Impact of Colonialism on Indigenous Arts

Active learning transforms this complex history into tangible understanding. Students engage directly with artworks, artist stories, and debates, making colonial impacts visible rather than abstract. Movement, collaboration, and critical analysis build empathy and historical accuracy in ways passive methods cannot.

• Grade 8
• The Arts
• 4 activities
• 40 min–60 min

Learning Objectives

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

Gallery Walk

⏱ 50 min·Small Groups

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.

Prepare & details

Analyze how colonial policies attempted to suppress Indigenous artistic expression.

Facilitation Tip: For the Timeline Creation, provide blank strips of paper and markers so students can physically move and adjust their entries as they refine their understanding of resurgence.

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

Jigsaw

⏱ 60 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.

Prepare & details

Explain how Indigenous artists have used their art to resist colonialism and assert identity.

Setup: Flexible seating for regrouping

Materials: Expert group reading packets, Note-taking template, Summary graphic organizer

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Fishbowl Discussion

⏱ 45 min·Pairs

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.

Prepare & details

Critique the historical representation of Indigenous art in Western museums and galleries.

Setup: Inner circle of 4-6 chairs, outer circle surrounding them

Materials: Discussion prompt or essential question, Observation notes template

• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Fishbowl Discussion

⏱ 40 min·Small Groups

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.

Prepare & details

Analyze how colonial policies attempted to suppress Indigenous artistic expression.

Setup: Inner circle of 4-6 chairs, outer circle surrounding them

Materials: Discussion prompt or essential question, Observation notes template

• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Teaching This Topic

Start by acknowledging the emotional weight of this history. Use primary sources and first-person accounts to avoid flattening Indigenous experiences into a single narrative. Avoid framing assimilation as inevitable; instead, highlight the ongoing agency of Indigenous artists through resurgence. Research shows students grasp colonial impacts best when they see both the damage and the creative resistance side by side.

What to Expect

Students will explain how colonial policies disrupted Indigenous arts and identify moments of adaptation or resurgence in artworks or artist practices. They will connect historical suppression to present-day innovations through specific examples and evidence from class discussions or critiques.

Watch Out for These Misconceptions

Common Misconception

During the Gallery Walk: Suppression and Resurgence, students may assume colonial impacts ended decades ago.

What to Teach Instead

During the Gallery Walk, pause at each station to ask students to find one piece of evidence showing either suppression or resurgence. Direct them to note dates and policies on the wall text, then discuss how these impacts continue in living traditions.

Common Misconception

During the Jigsaw: Artist Resistance Profiles, students might think Indigenous artists fully abandoned traditional styles under colonialism.

What to Teach Instead

During the jigsaw, have students compare examples of artworks from before and after suppression. Ask them to identify subtle motifs or materials that survived, highlighting hybrid innovations as proof of resistance rather than assimilation.

Common Misconception

During the Museum Critique Debate, students may believe Western museums accurately represent Indigenous art histories.

What to Teach Instead

During the debate, assign half the class to argue for museum accuracy and half to critique it. Provide them with the actual museum labels and artwork descriptions to analyze, forcing them to confront biases directly using the materials in front of them.

Assessment Ideas

Discussion Prompt

After the Gallery Walk: Suppression and Resurgence, pose the question: 'How did policies like the Indian Act and residential schools specifically aim to disrupt Indigenous artistic traditions, and what evidence did you see today?' Use their written responses from the walk to guide the discussion.

Exit Ticket

After the Jigsaw: Artist Resistance Profiles, 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. Have them include a brief explanation connecting their chosen artist to historical suppression using notes from their jigsaw group.

Quick Check

During the Timeline Creation: Art Resurgence, present students with two images: one historical and one contemporary. Ask them to identify one element in each that shows adaptation or resurgence. Collect their observations on a shared digital document to assess their ability to connect historical suppression to present-day innovation.

Extensions & Scaffolding

• Challenge students to create a short podcast episode or social media post highlighting an artist not covered in class, explaining how their work reflects resurgence.
• Scaffolding: Provide sentence stems for students to describe artworks during the gallery walk, such as 'This artwork shows suppression because...' or 'This artwork shows adaptation by...'.
• Deeper exploration: Invite a local Indigenous artist or knowledge keeper to discuss their creative process and how it engages with colonial legacies.

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.