We have now read through to the bottom of page 68.
There was a great deal to pay attention to today, including:
Today's classes were all cut short, due to capstone presentations, so our lesson was short too.
We did a quick check-in - thinking about some food connected to feeling/tradition/ceremony/family that is connected to our families.
We then read the text, up to the middle of page 56.
HMWRK: Continue note taking
Students connected in small groups to go over their notes (still in their preliminary stages).
We circled up - checked in - and readers read wonderfully!
We have read up to page 50 - additional materials for today's reading include:
Students are continuing their notes, though many need encouragement to feel comfortable putting first impressions, and personal connections, onto the pages (we will be able to add more and more over the coming classes)
We got into a circle, and did a quick check-in - then read up to pg 38 in the text.
We also listened to "Sisters" as students worked on notes.
It is essential that students be present for current discussions, or their understanding of the work will be seriously hampered.
Clips used today:
Today we started with a brief circle check-in - students mentioned something they found interesting/engaging/surprising/confusing about the text, or their feeling about it.
We talked briefly about pieces of the past few pages that might connect to the value of Indigenous Matriarchy, then read Smokescreens to page 20.
We then moved outside to read Sisters to page 29, after which students were given a bit of time to discuss and take notes in their values packages WHICH SHOULD BE CONTINUED FOR HMWRK - with quotes an page numbers - on a daily basis.
Today's class was both an exciting, and a challenging one - We began to actually read the ceremony of Kamloopa itself.
We began with "Love Letters to Kamloopa," and continued from there, through to the bottom of page 13.
Students are taking notes (on a handout) on a number of the values represented in the play (WITH PAGE NUMBERS) and will continue to add to those notes throughout our reading.
HOMEWORK: Add to your notes, wherever you can. Re-read (and perhaps re-read again) what we went over today - and try to let go of your assumptions about time/space/rules governing those concepts. A we continue to engage with this work, keep in mind the unit inquiry question: "How is self-representation a powerful means of fostering justice?"
Trust the process. Different students will have different levels of connection to the work, and different challenges when seeking to make meaning of the text. Return to the question. Think about the values presented. Let go of assumptions about what theatre should be, and consider with this ceremony is depending on audience/cast etc.
We watched this TED talk - about the challenges of engaging in honest conversation with other - due to serious issues in Western/North American culture.
We began compiling a list (back of previous sheet) of ways in which KSH is decolonizing theatre - We will continue to add to this - everyone should keep a thorough list.
We talked about some of the language - including profanity, and language that might be considered "crude" to some - what place it has in a classroom - in a school - in culture...and the connection between the representation of these characters and decolonization --> some students are still working through the complexity of these connections/ideas
No additional homework
Today we jumped right into the circle.
We read the forward to the text, by Lindsay Lachance, and shared impressions.
We mixed up seating, and shared more impressions.
We took turns reading parts of "Fire Zine" out loud, and stopped after the list of values under what "Indigenous Matriarchy means."
Students then returned to their seats, and continued filling their notes on the back side of their indigenization/decolonization sheet - "Ways in which Harvey is decolonizing both the experience of her play and the theatre creation experience."
Today we discussed Buffy Sainte-Marie's address regarding the public/media questioning of her Indigeneity. We talked about what the implications of her identity being questioned might be, and which parts, if any, were the place of non-Indigenous folks to question. Brandi Morin posted about the impacts, as did Sainte-Marie's niece. We then discussed what it might mean for Indigenous Peoples to engage in the creation of media/art for an Indigenous audience, as opposed to doing so for general audiences - specifically using Christopher Cote's (Osage language consultant for Killers of the Flower Moon) take on what it means to him.
Students then worked in groups, then as a class, to discuss decolonization and indigenization as they relate to this country, its colonial systems, this province, and this course. Students used this conversation to add to their notes from last class.
We then discussed, briefly, ways in which the Kim Senklip Harvey is working to decolonize, including:
No Homework
Today, students shared a value they held 5 years ago, how it has shifted, and the force/catalyst for that change. We are looking at the difference between values and themes. This is especially connected to the FPPL:
as well as the following two:
Students received our next piece of literature.
Students read the "Protocol" section (first and section pages of "Fire Zine" - the grey pages at the end of the text). It may need re-reading to sink in!
Students received a handout related to the concepts of indiginization and decolonization - the only homework is to work with those two words - try and figure out their meanings
We started today's class (after I finally made it down from the 3rd floor) by talking about language and optics on the global stage...and trying to remember that there are people deeply connected to all of these stories.
We went over the core issues students looked into last class.
HMWRK - Personal Values Sheet
Student's spent today's class collecting information on four background events/issues which have had, and continue to have, impact on Indigenous peoples (and so, all people) in Canada.
Most students received any outstanding marks - a few will receive marks for their Privilege Reflection over Teams by the end of the day
We began mid-term reflection meetings today, and they're off to a great start - everyone should ensure that they know when they are to come for their meeting, the last of which will conclude Tuesday afternoon.
HMWRK - ensure that your note package is reasonably well-rounded (fill in any blanks left in classmate's investigations). We will add to those notes on Monday.
Today's block was a bit of a catchall.
- We talked about core flaws in paragraph and presentation work (almost always related to folks making statements, without using text/evidence/quotation to back up their claims).
- We looked at a list of assignments to be included in the interim report - and agreed on the weighting of those assignments.
- Students received their "Midterm Self-reflection" sheets, which they noted the weighting of assignments on, wrote down their grade bands for any assignments they have already received, and continued filling in...
- Students made appointments to come in over the next three school days, in order to discuss their interim marks, and plans for continued learning.
**NB - All work which was received on time, will be returned by tomorrow's class. Also in tomorrow's class, we will begin work with our next unit.
Today's was the last class of presentations.
Tomorrow, we will talk about the mid-term meetings/marks etc. before beginning a new set of notes to situate our upcoming literary work.
Several groups were able to present their work today. It was impressive to see students exploring information which was new to them, and sharing it with peers. It was also wonderful to watch folks use their various strengths to support one another as needed.
We will continue this work tomorrow, before moving on to discussions of indiginizing and decolonizing.
FPPL's which should be taken into consideration as folks make plans for tomorrow's class:
Today was the final working block for tomorrow's group presentations - please be sure to be present to support your group!
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Students worked to prepare for next week's group presentations (to be presented on Tuesday).
They were reminded that:
Wishing everyone a fabulous, sunny weekend!
Students spent the day working on their group projects - they will have working blocks tomorrow, and on Monday, and will present their work to the class on Tuesday the 9th.
I offered Rashid Khalidi's text The Hundred Years' War on Palestine: A History of Settler Colonialism and Resistance, 1917-2017 up for those who might wish to borrow it (students expressed an interest in the region yesterday)
We discussed yesterday's text, though many students had not taken so much as a single note on the reading...this was somewhat disconcerting...
We briefly talked about the stereotypes addressed in King's work, and then moved from there into the upcoming assignment:
Today students received groups for a new assignment, and listened to a piece from Thomas King's The Inconvenient Indian - Specifically the chapter titled: "Too Heavy to Lift" - anyone who missed today's class should listen to/read the chapter in full (if at all possible) before tomorrow's class.
Timeline:
