EDN224 – Assignment 1 – Task 1 – Resources

RESOURCES

Medium Author/developer Title Lesson Source

Website Robert G Bednarik

(Robert G. Bednarik, 1990)

The cave petroglyphs of Australia

Dinosaur – Cave painting http://www.ifrao.com/cara13/shared_files/Oz_cave_art.pdf

http://www.ifrao.com/cara13/web/index.html

Book Nicholas Thieberger and Bill McGregor (eds.)

Macquarie Aboriginal words: a dictionary of words of Austra-lian Aboriginal and Torres Strait Islander languages

Published by Macquarie Library, Sydney, 1994. Available from any good book store.

YouTube Animation

Mick Ashley (Ashley, 2012)

Dreamtime Stories: Biladurang the Platypus

Where do Australian animals, live and how do they move?

http://www.youtube.com/watch?v=lDl5QwAR8DI

PDF Children’s Activity Kit

(SNAICC, 2007)

NAICD Children’s Activity Kit Template for jigsaw

SNAICC Resource Service

WMA File

Wheels on the holden go round and round

Vehicles - Music activity http://www.auntywendysmob.com/wheels.html

PDF Growing up strong Teacher resource

Wheels on the holden go Personal Library

book round and round

Website Admark Education Social Organisation Our Family Lesson http://www.admarkeducation.com/soc.htm

Book/CD Ann Morris

(Morris, 2000)

Families Dymocks book store

Book Jane Christophersen

(Christophersen, 2005)

My Home in Kakadu Magabala Books

Book Nola Jensen-Turner (Jensen-Turner, 2013)

Australian Indigenous Activity Book for Kids

Flags of the world Kurrajong Aboriginal Products – Personal library

Tours The Kodja Place Noongar-Indigenous Tours and The Kodja Place

Traditional hunting and farming in Australia

The Kodja Place, KOJONUP, WA, 6395

Book Bronwyn Bancroft (Bancroft, 2011)

An Australian a, b, c of Animals Local Australian Animals Little Hare Books

PDF DUIT Multimedia

(Department of Education, 2011)

Caring for wetlands – The Noongar Way

Caring for Wetlands Life cycle of a frog

Department of Education – Western Australia – Aboriginal Education

Book Hylton Laurel

(Laurel, 2003)

The Cowboy Frog Magabala books and bookshops

Book Wendy Pfeffer From Tadpole to Frogs Educational bookshops – Scholastic

Book Melanie Prewett Two Mates Diversity http://www.magabala.com/books/childrens-picture-books/two-mates.html

Book and CD

Yamaji language centre

(Yamaji, 2003)

Wajarri Wangga (My Body) My body1 PDF Heads & shoulders knees etc PDF

Irra Wangga language centre

PDF Diane Lucas, Ken Searle

(Diane Lucas, 2003)

Walking with the seasons in Kakadu

Are seasons the same all over the world?

Noongar Seasons

Allen & Unwin Publishers

Book Alison Lester

(Lester, 2006)

Ernie Dances to the Didgeridoo Music and The Arts

Make a didgeridoo

Dymocks book store

Book Bronwyn Bancroft Possum and Wattle, My Big Book of Words

Australian Languages http://www.magabala.com/books.html

Book Leonie Norrington Look, See, Look at Me Self, home & family

Book Bronwyn Bancroft

(Bancroft, 2011)

Why I love Australia Our Australian Country http://www.copacabana-ps.com/why-i-love-australia.html

Book Anne Davis, Alwyn Evans

Know Australia Different homes around the world. Aboriginal shelters

Australian Teaching Aids Publishing

Book DUIT Multimedia

(Evans, 2007)

Moorditj Units of Work – Fundamental needs - Shelter

The University of Western Australia

Ashley, M. (Writer). (2012). "Biladurang The Platypus". In RedPixelsAnimation (Producer), This is our country too. Bancroft, B. (2011). An Australian 1, 2, 3 of Animals: Little Hare Books. Christophersen, J. (2005). My Home in Kakadu. Australia: Magabala Books. Department of Education, W. A. (Producer). (2011, April 2104). Caring for wetlands – The Noongar Way. Retrieved from

