Unit 1 - Lesson 1: What Makes Us Canadian?

In this introductory lesson, students will explore and discuss the various aspects that make up Canadian identity. Students will use their prior knowledge of Canada and their own personal experiences of being Canadian to dramatically depict stories or "souvenirs" of being Canadian. Students will read and view how Canadian artists have chosen to express Canadian identity through their art.

What makes us Canadian?

What images, words, sounds, objects, places and experiences do we associate with Canada?

Is their one Canadian identity, or many?

How do artists express Canadian identity through art?

What makes Canadian theatre "Canadian"?

A1. The Creative Process: use the creative process and a variety of sources and forms, both individually and collaboratively, to design and develop drama works

A1.2 select and use a variety of drama forms to present original drama works 

A2. Elements and Conventions: use the elements and conventions of drama effectively in creating individual and ensemble drama works, including works based on a variety of sources

A2.2 use a variety of drama conventions to help identify and incorporate new or emerging ideas in drama works they are developing

B2. Drama and Society: demonstrate an understanding of how societies present and past use or have used drama, and of how creating and viewing drama can benefit individuals, groups, and communities

B2.1 demonstrate an understanding of how drama questions social and cultural conditions in a variety of Canadian and global drama sources and traditions

At the end of this lesson, students will be able to:

• define aspects of Canadian identity in their own words
• use personal experience as the basis for their dramatic work
• use a variety of dramatic conventions to express aspects of Canadian identity
• analyze the artistic work of others (such as Canadian artists, their peers) and discuss how that work connects to Canadian identity

Readiness

Students should have familiarity with a variety of dramatic forms and conventions, such as tableau, movement, choral speaking, etc. and have experience in combining these forms for artistic effect. 

This lesson draws upon students' prior knowledge of Canadian history, geography and culture, as well as their own personal experiences.  Teachers should be sensitive to the fact that students have varied experiences and may have recently arrived to Canada, and so an atmosphere of trust and emotional safety is important to establish before this unit takes places.

Terminology

Materials

Chart paper and markers

Audiovisual equipment to show clips of "Souvenir of Canada" or other related film clips

Excerpts of work by Canadian artists, such as Souvenir of Canada by Douglas Coupland (book and film), Terry by Douglas Coupland, Why I Hate Canadians by Will Ferguson, etc.

Excerpts from selected Canadian scripts (optional)

Whole Group > Discussion

Small Group > Graffiti 

Whole Group > Debrief Discussion

Post the graffiti papers on the classroom wall and invite students to read and respond to their answers.

Key Questions for Discussion:

What trends or similarities do we see in our responses?
What or whom is missing from our brainstorming?
Which aspect of Canadian identity was easier to brainstorm?
Which was most difficult? Why?
Are there people, places, etc listed that are unfamiliar to you?
Why is it difficult to define Canadian identity?
Do these examples sum up our experience of Canada? Do they define us?
How do we define our identity without relying on stereotypes?

Whole Class > Souvenir of Canada

Introduce students to examples of Canadian artists who have tried to capture the Canadian experience. Suggested examples include Souvenir of Canada by Douglas Coupland (film and book), Terry by Douglas Coupland, Why I Hate Canadians by Will Ferguson, the writings of Margaret Atwood and Pierre Berton. Ask students for their responses to some of these works. 

Key Questions for Discussion:

Do you agree or disagree with the views of the artist in regards to their views of Canada?
What do you find interesting or confusing about the work?
Why might an artist try to capture Canadian identity in their artwork?
Is it important to make work, such as theatre, that is uniquely "Canadian?"  Why or why not?

Individual > "Souvenir of Canada" Homework

Assessment for Learning (AfL)

Activate students' prior knowledge of Canadian history, geography and culture during the initial graffiti brainstorming. Use the final reflections to target instruction for following lessons.

Consider using the souvenir and/or Canadian mosaic presentations as a diagnostic learning tool to determine students' prior knowledge of dramatic forms and conventions.

