Celebrating Cree Stories

Overview

Grade Level: 3rd Grade
Subject: Visual Arts
Duration: 60 minutes
Curriculum Area: Ontario Arts Curriculum: Visual Arts – creating and presenting works of art with an awareness and understanding of the cultural context of an artist

Big Ideas:

• Art carries cultural stories, teachings, and identity.
• Indigenous art forms hold unique expressions of belonging and history.

Learning Objectives:
By the end of this lesson, students will be able to:

1. Identify the artistic style of a Cree artist and explore the stories behind their work.
2. Use visual art to create their own symbolic story inspired by Cree storytelling traditions.
3. Understand the importance of storytelling in Cree culture and its connection to art.

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Materials

• Images or prints of two works by Kent Monkman (Cree Métis artist)
• Large sheets of drawing paper (22x30 cm minimum)
• Pencils, erasers, and fine-tip markers
• Soft pastel crayons (non-toxic)
• Examples of animal symbolism in Cree culture (teacher resource)
• Story of wisakecak (Cree trickster spirit) written in simplified language for children
• A brief video clip of Cree traditional music or drumming (optional for audio support)

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Lesson Outline

1. Greeting and Introduction (10 minutes)

1. Welcome the students and set the tone:

   • Say: “Today, we are going to learn about a famous Cree artist and the importance of stories in Cree culture. We will use their art as inspiration to create our own stories through drawing!”

2. Brief introduction to Kent Monkman:

   • Show two of Monkman’s works (printouts or on a smartboard). For instance, “The Daddies” or “The Scream” (simplified works are recommended for the age group).
   • Highlight Monkman’s background: “Kent Monkman is a Cree artist who uses shapes, animals, and people to represent stories about Cree life and Indigenous history in Canada.”

3. Discuss the role of storytelling in Cree art:

   • Ask: “What do you think these paintings are trying to tell us? What story do you think they hold?” [Encourage short student responses.]
   • Explain: “Many Cree artists, including Kent Monkman, use art to pass down stories about their ancestors and beliefs. Art is like a window into their history!”

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2. Storytelling Exploration (10 minutes)

1. Introduce students to Cree animal symbolism and the story of wisakecak:

   • Read or summarise a short, child-friendly version of the story about wisakecak, the trickster spirit who loved animals.
   • Highlight animal meanings, e.g., the bear represents strength, the turtle represents patience, and the raven represents transformation.

2. Discuss connections:

   • Ask students: “What would you like to tell through your art? Do you like these animal symbols? What animal reminds you of yourself?”
   • Brainstorm other ideas, letting students connect their inspirations to fun personal traits, like “I’m like a fox because I’m quick and curious!”

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3. Creating Our Own Stories (30 Minutes)

1. Explain the activity:

   • Say: “Now, you will create an art piece inspired by Cree storytelling. Choose an animal that represents you, just like the Cree use animal symbols. Then, surround your animal with shapes, people, or objects that tell your story!”
   • Show an example: sketch a drawing of a turtle on the board, surrounded by waves (representing patience) and stars (representing guidance).

2. Art creation:

   • Distribute paper, pencils, and pastels.
   • Give them time to layout their designs first in pencil, helping them think about how their "story" can flow within their picture.
   • Once outlined, encourage students to colour their picture using soft pastel crayons for bright, symbolic colours.

3. Teacher facilitator role: Walk around, encourage students to share their ideas aloud, and offer suggestions.

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4. Wrap-Up and Reflection (10 Minutes)

1. Gallery walk:

   • Display all the finished artworks around the classroom.
   • Facilitate a brief walk for students to share their work with each other.

2. Reflection:

   • Ask: “What story did you create in your art? What symbols did you use?” Have 2–3 students explain their pieces to the class.
   • Discuss the importance of expressing stories through art.

3. Invite students to reflect on what they enjoyed and learned about Cree culture:

   • “Why is it important to keep telling stories about our lives?”

4. Conclude with a connection to future lessons:

   • Say: “We’ll keep exploring how different cultures share stories through art!”

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Assessment for Learning

• Observe students’ engagement with the artworks and group discussion.
• Assess students’ ability to connect their art to a personal story using animal symbolism.
• Note students’ reflections during the gallery walk to ensure they understand the significance of storytelling in Cree culture.

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Extensions

• Cultural Exchange Activity: Encourage students to interview a family member about a story in their culture and create an art piece based on it in the next lesson.
• Music Fusion: In the next art lesson, experiment with using Cree drumming music as inspiration for creating abstract designs influenced by rhythm.

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This is more than an art lesson; it's a deep dive into stories, self-expression, and cultural respect. It will engage students creatively while celebrating Indigenous voices and stories.