Teachings of Cedar Tree

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Name: Brittney Townrow (Heiltsuk Nation)
Grades: Kindergarten, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Subject Areas: Applied Design, Skills & Technologies; Art Education; Social Studies; Mathematics Education; Science Education
Artefact /Place/ Skill: Cedar Trees & Weaving

Making Space

How might teachers prepare their students to work with this content? What background knowledge might be required?

  • Connecting Children with Nature: Place-Based Learning approach to science learning. Prepare students to work with cedar weaving with a field trip to the local forest.
  • Students develop awareness and responsibility for their social, physical, and natural environment by working independently and collaboratively for the benefit of others, communities, and the environment (Columbia Basin Environmental Education)
  • Through the Science curriculum, students can experience and interpret the local environment.
  • Students will learn about observational features by uncovering plants and trees.
  • Hands-on, immersive, real-world experiences, students can learn about the basic needs of plants and the adaptations of the cedar tree.
    Using the local community and environment as an introduction into concepts of science, arts, and other subjects across the curriculum (Sobel, D. 2004. 7).

Cedar weaving with author Brittney Townrow.

Practice Humility

How might non-Indigenous teachers sensitively work with this subject? What might they need to consider in their own positionality?

  • Using the local community and environment as an introduction into concepts of science, arts, and other subjects across the curriculum (Sobel, D. 2004. 7)
  • Cedar is a sacred symbol of the Northwest Coast. The wood is a natural resource that is in the production of material goods but also holds an integral role in the spiritual belief and ceremonial life of the coastal First Nations (Indigenous Foundations UBC).
  • Two types of cedar trees grow in the rainforest of coastal British Columbia: Yellow Cedar and Western Red Cedar. The observational difference between the two trees is that the Yellow Cedar stands between 20 to 40 meters tall and is smaller in size with a bushier growth (Indigenous Foundations UBC).
  • Red Cedar can grow up to 70 meters tall and live up to 1,000 years old. Red Cedar is the most versatile and most widely used plant among coast First Nations. It is lightweight and rot-resistant wood. Red Cedar is used more commonly for architecture and transportation, such as house poles and canoes (Indigenous Foundations UBC).
  • Harvesting of the tree is done in a particular method to ensure the survival of the tree as a species. The harvester de-barks only portions of the tree leaving distinctive scar marks.
  • Traditionally, men are responsible for cutting down the tree as it is a laborious process that involves chiseling and heating the tree with red-hot stones to weaken the wood.
  • The harvesting of the cedar bark is typically performed by women which require careful skills and knowledge or damage that can occur to the tree.
  • The cedar bark is the most versatile part of the tree. It is used in different threads for mats, clothing, blankets, and hats.
  • Cedar is valued for its healing abilities. Yellow Cedar bark has anti-inflammatory properties that are used in a variety of medicinal purposes. The plant has ensured survival for thousands of years which is why it is a powerful symbol of strength and revitalization.
    Teachers are recommended to use colored paper or cardboard as a way to practice weaving activity.

Acknowledge Sources

What can teachers do to find good supporting resources? How should they be cited, especially when it comes to Indigenous knowledges?

Teacher Resources

Student Resources

Books

  • Stewart, Hilary. (1984). Cedar . Vancouver: Douglas and McIntyre.
  • Stryd, Arnoud H. & Feddema, Vicki. (1998). “Sacred Cedar: The Cultural and Archaeological Significance of Cultural Modified Trees.” Report of the Pacific Salmon Forests Project. Vancouver: David Suzuki Foundation.
  • Turner, Nancy J. (1998). Plant Technology of First Peoples in British Columbia. Vancouver: UBC Press

BC Curriculum Connections

How does it relate to BC Curriculum?

Click on the subject area below to expand the section.

Applied Design, Skills, and Technologies

Big Idea(s):  

  • Designs grow out of natural curiosity.
  • Skills can be developed through play.

Curricular Competencies:  

  • Generate ideas from their experiences and interests.
  • Add to others’ ideas.
  • Choose an idea to pursue.
  • Choose tools and materials.
  • Make a product using known procedures or through modelling of others.
  • Use trial and error to make changes, solve problems, or incorporate new ideas from self or others.
  • Decide on how and with whom to share their product.
  • Demonstrate their product, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment.
  • Use personal preferences to evaluate the success of their design solutions.
  • Reflect on their ability to work effectively both as individuals and collaboratively in a group.
  • Develop their skills and add new ones through play and collaborative work.
  • Explore the use of simple, available tools and technologies to extend their capabilities.

Big Idea(s):  

  • Designs grow out of natural curiosity.
  • Skills can be developed through play.

Curricular Competencies:  

  • Generate ideas from their experiences and interests.
  • Add to others’ ideas.
  • Choose an idea to pursue.
  • Choose tools and materials.
  • Make a product using known procedures or through modelling of others.
  • Use trial and error to make changes, solve problems, or incorporate new ideas from self or others.
  • Decide on how and with whom to share their product.
  • Demonstrate their product, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment.
  • Use personal preferences to evaluate the success of their design solutions.
  • Reflect on their ability to work effectively both as individuals and collaboratively in a group.
  • Develop their skills and add new ones through play and collaborative work.
  • Explore the use of simple, available tools and technologies to extend their capabilities.

Big Idea(s):  

  • Designs grow out of natural curiosity.
  • Skills can be developed through play.

Curricular Competencies:  

  • Generate ideas from their experiences and interests.
  • Add to others’ ideas.
  • Choose an idea to pursue.
  • Choose tools and materials.
  • Make a product using known procedures or through modelling of others.
  • Use trial and error to make changes, solve problems, or incorporate new ideas from self or others.
  • Decide on how and with whom to share their product.
  • Demonstrate their product, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment.
  • Use personal preferences to evaluate the success of their design solutions.
  • Reflect on their ability to work effectively both as individuals and collaboratively in a group.
  • Develop their skills and add new ones through play and collaborative work.
  • Explore the use of simple, available tools and technologies to extend their capabilities.

Big Idea(s):  

  • Designs grow out of natural curiosity.
  • Skills can be developed through play.

Curricular Competencies:  

  • Generate ideas from their experiences and interests.
  • Add to others’ ideas.
  • Choose an idea to pursue.
  • Choose tools and materials.
  • Make a product using known procedures or through modelling of others.
  • Use trial and error to make changes, solve problems, or incorporate new ideas from self or others.
  • Decide on how and with whom to share their product.
  • Demonstrate their product, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment.
  • Use personal preferences to evaluate the success of their design solutions.
  • Reflect on their ability to work effectively both as individuals and collaboratively in a group.
  • Develop their skills and add new ones through play and collaborative work.
  • Explore the use of simple, available tools and technologies to extend their capabilities.

Big Idea(s):  

  • Skills are developed through practice, effort, and action.
  • The choice of technology and tools depends on the task.

Curricular Competencies:  

  • Generate potential ideas and add to others’ ideas
  • Outline a general plan, identifying tools and materials.
  • Gather peer feedback and inspiration.
  • Decide on how and with whom to share their product.
  • Demonstrate their product and describe their process.
  • Determine whether their product meets the objective and contributes to the individual, family, community, and/or environment.
  • Reflect on their design thinking and processes, and their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain a co-operative work space.
  • Identify the skills required for a task and develop those skills as needed.
  • Choose appropriate technologies to use for specific tasks.
  • Demonstrate a willingness to learn new technologies as needed.

Big Idea(s):  

  • Skills are developed through practice, effort, and action.
  • The choice of technology and tools depends on the task.