http://ecm.det.wa.edu.au/connect/resolver/view/APAC099/latest/apac099.pdf Diane Lucas, K. S. (2003). Walking with the seasons in Kakadu (pp. 30). Sydney, Australia: Allen & Unwin Book Publishers. Evans, A. (Producer). (2007, April 2014). Moorditj Units of Work. Retrieved from http://www.clt.uwa.edu.au/moorditj/?a=2339116 Jensen-Turner, N. (2013). Australian Indigenous Activity Book for Kids: Kurrajong Aboriginal Products. Laurel, H. (2003). The Cowboy Frog. Broome WA: Magabala books. Lester, A. (2006). Ernie dances to the didgeridoo. Paris Cedex 15: Lothian Children's Books. Morris, A. (2000). Families. Australia: Harper Collins Publishers Inc. Robert G. Bednarik, G. D. A. a. E. B. (1990). The cave petroglyphs of Australia. Australian Aboriginal Studies, 3, 64-68. SNAICC. (2007). NAICD Children’s Activity Kit. Retrieved April 2014, from SNAICC Resource Service http://www.snaicc.org.au/_uploads/rsfil/02516.pdf Thorn, W. (2005). Noongar-Indigenous Tours and The Kodja Place. In K. Place (Ed.), (pp. 1 - 6). Albany WA: Albany Printers. Yamaji, L. C. (2003). Wajarri Wangga. http://bundiyarraonlinestore.shop033.com/Listing/search?keywords=Wajarri+Wangga&searchType=2&sortItem=7

The NAICD Children’s Activity Kit has been produced and endorsed by the Secretariat of National Aboriginal and Islander Child

Care (SNAICC) providing teachers with the ability to integrate Aboriginal culture and knowledge into the classroom through positive

and enriching activities. The kit comes in PDF format, is free to download through the SNAICC website and contains 25 pages of

games and activities that can be used in the Early Learning Years of Education. As I have aimed my activities at pre-

primary/foundation students I find the activities listed in the kit to be age appropriate and each one comes with short explanation for

its use in Aboriginal and Torres Strait Islander culture. Each activity comes with a list of materials required and simple, dot-point

directions and pictures to follow. The materials required for each activity are easily accessible and inexpensive. It is necessary for

teachers to research the units they are teaching in depth and although the kit doesn’t allow for this, it does provide a fun way of

reinforcing the information presented to students and establishing a positive image of Australian Aboriginal culture.

Dreamtime Stories - Biladurang The Platypus

This is an animation based on an Aboriginal “Dreaming” story that is viewed on YouTube. It was produced by Red Pixels

Animations and the Riverina Institute TAFE in NSW.

The animated pictures are colourful and comical, engaging and holding the interest of students in the early learning years. Taking

only 2:58 minutes, the story uses short, simple and descriptive sentences that are easily understood by young students and is

narrated by Aboriginal man, Troy Johnstone. The story is about a young female duck that is taken by a rat, who forces her to be his

wife. The duck eventually runs away and returns to her tribe. Like all the other ducks in her tribe she lays eggs and is excitedly

waiting for them to hatch. Upon hatching she and her tribe are shocked to see that her offspring have the physical features of both

the duck and the rat. The duck and her children are shunned by the tribe so move away to become the very first platypus’ in

Aboriginal history. The background sounds commonly associated with the Aboriginal culture create a sense of being in the

Australian outback. I do believe that Australian Aboriginal could be considered to be stereotyped in this story, through the dialogue

and background sounds of didgeridoos, but believe this brings a feeling of familiarity and warmth, making it more enjoyable to listen

to.

Australian Indigenous Activity Book

35 pages of activities, arts and crafts all suited for use in the Early Years Learning Framework. This Australian-made book is a

great resource for use when integrating multicultural fun into the classroom. It includes both Aboriginal and Torres Strait Island

activities and provides information regarding the materials required and processes to follow. Nola Jensen-Turner (Current

Indigenous Curriculum writer at Magabala Books) has written this book incorporating her experience in childcare and personal

knowledge of Wiradjari culture.

Each activity is Curriculum linked and provides cross-curricular activities covering: The Arts, Physical Education, English and

Maths. The pages have hand drawn pictures that depict a range of Australian images, scenes and activities including: Definitions,

Dot to dot, Paint by numbers, How many boomerangs can you find?, Count the Aussie birds, Narla Mazer, Mazes and Create a flag

(The activity that I will be relating to in my class lesson – Flags of the World.

