The Arts · Grade 8 · Art History and Global Perspectives · Term 3

Impact of Colonialism on Indigenous Arts

Students will examine the historical and ongoing impact of colonialism on Indigenous artistic practices, including suppression, adaptation, and resurgence.

• Ontario Curriculum Expectations
• VA:Cn11.1.8a
• VA:Re9.1.8a

About This Topic

Students explore the profound effects of colonialism on Indigenous artistic practices in Canada, focusing on suppression through policies like the Indian Act, residential schools, and bans on potlatches and ceremonies. They examine how these forces disrupted traditional forms such as carving, weaving, and storytelling, while artists adapted by blending motifs with new materials. The unit highlights resurgence, as contemporary creators reclaim and innovate within their traditions to assert identity and resist erasure.

This content supports Ontario's Grade 8 Arts curriculum by integrating art history with global perspectives and critical analysis. Students connect visual arts standards like VA:Cn11.1.8a, interpreting art in cultural contexts, and VA:Re9.1.8a, evaluating historical influences. They critique Western museum representations, questioning biased narratives and exploring repatriation movements.

Active learning excels with this sensitive topic. Student-led gallery walks of Indigenous artworks, role-plays of historical policies, and collaborative timelines make abstract histories personal and vivid. These approaches build empathy, encourage respectful dialogue, and equip students to analyze power dynamics in art, fostering lifelong cultural awareness.

Key Questions

1. Analyze how colonial policies attempted to suppress Indigenous artistic expression.
2. Explain how Indigenous artists have used their art to resist colonialism and assert identity.
3. Critique the historical representation of Indigenous art in Western museums and galleries.

Learning Objectives

• Analyze the methods used by colonial powers to suppress Indigenous artistic expression in Canada.
• Explain how Indigenous artists adapted traditional art forms in response to colonial pressures.
• Evaluate the historical representation of Indigenous art within Western museum contexts.
• Critique the role of contemporary Indigenous art in asserting identity and resisting colonial legacies.
• Synthesize information to demonstrate the connection between historical policies and current Indigenous artistic practices.

Before You Start

Introduction to Indigenous Cultures in Canada

Why: Students need a foundational understanding of the diversity and historical presence of Indigenous peoples in Canada before examining the impact of colonialism.

Elements and Principles of Design

Why: Understanding fundamental art concepts allows students to analyze how traditional artistic forms were expressed and how they may have been altered or adapted.

Key Vocabulary

Colonialism	The practice of one country establishing settlements and imposing its political, economic, and cultural principles on another territory.
Indian Act	Canadian federal legislation enacted in 1876 that continues to define aspects of Indigenous identity, governance, and land rights, often used to control and assimilate Indigenous peoples.
Residential Schools	A system of boarding schools for Indigenous children in Canada, established to assimilate them into Western culture, often involving the suppression of their languages and cultural practices, including art.
Potlatch	A ceremonial feast used to display wealth and social status, central to the cultures of many Indigenous peoples of the Pacific Northwest Coast, which was banned by colonial governments.
Cultural Appropriation	The adoption or use of elements of a minority culture by members of the dominant culture, often without understanding or respect for their original cultural context.

Watch Out for These Misconceptions

Common Misconception

Colonialism's impact on Indigenous arts ended decades ago.

What to Teach Instead

Impacts persist through cultural disconnection and biased representations, but resurgence thrives today. Active gallery walks and artist profiles help students trace ongoing adaptations, shifting views from static history to living narratives via peer discussions.

Common Misconception

Indigenous artists fully assimilated European styles under colonialism.

What to Teach Instead

Many covertly preserved symbols and motifs despite suppression. Jigsaw activities reveal resistance stories, allowing students to compare artworks and discover hybrid innovations, building nuanced understanding through collaborative evidence sharing.

Common Misconception

Western museums accurately represent Indigenous art histories.

