Review: Environmental Activism on the Ground: Small Green and Indigenous Organizing, edited by Jonathan Clapperton and Liza Piper

Photo by Jennifer Uppendahl on Unsplash

In August 2014, amid a severe economic downturn in the Albertan economy caused by plummeting oil prices, an interdisciplinary group of scholars convened at the University of Alberta in Edmonton to discuss the effect of small-scale and subaltern organizations on the environmental movement in Europe and the Americas. Following this conference, Canadian environmental and Indigenous historians Jonathan Clapperton and Liza Piper published an edited collection titled Environmental Activism on the Ground: Small Green and Indigenous Organizing featuring contributions by many of the scholars who attended the Edmonton conference. Published in 2019, the collection is an interdisciplinary investigation of environmental movements in the Western hemisphere since the 1960s.

Clapperton and Piper, along with the authors featured in this collection successfully demonstrate the importance of “small green” and Indigenous activism in bringing about broader environmentalist objectives. The authors employ the term “small green” to contrast small-scale, local environmental activism with the “Green Giants,” large, widely recognizable environmental organizations like Greenpeace, the Sierra Club, and the World Wildlife Fund. While it is difficult to quantify whether small green and Indigenous activism have had more of an effect on environmental objectives than the “Green Giants” in the period under review, the book is a convincing demonstration of the centrality of these everyday environmentalists to the wider environmental movement.

Drawing on a wide range of sources, including historical scholarship, interviews, online and print media, government and organization documents, and archival sources (Algonquin Park archives and the Coal Association of Canada being two of the most interesting), each author focuses on a region, province, station, or environmental feature. This zoomed-in approach enables a detailed discussion of localized events. By using local case studies, the authors emphasize the importance of locality to small-scale activist organizing while drawing connections between distant places. The editors should be commended for this approach, which serves their point well that disparate groups and organizations were connected in many ways, and that small organizations have been effective because of, not despite their localized nature. At the same time, many authors in the collection adopt a transnational framework, comparing activist efforts across national boundaries. The book effectively underscores local diversity without sacrificing general principles and shared experiences of the environmental movement that can be seen in different places and at different times.

The editors recognize the vast body of literature on the subject they write on and indicate where they aim to extend these inquiries or critique them. By drawing together two separate subjects of inquiry – “everyday environmental activists” and Indigenous peoples resisting colonial pressures – they underline the successes of small-scale activist efforts and their historical impact. This crucial point illustrates the editors’ active attempt to give their subjects agency while telling a story different from mainstream narratives. This is one of the book’s greatest strengths. An example that highlights this approach is Clapperton’s discussion of the interactions between the Nuu-chah-nulth, a group of fourteen First Nations including the Ahousaht, Hesquiaht, Tla-o-qui-aht, Toquaht, and Ucluelet, and environmentalists in Clayoquot Sound, on the western edge of Vancouver Island. Clapperton sees this interaction as being shaped largely by the Nuu-chah-nulth nations, who successfully capitalized on the presence of two colonial forces – non-Indigenous environmentalists and the forestry corporation MacMillan Bloedel – to create new economic, political, and discursive spaces for themselves.  In so doing, Clapperton argues these nations were able to re-assert sovereignty over their traditional territories and the resources contained within them. As shown throughout the book, and specifically in Clapperton’s chapter on the relations between Nuu-chah-nulth nations and environmentalists in Clayoquot Sound, Indigenous communities and environmental activists were not always on the same page. Indeed, these diverse groups often have come into conflict when one party threatened the sovereignty or claims to authority of the other. Highlighting the disagreements, in addition to the alliances, between groups often considered to be working toward shared goals adds nuance to environmental and Indigenous historical scholarship of Canada.

