Creating a musical soundscape

Stage- 1 (Year 1 / 2)
Outcomes
MUS1.2 Explores, creates, selects and organises sound in simple structures.
HT1-2 Identifies and describes significant people, events, places and sites in the local
community over time. During this lesson we are focusing on the history of a significant
site or part of the natural environment and what it reveals about the past (ACHHK044)

This lesson focuses on the visit to both the NSW Art Gallery and the Royal
Botanic Gardens. Its concept is to enable students to see the strong
connection to the land, which presented itself through Gina Riley
Munduwalawalas artwork entitled Nyamiyukanji, the river country. The
painting depicts the foundational Indigenous connection to the land.
Through understanding that connection, the lesson provides the
necessary platform for students to create their personal correlation
within the musical context, through understanding the connectedness
within the medium of art. In addition to this, the inclusion of sounds,
which are used within the soundscape, were inspired by the constant
sounds, which were heard whilst in the Botanic Gardens, and thus
adapted to ensure relevance and accuracy within the Daintree Rainforest.

Introduction- Students will be introduced to the Indigenous culture through its
musically rich connection to the land. The lesson will commence with a warm up where
students will be able to find a connection to the land and the Indigenous harmony found
within nature. In order to build a platform for this to take place, students will be asked
to find a place outside and close their eyes, while a you-tube clip is played. During the
duration of the sound clip, students will be asked to listen to the animals that they hear.
At the conclusion of the sound clip students will be able to share what animals they
were able to identify, initiating a discussion.

Body- Students will use the discussion to create a soundscape setting the mood and
telling the story of the Indigenous people who live in the Daintree rainforest. The
teacher will ask for students to take on the roles of frogs, cassowaries, parrots and
storm-makers. The students will be provided with a script to follow on, noting that the
teacher will take on the role of the narrator. As a class they will work through each of
the different sounds and how they will be made. After students are aware of the sounds
they will put the entire soundscape together and run through it.

Conclusion- The lesson will conclude with the teacher posing the questions- How did
the sounds help to tell the story? What sounds were most effective? What do you think
the Aboriginal people felt living in the rainforest?

Image References

Kuku Yalanji People, [image]. November 21, 2013, Retrieved from
http://www.qtportdouglas.com.au/qt-life/kuku-yalanji-people/

Viator, [image]. March, 2013 , Retrieved from
http://www.viator.com/tours/Cairns-and-the-Tropical-North/Daintree-Rainforest-and-
Mossman-Gorge-Eco-Tour/d754-5917_2ND

Doneale Clausen, Ilana Blazevic, Zoe Laverick-Reeve & Graziella Leva

Grace Leva 23/9/2015 8:46 PM

Comment [1]: This lesson focus
demonstrates my ability to not only adapt
for various year levels but also integrate
various KLAs and use them to enhance the
learning throughout the lesson.
Grace Leva 24/9/2015 7:21 AM
Comment [2]: The artwork selected for
this lesson has been chosen with the
intention of supporting indigenous students
by finding a way to build that connection
supporting students from the known to the
unknown.

Grace Leva 24/9/2015 8:10 AM

Comment [3]: The introduction of this
lesson sets out the purpose as well as
finding that connection to all students in the
class. It provides the opportunity for
students to take the lead and share their
understandings with the remainder of the
class.

Grace Leva 24/9/2015 8:11 AM

Comment [4]: The focus of the lesson
ensures that all students are able to be
transported to experience the connection
which drives the Indigenous community.
Ultimately this utilises how students learn
to ensure that this is transferred and shared
amongst others.
Grace Leva 24/9/2015 8:14 AM
Comment [5]: The conclusion of this
lesson enables all students to reflect on a
shared experience, allowing students to
engage in their learning based on their
beliefs and cultural understandings.

What made Tiddalik Laugh

Early Childhood- 3-5 Years
Outcomes of the Early Years Learning Framework.
Outcome 2.2: Children are connected to and contribute to their world; Children
respond to diversity with respect. This is evident when children begin to explore the
diversity of culture, heritage, background and traditions and that diversity presents
opportunities for choices and new understandings.
Outcome 4.3: Children are confident and involved learners; Children adapt what they
have learned from one context to another. This is evident when children develop an
ability to mirror, repeat and practice the actions of others, either immediately or later.
Outcome 5.1: Children are effective communicators; Children interact verbally and non-
verbally with others for a range of purposes. This is evident when children engage in
meaningful interactions using verbal and non-verbal language and respond verbally and
non-verbally to what they see, hear, touch, feel and smell.

This drama lesson provides an opportunity to bring awareness of
the Indigenous culture and people of Australia, because
Aboriginal and multicultural issues are a most significant part of
everyday life in early childhood curriculum. The lesson itself
focuses on the frogs which are in the pond at the Botanical
gardens, although this is explicitly evident there is a connection to
the stories which are viewed as a fundamental aspect of the
Indigenous culture and were presented and explored within the
Yiribana Gallery at the NSW Art Gallery.


The story of The Frog Who Wouldnt Laugh is from the Dreaming. The traditional
custodians of the story of Tiddalik are the Kurnai people of South Gippsland, Victoria;
however stories now stretch across not only the length and breadth of the Australian
continent but also in other countries around the world.

The frog that Tiddalik is based on is the Water-holding frog and
was particularly important in times of drought as Aboriginal
people of the more arid regions of Australia would dig up and
collect the buried frogs for the water stored in its skin that is
released when the frog was squeezed. Tiddalik is mainly used as
a moral story for children about greed and how it is better to
share, however in todays changing climate and focus on
sustainability it can also be used to speak about the environment.

The experience plan involves explaining that the story of Tiddalik is an Aboriginal story
from the Dreaming then reading the story to the children. At the end of the story the
educator puts a treasure box on their lap and gives the children clues as to what is on his
or her lap. In my box theres a creature that goes ribbit, ribbit. Does anyone know what
that creature might be? Take the frog puppet out of the box Its Tiddalik the frog! Lets
try to make him laugh. How did the Kangaroo move in the story? Pause to give children
time to think and respond verbally or non-verbally. He jumped over the emu, lets all
jump and see if Tiddalik laughs. Continue by acting out the actions from the other
animals. The puppet Tiddalik will laugh when the children do their wiggly eel dance.
Congratulate and praise the children on successfully making Tiddalik laugh.

Doneale Clausen, Ilana Blazevic, Zoe Laverick-Reeve & Graziella Leva

Grace Leva 24/9/2015 8:16 AM

Comment [6]: Whilst the soundscape is
for the early primary years, this lesson
focus is designed for the early years. Both
lessons can be adapted to engage various
age groups. This demonstrates the ease of
connecting with all students across a range
of ages and stages. It is thus recognised that
provided the teacher knows how students
learn they are able to create a valuable
learning experience.

Grace Leva 24/9/2015 8:19 AM

Comment [7]: Literature is a foundational
learning opportunity regardless of the age
or stage of students. Teachers are able to
use stories to create meaning, elicit
understandings and enhance the connection
to students lives. This particular book is
directed at the Indigenous students based
on the way they learn, the fact that stories
are passed down orally and the way in
which there culture and customs are
maintained.