Unit of Work 102085: Museums: Dead or Alive?

Site Details: The Australian Museum (Garrigarrang: Sea Country and Bayala Nura: Yarning Country)

Site Description: Our site focuses on two exhibitions of The Australian Museum - Garrigarrang: Sea Country and Bayala Nura: Yarning Country. The Garrigarrang: Sea Country exhibition displays the deep connections between Indigenous Australians and the sea through cultural artefacts and stories. Bayala Nura: Yarning Country exhibition features objects such as canoe, shields and weavings and the techniques used to create the items.

Group member Lesson plan number X/10

Outline Curriculum area covered and link to your site

Juliana He (17796040) 1/10 History – Depth Study 1: Investigating the Ancient Past. Focuses on using and understanding resources (i.e. a museum).

Kim Lilian Tran (17483458) 5/10 English – Students learn about create an artwork after learning about Indigenous people’s relationship with country

Itsuka Miyatake (18567423) 6/10 English – Relationship to Country 2 (Picture book study: ‘You and Me: Our Place’ by Leonie Norrington and Dee Huxley)

Rana El-Husseini (17581947) 8/10 HPE – This unit outline looks into the spirit of Patyegarang and the dance displayed at the Australian museum. Students unpack the meaning of the story and its significance to Indigenous Australians and create their own movement piece through the use of dance.

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Unit description

This unit of work focuses on integrating Indigenous perspectives into the curriculum through an online study of an exhibition presented by The Australian Museum. The online module is dedicated to the Indigenous people of ‘Garrigarrang: Sea Country’ and ‘Bayala Nura: Yarning Country’, will utilise ICT to deliver a range of interactive activities to engage students and further their knowledge on the culture of people of Garrigarrang and Bayala Nura and their connection to the land and sea. Through this module, students will be able to take a virtual tour of the museum exhibition and access photos, videos, and research content presented in the exhibition, without visiting the site in person. This minimises costs and risks for the school, at the same time increasing inclusion and engagement in the classroom.

The lessons in this unit also focus on the study of the online module, while using various resources to further student’s knowledge and contextualise it beyond the classroom. All the lessons and activities in this unit are strongly based on the 8 ways pedagogical framework (Yunkaporta, 2009), and aims to provide students with the opportunity to learn through sharing of personal knowledge and ideas, visual and hands-on experiences, and create connections with the local land and community. Furthermore, it considers the Australian Curriculum, NSW Syllabus outcomes for Year 7 (Stage 4), and the AITSL Standards for graduate teachers.

Resources

History Students unit outline Glossary Activity Online site visit: http://am-sitestudy.weebly.com/

English Online Australian Museum site visit: http://am-sitestudy.weebly.com/ Online Australian Museum site Instruction sheet Online Australian Museum work sheet English Years 7-10 NSW syllabus ‘You and Me: Our Place’ picture book by Leonie Norrington, Dee Huxley Glossary sheet: Techniques for analysing visual texts

HPE http://artsonline2.tki.org.nz/resources/lessons/dance/

danve_starters_e.php

Time allocation 10 60-minute lessons

Targeted outcomes

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History

ACDSEH001 - How historians and archaeologists investigate history, including excavation and archival research

ACDSEH031 - The nature of sources for ancient Australia and what they reveal about Australia’s past in the ancient period, such as the use of resources

ACDSEH148 - The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples

ACHHS206 - Use historical terms and concepts

ACHHS208 - Identify and locate relevant sources, using ICT and other methods

ACHHS209 - Identify the origin and purpose of primary and secondary sources

English

ACELA1764 - Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance

ACELY1725 - Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas PDHPE

ACELY1721 - Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose

ACELA1763 - Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts

ACELY1726 - Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact

HPE

Outcome 4.4 - A student demonstrates and refines movement skills in a range of contexts and environments.

Outcome 4.5 - A student combines the features and elements of movement composition to perform in a range of contexts and environments.

SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS TO

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OBJECTIVES 8 WAYSLesson 1 History ACDSEH001

How historians and archaeologists investigate history, including excavation and archival research

ACHHS209

Identify the origin and purpose of primary and secondary sources

Depth Study 1: Investigating the Ancient Past

Lesson Overview:In this lesson, students will be introduced to the integrated learning unit and its content. This lesson is intended to be a pre-online site visit. The topic of museums will be in

Content: Students reflect on what they know about museums and

share some experiences they may have had at a museum.

(note: it is not necessary for the experience to be educational, teacher should share an experience first and help class discussions through prompts)

Discussions about the purpose of museums, pros and cons, preservation and education, and the history of the museum itself.

