In this study I interviewed fourteen professional, First Nations women artists who work predominantly in the so-called men's style of Northwest Coast art. I conclude that these artists challenge the rigid dichotomy set forth in the literature between men's and women's art by successfully working as carvers and designers in the formline style.

In this study I interviewed fourteen professional, First Nations women artists who work predominantly in the so-called men's style of Northwest Coast art. I conclude that these artists challenge the rigid dichotomy set forth in the literature between men's and women's art by successfully working as carvers and designers in the formline style. / Arts, Faculty of / Anthropology, Department of / Graduate

Six First Nations women artists tell their stories about learning their art and culture. Previous research has paid little attention to the learning experiences of First Nation women artists. Ethnographic research methods were used in this qualitative study. Field research included video and audio recorded intensive open-ended interviews with three Coastal Salish women from Sechelt, British Columbia, and three Cree women from Pukatawagan, Manitoba, as they tel l how essential learning and teaching, art and culture are to them, their children and their communities. This study shows that there is a need for curricular reform and teacher education reform so that the school experiences for First Nations students will reflect and be sensitive to their histories, traditions and overall cultural identities. From testimonies presented in this thesis, it is evident that effective teaching of relevant cultural art content that results in meaningful learning leads to increased self knowledge, confidence and pride.

Six First Nations women artists tell their stories about learning their art and culture. Previous research has paid little attention to the learning experiences of First Nation women artists. Ethnographic research methods were used in this qualitative study. Field research included video and audio recorded intensive open-ended interviews with three Coastal Salish women from Sechelt, British Columbia, and three Cree women from Pukatawagan, Manitoba, as they tel l how essential learning and teaching, art and culture are to them, their children and their communities. This study shows that there is a need for curricular reform and teacher education reform so that the school experiences for First Nations students will reflect and be sensitive to their histories, traditions and overall cultural identities. From testimonies presented in this thesis, it is evident that effective teaching of relevant cultural art content that results in meaningful learning leads to increased self knowledge, confidence and pride. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate