Incorporation of Indigenous Perspectives - Teach, Don't Practice Culture

For this blog post, I curated a list of my learning goals and guiding principles for incorporating Indigenous perspectives into my teaching. I created these goals and principles with my research question in mind: How can we improve cultural diversity in Arts Education, while still facilitating safe and inclusive classroom practices? Additionally, I referenced sample resources that I have used, or am planning to use in my classroom.

Indigenous Peoples are the inheritors and practitioners of cultures, relating to the community and the environment. They have distinct social, cultural, economic, and political characteristics that they have retained, separate from dominant societies that they live in. They form non-dominant groups of society, and have a historical continuity with pre-colonial and pre-settler societies. Indigenous Peoples resolve to maintain their ancestral environments.

The roles of music in culture include: for celebration, for communication, motivation, promoting movement (dance), helping us cope with challenges, relaxation, and for education purposes.

Learning Goals/Aims of Incorporating Indigenous Perspectives

• To teach the truth, we have to learn the truth

• Recognize the reality of Indigenous histories, cultures and perspectives, and incorporate this into the curriculum

• To protect and preserve traditional Indigenous skills and cultures, empowering Indigenous peoples to participate more fully in their communities

• While there is a fear of getting it wrong, or teaching something inappropriate or disrespectful, ignoring the issue is part of the problem

• Do not practice culture in the classroom but teach about culture. Teach and learn alongside Indigenous peoples

• Teach in authentic and respectful ways, while asking critical thinking questions/having discussions and ensuring a safe and respectful environment

Guiding Principles (What parameters or rules do I follow to develop learning activities and select music for my classroom).

• Do your research, reach out and form relationships

• Invite elders, Indigenous studies departments, a parent, and student services to the classroom; work with them, rather than speaking for them

• Do not dress, act, or do activities that reduce a group to a stereotype

• Do not misuse anything that has religious significance or cultural meaning

• Do not appropriate someone else’s culture as your own, even for demonstration purposes

• Avoid starting with cultural genocide and residential schools, and instead begin with how Indigenous peoples are resilient, rather than portraying them as victims first

Resources for Teaching Activities

1. Indigenous Perspectives on Education (Grades K-10): Arts, Drama and Music - An education library database featuring books, websites with lesson plans, curriculum resources, prints and drawings in contemporary Inuit art

2. All My Relations: Celebrating Canada’s Indigenous Peoples Teacher Guide by Sherryl Sewepagaham - Resource for lessons and activities (grades 4-12), includes sheet music, history on Métis People of Canada, residential schools, poetry analysis for “I Lost My Talk” and “I Cried Dry Tears”, vocal improvisation, and sheet music for “Music Alive”

3. Teacher Resource Guide on Listening and Creating by Sherryl Sewepagaham (Cree-Dene) and Nicole Schutz (Métis) - Features lesson plans on digital vs. natural sounds, composition, storytelling in Michif

4. Listen Up, Canada! Teacher Guide by R. Murray Schafer - National Arts Centre Guide that features lesson plans, guided listening, additional information and resources

"Loons" by Jim Oskineegish