Art making is central to many Indigenous cultures, often, though not exclusively, as a means to communicate cultural and spiritual values. While art works have aesthetic qualities, their aesthetic purpose may be no more significant than their spiritual, cultural, or material function. Dance and song, for example, can be understood not only as arts disciplines but also as cultural text forms whose purpose may be to promote healing, express reverence, or settle disputes. Similarly, beadwork is an art form with aesthetic value, but its use on traditional clothing may also communicate the wearer’s spiritual identity. Contemporary First Nations, Métis, and Inuit artists often, though not exclusively, use art as a means to communicate political and social messages, to affirm individual or collective Indigenous identity, and/or to express and promote cultural renewal.

The art forms, genres, styles, and techniques taught in NAC1O are rooted in richly diverse First Nations, Métis, and Inuit histories, perspectives, and cultures. They represent various ways of knowing and different forms of communication, providing students with opportunities to develop their understanding of the artistic languages used in art forms from these cultures, as well as to communicate that understanding. The various arts disciplines are therefore a vital component of literacy education, promoting literacies that contribute to students’ ability to explore, negotiate, communicate, interpret, and make sense of the changing realities of contemporary culture and society. First Nations, Métis, and Inuit Studies and Inuit arts not only deepens students’ understanding and appreciation of Indigenous art making, both past and present, but also prepares them to be active participants in bringing about social change by supporting reconciliation and promoting mutually respectful relationships.