Curricular Competencies:  

  • Generate potential ideas and add to others’ ideas
  • Outline a general plan, identifying tools and materials.
  • Gather peer feedback and inspiration.
  • Decide on how and with whom to share their product.
  • Demonstrate their product and describe their process.
  • Determine whether their product meets the objective and contributes to the individual, family, community, and/or environment.
  • Reflect on their design thinking and processes, and their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain a co-operative work space.
  • Identify the skills required for a task and develop those skills as needed.
  • Choose appropriate technologies to use for specific tasks.
  • Demonstrate a willingness to learn new technologies as needed.

Big Idea(s):  

  • Complex tasks require the acquisition of additional skills.

Curricular Competencies:  

  • Generate potential ideas and add to others’ ideas.
  • Evaluate personal, social, and environmental impacts and ethical considerations.
  • Identify sources of information.
  • Develop a plan that identifies key stages and resources.
  • Gather peer and/or user and/or expert feedback and inspiration.
  • Identify and use appropriate tools, technologies, and materials for production.
  • Make a plan for production that includes key stages, and carry it out, making changes as needed.
  • Use materials in ways that minimize waste.
  • Decide on how and with whom to share their product.
  • Demonstrate their product and describe their process, using appropriate terminology and providing reasons for their selected solutions and modifications.
  • Evaluate their product against their criteria and explain how it contributes to the individual, family, community, and/or environment.
  • Reflect on their design thinking and processes, and evaluate their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain an efficient co-operative work space.
  • Identify and evaluate the skills and skill levels needed, individually or as a group, in relation to a specific task, and develop them as needed.
  • Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task.
  • Identify how the land, natural resources, and culture influence the development and use of tools and technologies.

Content:

  • Elements of plans and drawings.
  • Ways in which wood is used in local cultural and economic contexts.

Big Idea(s):  

  • Complex tasks require the acquisition of additional skills.

Curricular Competencies:  

  • Generate potential ideas and add to others’ ideas.
  • Evaluate personal, social, and environmental impacts and ethical considerations.
  • Identify sources of information.
  • Develop a plan that identifies key stages and resources.
  • Gather peer and/or user and/or expert feedback and inspiration.
  • Identify and use appropriate tools, technologies, and materials for production.
  • Make a plan for production that includes key stages, and carry it out, making changes as needed.
  • Use materials in ways that minimize waste.
  • Decide on how and with whom to share their product.
  • Demonstrate their product and describe their process, using appropriate terminology and providing reasons for their selected solutions and modifications.
  • Evaluate their product against their criteria and explain how it contributes to the individual, family, community, and/or environment.
  • Reflect on their design thinking and processes, and evaluate their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain an efficient co-operative work space.
  • Identify and evaluate the skills and skill levels needed, individually or as a group, in relation to a specific task, and develop them as needed.
  • Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task.
  • Identify how the land, natural resources, and culture influence the development and use of tools and technologies.

Content:

  • Elements of plans and drawings.
  • Ways in which wood is used in local cultural and economic contexts.
  • Characteristics of wood as a material.

Big Idea(s):

  • Complex tasks require the acquisition of additional skills.

Curricular Competencies:  

  • Generate potential ideas and add to others’ ideas.
  • Evaluate personal, social, and environmental impacts and ethical considerations.
  • Identify and use sources of information.
  • Develop a plan that identifies key stages and resources.
  • Gather peer and/or user and/or expert feedback and inspiration.
  • Identify and use appropriate tools, technologies, and materials for production.
  • Make a plan for production that includes key stages, and carry it out, making changes as needed.
  • Use materials in ways that minimize waste.
  • Decide on how and with whom to share their product.
  • Demonstrate their product and describe their process, using appropriate terminology and providing reasons for their selected solutions and modifications.
  • Evaluate their product against their criteria and explain how it contributes to the individual, family, community, and/or environment.
  • Reflect on their design thinking and processes, and evaluate their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain an efficient co-operative work space.
  • Identify and evaluate the skills and skill levels needed, individually or as a group, in relation to a specific task, and develop them as needed.
  • Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task.
  • Identify how the land, natural resources, and culture influence the development and use of tools and technologies.

Content

  • Historical and current contexts of woodworking.
  • Elements of plans and drawings.
  • Options for reuse of wood and wood products.

Big Idea(s):  

  • Social, ethical, and sustainability considerations impact design.
  • Complex tasks require the sequencing of skills.

Curricular Competencies:  

  • Engage in a period of research and empathetic observation in order to understand design opportunities.
  • Identify potential users and relevant contextual factors.
  • Identify criteria for success, intended impact, and any constraints.
  • Screen ideas against criteria and constraints.
  • Identify and use sources of inspiration and information.
  • Identify sources of feedback.
  • Identify and use appropriate tools, technologies, materials, and processes for production.
  • Make a step-by-step plan for production and carry it out, making changes as needed.
  • Use materials in ways that minimize waste.
  • Decide on how and with whom to share their product and processes.
  • Demonstrate their product to potential users, providing a rationale for the selected solution, modifications, and procedures, using appropriate terminology.
  • Critically evaluate the success of their product, and explain how their design ideas contribute to the individual, family, community, and/or environment.
  • Critically reflect on their design thinking and processes, and evaluate their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain an efficient co-operative work space.
  • Identify the skills and skill levels needed, individually or as a group, in relation to specific projects, and develop and refine them as needed.
  • Choose, adapt, and if necessary learn about appropriate tools and technologies to use for tasks.
  • Evaluate how the land, natural resources, and culture influence the development and use of tools and technologies.

Content

  • Importance of woodwork in historical and cultural contexts, locally and throughout Canada.
  • Techniques for adjusting plans and drawings.
  • The relationship between First Peoples culturally modified trees and the sustainable use of wood.
  • Issues in the sustainable use of wood.

Big Idea(s):  

  • Social, ethical, and sustainability considerations impact design.

Curricular Competencies:  

  • Engage in a period of research and empathetic observation.
  • Identify potential users and relevant contextual factors for a chosen design opportunity.
  • Identify and use sources of inspiration.
  • Screen ideas against criteria constraints.
  • Critically analyze and prioritize competing factors to meet community needs for preferred futures.
  • Maintain an open mind about potentially viable ideas.
  • Identify sources of feedback.
  • Identify and use appropriate tools, technologies, materials, and processes.
  • Make a step-by-step plan and carry it out, making changes as needed.
  • Use materials in ways that minimize waste.
  • Decide on how and with whom to share their product and processes.
  • Demonstrate product to users and critically evaluate its success.
  • Identify new design goals.
  • Develop competency and proficiency in skills at various levels involving manual dexterity and woodworking techniques.
  • Identify the skills needed, individually or collaboratively, in relation to specific projects, and develop and refine them.
  • Choose, adapt, and if necessary learn about appropriate tools and technologies to use for tasks.
    Evaluate the influences of land, natural resources, and culture on the development and use of tools and technologies.

Content:

  • Importance of woodwork in historical and current cultural contexts of First nations, Metis, or Inuit communities, and other cultural contexts.
  • Ethics of cultural appropriation in design process.
  • Choices related to the sustainable use of wood.
  • Uses and creation of plans and drawings.

Big Idea(s):  

  • Design for the life cycle includes consideration of social and environmental impacts.

Curricular Competencies:  

  • Engage in a period of user-centred research and empathetic observation to understand design opportunities.
  • Identify potential users, intended impact, and possible negative consequences.
  • Determine whether activity is collaborative or self-directed.
  • Generate ideas and add to others’ ideas to create possibilities, and prioritize them for prototyping.
  • Critically analyze how competing social, ethical, and sustainability considerations impact design.
  • Choose an idea to purse based on success criteria and maintain an open mind about potentially viable ideas.
  • Identify and apply sources of inspiration.
  • Choose a form for prototyping and develop a plan that includes key stages and resources.
  • Identify and communicate with sources of feedback.
  • Apply information from critiques, testing results, and success criteria to make changes.
  • Identify and use appropriate tools, technologies, materials processes, cost implications, and time needed for production.
  • Create design, incorporating feedback from self, others, and testing prototypes.
  • Use materials in ways that minimize waste.
  • Determine how and with whom to share their product and processes.
  • Share the product to evaluate its success.
  • Identify new design goals.
  • Develop competency and proficiency in skills at various levels involving manual dexterity and woodworking techniques.

Content:

  • Problem-solving techniques using ration, proportion, and geometry.
  • Selection and identification of wood species appropriate for a given purpose.
  • Material conservation and sustainability.
  • Ethics of cultural appropriation in design process.

Big Idea(s):

  • Personal design interests require the evaluation and refinement of skills.

Curricular Competencies:

  • Engage in a period of user-centred research and empathetic observation to determine design opportunities and barriers.
  • Identify and analyze potential users and consumers for a chosen fashion design opportunity.
  • Identify criteria for success, constraints, and possible unintended negative consequences.
  • Identify, critique, and use a variety of sources of inspiration and information.
  • Critically evaluate the impacts competing social, ethical, economic, and environmental on fashion locally, nationally, and globally.
  • Work with users throughout the design process.
  • Identify and communicate with sources of feedback.
  • Evaluate design according to critiques and success criteria for continuing iterations of the prototype or abandoning the design idea.
  • Identify appropriate tools, technologies, materials, processes, cost implications, and time needed for production.
  • Create design, incorporating feedback from self, others, and prototype tests.
  • Use materials in ways that minimize waste.
  • Share progress while creating to increase feedback, collaboration, and, if applicable, market exposure.
  • Decide on how and with whom to share or promote product, creative, and if applicable intellectual property.
  • Assess ability to work effectively both as individuals and collaboratively while implementing project management processes.
  • Share the product to evaluate its success.
  • Identify and critically assess the skills needed for design and production interests, and develop specific plans to learn or refine them over time.

Content:

  • Factors involved in fashion design and fashion collections development, including elements and principles of design.
  • The many uses of fashion in society.
  • History of fashion and historical influences on current styles.
  • Social and cultural influences on clothing designs and choices.
  • Ethical and environmental considerations in the production and marketing of fashion, including cultural appropriation.

Big Idea(s):  

  • Design for the life cycle includes consideration of social and environmental impacts.

Curricular Competencies:  

  • Engage in a period of user-centred research and empathetic observation to understand design opportunities.
  • Identify potential users, intended impact, and possible negative consequences.
  • Determine whether activity is collaborative or self-directed.
  • Critically analyze how competing social, ethical, and sustainability considerations impact design.
  • Generate ideas and add to others’ ideas to create possibilities, and prioritize them for prototyping.
  • Work with users throughout the design process.
  • Identify, critique, and use a variety of sources of inspiration.
  • Identify and communicate with sources of feedback.
  • Evaluate design according to critiques, testing results, and success criteria to make changes.
  • Identify and use appropriate tools, technologies, materials processes, cost implications, and time needed for production.
  • Create design, incorporating feedback from self, others, and testing prototypes.
  • Use materials in ways that minimize waste.
  • Decide how and with whom to share or promote design, creativity. and processes.
  • Share the product with users and critically evaluate its success.
  • Critically reflect on their design thinking and process, and identify new design goals.
  • Demonstrate competency and proficiency in skills at various levels involving manual dexterity and complex woodworking techniques.

Content:

  • Creation and sue of working pictorial and written plans.
  • Selection of wood based on its characteristics and properties.
  • Layout and use of materials to minimize waste and conserve material.
  • Ethics of cultural appropriation in design process.

Arts Education

Big Idea(s):  

  • People create art to express who they are as individuals and community.
  • Dance, drama, music, and visual arts express meaning in unique ways.
  • People connect to others and share ideas through the arts.

Curricular Competencies:  

  • Explore the elements, processes, materials, movements, technologies, tools, and techniques of the arts.
  • Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play.
  • Explore artistic expressions of themselves and community through creative processes.
  • Observe and share how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, and techniques.
  • Develop processes and technical skills in a variety of art forms to nurture motivation, development, and imagination.
  • Reflect on creative processes and make connections to other experiences.
  • Interpret how symbols are used through the arts.
  • Express feelings, ideas, stories, observations, and experiences through the arts.
  • Describe and respond to works of art.
  • Experience, document and share creative works in a variety of ways.

Content:

  • Elements in the arts, including but not limited to:
    • Visual arts: elements of design: line, shape, texture, colour; principles of design: pattern, repetition.
  • Processes, materials, movements, technologies, tools and techniques to support art activities.
  • Symbolism as expressions of meaning.
  • Traditional and contemporary Aboriginal arts and art-making processes.
  • Variety of local works of art and artistic traditions.
  • Personal and collective responsibility associated with creating, experiencing, or sharing in a safe learning environment.

Big Idea(s):  

  • People create art to express who they are as individuals and community.
  • Dance, drama, music, and visual arts express meaning in unique ways.
  • People connect to others and share ideas through the arts.

Curricular Competencies:  

  • Explore the elements, processes, materials, movements, technologies, tools, and techniques of the arts.
  • Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play.
  • Explore artistic expressions of themselves and community through creative processes.
  • Observe and share how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, and techniques.
  • Develop processes and technical skills in a variety of art forms to nurture motivation, development, and imagination.
  • Reflect on creative processes and make connections to other experiences.
  • Interpret symbols and how they can be used to express meaning through the arts.
  • Express feelings, ideas, stories, observations, and experiences through the arts.
  • Describe and respond to works of art.
  • Experience, document and share creative works in a variety of ways.

Content:

  • Elements in the arts, including but not limited to:
    • Visual arts: elements of design: line, shape, texture, colour; principles of design: pattern, repetition.
  • Processes, materials, movements, technologies, tools and techniques to support art activities.
  • Symbolism as a means of expressing specific meaning.
  • Traditional and contemporary Aboriginal arts and art-making processes.
  • A variety of local works of art and artistic traditions from diverse cultures and communities.
  • Personal and collective responsibility associated with creating, experiencing, or sharing in a safe learning environment.

Big Idea(s):  

  • Creative expression develops our unique identity and voice.
  • Dance, drama, music, and visual arts are each unique languages for creating and communicating.
  • People connect to the hearts and minds of others in a variety of places and times through the arts.

Curricular Competencies:  

  • Explore the elements, processes, materials, movements, technologies, tools, and techniques of the arts.
  • Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play.
  • Explore personal experience, community, and culture through arts activities.
  • Observe and share how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, and techniques.
  • Develop processes and technical skills in a variety of art forms to refine artistic abilities.
  • Reflect on creative processes and make connections to other experiences.
  • Interpret symbolism and how it can be used to express meaning through the arts.
  • Express feelings, ideas, stories, observations, and experiences through creative works.
  • Describe and respond to works of art.
  • Experience, document and share creative works in a variety of ways.

Content:

  • Elements in the arts, including but not limited to:
    • Visual arts: elements of design: line, shape, texture, colour, form; principles of design: pattern, repetition, rhythm, contrast.
  • Processes, materials, movements, technologies, tools and techniques to support art activities.
  • Symbolism as a means of expressing specific meaning.
  • Traditional and contemporary Aboriginal arts and art-making processes.
  • A variety of local works of art and artistic traditions from diverse cultures and communities.
  • Personal and collective responsibility associated with creating, experiencing, or sharing in a safe learning environment.

Big Idea(s):  

  • The mind and body work together when creating works of art.
  • Creative experiences involve an interplay between exploration, inquiry, and purposeful choice.
  • Dance, drama, music, and visual arts are each unique languages for creating and communicating.

