This project was created under the guidance of the Indigenous Education Council. It is one that honours the transition of students from Middle School to Secondary School and highlights students' personal educational journeys.
Suggested Timeline
Before Winter Break: Grade 8 Indigenous students come together in consensus to decide on the family's front-of-paddle design.
The first week after Winter Break: ISW shares the teachings on paddle and canoe culture by Paula Olmstead and Ray Silver. The ISW organizes time for the Indigenous Grade 8 students to create their own paddles - Where will you do the art? What art forms will be supported (ie. wood burning and/or acrylic paint)? How will students get to explore art forms that connect to their personal identity?
Full-sized paddles completed by Spring Break. They will be varnished in weekly intervals by District teams or varnished by willing Shop Teachers at the school.
The first week after Spring Break: ISW starts presenting the Paddle Project presentations to all Grade 8 classes. Ensure that you have enough mini paddles for all Grade 8 students.
One month after Spring Break: Classroom Teachers can show Paula Olmstead and Ray Silver's Importance of Canoe video and have all students look at personal learning journeys.
Field Trip: Distribute and collect Field Trip Forms and High-Risk Forms from Grade 8 Indigenous students.
Time to create your own paddles (ISWs please let the Centre know how many full-size paddles you will need for your Grade 8 Indigenous Students). Through consensus, decide as a school family what will be on the front of your paddle. What is important to your school family? How will it represent you as a family together?
Time to represent you for the back of your paddle. Reflect on all of you. What speaks to you right away? What are you connected with? How would you like you represented? Below is a list of art and artist links to help you explore, but please note these are not meant to be limiting - only for inspiration and connection. People, Art, and Artists may choose to stay close to tradition, change, evolve, and learn from one another. Although I have highlighted connections within art forms, there may be as much diversity within one style of art as there are species of plants.
Coast Salish Art: Coast Salish artists include Susan A. Point, lessLIE, and Maynard Johnny Jr. You may notice circles, ovals, crescents, and trigons that are separate from one another. You will also see art that is representative of the Spindle Whorl. The Salish Weave website is really easy to be inspired with. Use the search bar at the top for an artist or what you are interested in seeing (ie. bear, frog, etc.).
Haida Art: With Haida art you will often see carved argillite (a specific type of slate found on Haida Gwaii) and Formline art. Formline art combines specific shapes (u-form, s-form, ovoid, trigon, and crescent) where the shapes come together to make new shapes. Bill Reid is one of the many amazing Haida artists.
Métis Art: Métis artists include David Garneau, Edward Poitras, Leah Marie Dorion and Donna Lee Dumont. Often you can see it is inspired by nature. Many times the painted art looks like beads. Art pieces inspired by Leah Dorion & Christi Belcourt might work well on paddles.
Woodland Art: Norval Morrisseau and Blake Debassige are Woodland Artists. Woodland art comes from territories closer to the Great Lakes; the artists may identify as Cree, Ojibway, or Anishinaabe. Woodland art often has bright colours and looks at the relationships between beings and teachings. You may see energy lines connecting them to one another.
Inuit Art: Inuit artists include Kenojuak Ashevak and Annie Aculiak . Inuit art connects to the land, people, and animals of the territory. You may see the use of colour blocking, vivid colours, and bold lines.
Creating the Front of my paddle (an example): I didn't have anyone to come to a consensus with, so I decided to create a Salish Eye. I did this because I was inspired by the Paddle 2 presentation. I first drew it many times on paper and visualized it on my paddle (note: I have an Ocean Paddle, you can tell by the shape at the bottom). Then, I drew it and cut it out to use as tracers. I used a broom handle (a ruler would be an easier choice) to make a line for the mid-point of the eye. Then traced it with a pencil and painted it with acrylic paints. I think a Sharpie might have given me a clearer line and may choose to outline it with a Sharpie after. I will put a protective coat on it after it has dried.
Creating the Back of my Paddle (an example): I first thought a lot about what's important to me and my identity. I chose to create a sunflower as I feel that I (try) to have a positive outlook and look for the positives throughout life. The sunflower faces the sun and I can see that connection, representing my personal identity. I wanted the seeds represented to look like beadwork (they do in person anyway) and used Métis Dot Art (which is inspired by beadwork). This connected to my personal cultural identity. I chose to have the petals of the sunflower inspired by the trigon Coast Salish shape - inspired by the place I live, work, and play on - my locational identity. I drew it all out and cut it out to use as tracers. I used a broom handle (a ruler would be an easier choice) to make a line for the mid-point. Then traced it with a pencil and painted it with acrylic paints. I am wanting my petals to stand out a bit more (they are a little too close in colour with my paddle) and will think a little bit longer about how to do that. I will put a protective coat on it after it is complete and has dried.
Student Paddle Examples:
Credits:
Image credits AbbySchools