The wheels on the Holden

wheels on the holden.wma

This WMA file downloaded from http://www.auntywendysmob.com/wheels.html was created by Wendy Notley in 1995. The song is

to the tune of The Wheels on the bus and is adapted to relate to the lives of Aboriginal children and their experiences. In this

version, the language used is Bundjalung. Before Wendy introduced this song to the public she showed respect by asking

permission from Elders of the Bundjalung peoples (custodians of the language) which was granted. The song is sung by

Bundjalung women who work at the Murawina Multi-purpose Aboriginal Education Centre so I believe this resource is qualified to

be used in the classroom to integrate Aboriginal and Torres Strait Islander histories & cultures into The Arts proficiency strand: Arts

in Society. The tune of this song is familiar to students in the Early Learning Years and the words are cheerful and fun. To use this

resource in my classroom I would need to consult with local custodians of the Noongar language to adapt the words to best suit my

students. This aspect in itself, would be a good opportunity to involve the Aboriginal community into our classroom and show

recognition and respect to my Aboriginal students.

Footprints … to Country, Kin and Cultures

This educational teacher’s resource textbook was produced by Curriculum Corporation to assist in the integration of Aboriginal

Studies and Torres Strait Islander Studies into the classroom. Authors: Leonie Coghill, Judith Ketchell, Karen Martin and Kaye

Price are all of Aboriginal or Torres Strait Islander descent and are qualified teachers, working with Indigenous students. The

material in this book has been written, with the inclusion of guidelines, information, suggestions and strategies to increase the

awareness and implementation of Indigenous studies within the Australian Curriculum Learning Framework. One fundamental

aspect is the consideration given to the distinctions between Torres Strait Islander and Aboriginal culture and societies. The book is

broken into four parts, with each unit containing teacher information, learning outcomes, suggested resources, background

information and activities that are specific to each culture. Methods of adapting, implementing, evaluating and expanding programs

are addressed in a way that is easily understood by teachers and takes into account the traditions and beliefs of each culture

respectfully. I believe this resource does help Indigenous Peoples to be proud of their heritage, through representation of their

contributions to Western civilization and believe I will refer to it often when programming for my classroom.

The cave petroglyphs of Australia: Robert G. Bednarik, Geoffrey D. Aslin and Elfriede Bednarik.

This paper provides me, as a teacher with an introduction to the phenomenon of petroglyphs (drawings or carvings) found in

limestone caves across Australia. It details the main types of rock markings found in these caves, identifies the six basic styles:

finger fluting, Karake style, tool marks, deep pits, shallow engraving and recent petroglyphs, when and where they were created,

the peoples that created them and the preservation of this “rock art”. The three authors of this paper are specialists on

discriminating cave art from natural cave markings, have worked with CARA (Cave Art Research Association) and are the principal

researchers of the Parietal Markings Project since 1980. The Proficiency strands covered: History – Australia: Historical skills –

distinguish between the past, present and future: Explore a range of sources about the past: How the stories of families and the

past can be communicated for example through photographs, artifacts, book, oral histories, digital media and museums. I don’t

believe Australian Aboriginals are stereotyped in this resource as there is a balanced reflection of each art style and the culture that

created them. This material would help Aboriginal students to be proud of their heritage, as well as that of the non-Aboriginal

students for the Aboriginal history shared with Australia.

Kodja Place excursion

Noongar-Indigenous Tours and the Kodja Place: www.kojonupaboriginal.com.au

A class excursion to Kodja Place; where the cultures of both Noongar and Wadjela communities have come together to create an

interactive walk through local history. Our guide is Jack Cox, a Noongar-Indigenous Elder who was born and has lived, worked and

raised his family in Kojonup (Thorn, 2005).

Jack tells stories of the hard times shared by both Noongar and Wadjela people over the last century and shows traditional

Noongar hunting implements and early farming equipment used to work, hunt and prepare food in the past. Students learn the

spiritual connection between Noongar peoples and the land; the sights, sounds and skills acquired over thousands of years. They

are shown local plants and learn how they are used in aboriginal culture and share ‘billy’ tea and damper with Jack.

This excursion shows students the challenges suffered by the Noongar peoples through history with the introduction of the Wadjela

(non-indigenous) peoples. It established the Noongar peoples as the proud and traditional inhabitants in the Kojonup area. The

skills and knowledge contributed to the Wadjela by the Noongar peoples are identified and explored, emphasizing the way both

cultures have intertwined and worked together to create a community built on a shared respect and appreciation of the other.

