Chapter 4: “Art, Heart, and Health: Experiences from Northern British Columbia” (Kendra Mitchell-Foster and Sarah de Leeuw)
Chapter 5: “‘Grandson, / This is meat’: Hunting Metonymy in François Mandeville’s This Is What They Say” (Jasmine Spencer)
| TASK
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KEY QUESTIONS FOR REFLECTIVE JOURNALLING
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SUGGESTED LEARNING ACTIVITIES
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| Before
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• What does it mean to share?
• Does sharing our own ideas and experiences mean that someone else can use them?
• What do you understand about well-being?
• Have your ideas about what it means to share changed since hearing the ideas of others in the talking circle? (Respond to this question only in a journal.)
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Have students respond to reflective questions in a talking circle prior to journalling.
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| During
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• Are there aspects of your identity that you feel are more significant to who you are in your current place? Less significant?
• How do you feel about sharing your identity map with others?
• What might you learn about yourself from reading the identity map of someone else?
Reading Response Questions
• How might cultural appropriation affect storytellers?
• Discuss some of the messages in the article that resonated with you.
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Students create an identity map in their journals in which their name is in the middle of a paper and the following character traits surround it: family, spirituality/religion, culture, race, personality, ethnicity, nationality, integrity, clothing, talents, appearance, hobbies, etc. https://bohemianfaces.files.wordpress .com/2014/03/original-mind-map.png Students share their identity maps with a partner.
Students read “How to Avoid Cultural Appropriation & Promote Cultural Awareness Instead”
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| After
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• What are ways in which you, your family, and/ or friends manage stress?
• How might you share knowledge about well-being?
• “Perhaps the point is not so much where one ends up but that one is in motion” (p. 139). What does the author mean by this statement?
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Facilitate a class discussion about the “ArtDays” project mentioned in chapter 4. Possible points of discussion can include:
• What barriers might exist that get in the way of your well-being or of your feeling balanced and well?
• What activities do you do to make sure your well-being is looked after?
• What traits and actions help to build a relationship where people share parts of themselves through artistic expression such as drawing?
Students create their own works to share in a small-scale “ArtDays.” Brainstorm with students the types of creative expression they wish to share. Some examples: sharing stories, collaging, crafts, music, food, etc.
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