D3. Connections beyond the Classroom
Specific Expectations
D3.1
identify skills, character traits, and work habits that are developed through the processes of creating, analysing, presenting, promoting, and experiencing art works/productions that explore or reflect First Nations, Métis, and Inuit perspectives (e.g., knowledge related to cultural proficiency and cultural safety, creative problem-solving skills, critical analysis skills, the ability to express themselves visually and orally, the ability to work collaboratively and independently), and explain how they can be applied outside the classroom (e.g., identify ways to apply their cooperative work habits in family contexts; describe how their understanding of cultural protocols can be applied in community settings; explain how they can use their analytical skills in a part-time job or volunteer position)
- What problem-solving skills have you learned in this course that you can apply in your part-time job or volunteer position?
D3.2
identify and explore arts-related careers and secondary and postsecondary pathways that reflect their interests and skills (e.g., create a list of postsecondary arts programs related to their interests; conduct online research to determine the skills and experience required for careers in advertising, animation, art therapy, fashion design, graphic design; create a personal skills inventory and compare it to the skills required in their field of interest; hold mock interviews for a position in the arts and culture industry)
- Which local First Nations, Métis, or Inuit artists work in an area of interest to you? How might you approach them to request an information interview?
- What grants, loans, and apprenticeship programs are available to support artists in starting or expanding small business ventures?
D3.3
identify, on the basis of research, careers that support the development and promotion of First Nations, Métis, and Inuit art locally, regionally, and nationally (e.g., art auctioneer, artistic director, curator, educator, professor, graphic designer, website developer), and compare the skills required in those careers
- What are some ways that the artistic director of a contemporary dance company could promote the work of emerging First Nations, Métis, and Inuit artists? What specific skills would he or she need to do so?
- What skills do curators and professors of First Nations, Métis, and Inuit art share? In what ways do their skills differ?
D3.4
identify and evaluate opportunities to become engaged and gain experience in artistic and cultural endeavours beyond the classroom (e.g., helping to design, create, and put up decorations for community plays, exhibitions, or festivals; designing posters for a variety of events; volunteering at a local arts-related organization; conducting research on arts-appreciation opportunities in their community and creating a list of the most relevant ones)
- What are some activities that support and promote the work of local artists?
- What opportunities can you identify to become involved in artistic endeavours in the school or community?
- In what specific ways might you use an arts event as an opportunity to raise funds to help promote and present future events?