Decolonizing Art History

Active learning works well for this topic because students need to confront their own assumptions about art history while engaging directly with Indigenous perspectives. Hands-on activities like gallery walks and symbol mapping make abstract concepts concrete, helping students move from passive observation to critical analysis of colonial narratives in art.

• Grade 12
• The Arts
• 4 activities
• 40 min–60 min

Learning Objectives

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

Gallery Walk

⏱ 50 min·Small Groups

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.

Prepare & details

Analyze how Indigenous artists use traditional forms and symbols in contemporary contexts to assert sovereignty.

Facilitation Tip: During the Gallery Walk: Reclaimed Narratives, arrange student groups to analyze one artwork at a time, rotating after two minutes of focused discussion to prevent surface-level observations.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Case Study Analysis

⏱ 40 min·Pairs

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.

Prepare & details

Explain how art serves as a tool for decolonization and cultural revitalization.

Facilitation Tip: For Symbol Mapping: Traditional to Contemporary, provide large chart paper and colored markers so students can visually trace connections between historical symbols and their modern adaptations.

Setup: Groups at tables with case materials

Materials: Case study packet (3-5 pages), Analysis framework worksheet, Presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Case Study Analysis

⏱ 45 min·Whole Class

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.

Prepare & details

Critique the historical exclusion of Indigenous art from mainstream art historical narratives.

Facilitation Tip: In Debate Circles: Art's Decolonizing Power, assign clear roles (e.g., facilitator, note-taker, timekeeper) to keep discussions structured and equitable for all participants.

Setup: Groups at tables with case materials

Materials: Case study packet (3-5 pages), Analysis framework worksheet, Presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Case Study Analysis

⏱ 60 min·Individual

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.

Prepare & details

Analyze how Indigenous artists use traditional forms and symbols in contemporary contexts to assert sovereignty.

Facilitation Tip: When revising the Timeline: Inclusive Art History, give students access to digital tools like Padlet or Google Slides so they can collaborate effectively and revise their work iteratively.

Setup: Groups at tables with case materials

Materials: Case study packet (3-5 pages), Analysis framework worksheet, Presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Teaching This Topic

Experienced teachers approach this topic by centering Indigenous voices and perspectives from the outset, avoiding heavy reliance on non-Indigenous interpretations of Indigenous art. They also prioritize process over product, ensuring discussions about colonization acknowledge its ongoing impacts rather than treating it as a historical artifact. Research suggests that pairing critical analysis with creative tasks (e.g., symbol mapping) deepens students’ understanding more than lectures alone. Avoid framing decolonization as a single moment; instead, emphasize it as an ongoing practice that students can engage in through their own learning processes.

What to Expect

Successful learning looks like students confidently explaining how contemporary Indigenous artists use traditional symbols to assert sovereignty. They should also demonstrate the ability to critique gaps in mainstream art histories and articulate art’s role in decolonization processes. Evidence of this learning appears in discussions, written reflections, and timelines that include previously excluded artists.

Watch Out for These Misconceptions

Common Misconception

During Gallery Walk: Reclaimed Narratives, watch for students who assume Indigenous art is static or only created using traditional materials.

What to Teach Instead

Use the gallery walk as a chance to redirect these views by asking students to identify at least one contemporary medium or technique in each artwork, then discuss how these choices challenge colonial expectations of Indigenous art.

Common Misconception

During Timeline Revision: Inclusive Art History, watch for students who treat the timeline as a simple addition of missing artists rather than a critique of systemic exclusion.

What to Teach Instead

Have students include annotations explaining why each artist was excluded historically, using primary or secondary sources to support their claims, and discuss how this reframes the narrative of art history.

Common Misconception

During Debate Circles: Art's Decolonizing Power, watch for students who equate decolonization solely with protest or resistance art.

What to Teach Instead

Guide students to explore affirmative acts of decolonization by asking them to identify moments of cultural revitalization in the artworks they analyze, such as the use of Indigenous languages or land-based materials.

Assessment Ideas

Discussion Prompt

After Gallery Walk: Reclaimed Narratives, ask students to share their findings in small groups, focusing on one symbol they observed. Assess their ability to connect the symbol’s traditional meaning to its contemporary use and explain how this challenges colonial perspectives.

Exit Ticket

After Timeline Revision: Inclusive Art History, have students write a short paragraph explaining how their revised timeline addresses gaps in mainstream art history. Look for specific examples of artists or movements they included and why these additions matter.

Peer Assessment

During Debate Circles: Art's Decolonizing Power, have students use a rubric to provide feedback on each other’s arguments. Assess their ability to critique historical exclusion while offering constructive suggestions for strengthening their decolonizing perspectives.

Extensions & Scaffolding

• Challenge: Ask students to research and present on an Indigenous artist not covered in class, focusing on how their work contributes to cultural revitalization and decolonization efforts.
• Scaffolding: Provide sentence starters for the exit ticket, such as: 'This artwork challenges colonial perspectives by...' or 'The artist’s use of [symbol] in a contemporary context demonstrates...'.
• Deeper exploration: Invite a local Indigenous artist or knowledge keeper to speak with the class about their creative process and how it engages with decolonization.

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.