AEB2251 Winter School 2014

Unit Outline Student Names:

Task 2 template Unit Overview

Nelly Williams
3917426

Unit Topic/Big Idea/Rich Concept:

Year Level/s:

Length of the unit:

Australian Indigenous Rights and Culture

Grade 4

7 Weeks

Learning aims of the overall unit:

Some of the aims within our topic are:

To become culturally aware of indigenous Australian culture in correspondence to participation using art forms such as painting, music, drama through song and
dance and lastly the use of media.

For students to have a comprehensive understanding of indigenous Australian history through participation within the overall unit using art forms to help convey a
deeper, interactive engagement.

Students are to familiarise and develop a foundation of respect and equity for other cultures and multiculturalism.

For students to create, explore and construction their own conceptualised understanding and perception of Indigenous Australian culture and history, using a wide
range of art disciplines.

These aims are specific in relation to the overall unit. The above aims will be implemented and reflected within our lessons and will provide structure to assist in scaffolding
appropriate learning environments, whilst provide guidance for learning communities.
Rationale & educational value of activities in relation to learning in the Arts (with reference to Art Education theories):
Aboriginal and Torres Strait Islander history, language and culture are fundamental to our national identity. Through education teachers can implement equity and respect for
Australia's Indigenous community; by considering; history, beliefs, languages and lifestyles allows students to acquire an in depth understanding. Allowing opportunities for
students to explore and respond to Indigenous Australians improves attendance, retention and workplace participation. Scaffolding connections between the Indigenous and
Western societies allow chances to achieve meaningful outcomes between students. Through the various art disciplines such as; visual arts, drama, music and media students
develop a sense of their own identity within cultural worlds and thus drive creativity thinking skills (Gibson & Ewing 2011).
Our lessons promote individual learning as well as collaborative engagement which promotes perception of our particular topic in a more interactive manner enabling students
to view everyday life in a different perspective. Through the incorporation of art forms students are able to grasp a better understanding of the world and a diverse approach of
instilling essential behaviours such as respect and social inclusion (Gibson & Ewing 2011).
Arts based learning involves 'generating sharing and responding', allowing the students to explore, create and develop ideas and concepts that help them make sense of what
they are learning (Sinclair et al, 2012).
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Sinclair, C Jeanneret, N & O'Toole, J (eds.) 2012, Education in the arts (2nd edn.), Oxford University Press, Australia.
http://deta.qld.gov.au/indigenous/pdfs/eatsips_2011.pdf
Gibson,R& Ewing, R 2011, Transforming the curriculum through the arts, Palgrave Macmillan, Melbourne.

Task 2 template Unit Overview

The Arts AusVELS discipline area dimensions covered in this unit of and work and links to Arts AusVELS standards & progression points:
Art, students look at and talk about examples of weaving from various cultures, then explore the potential of weaving techniques and processes to create pattern, repetition
and contrast using a range of media. Students will explore the culture and meaning behind aboriginal dot painting and create their own piece of artwork using this technique.
Dance, students create a movement sequence based on ideas and feelings suggested by one or more images viewed in class, then modify their work in response to feedback
from other students in the class. After learning about the Koori dance, students will form small groups; each group will learn an aspect of a dance and then teach that move to
the entire class. The class will then combine all of the dance moves and perform the whole dance together.
Drama, students discuss the possibilities of communicating without words then create tableaux based on image/s, to suggest what may have happened before and after what
is depicted in the image/s.
Media, students plan, record and edit an interview with someone of interest (or curiosity) to them, then present their work and discuss ideas about it in class. Students will plan
and create a campaign that focuses on equality within Australian society by making posters, flyers and advertisements to display throughout the school.
Music, with a journey to an imaginary world in mind, students create sound pictures that show variation in rhythmic patterns and contrasts in pitch and duration. Through the
use of songs, students will learn the message of the indigenous rights movement.
Other AusVELS discipline areas and domains that could link to this unit of work:
Through the arts disciplines of Dance, Drama, Media, Music and Visual Arts Art (two-dimensional and three-dimensional), both individually and in combination, they
communicate ideas, observations and feelings using a range of media, materials, equipment and technologies to make arts works; for example, a class presentation could
feature the performance of a song from another culture in combination with a traditional dance and/or accompanied by a slide-show presentation featuring paintings and
carvings which explore the theme of the song. Individually and collaboratively, students explore their own works and works by other artists working in different historic and
cultural contexts. Exploring the qualities of arts works involves use of arts language and also draws on research into the purposes and functions for which the works are
created and audiences to whom they are presented. This involves students developing an understanding of social, cultural, political, economic and historic contexts and
constructs, and developing a consideration of ways that arts works reflect, construct, reinforce and challenge personal, societal and cultural values and beliefs.
The teaching and learning context: School demographics, resources available, class particulars and students previous experiences:
We have chosen Richmond West Primary School as our school of focus for this unit overview. The school is known for its small, multicultural environment and focus on a
bilingual program. The class we would run the unit with, would be a grade four, co-ed class of 25 students. Students will have a basic understanding of communication and
knowledge transfer across cultures, through their bilingual education and multicultural classrooms. To understand cultures of other people, it is important to understand how
their language works. These students will have an essential understanding, through their learning, of the differences across cultures and their languages. The motto of the
school is, Many languages One voice, encouraging an environment of acceptance and equality, which ties in with what we are trying to achieve through this unit.