Assessment as Learning (AaL)

Encourage peer feedback after souvenir presentations. Use the Circle Cross activity as an opportunity for students to reflect on their learning during the lesson.

Consider extending the lesson by having students journal about their understanding of Canadian identity, using the examples discussed in class and in future lessons. At the end of the unit or course, have students revisit their initial understandings of Canadian identity and reflect on how these have changed over the course of their learning.

Differentiation (DI)

Allow students to record responses to the graffiti brainstorm in a variety of ways (written, pictures, etc.) Give students a range of dramatic conventions to choose from when creating presentations.

Give students the right to pass during sharing and Circle Cross. Consider pairing ELLs and students with strong English skills when telling souvenir stories.

Quick Tip

In the graffiti activity, groups should record responses with the same colour marker to that their responses are easily identifiable.

Link and Layer

Consider giving students excerpts from Canadian plays, interviews with Canadian artists, etc. when discussing Canadian art and identity.

Discuss the variety of experiences Canadians have based on where they come from. Use discussion as an opportunity for critical literacy, pointing out the historical marginalization of certain groups' stories and experiences in Canada (Quebecois, First Nations, Metis and Inuit, etc.)  Make connections to future lessons where the theatrical work of these artists will be explored.

Be sensitive to the personal experiences of students in your class, some of whom might be new to Canada themselves. Encourage them to reflect on Canadian identity from their own unique vantage point, whether they were born in Canada or came to Canada from somewhere else. Use these experiences as a jumping off point for rich discussion about the ever-changing nature of Canadian identity.

Hyperlinks in the Lesson

Douglas Coupland Souvenir of Canada

Souvenir of Canada Website
Douglas Coupland Official Website

Will Ferguson Why I Hate Canadians
Will Ferguson Official Website

Globe and Mail "What Makes Us Canadian" Article and Survey

"What Makes Us Canadian" Article

Small Group > Sharing of "Souvenirs of Canada"

Divide students into small groups of 4 or 5 people. Have each student do a short "show and tell" of their souvenir, explaining what it is, why they chose it and how it relates to their experience of being Canadian. When finished, invite volunteers to share their souvenirs with the class.

Small Group > Dramatization of Souvenirs

Have each group select one souvenir story from their discussions to dramatize for the class.  They may use any dramatic conventions learned thus far, and are encouraged to combine them for dramatic effect.  The goal of the dramatization is to tell the story of the souvenir dramatically.

Examples: Monologue with Tableau or Movement, Cross Cutting of Scenes, etc.

Give groups time to use the creative process to create their dramatizations while side-coaching and giving feedback as needed.

Whole Class > Presentation of Souvenirs

Invite groups to present their creations and facilitate feedback from the class.  Prompts: What effective choices did they make when choosing dramatic conventions? What worked well? What suggestions could be made to strengthen the work? What made this story specifically "Canadian"? Could anyone relate to the story and make connections to their own souvenir?

Extension Activity

Have groups create a second dramatization that combines elements of all of their souvenirs.  Again, they are to choose a combination of different dramatic forms and conventions.  Explain that these presentations are less of a narrative and more of a mosaic, which relates to Canada's own view of itself.  Present these mosaic presentations to the class.

Whole Class > Circle Cross

Invite the class to stand together in a circle in the room.  One at a time, students are invited to enter the centre of the circle and make a one-sentence statement reflecting on some aspect of the lesson.  Consider listing prompts on the blackboard, such as:

One aspect of this activity I enjoyed was. . .
One thing that challenged me in the lesson was. . .
One aspect of the performances I enjoyed was. . .
One thing I learned today was. . .
One question/comment I have is. . .
What I like about being Canadian is. . .

After the student has their statement, they are to approach someone in the circle and take their spot. This person then enters the circle, makes their statement, and so on, until each person has reflected on the lesson.