Examine arts expressions to determine how ideas for arts expressions may come from artists' own communities.
| (a) |
Describe or infer how art works are created for a variety of reasons. |
| (b) |
Discuss, with guidance, how the arts tell something about the society or community in which they were created. |
| (c) |
Recognize that an audience will not see or hear everything in an arts expression at first introduction. |
| (d) |
Demonstrate sensitivity to differing responses and interpretations, recognizing that not everyone responds the same way to a work of art. |
| (e) |
Investigate and describe how artists and their work affect our visual environment and other forms of daily interactions (e.g., graphic design, radio, media, clothing). |
| (f) |
Investigate and discuss why arts expressions are created in various communities (e.g., purpose for traditional Ukrainian dances). |
| (g) |
Respond to arts expressions in own communities, both verbally and non-verbally. |

Students will then create their own buffalo flags/banners to celebrate their role in shaping the current environment, while reflecting on the lesson.
PLEASE NOTE: Métis Jigging Part 2 builds on skills and knowledge from Part 1, which aired in 2015. Teachers should review Part 1 and its accompanying activities with their students before commencing Part 2.
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).
Content includes:
- Gender and Sexual Diversity
- First Nations and Métis Ways of Knowing
- Assumptions, Privilege and Oppression
- Comprehensive School Community Health (CSCH)
- CSCH Approach to Creating Inclusive Schools