Forward Planning Document (Discipline) Media/Art (Topic) Indigenous Representations (Year Level) 9 (Term) 3 (Weeks) 2 (M/R) M&R

FPD COVER PAGE

General Capabilities:

Literacy Numeracy ICT Critical and Creative Ethical Behaviour Personal and Social Competence Intercultural Understanding
Thinking

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
Cultures

Abbreviations:

L = N = ICT = Information and CCT = Critical and EB = Ethical PSC = Personal and Social IU = Intercultural
Literacy Numeracy Technology Capability Creative Thinking Behaviour Competence Understanding

WS = LS = M/I = LC = Lesson Closure T = Transition PU = Pack Up EC = End Class

Welcome Lesson Motivation/Introduction
Students Steps


















 WEEK/ SCSA SPECIFIC LESSON SPECIFIC SKILLS TEACHING & LEARNING KEY RESOURCES AND
LESSON CURRICULUM OBJECTIVE EXPERIENCES QUESTIONS ASSESSMENT
LINKS (include learner diversity)
[ART/MEDIA]

Week 1 Visual Art: Define Key Terms: - CCT/IU: M/I: [2 min] WS introducing the class topic and aims - Define key terms Resources:
Responding Stagecraft, Artistic Students will (1. To see and understand the shift in Indigenous and explore the - Construction and
(Social, Cultural, Purposes, Audience, Representations in Film, 2. To understand the innate political Representation of
Lesson 1 develop an
and Historical Representation, Self reasons for this shift, 3. To analyse media clips nature of Indigeneity in Australian
Contexts) Representation, Indigenous
understanding of regarding their representations of Indigenous representations of Media
Self Practices, Australian. the different Australians, and 4. To use ICT to facilitate learning different cultural https://www.youtube.com/
Representations techniques and Lesson Objectives: representations of and class collaboration and participation). [4 min] groups in the watch?v=jS7gCEnxqBw.
of Indigenous viewpoints of artists- Students will be able to Indigenous Show students the YouTube video Construction and media. - Video Viewing
Worksheet access
Australians in from different recognise that Australians in Film Representation of Indigeneity in Australian Media. - How might
https://docs.google.com/d
Film cultural groups representations of cultural and how Have student complete the viewing worksheet, representations of
ocument/d/1i2eZgb53k_7
(ACAVAR130) groups in film is inherently accessible through google docs. Indicate to students Indigenous
representations n4TE5ZkPVrqlwD6JcsIuU
political. that this video is setting the scene for content of this Australians by AKOJWgQYcX4/edit?usp
Perkins Bran Media Arts: - Students will be able to fostered by the and the next three lessons. [2 min] Work through the Indigenous =sharing.
Nue Dae (2010) Responding deconstruct film clips from work of Indigenous answers with the class. LS: [2 min] Show students Australians differ - Worksheet Answers
and Blairs The (Analysing and Perkins Bran Nue Dae Australians may as a class Nothing I Would Rather Be clip. [10 min] from those created https://docs.google.com/d
Sapphires Reflecting on (2010) and Blairs The differ as a Self Working in small groups, have students analyse the from a white ocument/d/1xpKby0Xyz2u
(2012) Intentions) Sapphires (2012), to Representation clip. Ask students to explore What did the perspective? UqseDz4cYC7mVgkmdH8
Media conventions, analyse how Indigenous characters do? What did the characters say? What - How are gxoi8JZ8erhZE/edit?usp=
rather than being
social and/or Australians are represented did the characters look like? And what is the general Indigenous sharing.
ICT TOOLS constructed -http://www.australia.gov.a
cultural beliefs and in different films, and how representation of Indigenous Australians in this clip. Australian
values that this may differ by being
through a white Have students input their answers in the Padlet. [1 represented in u/about-australia/australia
- YouTube underpin created as a Self perspective. min] Show students The Sapphires Ngarra Burra Perkins Bran Nue n-story/indigenous-film.
- Google File - PSC/L: Students - Nothing I Would Rather
representations in Representation rather than Ferra clip. [10 min] Working in small groups, have Dae (2010) and
Be (play from 0:15)
Sharing media work from a white perspective. will work both students analyse the clip. Ask students to explore Blairs The https://www.youtube.com/
- Padlet (ACAMAR078) - Students will be able to independently, and the four questions also considered in the previous Sapphires (2012)? watch?v=CiE9J0nlK_M.
- MindMeister affirm these assumptions by collaboratively in clip. Have students input their answers in the Padlet. - What caused a -http://www.australia.gov.a
Media Arts: identifying and explaining [5 min] Bring the students back as a whole class shift in how u/about-australia/australia
order to explore