Curricular Competencies:  

  • Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play.
  • Explore identity, place, culture, and belonging through arts experiences.
  • Explore relationships among cultures, communities, and the arts.
  • Observe, listen, describe, inquire, and predict how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, and techniques.
  • Refine ideas, processes, and technical skills in a variety of art forms.
  • Reflect on creative processes and make connections to personal experiences.
  • Interpret and communicate ideas using symbolism in the arts.
  • Express feelings, ideas, and experiences in creative ways.
  • Describe and respond to visual and performing art pieces and provide constructive feedback.
  • Experience, document and share creative works in a variety of ways.

Content:

  • Elements in the arts, including but not limited to:
    • Visual arts: elements of design: line, shape, space, texture, colour, form; principles of design: pattern, repetition, rhythm, contrast, emphasis.
  • Processes, materials, movements, technologies, tools and techniques to support art activities.
  • Symbolism as ways of creating and representing meaning.
  • Traditional and contemporary Aboriginal arts and art-making processes.
  • A variety of local works of art and artistic traditions from diverse cultures, communities, times, and places.
  • Personal and collective responsibility associated with creating, experiencing, or sharing in a safe learning environment.

Big Idea(s):  

  • Creative expression is a means to explore and share one’s identity within a community.
  • Dance, drama, music, and visual arts are each unique languages for creating and communicating.
  • Exploring works of art exposes us to diverse values, knowledge, and perspectives.

Curricular Competencies:  

  • Choose artistic elements, processes, materials, movements, technologies, tools, techniques and environments using combinations and selections for specific purposes in art making.
  • Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play.
  • Explore identity, place, culture, and belonging through arts experiences.
  • Explore relationships among cultures, societies, and the arts.
  • Observe, listen, describe, inquire, and predict how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments to create and communicate.
  • Develop and refine ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations.
  • Reflect on creative processes and make connections to other experiences.
  • Interpret and communicate ideas using symbolism to express meaning through the arts.
  • Express feelings, ideas, and experiences in creative ways.
  • Describe and respond to works of art and explore artists’ intent.
  • Experience, document and present creative works in a variety of ways.

Content:

  • Elements and principles that together create meaning in the arts, including but not limited to:
    • Visual arts: elements of design: line, shape, space, texture, colour, form; principles of design: pattern, repetition, balance, contrast, emphasis, rhythm, variety.
  • Processes, materials, technologies, tools and techniques to support art activities.
  • Symbolism and metaphor create and represent meaning.
  • Traditional and contemporary Aboriginal arts and art-making processes.
  • A variety of regional and national works of art and artistic traditions from diverse cultures, communities, times, and places.
  • Personal and collective responsibility associated with creating, experiencing, or sharing in a safe learning environment.

Big Idea(s):  

  • Engaging in creative expression and experiences expands people’s sense of identity and belonging.
  • Dance, drama, music, and visual arts are each unique languages for creating and communicating.
  • Works of art influence and are influenced by the world around us.

Curricular Competencies:  

  • Intentionally select artistic elements, processes, materials, movements, technologies, tools, techniques, and environments to express meaning in their work.
  • Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play.
  • Explore identity, place, culture, and belonging through arts experiences.
  • Explore a range of cultures, and the relationships among cultures, societies, and the arts.
  • Observe, listen, describe, inquire, and predict how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments to create and communicate.
  • Develop and refine ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations.
  • Reflect on creative processes as an individual and as a group, and make connections to other experiences.
  • Connect knowledge and skills from other areas of learning in planning, creating, interpreting, and analyzing works for art.
  • Examine relationships between the arts and the wider world.
  • Interpret and communicate ideas using symbols and elements to express meaning through the arts.
  • Express feelings, ideas, and experiences through the arts
  • Describe and respond to works of art and explore artists’ intent.
  • Experience, document and present creative works in a variety of ways.

Content:

  • Elements and principles that together create meaning in the arts, including but not limited to:
    • Visual arts: elements of design: line, shape, space, texture, colour, form, value; principles of design: balance, pattern, repetition, contrast, emphasis, rhythm, unity, harmony, variety.
  • Processes, materials, technologies, tools and techniques to support creative works.
  • Symbolism and metaphor to explore ideas and perspectives.
  • Traditional and contemporary Aboriginal arts and art-making processes.
  • A variety of regional and national works of art and artistic traditions from diverse cultures, communities, times, and places.
  • Personal and collective responsibility associated with creating, experiencing, or presenting in a safe learning environment.

Big Idea(s):

  • Engaging in creative expression and experiences expands people’s sense of identity and community.
  • Artistic expressions differ across time and place.
  • Dance, drama, music, and visual arts are each unique languages for creating and communicating.
  • Experiencing art is a means to develop empathy for others’ perspectives and experiences.

Curricular Competencies:  

  • Intentionally select, apply, combine, and arrange artistic elements, processes, materials, movements, technologies, tools, techniques, and environments in art making.
  • Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play.
  • Explore relationships between identity, place, culture, and belonging through the arts.
  • Explore a range of cultures, and the relationships among cultures, societies, and the arts.
  • Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts.
  • Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments in the arts
  • Develop and refine ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations.
  • Reflect on works of art and creative processes to understand artists’ intentions.
  • Interpret creative works using knowledge and skills from various areas of learning.
  • Examine relationships between the arts and the wider world.
  • Interpret and communicate ideas using symbols and elements to express meaning through the arts.
  • Take creative risks to express feelings, ideas, and experiences.
  • Express feelings, ideas, and experiences through the arts
  • Describe and respond to works of art and explore artists’ intent.
  • Experience, document and present creative works in a variety of ways.

Content:

  • Purposeful application of elements and principles to create meaning in the arts, including but not limited to:
    • Visual arts: elements of design: line, shape, space, texture, colour, form, value; principles of design: pattern, repetition, balance, contrast, emphasis, rhythm, variety, unity, harmony.
  • Processes, materials, technologies, tools and techniques to support creative works.
  • Symbolism and metaphor to explore ideas and perspectives.
  • Traditional and contemporary Aboriginal arts and art-making processes.
  • A variety of regional and national works of art and artistic traditions from diverse cultures, communities, times, and places.
  • Personal and collective responsibility associated with creating, experiencing, or presenting in a safe learning environment.

Big Idea(s):

  • Through art making, one’s sense of identity and community continually evolves.
  • Experiencing art challenges our point of view and expands our understanding of others.
  • Dance, drama, music, and visual arts are each unique languages for creating and communicating.
  • Engaging in the arts develops people’s ability to understand and express complex ideas.

Curricular Competencies:  

  • Intentionally select and apply movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making.
  • Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play.
  • Explore relationships between identity, place, culture, society, and belonging through the arts.
  • Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts.
  • Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments in the arts
  • Develop and refine ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations.
  • Reflect on works of art using knowledge and skills from various areas of learning.
  • Examine relationships between the arts and the wider world.
  • Interpret and communicate ideas using symbols and elements to express meaning through the arts.
  • Take creative risks to express feelings, ideas, and experiences.
  • Express feelings, ideas, and experiences through the arts
  • Describe, interpret and respond to works of art.
  • Experience, document, choreograph, perform, and share creative works in a variety of ways.

Content:

  • Manipulation of elements and principles to create meaning in the arts, including but not limited to:
  • Visual arts: elements of design: line, shape, space, texture, colour, form, value; principles of design: pattern, repetition, balance, contrast, emphasis, rhythm, movement variety, proportion, unity, harmony.
  • Processes, materials, movements, technologies, tools, strategies, and techniques to support creative works.
  • Symbolism and metaphor to explore ideas and perspectives.
  • Traditional and contemporary Aboriginal arts and art-making processes.
  • A variety of national and international works of art and artistic traditions from diverse cultures, communities, times, and places.
  • Ethical considerations and cultural appropriation related to the arts.
  • Personal and collective responsibility associated with creating, experiencing, or presenting in a safe learning environment.