AEB2251 Winter School 2014

http://www.richmondwestps.vic.edu.au/

Task 2 template Unit Overview

Intended Learning outcomes, success criteria and suggested range of arts assessments to be used in the unit:

Students to have gained awareness around indigenous culture and rights movements
Students to understand the importance of social equity and inclusion
Students to utilize their creativity in arts activities (music, drama, dance, visual art, media)

There are various assessments throughout the unit. The main expectation is that students participate in all activities and attempt them to the best of their ability. Assessment
will mostly be based on students reflection on what they have learnt and how this is displayed through their work.
Community arts organisation access/ resources used and how:
Gallery/Venue/Company Name: Ceres Community Environment Park.
Contact Address: Cnr Roberts and Stewart Streets, Brunswick East, 3057
Phone Number: (03) 9389 0101
Email: ceres@ceres.org.au
Excursions TeamPH: 9389 0144Email: education@ceres.org.au

Resources provided:
[Please provide succinct answers to the following questions]:
1. How does this excursion / incursion support students arts learning in your unit?
This unit titled Australian Indigenous Rights and Culture and the excursion at Ceres align well as they have interrelated topics. The excursion has 4 sections which
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AEB2251 Winter School 2014

Task 2 template Unit Overview
each address a different aspect of arts. Cultural Identity explores the history and culture of aboriginals and provides students with information on the topic.
Bush Tucker explores the use of plants and the land by aboriginals and how they use this tools. Students can be creative and make bracelets using indigenous
plants. They also learn how to rock paint (Ochre) and the techniques used, along with making their own symbols and designs on rocks during the excursion.
There is also an aspect of dance and music in this excursion during the boomerang and dance part of the excursion. Students learn to play the Didgeridoo and use
clap sticks along with learning songs and dance moves too.
2. Which part(s) of VELS is this excursion/incursion is linked to?
Art-Level 3- Students look at and talk about examples of weaving from various cultures, then explore the potential of weaving techniques and processes to create
pattern, repetition and contrast using a range of media
Dance- Level 1- Use the whole body or body parts to improvise movements matching sounds or the movement characteristics of particular animals
Drama- Level 1- Explore Drama elements and conventions such as costumes and props to create a character based on their observation and perception of a
character in a story.
Level 3- Students discuss the possibilities of communicating without words then create tableaux based on image/s, to suggest what may have happened before and
after what is depicted in the image/s
Music- Level 2- Combine sounds made by a range of noise making toys with body percussion to accompany a learned song.
3. What is your expectation of this excursion/incursion?
Students will be introduced to various aspects of Australian Aboriginal culture through various activities. The classes/activities will be taught by trained Aboriginal and
Torres Straits Islander tutors, allowing students to connect with and learn from, someone directly from the culture. The activities will be very visual and hands-on,
allowing students to get involved and see artistic aspects of the culture first hand.
4. What activities will the students do during the excursion/incursion?
We have chosen to complete all four activities as a whole day excursion, including, cultural identity, bush tucker, ochre (rock painting and aboriginal art), boomerang
and dance. Please refer to the attached information sheet.
5. Describe any specific pre and post activities related to this excursion/incursion?
We will complete 2 pre-activities to the excursion so that students have some introductory information around the unit and what concepts they will be learning and
exploring. We will attend the excursion, early on in the unit as an exploration of indigenous culture and identity. This will then be developed through further, more
specific activities at school.
6. Evaluate the excursion/incursion. In what ways does a direct experience with a community arts organisation enhance the students learning?
There is only so much a teacher can do in the school and classroom environment. This excursion will allow students to begin to visualise and experiment with
indigenous arts and culture, rather than simply research and learn through literacy. Students will see the inherent differences between our culture of today and the
indigenous cultures of yesterday. It will put them in a comfortable position to continue their learning throughout the unit, artistically, imaginatively and through
research.
7. Further comments:
The costs of the full day excursion of 4 workshops is $18 per child, at a total cost of $450 for the class. Transport costs are not necessary as we would utilize the
location of the excursion and organise a walking school bus to reduce costs.

Unit Map
(use this map to indicate where the arts learning classes will occur)

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Monday

Task 2 template Unit Overview

Tuesday

Wednesday

Thursday

Friday

Week 1
Introduction to
indigenous Australian
communities.
Brainstorm student's
prior knowledge and
construct/ scaffold
knowledge.
Week 2

Introduce the topic

again through the
use of poems- this
provides a colourful
snapshot of the lives
of modern-day
indigenous
Australians
Students explore the
life stories of a wide
range of significant
Indigenous figures
within different
regions of Australia
and in different
periods of time.
Students trace the
events of each
person's life through
drawings, photos and
text.
Students are then to
reflect on the
experiences of the
person.

Excursion to Ceres
allowing students to
explore histories, arts
and culture of
Aboriginals.

