The Arts · Grade 12

Active learning ideas

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.

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

• 40–60 min
• Pairs → Whole Class
• 4 activities

Activity 01

• 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.

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.

What to look for

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.

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

Activity 02

• 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.

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.

What to look for

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?'

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

Activity 03

• 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.

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.

What to look for

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.

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

Activity 04

• 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.

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.

What to look for

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.

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

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

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

  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.

• 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.

  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.

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

  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.

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Methods used in this brief

• Gallery Walk
• Case Study Analysis