The work presented in Environmental Activism on the Ground continues that of previous scholars who have already identified the importance of lower- and middle-class people to the broader environmental movement. While acknowledging that significant amounts of literature have been focused on larger, more recognizable organizations, they aim to contribute to the growing body of scholarship focused on non-elite members of the movement. Further, they knowingly continue the work of scholars who have shown how the cultural and environmental heritage of Indigenous rights have enabled environmental protection of valued places which contributes to the ongoing conversation around how Indigenous worldviews affect lifeway struggles. By drawing together these topics, the editors successfully engage with discussions outside the mainstream of Canadian historiography and offer a corrective to the limited discussion of Indigenous peoples in the history of Canadian environmental activism history. This is another strength of the collection, enough to make it a worthwhile read for students and scholars of environmental history, activism history, and Canadian and North American history more generally. In contrast to earlier historians, Piper and Clapperton argue that the movement’s growth was not linear but rather was felt unequally in different places and at different times. In addition, Clapperton and Piper find discussion of the internal dynamics of environmental organizations, pressures shaping these organizations’ policies, and recruitment and support practices in a historical context lacking in contemporary scholarship. By effectively tackling these points, the authors contribute to broader discussions in their disciplines.

The collection has a self-identified positive tone, employed by the authors to contrast with doom-and-gloom messaging common to environmental activism. This decision adds to the collection’s value to current discourse surrounding environmental activism in which narratives of decline feature prominently. Unsurprisingly, Environmental Activism on the Ground was generally well-received; it was named an honourable mention for the Alanna Bondar Memorial Prize by the Association for Literature, Environment, and Culture (ALECC). Frostburg State geographer James Saku lauded the book as a contribution to discussions regarding economic deprivation and environmental abuse and First Nations peoples. Similarly, the University of Hawai’i, Manoa political scientist Sarah Wiebe praises the collection’s interdisciplinary approach as one of its greatest strengths. While Saku criticizes the collection’s difficult use of unfamiliar terminology, it is in fact one of the collection’s greatest strengths. It better represents the contexts each author is writing from and the terminology relevant to their disciplines, regions, and national frameworks. It does not group disparate communities together, but rather lists names of individual First Nations and communities. Although the argument could be made that this choice limits the collection’s accessibility to readers unfamiliar with these discussions, it allows the authors to more accurately – and more respectfully – represent the subjects they write about. One critique that should be mentioned, however, is the lack of chapters written by the Indigenous activists and communities which feature so prominently in each chapter. While many of the authors are experts in Indigenous history or culture, none except Tobasonakwut Peter Kinew are writing from the perspective of someone whose community, and effectively sovereignty, are being directly challenged by colonial development projects. Including more chapters written by Indigenous activists themselves, advocating in favour of or against resource development projects on their lands, would have improved the collection’s effectiveness.

In closing, the editors identify future areas of research they feel would be positive contributions to the study of environmental history and small-scale and Indigenous activism. The collection deals with gender in a limited way, which Clapperton and Piper acknowledge while calling for further discussions to use gender as a central analytic category, particularly in future discussions of ecofeminism. They also acknowledge that future discussions should include analyses of the role of social media in facilitating environmental activist efforts and call for more local case studies to further shape the discussion of the importance of place to environmental organizing. This second point is highly relevant; in an increasingly globalized world where activist groups, including Indigenous activists, can spread their message instantaneously to people all over the world, an analysis of the effectiveness of such online activism would be highly relevant. Whether numerous views, likes, comments, and shares on social media translates into direct action is a worthy question.

This collection is well-timed. At Fairy Creek in British Columbia, First Nations land defenders and environmental activists are strongly resisting the removal of old-growth forests. However, as at Clayoquot Sound, local First Nations communities are divided on the issue as some, like the Pacheedaht First Nation have a revenue-sharing agreement on logging activities in their territories with the provincial government. Similar events are taking place throughout Canada. These events directly relate to the themes explored by the authors featured in this worthwhile contribution to environmental activism history. The authors who contributed to this collection have made important additions to the scholarly literature on small-scale environmental activism history in Canada. These additions have successfully demonstrated the significance of small green activism to the broader environmental movement and included Indigenous perspectives in a way that has not yet been done. For these reasons, Environmental Activism on the Ground represents an important contribution to the field of the history of environmental and Indigenous activism in Canada and adds much-needed nuance to a complex historical issue.

References

“ABMBP 2020.” ALECC. ALECC, 2021. Accessed October 31, 2021. https://alecc.ca/alanna-bondar/abmbp-2020/.

