Reconciling the Future - Overview and Abstract

Note: 

This resource is meant to be an exemplar for creating by utilizing Indigenous art (or other provocations), regardless of the background and cultural grounding of the students in the classroom.  This is not a step by step blueprint, but meant to be an inspiration for similar projects exploring Indigenous content and fostering the conversation around reconciliation and a path forward together, free from approrpiation of voice and/or culture.

Note:

We had access to a museum in walking distance from the school.  The majority of people might not have this type of access.  Think about where you could perform and what you could do to create in the same (e.g., outside in a courtyard, in a library, etc).  The process itself is as important as the where and what.   

Abstract: 

Reconciling the Future - Justice as a Our Path Forward was a site specific theatre project that took place in Picton, Ontario in April 2026.  Members of the ADC3M/4M senior Drama in the Community course at Prince Edward Collegiate Institute (PECI) participated in a project that included devising using the visual art work (paintings, sculptures, photography, regalia, etc.) at “A Path Forward,” an art exhibit co-curated by Tsi Tyónnheht Onkwawén:na (the language and cultural centre on Tyendinaga Mohawk Territory) and the municipality of Prince Edward County.

This devised, collective creation, utilized the concepts found in the In a Good Way document on the CODE website, and was an example of how we can infuse and elevate Indigenous voices and perspectives free from appropriation, even in performance. 

The entire performance day schedule consisted of the following:

  1. Audience members spent time with the art in A Path Forward prior to being seated and watching the final theatrical performance (20 minutes).
  2. Reconciling the Future Collective Creation performance (25 minutes).
  3. Teacher Facilitated Question and Answer period between the project participants and the audience (20-25 minutes). 

Context: 

The Reconciling the Future - Justice as our Path Forward is a site specific theatre project, co-created by the Indigenous Education Department (as part of Innovation and Inclusion Services at Hastings and Prince Edward District School Board), Prince Edward Collegiate Institute (PECI), and A Path Forward art exhibit.  

The students who participated in the project were all senior drama students.  The ADC3M and 4M Drama in the Community courses prerequisites are ADA1O and/or ADA2O for 3M, and the 3M to gain entry into the 4M. The students have all created and collaborated with students in previous drama courses.

The discussions that were had with all participants was that we were going to create this pieces as a site specific class project to be performed for four public audiences, and we were also creating an exemplar for other drama teachers and students to elevate and infuse Indigenous voices and perspectives free from appropriation of voice or culture. 

Project Guiding Questions:

  • How do we create using Indigenous voices and content free from appropriation?
  • How do we use visual art to create drama and performance pieces? 
  • What is site specific theatre and how do we make space part of the performance/experience?
  • How do we meaningfully engage in discussion with an audience to deepen their understanding of what they have experienced? 
  • What power does drama have to transform the conversation and perspectives of those in your immediate community and beyond? 

Assessment and Evaluation

Assessment for Learning:

  • Observations throughout the creative process
  • Checkpoints and reflections
  • Active participation throughout the process
  • Self Assessments
  • Rehearsal and Feedback

Assessment as Learning:

  • Participation on the creative process
  • Reflections and debrief discussions
  • Peer and Self Assessments
  • Teacher Observations and timely oral and written feedback

Assessment of Learning:

  • Final Culminating Performances and Audience Question and Answer Periods
  • Final Reflections on the entire process, including student articulation of next steps
  • A Final Evaluation of the entire process and how it impacts the Final Culminating Performances