Issue link: https://takingitglobal.uberflip.com/i/1433180
Lesson Three: Nooks Lindell 148 minded individuals from the Kivalliq region of Nunavut. The team engages in various modern design projects that reflect the culture, language, and land of Inuit. Hinaani sells clothing and accessories featuring their unique print designs as well as handcrafted jewelry and knives that feature locally sourced materials such as ivory, bone and antler. Nooks is an Inuk artist and grew up in Arviat on the shores of Hudson's Bay. He continues to live there with his family. He is actively regaining fluency of his first language, Inuktitut, through family, friends and art. Nooks also participates in traditional Inuit activities; he creates traditional tools, hunts/fishes and is learning to sew with sealskin. Play Nooks Lindell's Fireside Chat Interview, or provide students time to read his story in the textbook or on the web site. To debrief the video, ask the class the following questions: 1.What does Nooks say motivated him to start Hinaani Designs? 2.How did Nooks and the Hinaani team get started? 3.What does Nooks say about leaving his home community? 4.What obstacles did Nook face and how did he overcome it? 5.What does Nooks say about Indigenous stories? 6.How does Nooks keep his mental health in check? In Nooks' interview, he talks about how his passion for art is a strategy to help him overcome his obstacles in life. Inform students that next, they will be researching other Indigenous creatives. APPLY: INDIGENOUS CREATIVES MINIRESEARCH ASSIGNMENT Inform students that they will have the opportunity to brainstorm and research another Indige- nous creative. An "Indigenous creative" is another name for an artist, designer or someone who makes cultural items such as jewellery or clothing. Students can pick an Indigenous creative whom they are familiar with, or one from the "arts/ graphic arts" section of the Create to Learn website. Students can use internet sources such as videos, social media pages, websites for their research- or - if the person is a local Indigenous creative, they may want to interview them. Hand out the "Indigenous Creative Profile" worksheet. Students will need to research the follow- ing information: 1.The person's background/history 2.A description of the art the person creates 3.The person's source(s) of inspiration 4.An overview of the person's social media presence 5.An interesting fact 6.A picture of the person and/or their art Next, students can use an online program such as Canva to create a poster including all the same information (although the writing can be on a separate page). If possible, print student posters in colour. Once complete, display the worksheets or posters around the class for everyone to see. The purpose of displaying the profiles around the classroom is so Indigenous art and design role models are represented and a source of inspiration for students. ASSESS: The website exploration questions are a form of formative assessment. Teachers can check stu- dents understanding of the Hinaani brand.