The Arts · Grade 11

Active learning ideas

Indigenous Art and Sovereignty

Active learning works for this topic because Modernism’s radical departure from tradition requires students to experience its principles firsthand. By physically engaging with materials and ideas, students grasp how artistic choices reflect social upheaval and personal expression. This approach bridges historical analysis with creative experimentation, making abstract concepts tangible.

• Ontario Curriculum Expectations
• VA:Cn11.1.HSII
• VA:Re9.1.HSII

• 20–60 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Stations Rotation
• 60 min · Individual

Stations Rotation: The Modernist Style Lab

Set up stations for different movements: Impressionism (focus on light), Cubism (focus on multiple perspectives), and Expressionism (focus on color/emotion). Students spend 15 minutes at each, creating a small 'sketch' in that style.

Analyze how Indigenous art challenges Western definitions of fine art.

Facilitation Tip

During the Station Rotation: The Modernist Style Lab, circulate to each station and ask students to explain their choices in 1-2 sentences, reinforcing intentionality in their artistic decisions.

What to look for

Facilitate a class discussion using the prompt: 'How does the concept of 'ownership' differ between traditional Western art markets and Indigenous artistic traditions where art is often communal or tied to specific ceremonies?' Encourage students to cite examples discussed in class.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Think-Pair-Share
• 20 min · Pairs

Think-Pair-Share: The 'Why' of Abstraction

Show a realistic painting and an abstract painting of the same subject (e.g., a tree). Pairs discuss: 'If the camera can take a perfect picture, what is the artist's new job?' They then share their conclusions with the class.

Explain in what ways traditional techniques are being adapted by contemporary Indigenous artists.

What to look for

Ask students to write on an index card: 'Identify one contemporary Indigenous artist and explain how their work connects to traditional Indigenous values or practices.' Collect these at the end of the lesson to gauge understanding of adaptation and connection.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Inquiry Circle
• 50 min · Small Groups

Inquiry Circle: Art and the Great War

Small groups are given a Modernist movement that was influenced by WWI (e.g., Dada or Surrealism). They must research how the trauma of the war changed the 'mood' and 'subject matter' of art and present their findings through a digital collage.

Evaluate how the connection to land manifests in visual and performing arts.

What to look for

Present students with two images: one historical Indigenous artifact and one piece of contemporary Indigenous art. Ask them to write down three similarities and three differences in terms of materials, techniques, or intended purpose. Review responses for common misconceptions.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

A few notes on teaching this unit

Teach this topic by grounding Modernism in its historical context and Indigenous perspectives. Avoid presenting it as a linear progression of 'isms' without addressing how Indigenous artists were often excluded from or misrepresented within these movements. Research shows that centering Indigenous voices clarifies how Modernism’s 'rules' were not universal but shaped by colonial assumptions. Use manifestos and primary sources to reveal the philosophical depth behind artistic shifts.

Successful learning looks like students confidently connecting artistic techniques to historical events and cultural shifts. They should articulate how Modernist movements responded to their time and demonstrate this through discussions, collaborative work, and reflective writing. Evidence of understanding includes thoughtful comparisons between traditional and contemporary Indigenous art.

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Watch Out for These Misconceptions

• During Station Rotation: The Modernist Style Lab, watch for students dismissing abstract art as 'easy' without noticing the deliberate composition and color choices in their own experiments.

  Remind students that their own 'abstract' sketches require careful planning, then direct them to compare their work to a famous abstract piece, highlighting the intentionality behind each mark.

• During Think-Pair-Share: The 'Why' of Abstraction, watch for students labeling Modernism as 'weird' without considering the philosophical manifestos behind the movements.

  Pause the discussion to reference the manifestos of movements like Cubism or Surrealism, then ask students to identify how these texts connect to the abstract works they viewed.

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Methods used in this brief

• Stations Rotation
• Think-Pair-Share
• Inquiry Circle