Big Idea(s):  

  • Creative growth requires patience, readiness to take risks, and willingness to try new approaches.
  • Individual and collective expression can be achieved through the arts.
  • Dance, drama, music, and visual arts are each unique languages for creating and communicating.
  • Arts often challenge the status quo and open us to new perspectives and experiences.

Curricular Competencies:  

  • Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making.
  • Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play.
  • Explore relationships between identity, place, culture, society, and belonging through arts activities and experiences.
  • Describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments to create and communicate ideas.
  • Develop, refine ideas, and critically appraise ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations.
  • Reflect on works of art and creative processes to understand artists motivations and meanings.
  • Interpret works of art using knowledge and skills from various areas of learning.
  • Respond to works of art using one’s knowledge of the world.
  • Interpret and communicate ideas using symbols and elements to express meaning through the arts.
  • Take creative risks to express feelings, ideas, and experiences.
  • Describe, interpret and respond to works of art.
  • Experience, document, choreograph, perform, and share creative works in a variety of ways.
  • Use the arts to communicate, respond to and understand environmental and global issues.

Content:

  • Manipulation of elements, principles, and design strategies to create mood and convey ideas in the arts, including but not limited to:
    • Visual arts: elements of design: line, shape, space, texture, colour, form, value; principles of design: pattern, repetition, balance, contrast, emphasis, rhythm, movement variety, proportion, unity, harmony.
  • Processes, materials, movements, technologies, tools, strategies, and techniques to support creative works.
  • Symbolism and metaphor to explore ideas and perspective.
  • Traditional and contemporary Aboriginal arts and art-making processes.
  • A variety of national and international works of art and artistic traditions from diverse cultures, communities, times, and places.
  • Ethical considerations and cultural appropriation related to the arts.
  • Personal and collective responsibility associated with creating, experiencing, or presenting in a safe learning environment.

Big Idea(s):  

  • Identity is explored, expressed, and impacted through arts experiences.
  • The arts provide opportunities to gain insight into the perspectives and experiences of people from a variety of times, places, and cultures.
  • Creative arts experiences can build community and nurture relationships with others.
  • Dance, drama, music, and visual arts each use their own unique sensory language for creating and communicating.

Curricular Competencies:  

  • Create artistic works both collaboratively and as an individual using ideas inspired by imagination, inquiry, and purposeful play.
  • Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts.
  • Explore relationships between identity, place, culture, society, and belonging through artistic experiences.
  • Select and combine elements and principles of the arts to intentionally create a particular mood, effect, or meaning.
  • Describe, interpret and evaluate how artists use tools, processes, technologies, materials, and environments to create and communicate ideas.
  • Develop, refine, document, and critically appraise ideas, processes, and technical skills to improve the quality of works of art.
  • Compose, interpret, and expand ideas using symbolism, imagery, and elements.
  • Revise, refine, analyze, and document creative works and experiences to enhance presentation and/or performance in a variety of ways.
  • Reflect on works of art and creative processes to make connections to personal learning and experiences.
  • Take creative risks to experience and express thoughts, emotions, ideas, and meaning.
  • Demonstrate respect for themselves, others, and the audience.
  • Collaborate through reciprocal relationships during creative processes.
  • Create personally meaningful bodies of artistic works that demonstrate an understanding and appreciation of social, cultural, environmental, and historical contexts.

Content:

  • For each of the arts disciplines – dance, drama, music, and visual arts – the specific elements, techniques, vocabulary, and symbols that can be used to create mood and convey ideas.
  • Traditional and contemporary Aboriginal worldviews and cross-cultural perspectives communicated through artistic works.
  • Contributions of innovative artists from a variety of genres, communities, times, and places.
  • Personal and social responsibility associated with creating, performing, and responding in the arts.
  • The ethics of cultural appropriation and plagiarism.

Big Idea(s):  

  • Identity is explored, expressed, and impacted through visual arts experiences.
  • The visual arts provide opportunities to gain insight into the perspectives and experiences of people from a variety of times, places, and cultures.
  • Arts experiences can build community and nurture relationships with others.
  • The visual arts use a unique sensory language for creating and communicating.

Curricular Competencies:  

  • Create both collaboratively and as an individual, using ideas inspired by imagination, inquiry, and purposeful play.
  • Explore materials, technologies, processes, and environments by combining and arranging elements, principles, and image design strategies.
  • Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts.
  • Demonstrate active engagement and discipline in creating works of art and resolving creative challenges.
  • Explore relationships between identity, place, culture, society, and belonging through artistic experiences.
  • Select and combine elements and principles of the arts to intentionally create a particular mood or meaning.
  • Describe, interpret and evaluate how artists use technologies, processes, materials, and environments to create and communicate ideas.
  • Develop, refine, document, and critically appraise ideas, processes, and technical skills.
  • Reflect on their art-making process and development as artists.
  • Compose, interpret, and expand ideas using symbolism, metaphor, and design strategies.
  • Revise, refine, analyze, and document creative works and experiences to enhance presentation and/or performance in a variety of ways.
  • Present or share personal works of art.
  • Reflect on works of art and creative processes to make connections to personal learning and experiences.
  • Take creative risks to experience and express thoughts, emotions, and meaning.
  • Demonstrate respect for themselves, others, and the audience.
  • Collaborate through reciprocal relationships during creative processes.
  • Create personally meaningful bodies of artistic works that demonstrate an understanding and appreciation of social, cultural, environmental, and historical contexts.

Content:

  • Visual arts elements, principles, and image design strategies to create mood and convey ideas, including but not limited to:
    • Elements of design: line, shape, space, texture, colour, form, value.
    • Principles of design: pattern, repetition, balance, contrast, emphasis, rhythm, movement, unity, variety, proportion, harmony.
  • Personal narrative as a means of representing self-perception and identity in artistic works.
  • The roles of artists and audiences in a variety of contexts.
  • Traditional and contemporary Aboriginal worldviews and cross-cultural perspectives as communicated through visual arts.
  • Contributions of innovative artists from a variety of styles, genres, contexts, and movements.
  • Personal and social responsibility associated with creating, experiencing, and responding to visual art.
  • The ethics of cultural appropriation and plagiarism.

Big Idea(s):  

  • Artists communicate ideas, emotions, and perspectives through form.
  • Traditions, perspectives, worldviews, and stories can be shared through aesthetic experiences.
  • Growth as an artist requires time, patience, and reflection.
  • The creation of artistic works relies on the interplay of mind and body.
  • Visual arts offer unique ways of exploring our identity and sense of belonging.

Curricular Competencies:  

  • Create three-dimensional (3D) artistic works using sensory inspiration, imagination, and inquiry.
  • Explore artistic possibilities and take creative risks.
  • Create 3D artistic works with an audience in mind.
  • Express meaning, intent, and emotions through 3D artistic works.
  • Develop and refine artistic skills and techniques in a range of styles and movements.
  • Demonstrate safe and responsible use of materials, tools, and work space.
  • Identify ways to resolve creative challenges.
  • Describe and analyze how artists use materials, technologies, processes, and environments in art making.
  • Develop personal answers to aesthetic questions.
  • Reflect on the influences of a variety of contexts on artistic works.
  • Document, share, and appreciate 3D artistic works in a variety of contexts.
  • Demonstrate respect for self, others, and place.
  • Communicate and respond to social and environmental issues using artistic works.
  • Create artistic works that demonstrate personal, cultural, and historical contexts.
  • Explore First Peoples perspectives and knowledge, other ways of knowing, and local cultural knowledge through 3D artistic works.
  • Explore the relationships between 3D artistic works, cultures, and society.

