Symbolism and Traditions: Observing Practice Activity
Total Time: Approx. 60 minutes
Participants use an object to tell a story about themselves, to explain “who they are.” After viewing a 15-minute video on Indigenous art forms, participants discuss art and identity and consider how learning about First Nation, Métis and Inuit art might impact their classroom practices.
The strategies in this activity can be adapted for Observing Practice activities in other topic areas.
Activity 1: Introduction of Participants
Materials: Objects for participants to use to introduce themselves.
In advance of the session, ask participants to bring an object to use in telling a story about who they are. Alternatively, provide a range of objects for participants to use to tell a story about themselves.
Each participant introduces himself or herself by displaying the object and telling a story about how the object reveals something about his or her identity.
Activity 2: View the Video Infusion Through Art
Ask participants to consider the following question as they watch the video: How do artistic expression and symbolism express one’s identity?
Overview of the video: Students and teachers explore culture and identity through a variety of Indigenous art forms: painting with Métis visual artist Aaron Paquette, crafts with Cree Elder Francis Whiskeyjack, contemporary art with teacher Reka Serfozo from Amiskwaciy Academy, Edmonton, and traditional flint knapping with Bob Silverthorne, teacher at Centennial Elementary, Wetaskiwin. (15:28 minutes)
Activity 3: Discussion on Art and Identity
In a large group, discuss how artistic expression and symbolism express one’s identity. Review the comments of the artists in the video. Ask participants to give examples of how art expresses identity in Western cultures, such as Scottish tartan patterns, Icelandic sweaters and Ukrainian pysanky (eggs). Participants may provide other personal examples that show how art relates to identity.
Closure
Ask participants to consider how their new understanding about art and identity impacts their classroom practices or their relationships with First Nation, Métis and Inuit students, parents and community members.
