The Indigenization of the BC curriculum and our classrooms is an essential and important part of teaching today. During my practicum I have incorporated Dance PL3Y videos, stories written and/or illustrated by Indigenous authors and artists, the Indigenous Drum, local Indigenous artists colouring sheets, Secwepemctsin language using the First Voices website, Secwepemctsin number charts, and led the children in reflections on Residential Schools and honouring the experiences of those who attended Residential Schools. For the Kindergarten Career Unit I planned and taught on Aboriginal Culture.
Video reflection from my portfolio for the Special Education course.
As a response to reading the book “Amik Loves School” by Katherine Vermette, students in small groups with the teacher had a conversation while they coloured the feather designed by Michelle Stoney. With support, they completed the prompt, “Children at school should feel…”
During the week of Valentines Day students coloured hearts designed by Indigenous artist, Michelle Stoney. In response to reading the book, “When We Were Alone” by David A. Robertson, students coloured hearts with pastels and then wrote a message to those who attended Residential Schools. In the above photos students wrote, “I’m sad you didn’t get to wear your colourful clothes” and “I’m sorry they cut off your hair.”
During an outdoor education day we spent time with the Secwepemctsin language as we looked at numbers 1-10. Students were each given a number card with the Secwepemctsin word, the numeral, and a ten-frame. They found the person with the same card and then sat down to look at what they noticed. We came together and listened to the pronunciation of each number using the First Voice website and repeated the word. We talked about how we honour language.
During an Outdoor Education class we read Shi-Shi-Etko by Nicola Campbell and talked about what was special to Shi-shi-etko. Students then used loose parts to share what they would miss if they had to go away for school; students connected their reflection to imagining what they think Shi-shi-etko may have felt. This video is of one student’s loose parts creation and reflection.
