The Arts · Grade 12 · Art as Activism and Global Citizenship · Term 4

Decolonizing Art History

Students will examine how Indigenous artists reclaim narratives and challenge colonial perspectives in art.

• Ontario Curriculum Expectations
• VA:Cn11.1.HSIII
• VA:Re8.1.HSIII

About This Topic

Decolonizing Art History guides Grade 12 students to examine how Indigenous artists reclaim narratives and challenge colonial perspectives in art. This topic aligns with Ontario's Arts curriculum standards VA:Cn11.1.HSIII, which emphasizes art's cultural connections, and VA:Re8.1.HSIII, focused on interpretive reasoning. Students address key questions by analyzing how artists integrate traditional forms and symbols into contemporary works to assert sovereignty, explaining art's role in decolonization and cultural revitalization, and critiquing the exclusion of Indigenous art from mainstream histories.

Through this study, students develop critical skills like cultural analysis and empathetic critique, vital for art as activism and global citizenship. Examples include Kent Monkman's subversive reinterpretations of colonial portraits and Skawennati's digital animations rooted in Haudenosaunee futures. These cases reveal art's power to disrupt Eurocentric canons and honor Indigenous voices sidelined for centuries.

Active learning benefits this topic greatly. Student-curated gallery walks, collaborative critiques, and role-plays as artists make abstract decolonization concepts immediate and personal. Such methods build ownership, spark respectful dialogue, and connect historical injustices to students' lives, deepening retention and ethical awareness.

Key Questions

1. Analyze how Indigenous artists use traditional forms and symbols in contemporary contexts to assert sovereignty.
2. Explain how art serves as a tool for decolonization and cultural revitalization.
3. Critique the historical exclusion of Indigenous art from mainstream art historical narratives.

Learning Objectives

• Analyze how specific visual elements, such as symbolism and stylistic choices, in artworks by Indigenous artists challenge colonial narratives.
• Evaluate the effectiveness of art as a tool for cultural revitalization and decolonization, citing examples from Indigenous Canadian artists.
• Critique the historical marginalization of Indigenous art within Western art historical canons, proposing alternative frameworks for its study.
• Synthesize research on Indigenous artistic practices to design a proposal for an exhibition that centers Indigenous perspectives.

Before You Start

Introduction to Art History: Western Canons

Why: Students need a foundational understanding of traditional Western art historical narratives to effectively critique their limitations and exclusions.

Cultural Identity and Expression

Why: Prior exploration of how culture shapes artistic expression provides a basis for understanding Indigenous artists' use of tradition to assert identity and sovereignty.

Key Vocabulary

Decolonization	The process of dismantling colonial structures, perspectives, and power dynamics. In art, this involves challenging Eurocentric viewpoints and centering Indigenous voices and knowledge systems.
Reclamation	The act of reclaiming or regaining possession of something that was lost or taken away. In art, this refers to Indigenous artists reasserting control over their cultural narratives, symbols, and artistic traditions.
Sovereignty	The authority of a state or self-governing nation. For Indigenous artists, asserting sovereignty through art means expressing self-determination, cultural independence, and inherent rights.
Cultural Revitalization	The process of reviving and strengthening a culture that has been suppressed or diminished. Indigenous artists contribute by creating works that honor, preserve, and transmit cultural knowledge and practices.
Eurocentrism	A worldview centered on Western civilization, often leading to the marginalization or dismissal of non-Western cultures and perspectives. In art history, it has historically privileged European artistic traditions.

Watch Out for These Misconceptions

Common Misconception

Indigenous art remains purely traditional and unchanged by colonialism.

What to Teach Instead

Contemporary Indigenous art blends traditions with modern media to reclaim space. Gallery walks help students visually trace evolutions, while peer discussions challenge static views and reveal artists' intentional fusions.

Common Misconception

Art history narratives are neutral and complete.

What to Teach Instead

Colonial biases have excluded Indigenous works systematically. Collaborative timeline activities expose gaps, and source critiques in small groups guide students to reconstruct inclusive histories through evidence.

Common Misconception

Decolonization in art is only about protest, not creation.