Assessment: Responding how technical and symbolic discuss why this shift in representation might occur Indigenous n-story/indigenous-film.
(Audiences) elements evoke responses
their thinking in (use prompts such as considerations of directors, Australians are -https://aso.gov.au/titles/c
- Students will be
Impact of intended in a viewer. response to production company etc, actors, and date of represented in film ollections/indigenous-film
informally assessed
regarding their audience on the - Students will be able to specific questions, production. [5 min] Have students read the today? making/.
analytical skills & producers identify the potential the concept of information sheet Indigenous Film on Google Docs. - What are the - Padlet Access
selections in reasons as to the shift in [8 min] Having students contributing independently, technical and https://padlet.com/jamielo
intercultural Indigenous Self
understanding, & choosing codes Indigenous representations create a group interactive mind map on mindmeister symbolic elements uiseguery/orrqvqd404vr.
Representation - Ngarra Burra Ferra
knowledge of, & and conventions, in film. using the link, responding to the question What has used in order to
correct terminology and analysis of https://drive.google.com/o
styles, narrative, - Students will be able to caused the shift to the self representation of evoke certain
for the technical & genre, develop understandings and
film clips. Indigenous Australians in Film? LC: [5 min] Have responses in the
pen?id=0B2AKyTv7Gs7X
symbolic codes used - ICT: Participation Rmw0QXpUTEhvZ3M.
representations, opinions both independently students do a TPS on What is something that viewer? - Indigenous Film
by filmmakers, by in online
stereotypes, and in groups. surprised you from today?, What is your opinion on - What are Information Sheet
observing student
responses on the
differing points of - Students will be able to collaboration the representation of Indigenous Australians in Indigenous https://docs.google.com/d
Padlet, and TPS view and values use ICT learning tools though Film?, and What is something you would like to filmmakers doing ocument/d/10lJc_awEcn1
plenary, regarding (ACAMAR078) effectively in order to Mindmeister, know more about? T: [1 min] Students are asked to technically and mXajj29TNu-E1iZjs45-xZ
Self access class content, view Padlet, and access look for media representations (articles, symbolically, XWqgF8FKoE/edit?usp=s
Representations of interactive media, and work photographs, videos, movie excerpts,..) of shifting how haring.
collaboratively across
to online Indigenous Australians and bring it into the following Indigeneity is - Mindmeister Mind Map
Indigenous
Australians in Film. different online tools. documents. classes. perceived? https://mm.tt/897036523?t
=JozoZGaydM.
 Week 1 Media Arts: Define Key Terms: CCT/IU: M/I: [3 min] WS Introduction to lesson topics 1 To -How do Resources:
Responding Social and Cultural Students will identify cultural values and beliefs within Indigenous Aboriginal and Bleak View August
Lesson 2 (ACAMAR078) Values, Identify and develop an Communities, 2. To how these cultural values differ Torres Strait 2016
from those of non-Indigenous communties, 3. To http://pedestriantv-prod
Identify and Examine, Explore, understanding of analyse media depictions of Indigenous Australians Islander peoples
.s3.amazonaws.com/i
Negative examine social Viewpoints, Recognise specific cultural with particular focus on negative depictions and attitudes toward mages%2Farticle%2F2
Depictions of and cultural Challenges and Issues, values within their impacts, 4. Utilising ICT to engage students in media depictions 016%2F08%2F03%2F
Indigenous values and Audiences, Depictions, Aboriginal critical thinking and collaborative work. [5 min] differ from those 13895120_101538164
Australians within beliefs including Specific Cultural Groups. communities and Students are placed in pairs or groups of three, of 15138067_724486496
Australian those of Lesson Objectives: how they differ each group is assigned a specific source (Bill Leak non-Indigenous 6517769663_n.jpg
Media| Aboriginal and -Students will be able to from Cartoon, Andrew Bolts Article, BBCs Wilcannia peoples? QANDA March 13th
Documentary Article, QANDA Clip relating to Bill 2017
Torres Strait define specific cultural non-Indigenous Leak and 18C) [10 min] Groups will read/watch https://www.youtube.co
Leaks Bleak Islander Peoples. values within Aboriginal communities. their respective media source, listing any and all -Should m/watch?v=Ev9aOoQ
View Cartoon And Torres Strait EU:Students will observations and points of interest they find during depictions within HdUE
Published August Islander Peoples continue to this period. LS: [10min] Groups will share three key the media be Bolts Herald Sun posts
