100 Years of Loss Art Education 9 Drama Lesson

Lesson Plan – Carol Fisher

Subject: Arts Education 9

Topic: Visual and reflective journey of the cross curricular First Nations content and exhibit visit

Content: Me to You Game, Virtual Residential School Tour, Imagination Voice Reading, Assignment, Presentation, Group Reflection

Teaching Strategy: Visual realization, real tour, reflection on past material, creative freedom

Outcomes: CH9.2

Use the arts to raise awareness on topics of concern to Indigenous artists in dance, drama, music, and visual arts.

·        SWBAT: Empathize with the people lost and still surviving massive assimilation

·        SWBAT: Actively listen to First Nations music

·        SWBAT: Create a dramatic response and present it in an online format

·        SWBAT: Show a deeper learning of First Nations content and express their learning to the survivors and family of survivors of residential schooling


Create a plan of action to use the arts to increase understanding on this topic to concern (e.g., develop a collective creation/play about racism to increase knowledge and mutual understanding).

CCC: Communication, critical and creative thinking, technological literacy, social values and skills

Prerequisite: Visiting the 100 Years of Loss Exhibit and engaging in the other cross curricular lessons presented earlier in the week.

Lesson Preparation:

  • Virtual Tour of Residential Schools Video

  • First Nations Flute Music

  • Select Groups for final project

  • Projector

  • Sound System

  • Computer

  • Booked Spaces


Set: Students will be able to non-verbally respond to their peers and keep the game progressing.

Development: Students will empathize with the contents and start to think about how these events and people connect to them.

Closure: Students will upload their presentation onto the missing history website.


Set: (estimated time 10 minutes) (Ties into the end assessment by passing on a kind gesture)

  • Focus Game: Me to You

  1. Have everyone in a circle (sitting or standing)

  2. The person who starts must make eye contact with someone in the circle (working across the circle is the best way for this to work)

  3. They must gesture to themselves and say “me” followed by a gesture at another person in which they say “to you”. The actions should be quick paced.

  4. The targeted person should accept the offer and continue by sending the gesture to someone else.

  5. Once the gesture has been practiced a few times, drop the words and just continue with the eye contact and the gesture.

  6. If the group is successful in this activity, stop using the gesture and just use the contact.

  7. One further element is to have them walk around and continue the game while balancing the space with their bodies.

Development: (estimated time 60-120 minutes)

  • Have the students find a spot on the floor where they can see the projection screen.

  • Ask them to concentrate on the video you show

  • When the video is over have the students lay on the floor and close their eyes. Shut off the lights and cease any noise disturbances.

  • Turn on First Nations flute music (Try to pick something that is solemn and culturally celebratory).

  • Using a calm voice read out a variety of the word prompts that went along with the residential schooling video. Try to pick out a mix of celebratory statements and emotionally upsetting ones. Go slow with the students and allow them to linger on the words.

  • After the music is complete have the students stand up and balance the space. Ask them to embody the emotions they are currently having. Have them walk in silence and whenever the teacher calls out snapshot, have them give a tableaux representing something they are thinking about while they balance the space.

  • Ask everyone to sit in a circle on the ground. The teacher should be sitting as well.

  • Present the questions:

    • What emotion were you representing?

    • Why were you feeling that emotion?

    • After this weeks special activities, what connections do you make with the video shown today and the reading?

    • What can we gain from learning about other cultures and the past?

    • What accomplishments can we celebrate along with the First Nations cultures of Canada?

  • Have groups preselected for the class. Create these groups based on the different talents and skills in the classroom. Try to have people with different skill sets in each group.

  • Provide private booked spaces for each group to work on their project without interruption

  • They will have two in-class days to work.


  • Using tableaux, dance, art, music, mime, written script, improv (or another approved format) or a combination of these, please prepare a message for the survivors and family of survivors of residential schooling. Use the knowledge and facts that you have gained over this last week to create a statement that is heartfelt and celebratory of First Nation’s cultures. You will be given two class periods to work on this assignment with your group. The group must use some variety of technological media to present the statement online at the missinghistory.ca website. Please provide a one page written statement explaining your artistic choices.

Closure:  (estimated time 20-30 minutes)

  • Students will take time to present each piece to the whole group

  • After each presentation the group will take time to interpret and talk about the work that was shown

  • At the end the group will have a final reflective discussion about the activities that went on in the past week and where their opinions and emotions are currently at.

Adaptive Dimensions:

  • Artistic Medium

  • Group Work

  • Visual and Imaginative