Salish Weave Collection: Incorporating Coast Salish Prints into Classroom Curricula

Using prints from the Salish Weave Collection as inspiration, participants will see how educators in other districts have used Coast Salish art to incorporate Indigenous perspectives into their classrooms. Presenters will share activities and strategies one can use with K-12 students, such as sensory bins, scavenger hunts, mind-maps, story telling/retelling kits, collaborative inquiries, and art appreciation-not-appropriation projects. Everyone will also get a collection of links, resources, and teaching notes to take with them.

Salish Weave is a large private collection of contemporary Coast Salish art that weaves together the distinctive art form, designs and style of established and emerging artists. Having commissioned and collected works since 2000, a decision was made in 2014 to give prints to public school districts in Coast Salish territory to support Indigenous perspectives in the curriculum. As of 2020, 26 school districts in BC have been given Coast Salish prints as part of Salish Weave's "working collection." These donations are intended to get authentic artworks into the hands of both teachers and students, so that they may learn about the peoples upon whose land we live, learn, and play. For more information about Salish Weave, please visit

Target Audience



9:00 AM - 10:15 AM

This session is full.


  • Crofton Elementary School, SD79
    Becky Greenhow

    Becky Greenhow and Angella Campbell are intermediate teachers from SD79 Cowichan, who have been working with the Salish Weave art prints in their Crofton Elementary classrooms since 2017. Both were part of the original pilot project team of educators who worked to design activities for students K-12 across curricular disciplines using these art pieces. Having worked with all the prints in the Box Sets, they are enthusiastic to share the highs and hurdles they have experienced using this amazing resource with a wide variety of students.

  • Angella Campbell

    See above.