Arts Education 9 | Saskatchewan Curriculum

Generate key questions to guide inquiry (e.g., What are topics of concern to Indigenous artists?).
Create a plan to document the inquiry process.
Research topics addressed by artists (e.g., examine messages and lyrics of a variety of artists such as Buffy Ste. Marie, Floyd Crow Westerman, Eekwol, Reddnation, and Rezofficial).
Analyze topics presented by artists in relation to own understanding, value, and experiences.
Summarize research findings to identify central themes (e.g., colonization) and topics (e.g., residential schools).
Identify gaps in knowledge that may limit understanding.
Use the Internet and other sources (e.g., print, digital, community) to gather additional information.
Determine central focus and questions to explore independently and collaboratively (e.g., How could we use the arts to help people understand that we are all Treaty people?).
Reflect, analyze, and make connections between the original topic or inquiry question and subsequent arts expressions.

(b)

Create a plan of action to use the arts to increase understanding on this topic fo concern (e.g., develop a collective creation/play about racism to increase knowledge and mutual understanding).

(c)

Share arts expressions with younger and older students and community, where possible.

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CH9.3 →

Resources

R050315

Arctic Hip Hop

Capitalizing on the popularity of hip hop, social worker and long-time B-boy Stephen Leafloor has been bringing positive hip hop workshops to the north, this time to the remote hamlet of Cambridge Bay, Nunavut. While dancing to the beat, kids are encouraged to blend their rich, ancient culture with a modern one. Between back spins and body-waves, they discuss bullying, body image, single parenting, drugs, alcohol, anger and suicide. Because of the healing power of dance, five days later they emerge not only better dancers, but more confident kids who have a clearer idea of how to balance their cultural identity with modern times.
In addition to supporting the Dance strand in the Arts Education curricula, this video could be used in Wellness 10 when discussing the impact of mental health on the wellbeing of self, family and community.
This is a particularly valuable resource for teachers who are working with at-risk students.

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Media and Formats : CD/DVD

Price : $79.95 US

Record posted/updated: July 8, 2024

R104501

Ask Artists Series

Ask Artists is an inquiry-based learning program for teachers and students. Each episode is an in-depth and intimate journey with a Saskatchewan artist. Artists share candid moments and show students that artists are real people with skills, successes, failures and dreams.

View video on ROVER

Please see the related resources below.

• Ask Artists Episode 5: “Out Loud” Songwriting (Part 1: Meet The Artist) - Lancelot Knight

• Ask Artists Episode 5: “Out Loud” Songwriting (Part 2: About Songwriting) - Lancelot Knight

• Ask Artists Episode 5: “Out Loud” Songwriting (Part 3: Writing a Song) - Lancelot Knight

• Ask Artists Episode 5: “Out Loud” Songwriting (Part 4: Performance - Big Fish) - Lancelot Knight

• Ask Artists Episode 6: “Move It” Movement (Part 1: Meet The Artist) - Mitchell Larsen

• Ask Artists Episode 6: “Move It” Movement (Part 2: Getting Comfortable with Movement) - Mitchell Larsen

• Ask Artists Episode 6: “Move It” Movement (Part 3: Creating a Dance) - Mitchell Larsen

• Ask Artists Episode 6: “Move It” Movement (Part 4: Dance Performance) - Mitchell Larsen

Media and Formats : Video

Price : Free

Record posted/updated: December 2, 2021

R053615

Deepening the Discussion: Gender and Sexual Diversity

This document will assist individuals and communities to engage in meaningful discussions and actions to respond to the experiences, perspectives and needs of students and families who are gender and/or sexually diverse (GSD). It will: assist school divisions, central office personnel, administrators, educators, First Nations and Métis organizations and community partners to develop a deeper understanding of gender and sexual diversity; assist in understanding the unique educational, health and safety needs of staff, students and their families who self-identify as gender and/or sexually diverse; provide practical strategies, suggestions and frequently asked questions to support schools and communities as they work with students to anticipate and overcome challenges related to transphobia, homophobia and heterosexism; acknowledge the shared responsibility of ensuring that all students who identify as gender and/or sexually diverse have the same opportunities for safety, socialization and success in schools; assist educators in planning curricular-based instruction and assessment to meet the unique needs of gender and/or sexually diverse students; and assist school divisions and First Nations and Métis organizations to fulfill their ethical and professional responsibilities to provide safe, equitable and inclusive learning environments for all students regardless of their actual or perceived differences.

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Media and Formats : Document

Price : Free

Record posted/updated: February 13, 2019