This resource was generously donated by Matthew Sheahan.
Reconciling the Future - Justice as a Our Path Forward was a site specific theatre project that took place in Picton, Ontario in April 2026. It was 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,” 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.
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.) as sources.
This devised, collective creation, was informed by the concepts found in CODE's In a Good Way document, 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:
- Audience members spent time with the art in A Path Forward prior to being seated and watching the final theatrical performance (20 minutes).
- Reconciling the Future Collective Creation performance (25 minutes).
- Teacher Facilitated Question and Answer period between the project participants and the audience (20-25 minutes).
Explore the project and view the documentary on the process and the performance.
Note about this Resource
This resource is meant to be an exemplar for creating by using 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 appropriation of voice and/or culture.
Considerations for Adapting for your Context
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.
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?
Readiness
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.
Assessment and Evaluation: How will students demonstrate their learning?
Assessment for Learning (AfL)
- Observations throughout the creative process
- Checkpoints and reflections
- Active participation throughout the process
- Self Assessments
- Rehearsal and Feedback
Assessment as Learning (AaL)
- Participation on the creative process
- Reflections and debrief discussions
- Peer and Self Assessments
- Teacher Observations and timely oral and written feedback
Assessment of Learning (AoL)
- 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
Project Components: How will assessment and instruction be organized for learning?
Lesson
Focus
Duration
1
Setting the Stage
This lesson was a pre-learning and pre-art exploration lesson, focusing on activating prior knowledge, fostering discussion and creating the raw materials for the opening scene for the devised final piece.
The end result of this lesson will be the construction of material for a choral opening, followed by constructing tableaux as an entire class encapsulating the key terms that we all agree upon when we think of “Reconciliation” and “Justice.”
75 minutes
2
Raw Materials (On-site)
The second day focused on the beginning of the creation of the first group piece exploring the art work A Path Forward and providing the building blocks to work through the entire Devising process. (Because of travel time, the lesson was about 50 minutes).
50 minutes
3
Raw Materials Continued (On-site)
This lesson is a continuation of the creation in the space for the Site Specific Theatre piece. It was the second full visit to the space and time spent creating in the space. (Because of travel time, the lesson was about 50 minutes).
50 minutes
4
Creating, Rehearsing and Refining
This “lesson” is a combination of all rehearsal and preparation days leading to the final performance in the site for Reconciling the Future. See PDF 5 - Example Monthly Project Schedule.
12-15 periods
(1 period = ~75 minutes)
5
Site-Specific Theatre and Consolidation
Two full days of performances on site at A Path Forward, followed by the Consolidation Activity on day three.
3 periods