What to Teach Instead

Displays often perpetuate stereotypes from colonial viewpoints. Debate simulations expose biases, with students critiquing labels and advocating repatriation, fostering critical skills through structured arguments and reflections.

Active Learning Ideas

Gallery Walk: Suppression and Resurgence

Display 12-15 images of pre-colonial, suppressed, and modern Indigenous artworks from Canadian artists like Norval Morrisseau. Small groups visit stations, noting changes in motifs and materials, then share findings on a class chart. Conclude with a whole-class reflection on adaptation strategies.

50 min·Small Groups

Jigsaw: Artist Resistance Profiles

Assign each small group one Indigenous artist (e.g., Bill Reid, Daphne Odjig) who resisted colonialism. Groups research adaptations and assertions of identity, then teach peers via 3-minute presentations. Students compile a shared digital mural of key stories.

60 min·Small Groups

Museum Critique Debate

Pairs prepare arguments for and against a historical museum display of Indigenous art as 'primitive.' Hold a structured debate with evidence from unit texts. Follow with individual reflections on ethical representation.

45 min·Pairs

Timeline Creation: Art Resurgence

In small groups, students sequence events from colonial suppression to modern revivals using artist quotes and images. Add personal connections to current events. Display timelines for a walking tour and peer feedback.

40 min·Small Groups

Real-World Connections

• Curators at institutions like the National Gallery of Canada and the Canadian Museum of History grapple with the ethical considerations of displaying Indigenous art, including issues of repatriation and respectful interpretation.
• Indigenous artists today, such as Kent Monkman or Christi Belcourt, engage with historical narratives and colonial impacts in their work, creating pieces that are exhibited in galleries worldwide and sold through art markets.
• Advocacy groups and Indigenous communities work towards decolonizing museum practices, aiming to return artifacts and ensure Indigenous voices lead the narrative around their own cultural heritage.

Assessment Ideas

Discussion Prompt

Pose the question: 'How did policies like the Indian Act and the residential school system specifically aim to disrupt Indigenous artistic traditions, and what evidence do we see of this disruption in historical art?' Facilitate a class discussion, encouraging students to reference specific examples discussed in class.

Exit Ticket

Ask students to write down one specific example of how an Indigenous artist today is using their art to resist colonial legacies or assert their identity. They should also briefly explain the connection to historical suppression.

Quick Check

Present images of historical and contemporary Indigenous artworks. Ask students to identify one element in each that shows adaptation or resurgence in response to colonial impacts. Students can write their observations on a shared digital document or whiteboard.

Frequently Asked Questions

How can teachers address colonialism's impact on Indigenous arts sensitively in Grade 8?

Start with land acknowledgments and collaborate with local Indigenous knowledge keepers. Use authentic resources like the Royal Ontario Museum's Indigenous collections and artists' own words. Frame discussions around resilience and resurgence to balance historical pain with contemporary strength, ensuring student-led inquiries respect diverse perspectives.

What are examples of Indigenous artists resisting colonialism through art?

Artists like Bill Reid revived Haida carving post-ban, embedding cultural stories in public works. Daphne Odjig blended Woodland styles with abstracts to assert Anishinaabe identity. Students analyze these via timelines, seeing how art became activism against assimilation policies in Canada.

How does active learning benefit teaching the impact of colonialism on Indigenous arts?

Hands-on methods like gallery walks and debates make complex histories accessible and engaging. Students actively construct knowledge through analyzing artworks and sharing stories, developing empathy and critical thinking. This approach counters passive lectures, helping Grade 8 learners connect past suppressions to present resurgences respectfully.

What Ontario resources support this unit on Indigenous arts and colonialism?

Draw from the Ontario Arts Curriculum companion documents, First Nations, Métis, and Inuit Education resources, and virtual exhibits from the McMichael Canadian Art Collection. Books like 'The Arts of the People' by Ruby Slipperjack provide authentic voices. Invite Elders for guest talks to enrich connections.