aboriginal performing arts – stage 5 support material · stage 5 syllabus aboriginal performing...
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Stage 5 Syllabus
Aboriginal performing arts
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ABORIGINAL STUDIES Support Material ● Stage 5 Syllabus
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5 Aboriginal performing arts
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Marking guidelines
Part A Marks
The
•
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student’s:
description of the group’s selected scenes shows detailed knowledge and understanding of the play and how it expresses Aboriginal identity.
explanation of the significance of the frozen pose shows a sensitive and perceptive understanding of the chosen character.
9–10
•
•
description of the group’s selected scenes shows thorough knowledge and understanding and how it expresses Aboriginal identity.
explanation of the significance of the frozen pose shows insight and understanding of the character.
of the play
chosen
7–8
•
•
description of the group’s selected scenes shows sound knowledge and understanding and how it expresses Aboriginal identity.
explanation of the frozen pose shows sound understanding of the chosen character.
of the play 5–6
•
•
description of the group’s selected scenes shows basic knowledge and understanding how it expresses Aboriginal identity.
explanation of the frozen pose shows basic understanding of the chosen character.
of the play and 3–4
•
•
description of the group’s selected scenes shows and how it expresses Aboriginal identity.
explanation of the frozen pose shows little or no
limited knowledge and understanding of
understanding of the chosen character.
the play 0–2
Part B Marks
The student: 9–10
• demonstrates detailed knowledge and understanding of the chosen performer or group and how their performance expresses Aboriginal identity.
• provides a structured recount that clearly addresses all aspects of the task. Written expression and presentation are of a high standard.
• demonstrates thorough knowledge and understanding of the chosen performer or group and how 7–8 their performance expresses Aboriginal identity.
• provides a wellwritten and wellpresented structured recount that addresses all aspects of the task.
• demonstrates sound knowledge and understanding of the chosen performer or group and how their 5–6 performance expresses Aboriginal identity.
• provides a structured recount that addresses most aspects of the task. Written expression and presentation are of a satisfactory standard.
• demonstrates some basic knowledge and understanding of the chosen performer or group and how 3–4 their performance expresses Aboriginal identity.
• provides a recount that addresses some aspects of the task. Written expression and presentation are of a basic standard.
• demonstrates elementary knowledge of the chosen performer or group. 0–2
• addresses some aspects of the task in written form.
ABORIGINAL STUDIES Support Material ● Stage 5 Syllabus
6 Aboriginal performing arts
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Students learn about Students learn to
Teaching strategies Student evidence of learning
the range and diversity of styles in traditional
Aboriginal performance
describe and compare a range and diversity of
styles in traditional Aboriginal performance including music, dance, storytelling and theatre
Teacher
Leads a discussion and develops a mind map which reviews themes of identity. Class will read a Dreaming story.
Informs students that every Aboriginal cultural performance is unique to a specific Aboriginal language nation. This could lead
to a teacherled discussion on the panAboriginal approach taken by nonAboriginal Australians. Teacher and class look at AIATSIS
Aboriginal language map .
Teacher
Hands out different Dreaming stories to the class and introduces the seven steps summarising technique. See Handout 3.12 at
.
Students • Summarise a story using the seven steps technique.
• Read their summary to the class.
Teacher
Provides a range of resources on diversity of Aboriginal performance styles. The class discusses similarities and
differences. The students will then be asked to record this discussion in their books under the appropriate headings.
Teacher and students
Scaffold summary of key aspects of music/dance performance using a prepared wikistyle summary. The students write notes
outlining the range of Aboriginal performance based on the discussion above.
• Group(s)
• Language
• Area of performance
• Key aspects
• Key comparison points
• Instruments
Students
Research five different musical instruments used in precontact Aboriginal societies. Students use PowerPoint to describe each
one. They can import a sound bite and image to accompany their research.
Present their research to the class.
Students’ summaries demonstrate their
knowledge of a range of traditional Aboriginal
performance.
The students’ notes reflect their understanding of the level of diversity among
Aboriginal peoples.
Using an ICT presentation, students demonstrate their knowledge of the range and
diversity of Aboriginal instruments.
ABORIGINAL STUDIES Support Material ● Stage 5 Syllabus
7 Aboriginal performing arts
www.ndu.edu.lb/academics/fhum/writingcenter/writing.htmwww.aiatsis.gov.au/asp/map.html
-
Students learn about Student evidence Teaching strategies Students learn to of learning
Class
Develops a summary of the range of musical instruments found in precontact Aboriginal Australia – their use, prevalence,
location (and images for their embedded sound bites).
