OverviewModule Ten:
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Time Frame: 20 hours This module focuses on the art of a particular cultural community of Canada, including both traditional and contemporary work. Students will familiarize themselves with the images and symbols used and their relevance to the particular culture. |
| Foundational Objectives | Vocabulary and Concepts |
The students will:
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| Common Essential Learnings | Resources |
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| Instruction | Assessment |
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Student assessment in visual art is based on the foundational objectives. Teachers should take into account students' perceptual development, procedural and conceptual understanding, and personal expression. Assessment should be ongoing and include a wide range of assessment techniques focusing on the students' creative and responsive processes, as well as on any culminating product. In visual art, teachers must rely to a great extent on their observation and record-keeping abilities. Students should be encouraged to take an active role in their own assessment.
The teacher should:
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| Authenticity and Appropriation
The students will:
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| Students and teachers may want to begin their study of Aboriginal art with an introduction to the history of Aboriginal peoples and their cultures in Canada. The teacher might want to work with the Native Studies teacher in planning this module. Through their studies students should learn that aboriginal art arises out of a tradition wherein the world was not compartmentalized so art came out of the workaday world and every person practised art in some form. Art was seen as an extension of daily life with neither function nor expression having greater importance than the other. Have students research the uses of colour, shape and pattern in various Aboriginal cultures. Have them research traditional symbols. Ensure that students understand there is no one Aboriginal culture and that great variety exists in the arts of First Nations across Canada. | Books, videos, etc. with information on Aboriginal peoples, such as Art First Nations: Tradition and Innovation (kit) |
| Look at examples of mass produced imitations of Aboriginal artifacts. What is meant by "cultural appropriation"? How are the mass produced images different from the genuine Aboriginal art works? Where are they made? Who buys them and why? Discuss stereotyping in the mass media and the effects it may have upon peoples' conceptions. | Souvenirs of Aboriginal objects |
| Discuss E. Pien's work "Souvenirs". Why did Pien produce this work? What does it say about cultural appropriation?
Visit a museum and discuss the importance of museums and the art objects housed within them. During the nineteenth and twentieth centuries extensive collecting by museums removed valuable Aboriginal artifacts from their functional traditions and placed them in museums around the world. Research how Aboriginal artifacts were obtained and discuss current efforts by Aboriginal peoples to return these pieces to their communities. What are the ramifications for both museums and Aboriginal peoples? Have students debate the issue. |
Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slide #40B |
| Study early European artists' drawings and paintings of Aboriginal peoples. How is bias reflected in the choice of subject matter, composition, lighting, etc.? How do the works reflect the colonial attitudes of the European artists? | Works done of Aboriginal peoples by non-aboriginal artists, such as W. Kurelek Jewish Life in Canada and Last of the Arctic from The William Kurelek Series (video) |
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| Contemporary Aboriginal Art
The students will:
The 1895 version of the Indian Act prohibited Indian celebrations and ceremonies. Research the Indian Act and the effects of this prohibition on cultural expressions. Research recent amendments to the Indian Act. In recent decades Aboriginal peoples' have become increasingly active in maintaining and renewing their cultures. What are the images that students identify with in the work of Aboriginal artists? What are some of the common characteristics and points of view? Generate a list from the students' current knowledge. |
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| Present art works by well-known Canadian artists such as D. Odjig, R. Cuthand, N. Morrisseau, D. Cardinal, A. Janvier, T. Marshall, A. Sapp, B. Reid, J. Beardy, etc. Refer to the list generated above. How do these contemporary works compare to students' preconceived ideas? Are students surprised by the variety in subject matter and individual styles? In journals, have students record information on the lives of some of the artists presented.
Telling stories is a tradition in Aboriginal cultures. The accumulated knowledge of Indian societies was held in the collective memory of the people. The oral tradition of Indian societies documented national, regional, community and family history; cultural traditions; spiritual beliefs; and a rich body of literature. Invite an Aboriginal story teller to the classroom or listen to recordings. Do the students see connections between the stories and art works they have studied? Have students create their own art expressions in the style of one of the artists studied. When students have completed their works, prepare an exhibition. As a group, have students reflect on and analyze the works. |
Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #2B, 4B, 28B, 29B, 35B, 43B, 45B |
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| A New Generation of Aboriginal Art and Artists
The students will:
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| View works of Aboriginal artists in a variety of current exhibition catalogues. Many young Aboriginal artists remain close to their cultural roots, and yet work on the cutting edge of contemporary art. Have each student do a research project on a contemporary Aboriginal artist and present their findings to the class. Ask students to focus on the artist's individual perspective, ideas and style. Examples of artists may include E. Poitras, D. Cisneros, F. Heavyshield, J. Luna, etc.
Research Aboriginal fashion designers. How do some designers incorporate traditional elements? Many contemporary Aboriginal artists use text in their works. How do the words reinforce the visual image? Look at artists who deal with racism in their work. Compare the work of two or more of these artists. In what ways do they communicate meaning? Have students create their own art works on the theme "Racism". Encourage them to develop their ideas in their journals. Hold a "Students Against Racism" exhibition in the school. |
Sharing the Circle: Contemporary Work by First Nations Artists by the Saskatchewan Arts Board
Indigena: Contemporary Native Perspectives by G. McMaster and L.A. Martin Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #36A, 37A, 6B, 10B, 21B, 35B, 37B Books on the history of clothing design and information on students' cultural roots Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slide #39B Art Against Racism by Arts in Action Society (video) In Honour of Our Grandmothers: Imprints of Cultural Survival by R. Schneider and G. Gottfriedson |