Body parts Activity

Book and CD: Wajarri Wangga: created by the Yamagi Language Centre in 2003 provides students with a knowledge and

understanding of the parts of the human body in both SAE and Aboriginal language. It is an illustrated word list of Wagarri, the

language of the Murchison Aboriginal community. It is a resource that is used as a class group and the CD provides a fun way to

promote physical co-ordination skills, making it perfect for Proficiency Strand: Health and Physical Education: Students are required

to listen to the Wongutha words provided in the book for each body part and touch the relevant area with their hands as they sing

the song. This resource is produced using the Wongutha language, but it is important that you consult with local Aboriginal

community members to find out if this language is used in your area and if it isn’t then you will want to translate it into the local

Aboriginal dialect with the help of a local Aboriginal Elder or custodian of the language.

Our Australian Country

Why I love Australia written by Bronwyn Bancroft expresses the deep respect and love she has for this country. In it she describes

the various natural and human landscapes of Australia with written words and images. Her illustrations are vibrant, bold, striking,

detailed and rich in pattern using and reflect the Australian cultural heritage in a way that children will love. Because I am aiming

my lesson at students in the Early Years Learning Framework I believe this resource will be a fun way to introduce them into what

they love about our Australian country.

EDN224 – Ass1 – Task 3 – Lesson Plan – 32207513 – Annette Sawyer

Learning Area: Aboriginal and Torres Strait

Islander histories and cultures.

Year: Foundation/Pre-primary

Topic: Aboriginal Art Time: 60 minutes

Lesson Description:

Students are required to recreate pictures of local Australian animals using Aboriginal art

techniques.

Learning Objectives:

Developing listening skills and following example and directions.

Ability to recreate a design using Aboriginal art techniques.

Ability to recognize animals from a specific location as compared to those from other

regions.

Syllabus Outcomes:

Language: Explore the different contribution of words and images to meaning in stories and

informative texts.

The Arts: Arts skills and processes.

Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories & cultures.

Prior Knowledge:

Students have become familiar with the appearance of animals local to the area. (Teacher

has checked with local Aboriginal community members which animals are appropriate to

discuss in the class).

Children have been exposed to examples and information on Aboriginal art techniques.

Preparation and resources needed:

An Australian a, b, c of Animals book by Bronwyn Bancroft.

Pictures of animals found in local area.

Examples of Aboriginal drawings and paintings of animals.

Simple diagrams of Australian animals for children to refer to during activity.

Materials required for creating Aboriginal artwork.

Introduction

10minutes

Read An Australian a, b, c of Animals to class to refresh student’s

memory of Australian animals and how they look.

Display and discuss examples of Aboriginal drawings and paintings.

Demonstrate

and model

15 minutes

Main Activity

25 minutes

Conclusion

10 minutes

Demonstrate to students how you would create a simple animal drawing

and a variety of techniques to create an Aboriginal representation of it.

Hand out materials to students and explain that they need to create

their own picture of any local animal they choose.

More than one animal can be chosen for the pictures.

Staff to circulate through class giving assistance and encouragement to

students.

Give warning 5 minutes before students are required to complete the

activity and encourage them to finalise their work.

Students to pack away all materials, tidy up room, push in chairs and

leave work on desks, move quietly to mat and wait for teacher.

Staff to remove wet paintings and hang them to dry.

Teacher and students to discuss the activity they have just completed

and what parts they enjoyed the most.

Ask students if there were any problems or issues with the activity and

discuss.

Evaluation and assessment:

Done through observation:

Participation in class discussion by student.

Student understanding and ability to recreate animal pictures using Aboriginal art

techniques and the amount of assistance required.

Students enthusiasm during activity and satisfaction with the final result.

Modifications to lesson:

I believe this lesson will be successful in bringing pride to the Aboriginal students and will establish a positive image of their culture. Aboriginal

students typically have a strong knowledge of animals and vegetation in their area and this can be emphasized through the lesson. This

knowledge will empower the Aboriginal students and create pride in their own identity and respect from the other students. It is important to

refer to Aboriginal community members to ensure the activity is appropriate and contains local information. Find out what animals are found

in the local area and check with Aboriginal community members regarding animals that can be discussed with the class. These activities also

provide a good opportunity to invite an Aboriginal community member or parent into the class to discuss the local animals and extend the

classes knowledge of animals in their area.

Student ability to recognize and categorize the animals living in their area from those that come from other regions in the world is an

important skill required for development of semantics which involves making meaning of the world around them and this is promoted through

the use of this resource (An A, B, C of Australian animals by Bronwyn Bancroft).