Students
Use the internet to research one example of both traditional and Students demonstrate their modern dance styles. They write short descriptions of features of knowledge of traditional and
the dance, for example technique, painting, instruments, using contemporary dance styles the following summary table: through clear, well
constructed descriptions of Dance feature Description a traditional and modern
performance. technique
instruments
body decoration
costume
other
the role of Aboriginal performance in traditional
Aboriginal society
assess the role of Aboriginal performance in traditional Aboriginal
society
Teacher
Works with class on key issues and summary notes on traditional Aboriginal music, dance and drama.
Class
Works through a worksheet on the Dreaming, music and songlines which identify the roles of performance. A kit is available from Music Australia – B.M.I.S. Songlines
.
Students’ answers reflect their understanding of the
concepts in their research and class discussions.
Other sources may be used, for example .
Students
Conduct brief inclass research on Aboriginal music:
• define what is meant by Aboriginal ‘traditional’ and ‘contemporary’ forms of music
• define ‘Aboriginal’– who has been defined as being an Aboriginal person?
• what are ‘songlines’?
• how do ‘songlines’ relate to Aboriginal Dreaming?
Teacher
Leads a discussion on the purpose of Aboriginal performance, for example passing on values and knowledge.
Leads class discussion on research findings.
ABORIGINAL STUDIES Support Material ● Stage 5 Syllabus
8 Aboriginal performing arts
http:www.aboriginalsonglines.comhttp://nla.gov.au/nla.cs�ma�an12233824
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Students learn about Student evidence Teaching strategies Students learn to of learning
the impact of invasion and Class Students make a summary of colonisation on Aboriginal key issues. performance Views relevant scenes from Women of the Sun Part 2, for
example when the preacher demands that the Aboriginal people explain the immediate hand in their traditional instruments. Teacher leads a discussion impact of invasion and
colonisation on Aboriginal on the concept of invasion and colonisation and their effects on performance performance.
Students
Write a reflective summary on what is being portrayed in the Students demonstrate their video, especially in regard to the impact on cultural connection. understanding of the impact
Class discussion. of colonisation through engagement in reflective
Teacher classroom discussion.
Hands out summary guide on the effects of invasion. The students (in pairs) complete a summary task.
Research on websites such as the following may be useful:
• Aboriginal spirituality and beliefs www.creativespirits.info/aboriginalculture/arts/
• Australian Museum http://australianmuseum.net.au/IndigenousAustraliaSpirituality
• Aboriginal cultural heritage http://australia.gov.au/aboutaustralia/australianstory/austnindigenousculturalheritage
Effects of European presence on Aboriginal oral expression and dance
Dispossession of land
Loss of language
Loss of knowledge
Introduction of Christianity
Dislocation and dispersion of families and communities
Changes to formal social structures
Western education
ABORIGINAL STUDIES Support Material ● Stage 5 Syllabus
9 Aboriginal performing arts
http://australia.gov.au/about�australia/australianhttp://australianmuseum.net.au/Indigenous�Australiawww.creativespirits.info/aboriginalculture/arts
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Students learn about Students learn to
Teaching strategies Student evidence of learning
the significance of Aboriginal performing arts
to survival and continuity
analyse the significance of Aboriginal performing arts
to the survival and continuity of
– cultural heritage
– land connection
– family and kinship systems
– Aboriginal identity and spirituality
Teacher
Revises the concepts of cultural heritage, land connection and family/kinship systems.
Class • Reads Honey Spot by Jack Davis.
• Led by the teacher, discusses ‘How do the bees keep culture alive?’ as a metaphor of broader Aboriginal reaffirmation of cultural identity.
Students
In groups, read out a significant scene and verbally describe how it relates to cultural heritage, land connection or family/kinship
systems.
Students are given Part A of their major assessment task (see page 4) and given time to work on it.
Students demonstrate their understanding of the
significance of performing arts to Aboriginal cultural
survival.
Students correctly identify the relevant cultural
concepts.
the role of Aboriginal Teacher Students demonstrate an performing arts in presenting Aboriginal
culture, images and experiences to Aboriginal
and nonAboriginal people
Introduces class to a number of drama icebreaker games.
Explanations for these can be found on the following websites:
• Fruit Salad ➔ Fruit Salad
understanding about the role of performing arts in
explaining Aboriginal peoples’ identity.
• Statues
• Frozen Scenes ➔ Frozen Picture
Teacher and class
Scaffold the development of three ‘frozen scenes’ that portray a Dreaming story (of their choice). This will be a group activity.
Students must demonstrate cultural sensitivity.
ABORIGINAL STUDIES Support Material ● Stage 5 Syllabus
10 Aboriginal performing arts
www.dramagames.infowww.brighthubeducation.com/elementary�schoolwww.dramagames.info
-
Students learn about Students learn to
Teaching strategies Student evidence of learning
examine the role of Aboriginal performing arts
in presenting Aboriginal culture and the effects of
this on Aboriginal and non Aboriginal people
describe the ways in which modern technology has affected the presentation
of Aboriginal culture
design a multimedia presentation that communicates the ways
technological change has impacted on Aboriginal performing arts
Class
Students profile the band Yothu Yindi and focus on the band’s use of traditional and modern technology and local Aboriginal
language to contemporise their message. Students put their profile in the form of a PowerPoint presentation
.
Students complete a summary of Yothu Yindi. See, for example, .
Yothu Yindi music
See .
Students
Listen to a recording of the song, ‘Treaty’.
Class
Defines what a treaty is. Students can make use of a dictionary and/or a group discussion before writing their definition of
‘treaty’.
Students
Listen again to the song ‘Treaty’ and answer the questions on the Yothu Yindi worksheet (see Appendix 1).
Teacher
Provides a shortlist of Aboriginal performers. The class will brainstorm a list of performers to add to the teacher’s list.
Class
Students research a performer of their choice and make notes on key highlights of their career.
Teacher and class
Brainstorm questions about a film or, ideally, organise a visit by a local filmmaker:
• identify key concepts
• links between film and real experiences of people
• message that viewer is left with.
Class
The class is shown a film about racism and exclusion. If possible, a local fimmaker shows their film and discusses it afterwards.
The teacher leads a discussion on the director’s purpose in making the film.
Students create a relevant PowerPoint presentation
that highlights the impact of technological change.
Student engagement – discussions with filmmaker
about technology.
Students recognise the director’s motives for creating the film.
ABORIGINAL STUDIES Support Material ● Stage 5 Syllabus
11 Aboriginal performing arts
www.yothuyindi.com/music/treaty.htmlhttp://en.wikipedia.org/wiki/Yothu_Yindiwww.yothuyindi.com/thebandinfo.html
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Students learn about Students learn to
Teaching strategies Student evidence of learning
public accountability for the Teacher Students demonstrate in presentation of Aboriginal
performing arts Defines key terms/concepts around the appropriation of Aboriginal artistic forms and their impact on Aboriginal people.
class debate their understanding of the
concepts of cultural Class misappropriation.
Holds a debate about a topic such as ‘The tourism industry shouldn’t have to ask for permission to use Aboriginal artefacts’.
The debates should be used to observe the degree to which students have engaged in key concepts of protocols and artistic
integrity.
ex
–
–
–
plain the concepts of
cultural misappropriation
intellectual property rights
ownership of copyright in relation to the
Class
In groups or pairs, students research the following topics from Terri Janke’s 1998 report on Aboriginal culture, Our Culture: Our Future – Report on Australian Indigenous Cultural and
Intellectual Property Rights, Part One: The Nature of Indigenous Cultural and Intellectual Property, pages 1–48 (after the
Students’ completion of worksheet demonstrates
their understanding of the issues surrounding cultural
misappropriation.
presentation of Aboriginal performing
arts
Executive Summary) and Part Two, pages 54–56. The report can be found at .
Research topics
Ownership of culture
• Ownership of cultural knowledge
• Cultural heritage
• Transmission of cultural heritage
• Aboriginal peoples’ concerns about appropriation of their cultural heritage
Intellectual property
• Indigenous peoples’ intellectual property rights
• Protection of Indigenous property rights
• Recognition and protection
• Moral rights
Students
Write up the results of their research in the Aboriginal Cultural and Intellectual Property Rights worksheet (see Appendix 2).
ABORIGINAL STUDIES Support Material ● Stage 5 Syllabus
12 Aboriginal performing arts
http://frankellawyers.com.au/publications
-
Students learn about Students learn to
Teaching strategies Student evidence of learning
the increasing receptiveness by nonAboriginal people to
Aboriginal performing arts in Australia and
internationally
assess the increasing receptiveness by non
Aboriginal people of the range, diversity,
adaptations and inclusivity of Aboriginal performing
arts
the contribution of Aboriginal performing arts
to Australia’s identity and its international image
evaluate the contribution of Aboriginal performing arts to Australia’s identity and its international image
effective consultation with Aboriginal peoples and
communities to conduct a case study on Aboriginal
performing arts
apply ethical research skills including protocols for
consultation to conduct a case study on Aboriginal
performing arts using local examples where possible
Class
To find out if there is an increasing receptiveness by non Aboriginal people to Aboriginal artistic endeavours, the class
develops a simple questionnaire on the place of Aboriginal people in the arts and their influence in the broader community.
In pairs they carry out a survey of nonAboriginal people they know.
The results of these surveys are tallied by the classroom teacher. Using the completed tally and class discussion, students then
answer the question: ‘Is there an increasing receptiveness by nonAboriginal people of Aboriginal performing arts?’
(Teacher: See if there are any performances that students can attend. Otherwise view a range of videos of Aboriginal plays.
See Marcom Videos .)
Students’ participation demonstrates an understanding of how non
Aboriginal people respond to Aboriginal performing arts.
Students’ participation in survey and classroom
discussion demonstrates knowledge about effective conversation and research
skills.
ABORIGINAL STUDIES Support Material ● Stage 5 Syllabus
13 Aboriginal performing arts
www.marcom.com.au
-
Students learn about Students learn to
Teaching strategies Student evidence of learning
the contribution of Aboriginal performing arts
to Australia’s identity and its international image
evaluate the contribution of Aboriginal performing arts to Australia’s identity and its international image
assess the impact of Aboriginal performing arts
on the local, regional and national economy
Teacher
Discusses the biographical recounts scaffold (Appendix 3).
Students
Use the recount scaffold to assess the impact of an Aboriginal performer or group on Australia and its selfimage.
To supplement the biographical recount framework, students make notes as outlined below.
Notetaking for biographical recount
Orientation
Who
When
Where
Why/what
Record of events
Early life
The most important events/incidents in the life of the performer or group
Evaluation
Why the events in the life of this performer or group are important
• Positive qualities
• Negative qualities
• Overall contribution to society
Class
Students are given Part B of their assessment task (see page 5) and begin working on it.
Students read out their recount to the class.
Students demonstrate their knowledge of the contribution of Aboriginal performing arts to Australia’s
identity and its international image in their biographical
recounts.
Students demonstrate their appreciation of the contribution of Aboriginal performing arts after hearing
a series of recounts.
ABORIGINAL STUDIES Support Material ● Stage 5 Syllabus
14 Aboriginal performing arts
-
ABORIGINAL STUDIES Support Material ● Stage 5 Syllabus
Appendix 1 – Yothu Yindi worksheet
Instrumenta
Tidenher
tifye ar
ethem? two
tion
tr aditional
Aboriginal instruments used in both versions of ‘Treaty’. Can you
List as many instruments as you can hear in ‘Treaty’.
Although‘Treaty: Radio
the rMelaixtiv’, cane v
olumesyou hear
or an balancy additional
e betw eeninstrumen
the instruments or effec
ts/vts?oic If esso
hapleaseve been
list them.altered
in
15 Aboriginal performing arts
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ABORIGINAL STUDIES Support Material ● Stage 5 Syllabus
Appendix 2 – wAboriginalorksheet
Cultural and Intellectual Property Rights
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Read pages 54–56. What did the Copyright Amendment Bill 1997 propose to introduce?
16 Aboriginal performing arts
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ABORIGINAL STUDIES Support Material ● Stage 5 Syllabus
Appendix 2 – wAboriginalorksheet
Culturalcontinued
and Intellectual Property Rights
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17 Aboriginal performing arts
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ABORIGINAL STUDIES Support Material ● Stage 5 Syllabus
Appendix 3 – Recount
Orientation
Where? When? Who?
Events – in order of events
What?
What?
What?
Evaluation
What is important and why?
18 Aboriginal performing arts
Assessment task Aboriginal performing arts Marking guidelinesTeaching strategies Appendix 1 – Yothu Yindi worksheet Appendix 2 – Aboriginal Cultural and Intellectual Property Rights worksheet Appendix 3 – Recount