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Coiffe de hipster

2017 40 s
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NE LE FAIS PAS, C’EST TOUT. Contestation de l’appropriation culturelle des coiffes autochtones.

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Coiffe de hipster
  • Déchéance publique
    Déchéance publique
    2017 14 films
    L’ONF a réuni quelques-uns des meilleurs animateurs du pays pour produire Déchéance publique, une série de 15 très courts films exposant avec mordant la décadence de la société moderne. Fusionnant l’art de l’animation et la publicité, ces cinéastes recourent à l’humour et à la satire pour traiter de sujets tels le réchauffement climatique, la politique et notre obsession de la technologie. Qu’ils soient lauréats ou nommés aux Oscars ou qu’ils représentent la relève en animation et en beaux-arts, ces artistes expriment leurs prises de position avec audace et style pour créer des contre-publicités qui nous encouragent à réfléchir à nos comportements.

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Details

NE LE FAIS PAS, C’EST TOUT. Contestation de l’appropriation culturelle des coiffes autochtones.

Indigenous Peoples in Canada (First Nations and Métis) All subjects
Indigenous Cinema
  • direction
    Amanda Strong
  • animation
    Amanda Strong
  • sound design
    Menalon
  • technical coordination
    Steve Hallé
    Candice Desormeaux
  • administration
    Victoire-Émilie Bessette
    Rosalina Di Sario
    Stéphanie Lalonde
    Dominique Forget
  • associate producer
    Jon Montes
  • producer
    Jelena Popovic
    Maral Mohammadian
  • executive producer
    Michael Fukushima

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Education

Ages 12 to 18
School subjects
Indigenous Studies - History/Politics Indigenous Studies - Identity/Society Indigenous Studies - Issues and Contemporary Challenges

This short animated film features the topic of cultural appropriation.

This film can activate further research, discussion and projects related to cultural appropriation/appreciation/incorporation. Students can be prompted to develop a deeper understanding of the significance of cultural regalia and cultural items specific to diverse nations. Research the impact of the Indian Act on First Nations in relation to banning and confiscating traditional regalia, ceremony, song and dance, and cultural artifacts. Students can uncover the need for Indigenous communities to repatriate their cultural items and way of life. What actions can individuals, communities and society take to support repatriation and reconciliation?

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