Workshops + Policy

Teaching Statement

To provide workshops and policy recommendations, Fallon Simard approaches teaching and facilitation from a community-based and interpersonal perspective that prioritizes accessibility and anti-racism. Simard prioritizes flexibility in learning styles and strives to ask learners questions about their learning preferences in order to produce the best outcomes; the best outcome being accessible education and the ability to create new products as a result of his workshops and policy developments. Simard is prepared, methodological, and relational to all interlocutors in the learning environment and meets all people where they are at. He believes learning occurs with initial discussions of something new, engagement with this topic, and conversations along the process of meeting the educational end goal, whether that is memes, video, or 2SLGBTTQQIA policy. This ensures students learn concepts and techniques in a manner that goes beyond student teacher power dynamics and instead reinforces equity in educational institutions to ensure outcomes. Simard focuses on teaching to create increased access for Indigenous, Black, and People of Colour learners.

Teaching Experience

Simard has six years of teaching experience. Simard started teaching at the Native Youth Sexual Health Network (NYSHN) as a Media Arts Justice Facilitator. In this role Simard taught accessible and needs based concepts regarding sexual health, HIV awareness and prevention, and Indigenous principles of wellbeing. At NYSHN, Simard developed Two-Spirit and gender diversity curriculum and arts-based educational dissemination tools. As of 2019, Simard has taught four distinct video education workshops and one GIF making workshop for Kaaschechewan First Nation. In 2018 Simard started teaching IndigiQueer Filmmaking Workshops for Beginners with Thirza Cuthand through the Toronto Queer Film Festival in partnership with Trinity Square Video. Simard was responsible for editing and effects tutorials. To date, Simard has guided 8 emerging filmmakers through the start to finish process and continues to maintain connection with the artists. Independently, in 2019 Simard has led a video workshop series with University of Toronto and Krista Maxwell for a Waabesemoong Independent First Nation Digital Histories project, where he taught one First Nation youth from start to finish how to film, edit, export, and share a finished video. He additionally taught the student programs such as photoshop, affect effects, and indesign. The student finished their video project and screened at the community event the following June. Simard continues to work for IndigiQueer film workshops and has future plans of teaching video workshops to beginners. Simard also has video editing as a side hustle.

Conclusion

Simard’s use of interpersonal relational teaching style rests in integrity and action to enable sustainable community development. His practice is unique and signifies an enduring call to care.

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