2016, The Media Arts: -Students will be able to develop on ethical observations with the rest of the class, after which restricted on the 2011
Australian. Responding identify specific values understandings, an open discussion on how these observations grounds of http://www.abc.net.au/
impacted their understanding, why they stood out news/2011-10-19/heral
(ACAMAR079) and how they have been particularly cultural beliefs?
and whether these observations were appropriate or d-sun-ordered-to-post-
Andrew Bolts Explore different depicted within the focusing on the inappropriate depictions of culture. [15 min] corrections-with-bolt-co
articles published viewpoints source materials systemic problems Students will analyse a second source within their -Is there a lumn/3579082
in the Herald Sun depicted in past -Students will develop a with Aboriginal groups, rotated from the first source so that each negative history ABC: BBCs Wilcannia
between June to and present greater empathy and representation in group has a different source to the previous one, of depictions in Documentary
July 2011. media in relation understanding for the Non-Indigenous students will again list observations and key points, the media in http://www.abc.net.au/
to Aboriginal and issues faced by media forms. groups will then compare their previous observation regard to news/2017-03-08/bbc-
QANDA episode Torres Strait Aboriginal and Torres PSC:Students will from Source 1 with that of Source 2 seeking to Aboriginal and apologises-for-misleadi
identify a common theme or difference in the ng-viewers-indigenous-
March 13th 2017 Islander Peoples. Strait Islanders in be able to engage cultural depictions within both sources. [6min]
Torres Strait
documentary/8335468
Australian Media in effective group Students will use the observations from the source Islander Spider Scribe:
BBC Wilcannia Media Arts: Depictions work, developing analysis to create a Mind Map to demonstrate the Peoples? https://www.spiderscrib
Documentary Audience -Students will skills in flow of thought from their original observations to e.net/
Issues, (ACAMAR078) demonstrate an collaborative conclusions after the discussion and comparison. -Does freedom of Assessment:
ABC March 8th Recognise the understanding of working, as well as This Mind Map will serve as a guide for future speech come Students will be
2017. challenges and historical influences on the utilisation of lessons on Indigenous Australians and the depiction with a
of Aboriginal and Torres Strait Islanders in the
assessed informally
issues faced by the impact of Media individual Media LC: [5 min] Student groups will dissipate for responsibility to on their ability to
ICT TOOLS: specific cultural depictions and Aboriginal analytical skills. a final class discussion on the importane of be fair and create a mind map
Youtube groups in relation & Torres Strait Islander L:Students will recognising the differences in Indigenous Cultures considerate of guide that functions
Google to the target Peoples showcase the and how they are impacted by media other cultures? as a learning aide for
Spiderscribe audience of -Students will be able to ability to derive representations. T: [1 min] Students are asked to future lessons, maps
media identify specific readings, alternate review the Australian Media Codes of Conduct in -Can depictions should indicate a
relation to Aboriginal and Torres Strait Islander
productions. audiences and readings and in the media number of concepts
Peoples, students will add any points of importance
differentiate between thematic to their Mind Map to develop on work in class. impact how we covered within the
audiences and how each understandings of view others lesson in an ordered
audience may be media depictions within our and concise manner
affected differently by in relation to society?
media depictions. Aboriginal
Australians.
 Week 2 Visual Art: Define Key Terms: - CCT/PSC: M/I: [2 min] WS introducing the class topic and - Considering Resources:
Responding Composition, Image Students will be aims (1. To understand the concept of viewpoints - Answer Garden
Lesson 1 (Social, Cultural,manipulation, Artistic able to critically Appropriation in Art, 2. To Analyse Possession forms and access code 483938.
and Historical purpose, Audiences, analyse art works in Island and Outsider by Gordon Bennett, 3. To elements / - Answer Garden link
Contexts) Symbolism, small groups, Consider viewpoints asd the representation of evaluations / https://answergarden.
Representations Identification of Appropriation. individual judgment, Indigenous Australians in Art, and 4. To use meanings and ch/483938.
of Indigenous representations inLesson Objectives: and as a whole ICT to appropriate images and edit them to interpretations. - Gordon Bennett
Australians in Art artwork within a - Students will be able to class. Students will alter their meaning). