Hi and welcome to anther blog post,
We are in the process of another “blog post tidal wave”
This blogpost concludes our humanity project on truth and reconciliation. Overall it was quite an informal project. I leaned a-lot of things about Canada, indigenous peoples, MMIW(missing and indigenous women), suicide rates among indigenous peoples and the lobster dispute; to learn more about all these super interesting topics scroll down a little bit…
Anyway before we get into that, what did we do first?
Our first keystone was a poem. An “I am from poem”
The point was to recognize on our privilege, connect to where we grew up and start to understand how our past/childhood has shaped the people we are. At first o was fully convicted we were waiting a “I am poem” so I was writing more about my family and the ups and downs of being an older siblings but then I was indeed told that was wrong. I am proud of my poem and after learning about what Canada has done I am glad I didn’t really mention anything about the exact location of my upbringing (etc. Vancouver, BC, Canada). This is what I got, the only physical mention o f setting is the squeaky floorboards.
The last two lines have to be my favourite.
After the poems were complete, we started our long grind of history to art connections.
After, that we had a couple of “lecture challenges” learning about all sorts of important topics; cultural appropriation, stereotypes (ex. Pocahontas), residential schools and the Indian act. This was interesting, it want the best way of gaining information (note taking) for me but I learned more!!
Once our teacher was done (Mrs.Pitches for this projects) we staring making connections from art to certain certain topics
Our first connect was to connect history to art
The simple 4 step process was:
Step 1: Please find governmental act (Indian Act, Canada treaties with First Peoples, Indian act Revision 1951, Bill C-31, White Paper) that you are interested in.
Step 2: Find an art piece that makes a commentary on this governmental action
Step 3: Do research on your governmental act – Must have 2 sources, and 1 quote.
Step 4: Write a 2 paragraph (approx. 250 words) refection explaining what the governmental act was and and how the art reflects the history being discussed.
I did my reflection on the Bill C-31. I learned what the Bill C-31 was, what is served and how it effected other peoples lives. And then I connect my art to the missing and murdered indigenous women
CLICK HERE for my Research, Art and connection paragraph.
Next I chose to research/learn about suicide among indigenous peoples as my topic on a contemporary issue. I learned about that rates/stats, causes and aftermath within these communities. Out of the three (3rd one below) this one was my favourite topic to research on, found art about and connect.
CLICK HERE for my Research, Art and connection paragraph.
And last but not least I choose to research and learn about the 2020 mi’kmaq (meek • mak) lobster dispute. This was an interesting topic, I didn’t even know this was an issue at all. I hope I will enjoy our BC first peoples class next year.
CLICK HERE for my Research, Art and connection paragraph.
Ah yes! I forgot to mention, During this time while we were researching, we were reading a book called The Marrow Thieves. Throughout this novel we made “weekly” connections.
CLICK HERE for my weekly reviews
After the marrow thieves was finished we had to answer the big question “How does the Marrow Thieves by Cherie Dimaline reflect Canada presently and historically?”
After all our connections were made we made a collage, where we would use it as a opportunity to show off the art we found and present our new found knowledge. first we sketched them up and then I tuned it onto a canvas.
drafts:
Final:
Next came the exhibition, where we presented both out podcasts and our collages
hope you enjoyed this reading about this project as much as I did doing it
Then that concluded my grade 10 high school year!!
See you at TPOLS
Hannah 🍽️🍴🥄🧂🥛🍶