“Factbox: Fairy Creek Blockades: The Dispute over Logging Canada’s Old-Growth Forests.” Reuters. Thomson Reuters, June 7, 2021. Accessed November 2, 2021. https://www.reuters.com/business/environment/fairy-creek-blockades-dispute-over-logging-canadas-old-growth-forests-2021-06-06/.

Clapperton, Jon and Piper, Liza. Environmentalism from Below: Appraising the Efficacy of Small-Scale and Subaltern Environmentalist Organizations. Rachel Carson Center: University of Alberta, Edmonton, 2014. Accessed October 31, 2021. https://www.carsoncenter.uni-muenchen.de/events_conf_seminars/event_history/2014-events/2014_conf_ws_sem/conf_edmonton/140807_ws_edmonton_confrep.pdf.

Clapperton, Jonathan and Piper, Liza, eds. Environmental Activism on the Ground: Small Green and Indigenous Organizing. Calgary, Alberta: University of Calgary Press, 2019.

Saku, James C. “Environmental Activism on the Ground: Small Green and Indigenous Organizing.” American Review of Canadian Studies 51, no. 2 (April 3, 2021): 355–57. Accessed October 31, 2021. doi:10.1080/02722011.2021.1914997.

Wiebe, Sarah Marie. “Environmental Activism on the Ground: Small Green and Indigenous Organizing.” The Canadian Journal of Native Studies 39, no. 2 (2019): 83-85. Accessed October 31, 2021. http://myaccess.library.utoronto.ca/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fenvironmental-activism-on-ground-small-green%2Fdocview%2F2481913087%2Fse-2%3Faccountid%3D14771.

Issues with Substance Education in the Junior Division

Call them what you like – substance education initiative, Public Service Announcement, or propaganda – This is Your Brain on Drugs and Reefer Madness are just two examples of (comically) flawed attempts to educate youth about substances. Traditionally, substance education models have been fueled more by politics and morality than by a desire to develop an evidence-based approach to educating students (Reist, 2009). While not nearly as dramatic as the above examples, Ontario’s current substance education model has its own flaws. I argue that it is ineffective because it provides an incomplete picture of substances and relies too heavily on students’ ability to make difficult decisions. Further, it does not protect children from substances in any meaningful way: many students use alcohol, tobacco, cannabis, and other drugs before they leave high school, even though it is illegal to do so (CAMH, 2019) and substance education has been taught in schools for more than a century (Reist, 2009). I would suggest that Ontario move towards a more honest approach to teaching students about substances that is more realistic and less politically and morally motivated. Rather than focusing on prevention and punishment, such an approach would centre around substance literacy, harm reduction, and connectedness.

Issues

The Ontario HPE curriculum document fails to consider many of the factors that may affect substance use and decision-making, including personality and genetics (Canadian Institute for Substance Use Research, 2017). It asks Grade 4, 5, and 6 students to be more self-disciplined than adults. Outside school walls, alcohol advertisements abound; students walk by cannabis dispensaries and corner stores selling cigarettes regularly, and yet we expect that once they learn what substances are and how they affect their mental and physical health their curiosity will be tempered by this limited information. This is a simplistic approach to a complex issue. We are expecting more from adolescents whose ability to make decisions is less developed than their adult counterparts.

In addition, junior students rely on their peers for support, which fosters a sense of connectedness. This connectedness is also a key component of an effective substance education program (OPHEA, 2019). Here I would advocate a more personal approach to substance education. Talking openly and honestly about substances and addictions with people who use them is one way to provide an authentic learning experience for students that will pique their interest (Sibbald, 2009). The purpose is not to glorify using substances, but to provide accurate information about their effects, why people choose to use them, and the circumstances in which they first used them. This approach would allow students to have meaningful conversations about situations that might involve substance use instead of focusing solely on developing their abilities to say no. It may also provide context for students who are less interested in chemical differences between substances and knowing their effects than the human aspect of substance use (Sibbald, 2009).

Another focus of the substance use component of the HPE curriculum is describing the effects of substances on physical and mental health. (Ontario, 2019). This is a start. However, it does not answer the questions students want and need to know, such as, why do people use substances in the first place? Students who are curious about things, but feel they cannot ask their teachers or parents, ask their friends, or search the internet. Being exposed to misinformation about substances is potentially more harmful to students than educating them honestly about the reasons people use substances. Schools have a great opportunity to provide students with valuable information about substances, not only about their effects and how to say no to them, but why so many people use them.