Excursion to Ceres
allowing students to
explore histories, arts
and culture of
Aboriginals.
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Week 3
Individual Lesson
1:
Exploring indigenous
rights movement
through song

Task 2 template Unit Overview

Individual Lesson 2:
Authentic Indigenous
painting to develop
students own
artwork.
Week 4

Exploration of
dreamtime stories.
Students are
introduced to the
meaning and value of
dreamtime stories;
they then explore
stories and the
perceived meaning in
groups.
Various stories will be
researched.
Students are to form
groups and allocate
a story they wish to
perform.
Once familiar with
their chosen story,
students can
rehearse and design
or create their
costume.

Week 5

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Task 2 template Unit Overview

Student are to spend
this time rehearsing
and making their
performance ready
to perform and
finishing up their
costumes.

Week 6

Collaborative
lesson:
Using the dream
time stories to react
meaning through
drama and dance.
PERFORMANCE

Individual Lesson 3:
Media campaign,
students are to
develop posters to
show equity and
respect for
multiculturalism.
Students are to
reflect on what they
have learnt and what
they think is
important in relation
to the culture and
history. This is a free
activity and student
directed learning.(it
can be in the
representation of
poem, picture with an
explanation or writing
journals)

AEB2251 Winter School 2014

Task 2 template Unit Overview

Lesson Plan Type (Tick one)

Collaborative *******

Group Members or Individual involved.

Name/s: Nelly Williams 3917426, Erin Murray 3857987, Rebecca Geremian 3909637
Individual Lesson

Focus of this lesson:

Students listen to, view and discuss Aboriginal dances;

Reveals understandings though their own dances.

Reveals their understandings by recounting the stories

behind the dances, verbally and in writing.

Lesson Plan Number:

10

Organisation / Student Groups:

Students will have already been allocated into small groups of 5 by the teacher in the precursor preparation lessons.

Materials, Resources, Equipment, References/Sources:

Face paints, fabrics materials, fire pit, print-outs of the dream time stories, Percussive
instruments.
http://australia.gov.au/about-australia/australian-story/austn-indigenous-ceremony
http://www.rmwebed.com.au/hsie/y10/abc/dreamtime/dreamtime.htm

Location / Setting:
School playground/outdoors area

Length of Class:
1 hour 15min

Classroom management strategy:

Students will be grouped into 5 performance groups. We will have 5 pre-organised parent
helpers to assist, mentor and supervise each individual group. This will allow groups to work
in different areas of the classroom and playground without being unsupervised and allow the
teacher to roam and ensure that all groups are staying on task.

Key Arts Vocabulary:

Expressive, creative, communicative, Passionate, exploration,
performance, interaction, representation, perception, responding,
making, techniques, skills, feelings, ideas, conventions, principles,
materials, equipment, resources, refinement, reflection.

http://www.det.wa.edu.au/aboriginaleducation/apac/detcms/aboriginal-education/apac/lessonplans/the-arts.en?cat-id=9192344
Assumed/known prior arts learning of students
Prior to this lesson, students will have explored dream time stories and attempted writing their own. They will have a thorough understanding of the story they are expected to present prior to
this class. Students will have spent two previous lessons planning and rehearsing their performances as a group prior to the performance day. They will also have a basic understanding, from
other aspects of the unit, of what indigenous artworks look like visually, what techniques and colours are used. These visual representations can be incorporated into their performances.

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Arts Learning intention for this particular class:

What is the key Arts knowledge, skills and behaviours you want the students to know, understand or do as a result of this class?

To provide an opportunity for students to discover that Australian Aboriginal peoples use dance to:

represent their relationship with nature, and

show journeys and deeds of creator ancestors from the Dreaming stories

Task 2 template Unit Overview

AEB2251 Winter School 2014

Task 2 template Unit Overview

MAIN BODY

INTRODUCTION
Duration

Students will already be aware

of which dream time story their
group is to focus on from
previous classes.
Students will have an early
lunch, in class, prior to actual
scheduled lunchtime.
Lunchtime will be spent fixing
and finalising costumes, face
painting and preparing
costumes and sets for
performance.
Teacher and parent helpers will
spend lunchtime getting the
fire-pit and performance space
ready.
Begin the lesson with
welcoming the parent helpers;
explain to the students that
they will be re-grouping in their
original groups and performing
their dreamtime stories.
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CONCLUSION
Sharing, Explaining and Reviewing Inquiry

Guiding Inquiry and Practice

Connecting, Engaging and Modelling Inquiry

50 Minutes

The class will gather

around the fire-pit in the
playground in preparation
for the dance
performances.
The audience will
participate in creating a
beat for the performances
by using percussive
instruments and body
percussion.
The groups will take it in
turns to perform their
routines to the parents,
teacher and peers in the
audience.
The performances will
each take 15 minutes, and
this time will include the
performance, explanation
of the story and
opportunity for questions
and answers.

Duration
1 Hour and
5 Minutes

We will reflect on student

performances as a group
and have a times of sharing
what students and parents
liked about certain
performances.
We will thank all students
for their performances and
participation and thank all
guests for attending.

Duration
10 Minutes

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Task 2 template Unit Overview