in resources, where their thoughts and feelings are respected, are well on their way to becoming autonomous learners.

The following points will help teachers use resource-based teaching and learning:

• Discuss the objectives for the unit or assignment with students. Correlate needed research skills with the activities in the unit, so that skills are always taught in the context of application. Independent learning is increased as students are encouraged to reflect upon and determine for themselves the abilities they need to complete a learning task. Work with a teacher-librarian, if one is available.
• Plan ahead with the resource centre staff so that adequate resources are available and decisions are made about shared teaching responsibilities, if applicable.
• Use a variety of resources in classroom teaching, showing students that you are a researcher who constantly seeks out sources of knowledge. Discuss with students the use of other libraries, government departments, museums and various outside agencies. Students need an environment that allows some freedom to explore these resources.
• Provide resource lists and bibliographies when needed.
• Encourage students to seek assistance during the course of an assignment or unit.
• Participate in and help plan inservice programs on using resources effectively.
• Request good curriculum materials for addition to the school resource centre collection.
• Support the essential role of resources in the appropriate delivery of Arts Education.