Content:

  • Elements of visual art.
  • Principles of design.
  • Materials, technologies, and processes.
  • Creative processes.
  • Physical properties and impacts of various materials.
  • Use of symbols and metaphors to represent ideas and perspectives.
  • Role of the artist and audience.
  • Traditional and contemporary First Peoples worldviews, stories, and practices, as expressed through 3D artistic works.
  • Role of 3D artistic woks in social justice issues.
  • Contributions of traditional, innovative, and inter-cultural artists.
  • The ethics of cultural appropriation and plagiarism.

Big Idea(s):  

  • An artist’s intention transforms materials into art.
  • Visual arts reflect the interconnectedness of the individual, community, history, and society.
  • Growth as an artist is dependent on perseverance, resilience, refinement, and reflection.
  • Artistic expression is an artist’s physical and cognitive articulation of our humanity.
  • Artistic works offer unique aesthetic experiences in a variety of contexts.

Curricular Competencies:  

  • Create artistic works using sensory inspiration, imagination, and inquiry.
  • Take creative risks to express thoughts and emotions through artistic works.
  • Demonstrate active engagement in creating artist works and resolving creative challenges.
  • Explore contributions of traditional and innovative visual artists from a variety of movements and contexts.
  • Understand the purpose of a critique and choose when to apply suggestions.
  • Describe and analyze, using discipline-specific language, how artists use materials, technologies, processes, and environments in art making.
  • Analyze design choices in artistic works.
  • Develop personal answers to aesthetic questions.
  • Reflect on the influences of a variety of contexts on artistic works.
  • Document, share, and appreciate artistic works in a variety of contexts.
  • Demonstrate awareness of self, others, and place through art making.
  • Communicate ideas and express emotions through art making.
  • Communicate about and respond to social and environmental issues through art.
  • Create artistic works to reflect personal voice, story, and values.
  • Explore First Peoples perspectives and knowledge, and protocols; other ways of knowing, and local cultural knowledge through artistic works.
  • Connect with others on a local, regional, or national scale through visual arts.
  • Demonstrate safe and responsible use of materials, tools, and work space.

Content:

  • Elements of visual art.
  • Principles of design.
  • Materials, techniques, and technologies for visual art.
  • Creative processes.
  • Symbols and metaphors.
  • Roles of artist and audience.
  • Traditional and contemporary First Peoples worldviews, stories, and history, as expressed through visual arts.
  • Moral rights and the ethics of cultural appropriation and plagiarism.

Big Idea(s):  

  • An artist’s intention transforms materials into three-dimensional art.
  • Visual arts reflect the interconnectedness of the individual, community, history, and society.
  • Growth as an artist is dependent on perseverance, resilience, and reflection.
  • Artistic expression is an artist’s physical, emotional, and cognitive articulation of our humanity.
  • Three-dimensional artistic works offer unique aesthetic experiences in a variety of contexts.

Curricular Competencies:  

  • Create three-dimensional (3D) artistic works using sensory inspiration, imagination, and inquiry.
  • Explore artistic possibilities and take creative risks.
  • Create 3D artistic works for a specific audience.
  • Express meaning, intent, and emotions through 3D artistic works.
  • Refine artistic skills and techniques from a variety of styles.
  • Demonstrate active engagement in creating artistic works and resolving creative challenges.
  • Explore contributions of traditional and innovative artists from a variety of movements and contexts.
  • Understand the purpose of a critique and choose when to apply suggestions.
  • Describe and analyze, using discipline-specific language, how artists use materials, technologies, processes, and environments in 3D art making.
  • Analyze design choices in 3D artistic works.
  • Develop personal answers to aesthetic questions.
  • Examine the influences of a variety of contexts on 3D artistic works.
  • Document, share, and appreciate 3D artistic works in a variety of contexts.
  • Demonstrate awareness of self, others, and place through 3D artistic works.
  • Communicate about and respond to social and environmental issues through 3D artistic works.
  • Create artistic works to reflect personal voice, story, and values.
  • Create artistic works that reflect personal, cultural, and historical contexts.
  • Explore First Peoples perspectives, knowledge, and protocols; other ways of knowing, and local cultural knowledge through 3D artistic works.
  • Explore First Peoples relationship with the land and natural resources as revealed through 3D artistic works.
  • Connect with others on a local, regional, or national scale through 3D artistic works.
  • Demonstrate safe and responsible use of materials, tools, and work space.

Content:

  • Elements of visual art.
  • Principles of design.
  • Materials, technologies, and processes for 3D artistic works.
  • Creative processes.
  • Physical properties and impacts of various materials.
  • Symbols and metaphors.
  • Roles of artist and audience.
  • Traditional and contemporary First Peoples worldviews, stories, and practices, as expressed through 3D artistic works.
  • Contributions of traditional, innovative, and intercultural artists from a variety of movements, and periods.
  • Moral rights, and the ethics of cultural appropriation and plagiarism.

Big Idea(s):  

  • An artist’s intention transforms materials into art.
  • Visual arts are an essential element of culture and personal identity.
  • Refining artistic expression requires perseverance, resilience, and risk taking.
  • Purposeful artistic choices enhance the depth and meaning of artistic work.
  • Aesthetic experiences have the power to transform our perspective.

Curricular Competencies:

  • Create artistic works using sensory inspiration, imagination, and inquiry.
  • Take creative risks to express thoughts and emotions through artistic works.
  • Explore contributions of traditional, innovative, and intercultural visual artists from a variety of movements and contexts.
  • Recognize and engage in the reciprocal process of critique.
  • Interpret and evaluate, using discipline-specific language, how artists use materials, technologies, processes, and environments in art making.
  • Evaluate design choices in artistic works.
  • Reflect on personal answers to aesthetic questions.
  • Reflect on the influences of a variety of contexts on artistic works.
  • Document, share, and appreciate artistic works in a variety of contexts.
  • Anticipate audience impact of design choices and artistic works.
  • Demonstrate respect for self, others, and place through art making.
  • Express ideas, emotions, and values through art making.
  • Communicate about and respond to social and environmental issues through visual art.
  • Create artistic works to reflect personal voice, story, and values.
  • Explore First Peoples perspectives and knowledge, and protocols; other ways of knowing, and local cultural knowledge through artistic works.
  • Connect with others on a local, regional, national, or global scale through visual arts.
  • Demonstrate safe and responsible use of materials, tools, and work space.

Content:

  • Elements of visual art.
  • Principles of design.
  • Materials, techniques, and technologies.
  • Creative processes.
  • Symbols and metaphors.
  • Roles of and relationships between artist and audience in a variety of contexts.
  • Traditional and contemporary First Peoples worldviews, stories, and history, as expressed through visual arts.
  • History of a variety of artistic movements, including their roles in historical and contemporary societies.
  • Moral rights and the ethics of cultural appropriation and plagiarism.

Big Idea(s):  

  • An artist’s intention transforms materials into three-dimensional art.
  • Visual arts are an essential element of culture and personal identity.
  • Refining artistic expression requires perseverance, resilience, and risk taking.
  • Growth as an artist is dependent on perseverance, resilience, and reflection.
  • Purposeful artistic choices enhance the depth and impact of artistic works.
  • Aesthetic experiences have the power to transform our perspective.