How to Move Forward

An important consideration when thinking about substance use is that millions of Canadian adults and children use substances every day for a variety of reasons. Some children use substances like Ritalin or Concerta to manage symptoms of Attention Deficit Hyperactivity Disorder (Storebø et al, 2015). Many Canadian adults regularly use alcohol safely (Canadian Centre on Substance Use and Addiction, 2019). Adults and children use substances like Acetaminophen and Ibuprofen to cure aches and pains. In other words, there are many ways to use substances in a way that improves health rather than diminishes it (Canadian Institute for Substance Use Research, 2017).

There are also dangers associated with using licit substances. Further, many licit substances are similar in chemical composition to illicit substances (Reist, 2009), however, we focus our efforts on educating students about the dangers of illicit substances. Students should be educated not only about the effects of misusing illicit substances but licit substances also, which are in some cases easier to obtain. The same applies to illicit substances: education should focus more on harmful behaviours rather than substance use generally. By teaching students the benefits and risks associated with a wide range of substances, we will move towards the goal of improving students’ substance literacy.

Students will encounter substances, both licit and illicit, and will be presented with opportunities to use them. This cannot be avoided. They will be exposed to information from a variety of competing sources, some of whom have their best interests at heart and others who do not. Substance literacy is a way to help students navigate those competing claims (Reist, 2009).

Effective substance education depends on establishing and maintaining connectedness between students, parents, schools, and communities (Canadian Institute for Substance Use Research, 2017; CAMH, 2020; Joint Consortium for School Health, 2009; OPHEA, 2019; Sibbald, 2009; Reist, 2009). It has been proven that individuals more connected to their community are less likely to engage in risky substance use behaviour (Reist, 2009). Further, decisions related to substance use are heavily influenced by socioeconomic factors (Canadian Institute for Substance Use Research, 2017). We need to avoid moral judgments and extend help to those who need it. We need to teach our students to do the same. Promoting a culture of inclusivity and openness will increase the likelihood those who need help will seek it out.

It goes without saying that teachers need to exercise professional judgment when educating students about substances. Some topics may be more appropriate for their students’ age group or more relevant to their interests and experiences. However, teachers should not decide to wait until students are older to openly address substances because of a misguided fear they will encourage students to experiment with substances. This line of thinking is not based in reality and ignores the fact that many children under-13 have used substances, or have a friend or family member that does (Children’s Health Policy Center, 2014). Additionally, students become significantly more likely to try substances the older they get. Teachers should be educating students before this happens.

I propose an approach that: relies more on creating and maintaining connections than on students’ decision-making; provides more information about the positive and negative effects of substances on health; and involves a more compassionate approach to substance users that shifts focus to reducing harms associated with substances and away from passing judgment on the millions of Canadians who use a variety of licit and illicit substances regularly. I propose we educate students honestly and provide them with the information and skills necessary to live healthy lives.

References

Canadian Centre on Substance Use and Addiction. (2019). Alcohol. Retrieved from the Canadian Centre on Substance Use and Addiction website: https://www.ccsa.ca/sites/default/files/2019-09/CCSA-Canadian-Drug-Summary-Alcohol-2019-en.pdf

Canadian Institute for Substance Use Research. (2017). Understanding Substance Use: A health promotion perspective. Retrieved from the Canadian Institute for Substance Use Research website: https://www.heretohelp.bc.ca/infosheet/understanding-substance-use-a-health-promotion-perspective

Centre for Addictions and Mental Health. (2019). Drug Use Among Ontario Students: Detailed Findings from the Ontario Student Drug Use and Health Survey. Retrieved from the Centre for Addictions and Mental Health website: https://www.camh.ca/-/media/files/pdf—osduhs/drugusereport_2019osduhs-pdf.pdf?la=en&hash=7F149240451E7421C3991121AEAD630F21B13784

Centre for Addictions and Mental Health. (2020). Primary Education Resources for Teachers. Retrieved from the Centre for Addictions and Mental Health website: httpds://www.camh.ca/en/health-info/guides-and-publications/primary-education-resources-for-teachers

Children’s Health Policy Centre, Simon Fraser University. (2014). OVERVIEW: Alcohol and drugs don’t mix with parenting. Retrieved from https://childhealthpolicy.ca/wp-content/uploads/2014/01/RQ-1-14-winter.pdf

Husak, Douglas N. (2002). Legalize This! The Case for Decriminalizing Drugs. Verso.