What to Teach Instead

It involves affirmative cultural revitalization too. Role-plays as artists let students experience creation processes, shifting focus from destruction to sovereignty-building.

Active Learning Ideas

Gallery Walk: Reclaimed Narratives

Students select and print images of works by Indigenous artists like Kent Monkman or Rebecca Belmore, posting them around the room with sticky notes for initial responses. Groups rotate to add critiques addressing sovereignty and decolonization, then debrief as a class. Collect notes for a shared digital archive.

50 min·Small Groups

Symbol Mapping: Traditional to Contemporary

In pairs, students research one traditional Indigenous symbol, such as the Haida raven or Anishinaabe thunderbird, and map its use in a modern artwork. They sketch connections and present findings. Extend with class voting on most impactful examples.

40 min·Pairs

Debate Circles: Art's Decolonizing Power

Divide class into inner and outer circles. Inner group debates 'Art alone can decolonize history,' using evidence from unit artists; outer observes and switches. Facilitate synthesis discussion on limitations and strengths.

45 min·Whole Class

Timeline Revision: Inclusive Art History

Individuals research an overlooked Indigenous artist and add to a class timeline of Canadian art history. Groups verify entries for accuracy, then present revisions highlighting exclusions.

60 min·Individual

Real-World Connections

• Curators at institutions like the National Gallery of Canada or the Art Gallery of Ontario are increasingly working to decenter colonial narratives by actively acquiring, exhibiting, and interpreting works by Indigenous artists.
• Indigenous artists and cultural organizations collaborate with community members to create public art installations that reflect local histories and assert cultural presence in urban and rural landscapes across Canada.
• Museum educators develop exhibition guides and public programming that critically engage with the historical context of Indigenous art, moving beyond tokenistic representation to foster deeper understanding and dialogue.

Assessment Ideas

Discussion Prompt

Pose the question: 'How does the use of traditional symbols in contemporary Indigenous art challenge the colonial gaze?' Ask students to identify one specific symbol from an artist studied, explain its traditional meaning, and then analyze how the artist's contemporary use of it asserts sovereignty or critiques colonial history.

Exit Ticket

Students will write a short paragraph responding to: 'Choose one artwork we examined. Explain how it functions as an act of decolonization and cultural revitalization. What specific colonial perspective does it challenge?'

Peer Assessment

In small groups, students present their analysis of an Indigenous artwork. Peers provide feedback using a rubric that assesses: clarity of analysis of artistic elements, explanation of connection to decolonization, and critique of historical exclusion. Specific feedback should be written on a shared document.

Frequently Asked Questions

How do Indigenous artists use traditional symbols in contemporary art?

Artists like Norval Morrisseau incorporate Anishinaabe motifs into abstract paintings, asserting cultural continuity amid colonial disruption. Skawennati uses cyberpunk aesthetics with Iroquois symbols to envision Indigenous futures. These choices challenge stereotypes and model hybrid identities for students, fostering appreciation of art's adaptive power in Ontario contexts.

What role does art play in decolonizing narratives?

Art disrupts Eurocentric stories by centering Indigenous perspectives, as in Kent Monkman's 'The Scream' series queering Group of Seven landscapes. It revitalizes languages and sovereignty through visual storytelling. In class, this builds students' ability to critique power in visuals, aligning with curriculum goals for cultural connections.

How can active learning enhance teaching Decolonizing Art History?

Hands-on methods like student-led gallery critiques and symbol-mapping pairs make decolonization tangible. Students engage directly with artworks, discuss biases in real time, and co-create inclusive timelines. This approach sparks empathy, ownership, and critical dialogue, transforming passive learning into personal advocacy while respecting Indigenous protocols.

What resources support Decolonizing Art History in Ontario Grade 12 Arts?

Use OCAD University's Indigenous art collections, the National Gallery's online exhibits, and books like 'Resilience and Triumph' for artist profiles. Incorporate Truth and Reconciliation Commission calls to action. Pair with local gallery visits or virtual tours from the Art Gallery of Ontario to ground lessons in Canadian contexts.