Curricular Competencies:  

  • Create three-dimensional (3D) artistic works using sensory inspiration, imagination, and inquiry.
  • Take creative risks to demonstrate artistic possibilities, and cross-cultural perspectives.
  • Create 3D artistic works for a specific audience.
  • Express meaning, intent, and emotions through 3D artistic works.
  • Refine artistic skills and techniques from a variety of styles.
  • Explore contributions of traditional, innovative, and intercultural visual artists from a variety of movements, periods, and contexts.
  • Recognize and engage in the reciprocal process of a critique.
  • Interpret and evaluate, using discipline-specific language, how artists use materials, technologies, processes, and environments in 3D art making.
  • Reflect on personal answers to aesthetic questions.
  • Reflect on the influences of a variety of contexts on artistic works.
  • Document, share, and appreciate 3D artistic works in a variety of contexts.
  • Demonstrate awareness of self, others, and place.
  • Express ideas and perspectives through 3D artistic works.
  • Communicate cross-cultural perspectives through 3D artistic works.
  • Investigate and respond to social and environmental issues through 3D artistic works.
  • Create artistic works to reflect personal voice, story, and values.
  • Create artistic works that reflect personal, cultural, and historical contexts.
  • Explore First Peoples perspectives, knowledge, and protocols; other ways of knowing, and local cultural knowledge through 3D artistic works.
  • Examine the reciprocal relationships between 3D artistic works, culture, and society.
  • Connect with others on a local, regional, national, or global scale through 3D artistic works.
  • Demonstrate safe and responsible use of materials, tools, and work space.

Content:

  • Elements of visual art.
  • Principles of design.
  • Materials, technologies, and processes for 3D artistic works.
  • Creative processes.
  • Physical properties and impacts of various materials.
  • First Peoples relationship with the land and natural resources as revealed through 3D artistic works.
  • Symbols and metaphors.
  • Roles and relationships of artist and audience in a variety of contexts.
  • Traditional and contemporary First Peoples worldviews, stories, and practices, as expressed through 3D artistic works.
  • Contributions of traditional, innovative, and intercultural artists from a variety of movements, contexts, and periods.
  • Moral rights, and the ethics of cultural appropriation and plagiarism.

Social Studies

Big Idea(s):  

  • Stories and traditions about ourselves and our families reflect who we are and where we are from.
  • Rights, roles, and responsibilities shape our identity and help us build healthy relationships with others.

Curricular Competencies:  

  • Explain the significance of personal or local events, objects, people, or places (significance).
  • Acknowledge different perspectives on people, places, issues, or events in their lives (perspective).

Content:

  • Personal and family history and traditions.
  • Rights, roles, and responsibilities of individuals and groups.
  • People, places, and events in the local community, and in local First Peoples communities.

Big Idea(s):

  • We shape the local environment, and the local environment shapes who we are and how we live.
  • Our rights, roles, and responsibilities are important for building strong communities.
  • Healthy communities recognize and respect the diversity of individuals and care for their local environment.

Curricular Competencies:

  • Explain the significance of personal or local events, objects, people, or places (significance).
  • Explore different perspectives on people, places, issues, or events in their lives (perspective).

Content:

  • Characteristics of the local community that provide organization and meet the needs of the community.
  • Diverse cultures, backgrounds, and perspectives within the local and other communities.
  • Relationships between a community and its environment.
  • Natural and human-made features of the local environment.

Big Idea(s):

  • Learning about Indigenous peoples nurtures multicultural awareness and respect for diversity.
  • Indigenous knowledge is passed down through oral history, traditions, and collective memory.
  • Indigenous societies throughout the world value the well-being of the self, the land, spirits, and ancestors.

Curricular Competencies:  

  • Explain why people, events, or places are significant to various individuals and groups (significance).
  • Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events.
  • Make value judgements about events, decisions, or actions, and suggest lessons that can be learned (ethical judgement).

Content:

  • Cultural characteristics and ways of life of local First Peoples and global indigenous peoples.
  • Oral history, traditional stories, and artifacts as evidence about past First Peoples cultures.
  • Relationship between humans and their environment.

Big Idea(s):  

  • The pursuit of valuable natural resources has played a key role in changing the land, people, and communities of Canada.
  • Interactions between First Peoples and Europeans lead to conflict and cooperation, which continues to shape Canadian identity.

Curricular Competencies:  

  • Construct arguments defending the significance of individuals/groups, places, events, or developments (significance).
  • Construct narratives that capture the attitudes, values, and worldviews commonly held by people at different times or places (perspective).
  • Make value judgements about events, decisions, or actions that consider the conditions of a particular time and place (ethical judgement).

Content:

  • The impact of colonization on First Peoples societies in British Columbia and Canada.
  • Physiographic features and natural resources of Canada.

Big Idea(s):  

  • Natural resources continue to shape the economy and identity of different regions of Canada.

Curricular Competencies:  

  • Construct arguments defending the significance of individuals/groups, places, events, and developments (significance).
  • Take stakeholders’ perspectives on issues, developments, or events by making inferences about their beliefs, values, and motivations (perspective).

Content:

  • Resources and economic development in different regions of Canada.
  • First peoples land ownership and use.

Big Idea(s):  

  • The identities, worldviews, and languages of B.C. First Peoples are renewed, sustained, and transformed through their connection to the land.
  • The impact of contact and colonialism continues to affect the political, social, and economic lives off B.C. First Peoples.
  • Cultural expressions convey the richness, diversity, and resiliency of B.C. First Peoples.

Curricular Competencies:  

  • Assess the significance of individuals/groups, places, events, or developments in the past and present (significance).
  • Assess long- and short-term causes and consequences, and the intended and unintended consequences, of an action, event, decision, or development (cause and consequence).
  • Assess the connectedness or the reciprocal relationship between people and place (cause and consequence).
  • Explain different perspectives on past and present people, places, issues, or events, and distinguish between worldviews of today and the past (perspective).
  • Explain and infer perspectives and sense of place, and compare varying perspectives on land and place (perspective).
  • Make reasoned ethical judgements about actions in the past and present, and assess appropriate ways to remember, reconcile, or respond (ethical judgement).

Content:

  • Traditional territories of the B.C. First Nations and relationships with the land.
  • Role of oral tradition for B.C. First Peoples.
  • Resistance of B.C. First Peoples to colonialism.
  • Contemporary challenges facing B.C. First Peoples, including legacies of colonialism.

Mathematics Education

Big Idea(s):  

  • Repeating elements in patterns can be identified.
  • Objects have attributes that can be described, measured, and compared.

Curricular Competencies:  

  • Model mathematics in contextualized experiences.
  • Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving.
  • Visualize and explore mathematical concepts.
  • Develop and use multiple strategies to engage in problem solving.
  • Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures.
  • Represent mathematical ideas in concrete, pictorial, and symbolic forms.
  • Connect mathematical concepts to each other and to other areas and personal interests.
  • Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts.

Content:

  • Repeating patterns with two or more elements.
  • Equality as a balance and inequality as an imbalance.

Big Idea(s):  

  • Addition and subtraction with numbers to 10 can be modelled concretely, pictorially, and symbolically to develop computational fluency.
  • Repeating elements in patterns can be identified.
  • Objects have attributes that can be described, measured, and compared.

Curricular Competencies:  

  • Model mathematics in contextualized experiences.
  • Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving.
  • Visualize and explore mathematical concepts.
  • Develop and use multiple strategies to engage in problem solving.
  • Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures.
  • Communicate mathematical thinking in many ways.
  • Represent mathematical ideas in concrete, pictorial, and symbolic forms.
  • Connect mathematical concepts to each other and to other areas and personal interests.
  • Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts.

Content:

  • Repeating patterns with elements and attributes.
  • Direct measurement with non-standard units (non-uniform and uniform).

Big Idea(s):  

  • The regular change in increasing patterns can be identified and used to make generalizations.
  • Objects and shapes have attributes that can be described, measured, and compared.
  • Concrete items can be represented, compared, and interpreted pictorially in graphs.

Curricular Competencies:

  • Estimate reasonably.
  • Model mathematics in contextualized experiences.
  • Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving.
  • Visualize and explore mathematical concepts.
  • Develop and use multiple strategies to engage in problem solving.
  • Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures.
  • Communicate mathematical thinking in many ways.
  • Represent mathematical ideas in concrete, pictorial, and symbolic forms.
  • Connect mathematical concepts to each other and to other areas and personal interests.
  • Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts.

