Author Archives: michael orlandi

From my previous post (post #4), I expressed how I enjoy seeing timelines as it serves as a reminder to how we got to where we are. I found a timeline on major events for Aboriginal people in British Columbia on the BCTF website. It does not go into great detail, but still provides a decent quick overview for a short read. I am also a big fan of hanging posters/info in classrooms and believe this is a good one. Especially for high schools. I feel a little ashamed as I found it on the BCTF website, which is not exactly “deep” in the internet which makes me feel as if I should have found this earlier. Having my students contain a base level of understanding of how we got here, provides me with more of a platform for incorporating Indigenous perspectives in shop class.

Timeline poster from BCTF

One of the few things I use Facebook for is the ability to ask other high school shop teachers questions regarding shop class. I am part of a group that has many shops teachers across the province. The group is used to bounce ideas off one another, assist each other with teaching, and well, basically anything that has to do with shop class. Looking through some of the old files in the group, I has able to see how a shop teacher took the First People’s Principles of Learning and related it to shop class. Basically, one of the principles is stated, the there is a short follow up section on how that principle connects to what we do in shop. The teacher put images of the bands which feed into the school, and also the traditional territory in which the school sits on. They can be changed as the teacher is willing to share a version which can be edited. I have attached the pdf to their version.

What I like about this is it takes very little time to print and hang some posters in a classroom, but can make a huge difference when students see it. Shop classes are often in the corner of a school (or sometimes completely separate) and they don’t carry a reputation of being the most up to date with the times unfortunately.  It is pretty easy to walk into a school shop program and see safety posters from the 90’s and worn out tables and chairs. This is also an example of how sharing can make a difference across schools and districts.

Indigenous Knowledge in the Shops

In 2004, sets of silk screen prints were introduced entitled the “Salish Weave Collection.” The purpose was to support Salish artists with revitalising their traditional art style. As the years passed, the collections appeared in galleries, museums, colleges, universities, exhibitions, displays, and publications. Then in 2014 the collection made a jump into school districts with associated lesson plans, officially becoming the Salish Weave Connection School Program. The program has supported many school districts on Vancouver Island and the Lower mainland in BC with artwork and associated lesson plans.

For example, one of the lesson resources is for grade 3/4 and introduces them to Coast Salish elements of design. The lesson plan includes video links, templates for students to cut out and design and lesson guides. From what I can tell, this is all free as it it easy to access on the website. Silk screen prints associated with, which is the art work of Indigenous professional artists, can be gifted to school districts.

What I found amazing about this resource is it provides real hands on learning using Salish techniques. The Salish Weave Collection School Program is connected to Indigenous artists. This allows non-Indigenous teachers peace of mind in avoiding appropriating Indigenous artwork/craftsmanship.

Welcome to The Salish Weave Collection

Reclaim Indigenous Art was created by Jake Soule, an artist of various disciplines from Chippewas of the Thames First Nation, located close to London, Ontario. Jake’s goal is to stop the production and selling of Indigenous products by non Indigenous people. The website displays how one can support the cause. It provides letter templates that demand change that can be sent to the prime minister, your city councillors and even business owners who may be selling unauthentic merchandise.

As a shop teacher, I have been very cautious with hands-on-making with students. Incorporating Indigenous knowledge does not mean replicating Indigenous jewellery in the metal shop, or attempting Haida carving in the wood shop. The relationship between Indigenous people and the products they produce with their hands is strongly tied to who they are and their history. The website discusses what Jake believes the government should do, and why the changes would assist in reconciliation,

https://www.reclaimindigenousarts.com/home

This is a short video expressing 5 ways to support Indigenous Language Revitalisation. All of these can be done by an educator or incorporated in a class activity.

1. Learn a greeting and a response in an Indigenous language
2. Use an app on your smartphone to assist in learning words and phrases
3. Learn the names of mountains, lakes and rivers in the local Indigenous language
4. Watch a movie or tv show in an Indigenous language
5. Listen to artists who sing in their Indigenous language

I remember hearing about Jordan’s Principle a few years back. Jordan River Anderson is a First Nations boy from Norway House Cree Nation in Manitoba. He was born in 1999 with complex health issues and had to remain in a hospital for the first 2 years of his life. Once he was allowed to go home, the provincial and federal government could not decide who would cover his medical cost outside of the hospital. This  would not have been a debate had Jordan not been First Nations. Instead, Jordan remained in the hospital for another three years while the debate over financials continued. Jordan passed away at the age of 5 without ever leaving the hospital.

The Jordan Principal ensures First Nations children receive medical attention when they need it. While browsing through the website, one can read up on the history and effects of the principle. It was disappointing to read that when the principal was first implemented it did not serve its desired cause.

https://fncaringsociety.com/what-you-can-do/ways-make-difference/jordans-principle

Project Heart is the name of a school event that took place within the Comox Valley school district, which is the area I recently moved to. What I found the video inspiring as it showcases what I believe to be a great example of educators connecting with the local Indigenous community. Something all educators are capable of doing. I came across this video randomly searching through material related to the school district.

In the Video, Verna shares her experiences with the residential school she attended for 10 years. This school is located on Alert Bay which is a small island off the coast of northern Vancouver Island. The school is still standing today with a strong Indigenous community present in the area. The video shows her telling her story to young students, while also showing activities the students are participating in that provoke deep reflection.

I came across this video and found it to be very inspiring. Jacey Firth-Hagen discusses her complex relationship with her language and her path to ultimately achieving her goal of speaking it fluently. Although discussed briefly in the video, she uses social media for a revitalised language campaign. With the topics around Indigenous and technology being discussed so far in our course, I found this video very appropriate.

The link below is from the First Nation Studies program at UBC. The website provides assistance for students (and others) and they need in on key topics involving Aboriginal peoples of Canada. The link below is one on terminology and identity from the site. I found this web page to be a great overview, especially on what is appropriate and not appropriate wording. The history of identity and terminology are laid out in a clear manner. I think this would be very useful for a wide age group, including younger students.

Aboriginal Identity & Terminology