The Arts · Grade 2

Active learning ideas

Indigenous Arts and Traditions

Active learning helps Grade 2 students connect deeply with Indigenous arts and traditions by engaging their senses and curiosity. Handling natural materials and discussing symbols makes cultural knowledge tangible and memorable for young learners.

• Ontario Curriculum Expectations
• VA:Cn11.1.2a
• MU:Cn11.0.2a

• 20–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Outdoor Investigation Session
• 35 min · Small Groups

Small Groups: Symbol Sharing Circles

Form circles of 4-5 students. Each draws a personal symbol with crayons that tells a family story, then learns one Indigenous symbol from provided cards and explains its meaning. Groups compare similarities and rotate to share with another circle. End with a class mural of symbols.

What natural materials do Indigenous artists in Canada use to create their artwork?

Facilitation Tip

For Symbol Sharing Circles, provide a clear talking piece to structure turn-taking and ensure every student feels heard.

What to look for

Provide students with images of two different Indigenous artworks. Ask them to write down one natural material they see used and one symbol they recognize, explaining what they think it might mean.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 02

• Outdoor Investigation Session
• 25 min · Pairs

Pairs: Natural Material Explorations

Provide safe items like twine, feathers, leaves, and clay. Pairs select materials to create a small artwork inspired by local Indigenous forms, such as a woven pattern or animal figure. They label their piece with a story it tells and present to the class.

How do symbols in Indigenous artwork help share stories and important ideas?

Facilitation Tip

During Natural Material Explorations, set up a sensory station with labeled samples to reinforce vocabulary and material properties.

What to look for

Gather students in a circle. Show an artwork with clear symbols. Ask: 'What do you notice about this artwork? What do you think these shapes or pictures might tell us? Why is it important to listen carefully when someone shares the meaning of this art?'

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 03

• Outdoor Investigation Session
• 40 min · Whole Class

Whole Class: Artist Story Walk

Display images of local Indigenous artworks with labels on symbols and materials. Students walk the room in a guided tour, stopping to sketch one element and discuss its story in think-pair-share. Conclude with a group reflection on respect.

Why is it important to respect the stories and meanings inside Indigenous art?

Facilitation Tip

For the Artist Story Walk, place artworks at child-height with accompanying short labels or audio clips to support accessibility.

What to look for

During a lesson on natural materials, hold up examples like cedar bark or soapstone. Ask students to identify the material and give one reason why an Indigenous artist might choose to use it.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 04

• Outdoor Investigation Session
• 20 min · Individual

Individual: Respect Journal Entries

Students view videos of Indigenous artists, then journal one new learning about materials or symbols and one way to show respect. Follow with peer feedback pairs to refine entries before sharing select ones aloud.

What natural materials do Indigenous artists in Canada use to create their artwork?

Facilitation Tip

During Respect Journal Entries, model a completed entry with your own thoughts to demonstrate depth and reflection.

What to look for

Provide students with images of two different Indigenous artworks. Ask them to write down one natural material they see used and one symbol they recognize, explaining what they think it might mean.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

A few notes on teaching this unit

Teachers should approach this topic with humility, acknowledging that Indigenous knowledge is living and held by communities. Avoid generalizing across nations and always center the voices of Indigenous artists when possible. Use storytelling as a bridge to build understanding without oversimplifying complex traditions. Research shows that when students connect art to its cultural context, their retention and respect for traditions grow significantly.

Successful learning is visible when students confidently describe how symbols and materials reflect cultural values, ask thoughtful questions about respectful use, and share personal connections to Indigenous art forms. Respect and curiosity should guide their interactions.

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Watch Out for These Misconceptions

• During Symbol Sharing Circles, watch for students who assume all Indigenous art uses the same symbols or materials without recognizing diversity.

  Use the circle to compare two artworks from different nations side by side. Ask students to identify one unique symbol or material in each, then share their observations with the group.

• During Natural Material Explorations, watch for students who dismiss symbols as mere decorations without deeper meaning.

  Have students trace a symbol onto paper and write a short story or teaching that the symbol could represent, mirroring how Indigenous artists embed meaning into their work.

• During the Artist Story Walk, watch for students who copy artwork without considering cultural protocols or permissions.

  Pose a scenario at each station: 'If you wanted to use this design in your own work, what would you need to ask the artist or community?' Discuss responses as a group.

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Methods used in this brief

• Outdoor Investigation Session