Glossary activity: to be completed gradually throughout the 3 lessons. (in each lesson students reflect and the terms that they know/have learnt on the glossary list and draw a line connecting the word and its definition)

Links to Site:In this lesson students learn about museums and the history of the Australian Museum.

Assessment:Teacher observation, student’s responses and engagement with class discussions, glossary work sheet (progressive)

Lesson plan provided by: Juliana He 17796040

Students share their stories of experiences they have had at a museum and what they saw there.

Students are presented with key terms they will learn throughout the lessons, making them pay particular attention to new words that may appear as they learn.

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Lesson 2 History ACDSEH031

The nature of sources for ancient Australia and what they reveal about Australia’s past in the ancient period, such as the use of resources

ACHHS208

Identify and locate relevant sources, using ICT and other methods

Depth Study 1: Investigating the Ancient Past

Lesson Overview:In this lesson, the class will be conducted either at a computer room or inside a classroom with a smartboard/computerised projector. Students will be exploring the “Garrigarrang: Sea Country” and the “Bayala Nura: Yarning Country” exhibits at the Australian Museum through an online site developed by the teacher. Site: http://am-sitestudy.weebly.com/

Content: The site: Students will be expected to read through the site page

by page and complete activities as indicated in their workbooks.

If students are unable to complete the activities within the classroom time frame, they are required to complete the activities as homework.

Students will also look back on their glossaries and connect words that they may have learnt in the lesson.

Links to Site:In this lesson students will complete the online site visit.

Assessment:Teacher observation, students interaction with the online site, students responses.

Students reflect back on the glossary activity and check for any new words they may have learnt in the lesson.

Students are guided through the different sections of the online site study as if they are physically at the museum.

Lesson 3 History ACDSEH148

The importance of conserving the remains of the ancient past,

Depth Study 1: Investigating the Ancient Past

Lesson Overview:This lesson is a post site study lesson. In this lesson students will consider the importance of preservation of Indigenous culture,

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including the heritage of Aboriginal and Torres Strait Islander Peoples

ACHHS206

Use historical terms and concepts

and discuss ways in which the Australian Museum has done so. Students will also create a tool inspired by the tools shown in the site study using resources from within the school grounds. (Teachers provide extra resources i.e. rope, if necessary).

Content: Class discussion and collaboration about what they think

of and their experiences with the online site study. Students are asked to reconsider the purpose of

museums and whether their opinions have changed. The importance of preservation of Indigenous heritage is

highlighted. What would happen if we didn’t preserve the culture? Students are asked to create a tool inspired by the

online site study using resources from the school playground.

Links to site:This lesson reflects what they have learnt from the online site study, students draw inspiration from the images they have seen on the site.

Assessment:Teacher observation, students’ engagement with discussions, student responses.

Students are actively creating a piece of work using natural resources, creating deeper thinking into the Indigenous culture.

Sharing with the class their pieces of work and explaining their thought processes throughout its development.

Lesson 4 English ACELY1804 Use interaction skills

when discussing and presenting ideas and information, selecting body language, voice qualities and other

Lesson Overview:Students will undertake an online site study of the Australian Museum to learn about Indigenous cultures and relationship with their sea country and yarning country. Students will explore the tools and items for sustainable living to understand Indigenous perspectives of country. Students gain

understanding of

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elements, (for example music and sound) to add interest and meaning

Content: Brainstorm: What is a museum? Read and discuss:

https://australianmuseum.net.au/about-us-australian-museum

Think-Pair-Share: Students will look at an image that was taken from The Australian Museum and write down what they think the item in the image may be used for individually (1 minute). Students group in pairs and share what they have written to each other and teacher selects a few students to share their ideas to the class.

The Australian Museum - Online site visit: http://am-sitestudy.weebly.com/ . Students will have an instruction sheet and worksheet to access the online Australian Museum Weebly site. Students will browse the information to gain knowledge about items and tools from previous activity. Students identify the relationship between Indigenous people and their country.

Writing task preparation: students will be informed about a 200-word reflective writing task, which requires students to write about their learning before and after the site visit.

Link to The Australian Museum:Garrigarrang: Sea Country and yarning country – background and cultural knowledge of items for sustainable living, relationship to country.

Assessment:Teacher observation, students’ responses to questions, worksheet, feedback

Indigenous culture and sustainable items through images from The Australian Museum

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Lesson 5 English ACELA1764

Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance

ACELY1725

Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas

Lesson Overview:Students will use their knowledge about Indigenous cultures and create their own artwork to reflect what their country means to them. Students will learn about visual techniques and effects through a picture book, ‘You and Me: Our Place’.

