C1. Terminology
Specific Expectations
C1.1
use appropriate terminology related to elements, principles, and other key concepts when creating, analysing, or presenting various types of art works, including art works/productions exploring or reflecting First Nations, Métis, and Inuit perspectives (e.g., use appropriate terminology when designing a flag that reflects their own cultural heritage, when describing their initial reaction to a multimedia work that incorporates Inuit throat singing, when analysing the use of music to enhance a digital display of Métis floral designs; design a word game using terms related to the art traditions of various First Nations, Métis, and Inuit cultures, such as “Métis rug hooking”, “peace tree”, and “thunderbird”)
C1.2
demonstrate an understanding of elements, principles, and other key concepts associated with various arts disciplines, as reflected in First Nations, Métis, and Inuit art forms (e.g., explain the difference between sacred and social dances in Haudenosaunee culture; describe the techniques of folding and biting used to create Ojibwe birch bark designs; describe the syncretic structure of Métis fiddle music and explain how the form differs from First Nations and non-Indigenous fiddle music; compare the aesthetic features and physical design of an Ojibwe tikinagan and an Inuit amauti; identify examples of how Inuit artists incorporate the natural contours, lines, and cracks of the bone or stone they are carving within their artistic compositions; explain how the selection of colour, shape, and space in Haida painted works illustrates a world perspective that reflects harmony with nature, among people, and within individuals), and identify those terms that are common to more than one arts discipline or cultural group (e.g., ceremonial dancing, dance regalia, cradleboard teachings, Woodland designs, beadwork, honour beats in drumming, thematic and iterative styles of storytelling)
C1.3
compare approaches to the creative process within various arts disciplines, as reflected in First Nations, Métis, and Inuit art forms, using appropriate vocabulary (e.g., with reference to inspiration in clothing or regalia design and oral storytelling, the exploration and manipulation of natural materials when planning the contours of sculptures and utilitarian art forms, experimentation in dance and visual arts, presentation in media arts and music)
- What connections can you make between how a beadwork artist chooses motifs and patterns to adorn a piece of clothing and how a storyteller selects certain words and phrases to reiterate throughout a story?
- What do First Nations, Métis, and Inuit storytellers need to consider when developing their approach to a traditional storytelling?
- How do natural materials influence the type of sculptures produced by contemporary First Nations, Métis, and Inuit artists? What examples can you identify to support your explanation?