Joint Consortium for School Health. (2009). Addressing Substance Use in Canadian Schools. Retrieved from https://www.jcsh-cces.ca/upload/JCSH%20Substance%20Use%20Toolkit%20SchoolFamilyCommunity%20v1.pdf

Ontario. (2019). The Ontario curriculum, grades 1-8: Health and Physical Education. Toronto: Ontario, Ministry of Education. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/2019-health-physical-education-grades-1to8.pdf

OPHEA. (2019). Cannabis Education: Activate the Discussion. Elementary School Discussion Guide. Retrieved from the OPHEA website: Cannabis Education: Activate the Discussion Elementary School Discussion Guide (ophea.net)

Reist, D. (2009). Rethinking Drug Education. Visions Journal. Retrieved from the Here to Help website: https://www.heretohelp.bc.ca/visions/schools-vol-5/rethinking-drug-education

Sibbald, A. (2009). Let’s Not Talk About It? Teaching teens about substance abuse. Alcohol & Other Drugs. Retrieved from the Here to Help website: https://www.heretohelp.bc.ca/visions/schools-vol5/lets-not-talk-about-it

Storebø, O. J., Ramstad, E., Krogh, H. B., Nilausen, T. D., Skoog, M., Holmskov, M., Rosendal, S., Groth, C., Magnusson, F. L., Moreira-Maia, C. R., Gillies, D., Buch Rasmussen, K., Gauci, D., Zwi, M., Kirubakaran, R., Forsbøl, B., Simonsen, E., & Gluud, C. (2015). Methylphenidate for children and adolescents with attention deficit hyperactivity disorder (ADHD). Cochrane Database of Systematic Reviews11, [CD009885]. https://doi.org/10.1002/14651858.CD009885.pub2

Top Teacher Book Picks

One year down, one year to go.

Although this school year did not end as planned due to COVID-19, I was exposed to a lot over the past eight months that has helped me become a better teacher and student. A handful of books proved particularly instructive. So, having now completed my first year of Teacher Ed, I present to you my top teacher book picks. Some are teacher-specific, dealing with curriculum and assessment, while others might be interesting to anyone. I have chosen books primarily with the following people in mind:

  • Teachers who have no idea how to use Zoom and have all but given up on becoming “digitally literate”
  • Teachers-in-training who, after losing a month of school, have too much time on their hands and can’t leave the house
  • Parents looking for some tips on how better to understand their child’s learning – especially those currently homeschooling their children

I have organized the books into two main categories: required reading for my B.Ed. program; and, books recommended by teachers or other professionals. I have included one bonus and one wish list item each.

Required reading:

Chelsea Vowel, Indigenous Writes: A Guide to First Nations, Métis, & Inuit Issues in Canada

I learned more new information reading this book than any other on the list. Chelsea Vowel is a Métis writer and intellectual with degrees in education and law. Her informal, personal writing style draws the reader into a conversation on a wide range of topics. In 31 essays, Indigenous Writes explores issues like Métis identity, cultural appropriation, taxation, and First Nations reserves. Anyone interested in learning more about issues facing Indigenous peoples in Canada should read this book – prior understanding of these issues is not a prerequisite.

Damian Cooper, Redefining Fair: How to Plan, Assess, and Grade for Excellence in Mixed-Ability Classrooms

This book is far-and-away the most practical teaching book I read during my first year. It is written by a teacher, for teachers. I used it frequently when creating lesson plans, unit plans, and assessments. Cooper believes that, as educators, it is our job to require excellence from students, and not to be satisfied with anything less. He provides both anecdotal and researched evidence to support his methods. He convincingly urges educators to re-think how we assess students so that every student can experience success.

