Arts & Recreation
"The two tools have become cultural identifiers for Inuit. The eastern drum is used to symbolize recreation." -Visual Story by Alexander Angnaluak
- Limited options & frequency of arts & recreation activities
- Limited access to supplies, equipment & facilities for arts & recreation
- Student interests not met with opportunities to learn & develop
- Not having flexible safe spaces for emerging ideas, art & recreation
- Creative outlets for expression in supportive and nurturing contexts
- Safe spaces for play and imagination
- Regular schedule of activities
- Ability for individualized pursuits of interests with access to coaches
- Comfortable spaces for talented artists and athletes to share their experiences
Examples of Connected North Sessions
- Sessions with coaches, trainers and experts that directly respond to the interests and curiosities of learners (dance, music, drawing, martial arts, exercise classes)
- Options for both group and individualized learning
- Inspire youth-led community projects and activities
What does the research tell us?
Young people are saying that the lack of positive recreation options in their communities, the unhealthy living conditions, overcrowding in their homes and the amount of addiction and violence in many homes is isolating. Many spend much of their time gaming and online. This is not so different from what kids do in the south, but it becomes a problem when these isolating activities replace visiting friends or being on the land with family and elders.
We recognize that sport and recreation programs are not just about being healthy. They link us to our peers, communities and, perhaps most importantly, act as a tool for us combat the internal, personal and family-based struggles that are playing out in other parts of our lives. They contribute to our well-being and increase the likelihood we will have stronger and more positive relationships with our peers and the adults and elders in our communities.
What can we do?
Deliver one on one and small group instructional programming to students in music, art, etc.
Deliver programming that teaches students about Indigenous World View and Ways of Knowing that influence arts and recreation in the community.
Deliver programming that explores different types of art from around the world.
Deliver programming that inspires students to take part in or design recreational opportunities in their community (guest speakers, highlight videos, etc.)
Deliver engaging programming that encourages students to interact with their peers.
The conceptual framework, insights and content reflected here has been developed collaboratively by members of the Connected North team at TakingITGlobal inspired by the communities we partner with.
Special thanks to Alexander Angnaluak, Doronn Fox, Nyle Johnston, Nigit'stil Norbert, Dallas Pelly, Waukomaun Pawis, Magdalena Kelly, Chris McLeod, Jason Jones, Mitch Holmes, Shelton Nipisar, Kim Dymond, Andrea Breen, Michael Furdyk, Edgar Gonzalez, Peyton Straker, and Jennifer Corriero.
We gratefully acknowledge youth, educators, elders and leaders from Connected North partner communities who have graciously shared their experiences, hopes, challenges and feedback with our team. In particular, we appreciate active inputs towards this framework from the Yukon, Northwest Territories, Nunavut, Saskatchewan and Ontario.
We would also like to thank Vani Jain and the team at the McConnell Family Foundation for their support as thought partners.
© 2022 TakingITGlobal and Alexander Angnaluak. All rights reserved. Contact email@example.com for inquiries.