Purpose
Why this topic?
Throughout the course of my teaching career Teaching Quality Standard #5: Applying Foundational Knowledge about First Nations, Métis and Inuit, has always been a key focus on my teacher growth plans. Finding ways to implement this content in the "right" way has been a concern throughout my practicums. I wanted to address Indigenous content but held back due to my own fear of adding to appropriation and stereotypes. I decided that this inquiry project would be the push I needed to find a way to integrate FMNI content in a way to acknowledges the past atrocities while bridging reconciliation towards the future through art. My drama placement had me teaching junior high students who were already familiar with FMNI content in core courses but who had never before focused on the cultural significance of storytelling through a drama lens. I decided to poll other drama teachers and from there I saw that the integration of Indigenous content does not signifigantly occur in the drama classroom.
Measuring Drama Teacher's implementation of FMNI Content
An online survey was conducted to gather the information used and the justification behind this inquiry project. The critical inquiry question in which this research was rooted in is "How are Alberta elementary educators applying foundational knowledge about First Nations, Métis, and Inuit peoples in their classrooms?" This research aimed to measure drama teacher's connection to TQS#5: A teacher develops and applies foundational knowledge about First Nations, Métis and Inuit for the benefit of all students.
This survey is a questionnaire made to measure drama teacher's competency and comfort, in teaching Indigenous content in the fine arts.
Information about the Participants
The following participants are drama specialists ranging from pre-service teachers to post-secondary instructors. All participants specifically teach drama. Overall, there were 25 educators who participated in this research.
Findings
My finding in this questionnaire shows that regardless of perceived confidence, teachers are not consistently teaching Indigenous content in the drama classroom.
50% of drama teachers feel occasionally competent teaching drama. I inferred this lack of confidence came from a lack of resources or worry about teaching Indigenous content wrong.
Indigenous content is a major focus in building reconciliation and further connection in schools. And while Indigenous content is growing throughout the theatre community, it has yet to be thoroughly implemented in the drama classroom.
It is evident from this questionnaire that drama teachers needs more support and resources in order to feel more confident and have the resources to practically bring Indigenous content into the classroom. My inquiry project is focused on practically implementing Indigenous content to see what fits into the drama classroom.
I was inspired to create a resource website and focused my inquiry on finding engaging ways to bring FMNI content into the drama classroom, in order to help the drama teacher community to more consistently integrate Indigenous content into the complementary classroom.