1. Invite district personnel and our Indigenous Cultural Leadership student group to engage local elders and a professional artist from each band, Tsartlip, Pauquachin, Tseycum and Tsawout with the Learning Commons area.
2. Working with elders, students and teachers, the artists will identify areas of the new curriculum that resonate with them as artists and as members of the local communities.
3. Artists will brainstorm with students and create project ideas to present to staff and students.
4. Working with the art teachers, shop teachers, First Nations support staff, and cultural staff, the artists will create work plans to include student collaboration and help. We envision students painting or carving along side the artists, talking, relating, and connecting. We envision local elders and community members participating through joining in the conversation and also by popping in to see the progress on the murals etc.
5. As local stories and legends, important physical land features or historical events become alive on the walls of the Learning Commons, not only will students be engaged with the space, but also a sense of ownership, pride and belonging will be developed.
6. Importantly, creating connections between elders who suffered through the residential school experience, demonstrating to the community that school is a place where all students can belong and feel welcome, will help to heal hurts and begin a process of reconciliation in our community.