Özlem Sensoy and Robin DiAngelo, Is everyone really equal? An Introduction to Key Concepts in Social Justice Education

Two leading social justice education scholars, Özlem Sensoy and Robin DiAngelo present an excellent introduction to the field. I would highly recommend Is everyone really equal? to high school teachers and students; this type of book would be an excellent addition to any World Issues course. It is quite accessible, providing simple, concrete analyses of complex ideas. A must-read for anyone interested in social justice.

William Ayers, About Becoming a Teacher

Pocket-sized and portable, this book is, according to the author, meant to be taken anywhere. At 85 pages, it is not a long read but packs a punch. This is the kind of book that will likely leave you with more questions than answers. If you like to philosophize about what it means to be an educator today, this book for you. It provides some practical tips related to classroom organization and building relationships, but its goal is more to encourage the reader to think about their own pedagogical practices.

Recommended reading:

Susan Cain, Quiet: The Power of Introverts in a World That Can’t Stop Talking

This is one of those books that changed how I see the world. It helped me understand more about my expectations for myself and others’ expectations of me. Although Quiet was not written for educators per se, I found many of the insights helpful as they could be applied to student learning. In it, Susan Cain argues that contemporary North American society (and to a large degree, the whole world) has developed to promote the Extrovert Ideal: people are expected to be gregarious, outgoing, and full of confidence to succeed. If they don’t meet this ideal, it is their job to “fix” their personalities. She argues that we miss out on many of the positive aspects of introverted behaviour, including thoughtfulness, reflection, and attention to detail when we orient society too far to the extroverted end of the introvert-extrovert spectrum. If you have “shy” students or kids that prefer to do things on their own, give this book a read.

Harry K. Wong & Rosemary T. Wong, The Classroom Management Book

Disciples of Harry Wong will be familiar with this enormously successful handbook on classroom management. While I do not completely agree with Wong’s ideological approach to classroom management, namely using routines and procedures to control student behaviour, there are many hands-on suggestions. These include tips on improving classroom transitions, implementing procedures, and ultimately making the learning experience smoother and more productive.

Bonus:

Alfie Kohn, www.alfiekohn.org

Renowned education, behaviour, and parenting specialist Alfie Kohn provides TONS of articles (for free!) on his website. I recommend browsing the extensive list and reading anything that piques your interest. Topics range from why not to say things like, “Good Job!” to young kids, the rage expressed by opponents of participation trophies, teaching students with autism, and standardized testing. Kohn strongly opposes trying to “control” children and students to get them to do what we want them to do, focusing rather on helping them find what they are interested in and assisting them in every way possible to explore those interests.

On my wish list:

John Mighton, All Things Being Equal: Why Math is the Key to a Better World

Best-selling author and founder of JUMP Math, John Mighton argues that through math we can break down social inequality while empowering students to build a more equitable world. I’m most interested in reading his argument that anyone can become good at math, a claim that I rejected throughout high school and my undergraduate studies. I’m looking forward to receiving my copy in a few weeks (thanks, online bookstores!).

So, when you inevitably find yourself online searching for hand sanitizer and face masks, consider googling one or two of these books. It just might be what you need to beef up your summer reading list.

Who Needs Music?

Funding for Ontario music and arts instruction depends largely on location and school size, and funding, often heavily influenced by fundraising efforts (People for Education, 2018). Less than half of Ontario schools employ a specialist music teacher, down from nearly 60% in 1998 (People for Education, 2018). Should we be worried that students have less access to music instruction than in past decades?

The Effect of Music on Students

Learning music has been shown to improve spatial-temporal reasoning, especially when using standard musical notation (Hetland & Winner, 2001). It has also been demonstrated to improve students’ numeracy (Hunter, 2005), reading ability, and motivation to learn (Deasy, 2002). Participation in the arts more generally has been shown to have a positive effect on students’ behaviour, confidence, collaboration skills, and feelings of empathy, among other things  (Hunter, 2005). The effects of music on students’ school experience cannot be overstated.

After experiencing significant challenges related to student engagement and teacher satisfaction, Educators at Bates Middle School in Annapolis, MD began integrating the arts, including music into their classrooms in order to teach important content across all subject areas (Edutopia, 2012). Since introducing an arts-integrated approach, achievement in reading and math has improved significantly, and suspension rates have dropped by 23% (Edutopia, 2012).

