Lesson 44

 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

Lesson 43

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."

Lesson 42

 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:

• Creating ceremony, rather than performance
• Writing with values, instead of themes
• Multiplicity of language, time, character etc... 
  

No Homework 

 

Lesson 41

 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:

• Learning requires exploration of one‘s identity

 as well as the following two:

• Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
• Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).

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

 

 

Lesson 40

 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

Lesson 39

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.

Lesson 38

 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.