Content: Post-online site visit: Students will share their

knowledge about Indigenous tools and relationship with country. Students will reflect on what they have learnt from the online site visit.

Students will create an artwork of what their country means to them

Matching activity: students match the visual techniques with the correct description

Students will read and analyse the front cover of the picture book, ‘You and Me: Our Place’ by Leonie Norrington and Dee Huxley. Students will identify the elements (colour, positioning, contrast, body language and gaze) and effects of the picture book using a table.

Reflective writing: Teacher will explain about the structure of a paragraph and provide a scaffold sheet to prepare for writing

Link to the Australian Museum:Relationship with country, Indigenous tools and items

Assessment: students’ participation, students’ artwork, responses to questions

Lesson plan provided by: Kim Lilian Tran 17483458

Students learn about Indigenous Australians’ relationship with sea and country

Students reflect and share their artwork on their relationship with country

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Lesson 6 English ACELY1721

Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose

ACELA1763

Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts

Lesson Overview:Students will build on their knowledge of relationship with country through the study of the picture book ‘You and Me: Our Place’. By analysing and interpreting the text, students will develop a further understanding of visual texts and the effects it has on creating meaning. Furthermore, by recalling their previous knowledge on the people of Garrigarrang and the relationship they have with their country in comparison the picture book, students will make connections to how these traditional relationships with the land may be affected in the future with the development of the modern world. Through the use of a yarning circle, where students will be encouraged to share stories, ideas, and experiences, they will also make connections to their local land and their relationships with it.In addition, students will start working on their reflective pieces in this lesson. Scaffolding and modelling will support them in learning to write a structured paragraph.

Content: Read ‘You and Me: Our Place’ by Leonie Norrington and

Dee Huxley Yarning circle: Teacher highlights the importance of

storytelling and yarning for Indigenous cultures. Explain that yarning is not only how stories are told and shared but also way of learning through storytelling.

Analysis on the meaning and interpretation of text: What visual cues are used to express meaning? How does the visuals complement the text? Look at the last three pages: ‘From his world, Uncle Tobias can’t see them. But we can.’ Why do you think this is?

Discussion: Students to recall their knowledge from previous lessons on the people of Garrigarrang and relationship to country and compare how it is

Students learn about the relationship people have with place, and make connections to their local land

Sharing ideas, knowledge, and personal experience through a yarning circle

Deconstruct and

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represented in ‘You and Me: Our Place’ Discussion: Students are asked to discuss how these

traditional connections to the land may be affected in our modern world e.g., Ownership of land, property development, increase in population

Students are invited to share if they have any strong connections to a certain place or land.

Scaffold for reflective writing task: Explain the structure of a paragraph. Model a topic sentence for students, and create a concluding sentence together.

Links to Australian Museum: The Garrigarrang and the connection between people

and the land. Online site study link

Assessment: Teacher observation, students’ participation in discussions and responses to questions

reconstruct through scaffolding and modelling

Lesson 7 English ACELY1725

Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas

ACELY1726

Lesson Overview:Students will reflect on the content learned in previous lessons and write a 200-word reflection piece. They will learn the process of editing, and what a structured paragraph looks like, through scaffolding and modelling. Following the process of planning, drafting, and editing students will complete their final draft and hand it in at the end of the lesson.

Content: Scaffold for reflective writing task: Teacher to model

editing process, focusing on punctuation, vocabulary and spelling, and sentence order.

Students to write a rough draft Teacher circulates while students write, consulting with

Deconstruct and reconstruct through scaffolding and modelling

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Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact

students and checking drafts Students edit their work and hand in their final copy

before the end of lesson

Links to Australian Museum: Students to reflect on their online site study and what

they have learned from it

Assessment: Teacher observation, reflective writing task

Lesson plan provided by: Itsuka Miyatake (18567423)Lesson 8 HPE

Theory/PracticalOutcome 4.5 A student combines the

features and elements of movement composition to perform in a range of contexts and environments.

Lesson Overview:Students will look into a collection piece from the museum and recap their knowledge on the meaning behind the spirit of Patyegarang and its significance to Australia’s history of first contact, cultural exchange and reconciliation.The relationship which formed between a local Aboriginal girl, Patyegarang, a woman of the Eora people who offered cultural exchange of her language and traditions to the colonial astronomer lieutenant William Dawes. The story portrays a part of Australia’s distant history and is brought to life by choreographer Stephen Page’s rare ability to illuminate human contact through contemporary dance.

Content:Activities will be visually mapped out on the board. As we progress through the map the teacher will modify in accordance to what has being completed.

Brainstorm: What is the spirit of Patyegarang? Viewing: A close viewing of the dance where the teacher

starts and pauses the clip to discuss what is happening and the different type of communication. Why are these

Students learn about the spirit of Patyegarang and its significance to Indigenous Australians and their country.

A visual tracker for students to map out their

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specific movements being utilised to convey a message? Why does sound affect the mood of the performance? Why does costume convey character? What is communication? Why does it play a major role?

Does it play a part in cultural exchange? What is verbal and nonverbal communication? What type of communication does this piece convey? Think-pair –share: students will get into pairs to share

their ideas and thoughts on the significance this dance brings to Indigenous and non-Indigenous Australians. In the duration of the lesson, students will also unpack the dynamics of certain communication and movement skills in a practical activity to conclude the lesson.

Activity 1: Moving to the beat by countso Dance elements utilised: space and time.o Activity 2: Group sculptureso Dance elements utilised: Body awareness and

relationships. Homework: Students will be instructed to interview a

family member on their thoughts about reconciliation and document these ideas. Students are also required to answer a question sheet and bring them for the following lesson.

Link to the Australian museum: Garrigarrang Sea Country- Cultural significance of the

spirit of Patyegarang.

Assessment: Teacher observation, feedback.

Lesson plan provided by: Rana El-Husseini (17581947)

progress throughout the lesson.

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Lesson 9 HPEPractical

Outcome 4.4

A student demonstrates and refines movement skills in a range of contexts and environments.

Outcome 4.5

A student combines the features and elements of movement composition to perform in a range of contexts and environments.

Overview:Students will recap on the spirit of Patyegarang dance and bring forward different ideas and opinions. Students will also participate in activities in movement and dance to further deepen their knowledge on the different ways body movement can be conveyed.Content:

Brainstorm: Before class discussion students are asked what comes to mind when they think of the word ‘Yarn’.

Yarning circle: Students will gather around in a yarning circle to discuss what part of the Patyegarang dance captured them the most and why.

Discussion: Students provide their thoughts in the circle conveying why the spirit of Patyegarang brought significance to Australia’s history of reconciliation. Why was the story of cultural exchange so important?

Homework recap: Students will be encouraged to bring forward ideas from the interviews they had with family members.

- Within the duration of this practical lesson, Students will participate in activities to learn about the elements of body movement, space, time, relationship and mood.

Activity 1: Name dances using the number of letters in their name.

Dance elements utilised: Body awareness and space Activity 2: Mood and tone Dance elements utilised: Mood, time, and relationships. Make a story: Students will combine these dynamics in

groups of 4 or 5 to create their own story using the concept of storytelling and the way Indigenous communities use dance and other forms of art to convey meaning. Students will bring together a dance and movement piece by the end of the lesson and are

Students participate in activities that require non-verbal behaviours

Students learn the elements of body movement through mini games.

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brought back to the yarning circle to discuss their opinions and how they felt in the duration of constructing a story in a movement piece. These story pieces will be presented in the following lesson along with a 200-word reflection. Students will be provided with a take home invitation for family members or the community to come watch the dance presentations in the following lesson.

Link to the Australian museum: Bayala Nura: Yarning country - A piece from the

museum that explains the best ways of learning are through stories and yarns.

Garrigarrang: Sea Country- Cultural significance of the spirit of Patyegarang.

Assessment: Teacher observation, feedback.

Lesson 10 HPEPractical

Outcome 4.4

A student demonstrates and refines movement skills in a range of contexts and environments.

Outcome 4.5

A student combines the features and elements of movement composition to perform in a range of contexts and environments.

Overview:Students present their final dance piece to the class along with their written reflection. Community and family members are invited to be part of the audience.

Content: Practice time: Students are given time to practice their

movement piece with their groups at the beginning of the lesson as a warm up.

Performance: Students are instructed to sit with their groups at the front of the gymnasium. Each group explains what their story is about before presenting their dance to the class and provide their written reflections to the teacher after presenting. The teacher and students provide a question answer period after

Community and family members are invited to be part of the audience.

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each presentation in order to provide students the opportunity to bring forward questions and feedback on the dance. Community and family members are also encouraged to provide feedback after each performance.

Assessment: Movement task, reflection, teacher observation and feedback.

Students present their movement non-verbally.

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