These are just some of the benefits of music in the classroom. Music is also a great tool to connect with students. It can be an entry point into their out-of-school lives and can engage students who do not feel that school is relevant to their lives or interests. Further, it can provide a fun way to introduce a lesson, “hooking” students to the day’s task.

Integrating Music Through Transmediation

Other than specialized music instruction, there are many ways to integrate music (and the arts in general) into other subject areas. One of these is through Transmediation (Harste, 2014). Transmediation involves taking language and moving it to art, music, math, dance, or drama (Harste, 2014). Students can practice Transmediation involving music by responding to texts through song. Like a written response to a text, Transmediation requires students to think deeply and critically about what it is they are reading in order to form a thoughtful response. This type of activity accomplishes Ontario Arts Curriculum targets for Junior Learners like applying the critical analysis process, and creating and performing music (Ontario Ministry of Education, 2009). It also touches on Ontario Language Curriculum objectives, including reading and understanding a variety of texts and making meaning from them (Ontario Ministry of Education, 2006). Musical responses might be performed for the whole class, or solely for the teacher.

So, why music?

Music in classrooms improves student learning and wellbeing. Beyond that, music is enjoyable. Adding music to your classroom is a great way to “hook” students into the lesson and can provide a much-needed moment of relaxation during an otherwise busy school day. Music also allows students to share information about their culture, family, and interests. Knowing your students is critical as a teacher, as it allows you to provide higher-quality, more relevant instruction. Further, it allows you to connect with students on a personal level. If your students know that you care, and are interested in their lives outside of school, they will be more engaged in the learning process.

Recently, there have been some positive developments related to music education in Ontario. The 2018 Budget included an announcement that an additional $21 million would be invested in the arts of the course of three years (Ontario Ministry of Finance, 2018). This is encouraging news. Perhaps the Ontario government has recognized that a decline in specialized music instruction in schools hurts all students. With some luck, this is just the beginning of a trend towards better funding for music and arts programs in Ontario, and an appreciation of their contributions to student achievement and wellbeing.

References

Edutopia. [Edutopia]. (2012, August 29). Arts Integration for Deeper Learning in Middle School. Retrieved November 9, 2019, from https://www.youtube.com/watch?v=cPbKUF2zbyw.

Deasy, R.J. (2002). Critical links: Learning in the arts and student academic and social development. Washington, DC: Arts Education Partnership. Retrieved from: https://babel.hathitrust.org/cgi/pt?id=mdp.39015064205522&view=1up&seq=116.

Harste (2014). The art of learning to be critically literate. Language Arts, 92, 90-102. Retrieved from: https://uottawa.brightspace.com/content/enforced/116671-2199TR0249601E100/Learning%20to%20be%20critically%20literate%20Harste%202014.pdf?_&d2lSessionVal=jAY9oERIMlpoVHBabCT9a39R6.

Hetland, L., & Winner, E. (2001). The Arts and academic achievement: What the evidence shows. Arts Education Policy Review, 102(5), 3-6. Retrieved from: https://journals.scholarsportal.info/pdf/10632913/v102i0005/3_taaaawtes.xml.

Hunter, M.A. (2005). Education and the Arts research overview. Sydney, Australia: Australia Council for the Arts. Retrieved from: https://www.ampag.com.au/wapap/Campaign/2-education-EducationAndTheArtsResearchOverview.pdf.

Ontario Ministry of Education. (2006). The Ontario Curriculum Grades 1-8: Language. Retrieved from: http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf.

Ontario Ministry of Education. (2009). The Ontario Curriculum Grades 1‐8: The Arts. Retrieved from: http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf.

People for Education. (2018). Arts education. Toronto: People for Education. Retrieved from: https://peopleforeducation.ca/wp-content/uploads/2018/04/Arts_2018_For-web.pdf.

Ontario Ministry of Finance. (2018). 2018 Ontario Budget. Chapter II: Growing the Economy and Creating Good Jobs. Retrieved November 9, 2019, from http://budget.ontario.ca/2018/chapter-2.html?_ga=2.262984975.2056454600.1573349721-1834079564.1573004344#section-4.