Content:

  • Repeating and increasing patterns.

Big Idea(s):  

  • Regular increases and decreases in patterns can be identified and used to make generalizations.

Curricular Competencies:  

  • Estimate reasonably.
  • Model mathematics in contextualized experiences.
  • Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving.
  • Visualize to explore mathematical concepts.
  • Develop and use multiple strategies to engage in problem solving.
  • Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures.
  • Communicate mathematical thinking in many ways.
  • Represent mathematical ideas in concrete, pictorial, and symbolic forms.
  • Connect mathematical concepts to each other and to other areas and personal interests.
  • Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts.

Content:

  • Increasing and decreasing patterns.
  • Pattern rules using words and numbers, based on concrete experiences.
  • Construction of 3D objects.

Big Idea(s):

  • Regular changes in patterns can be identified and represented using tools and tables.

Curricular Competencies:

  • Estimate reasonably.
  • Model mathematics in contextualized experiences.
  • Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving.
  • Visualize to explore mathematical concepts.
  • Develop and use multiple strategies to engage in problem solving.
  • Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures.
  • Communicate mathematical thinking in many ways.
  • Represent mathematical ideas in concrete, pictorial, and symbolic forms.
  • Connect mathematical concepts to each other and to other areas and personal interests.
  • Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts.

Content:

  • Increasing and decreasing patterns, using tables and charts.
  • Algebraic relationships among quantities.
  • Line symmetry.

Big Idea(s):  

  • Identified regularities in number patterns can be expressed in tables.

Curricular Competencies:  

  • Estimate reasonably.
  • Model mathematics in contextualized experiences.
  • Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving.
  • Visualize to explore mathematical concepts.
  • Develop and use multiple strategies to engage in problem solving.
  • Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures.
  • Communicate mathematical thinking in many ways.
  • Represent mathematical ideas in concrete, pictorial, and symbolic forms.
  • Connect mathematical concepts to each other and to other areas and personal interests.
  • Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts.

Content:

  • Rules for increasing and decreasing patterns, with words, numbers, symbols, and variables.

Big Idea(s):  

  • Linear relations can be identified and represented using expressions with variables and line graphs and can be used to form generalizations.

Curricular Competencies:

  • Use logic and patterns to solve puzzles and play games.
  • Estimate reasonably.
  • Model mathematics in contextualized experiences.
  • Apply multiple strategies to solve problems in both abstract and contextualized situations.
  • Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving.
  • Visualize to explore mathematical concepts.
  • Develop and use multiple strategies to engage in problem solving.
  • Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures.
  • Communicate mathematical thinking in many ways.
  • Represent mathematical ideas in concrete, pictorial, and symbolic forms.
  • Connect mathematical concepts to each other and to other areas and personal interests.
  • Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts.

Content:

  • Introduction to ratios.
  • Increasing and decreasing patterns, using expressions, tables, and graphs as functional relationships.

Science Education

Big Idea(s):  

  • Plants and animals have observable features.
  • Daily and seasonal changes affect all living things.

Curricular Competencies:

  • Demonstrate curiosity and a sense of wonder about the world.
  • Make exploratory observations using their sense.
  • Safety manipulate materials.
  • Make simple measurements using non-standard units.
  • Experience and interpret the local environment.
  • Recognize First Peoples stories (including oral and written narratives), songs, and art, as ways to share knowledge.
  • Generate and introduce new or refined ideas when problem solving.
  • Express and reflect on personal experiences of place.

Content:

  • Basic needs of plans and animals.
  • Local First Peoples uses of plants and animals.
  • First Peoples knowledge of seasonal changes.

Big Idea(s):  

  • Matter is useful because of its properties.
  • Observable patterns and cycles occur in the local sky and landscape.

Curricular Competencies:

  • Demonstrate curiosity and a sense of wonder about the world.
  • Make and record observations
  • Safety manipulate materials to test ideas and predictions.
  • Make and record simple measurements using informal or non-standard units.
  • Experience and interpret the local environment.
  • Recognize First Peoples stories (including oral and written narratives), songs, and art, as ways to share knowledge.
  • Compare observations with those of others.
  • Consider some environmental consequences of their actions.
  • Express and reflect on personal experiences of place.

Content:

  • Classification of living and non-living things.
  • Names of local plants and animals.
  • Structural features of living things in the local environment.
  • Specific properties of materials allow us to use them in different ways.
  • The knowledge of First Peoples
    • Local First Peoples knowledge of local landscape, plants and animals.
    • Local First Peoples understanding and use of seasonal rounds.
  • Local patterns that occur on Earth and in the sky.

Big Idea(s):

  • Materials can be changed through physical and chemical processes.

Curricular Competencies:

  • Demonstrate curiosity and a sense of wonder about the world.
  • Make and record observations
  • Safety manipulate materials to test ideas and predictions.
  • Make and record simple measurements using informal or non-standard units.
  • Experience and interpret the local environment.
  • Recognize First Peoples stories (including oral and written narratives), songs, and art, as ways to share knowledge.
  • Compare observations with those of others.
  • Consider some environmental consequences of their actions.
  • Express and reflect on personal experiences of place.

Content:

  • Physical ways of changing materials.

Big Idea(s):

  • Complex roles and relationships contribute to diversity of ecosystems.
  • Human practices affect the sustainability of ecosystems.
  • Humans can play a role in stewardship and restoration of ecosystems.

Curricular Competencies:

  • Experience and interpret the local environment.
  • Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information.
  • Express and reflect on a variety of experiences, perspectives, and worldviews through place.

Content:

  • First Peoples knowledge and other traditional ecological knowledge in sustaining biodiversity.
  • Human actions and their impact on ecosystem integrity.
  • First Peoples ways of knowing and doing.
  • Resource stewardship.
  • Restoration practices.

Big Idea(s):

  • Living sustainably supports the well-being of self, community, and Earth.

Curricular Competencies:  

  • Experience and interpret the local environment.
  • Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information.
  • Express and reflect on a variety of experiences, perspectives, and worldviews through place.

Content:

  • Land use and degradation.
  • Land management.
  • Global environmental ethics, policy, and law.

First Peoples’ Principles of Learning

Which First Peoples’ Principles of Learning apply?

  • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
  • Learning involves recognizing the consequences of one’s actions.
  • Learning involves patience and time.

Inviting Community

What is one way that teachers could work with community members for this project?

  • Teachers are recommended to contact the local Indigenous Elders Program following proper protocol.
  • Contact the local Band office to connect with community members that are willing to participate in the activity.
  • Connect with artists from a local Indigenous community that is willing to participate in the activity

Indigenous Perspectives

How does your lesson relate to decolonization or reconciliation of education?

  • Coast Salish peoples’ creation story explains the origin of Red Cedar. The story depicts a good man who always helped others. The creator declared that when the man dies a Red Cedar tree will grow where he is buried and the tree will continue to help people (Stewart, H, 1984; Indigenous Foundations UBC).
  • The Nuu-chah-nulth of Vancouver Island origin story of Yellow Cedars was transformed from three young women running up a mountain. Yellow Cedar can be found on the slopes of mountains and contains a soft inner bark similar to a woman’s hair. (Stewart, H, 1984; Indigenous Foundations UBC)
  • Before the tree is harvested, the woodcutter will speak a prayer and give gratitude to the tree’s spirit.
    The deep respect for the cedar is a rich tradition that spans time immoral and continues to be culturally, spiritually, and economically important to Coast Salish Nation.

Additional Resources & Comments

Science Resource

From the Mountains to the Sea: We Live Here by Brenda Boreham

Arts Education Resource

At the Mountain’s Base by Traci Sorell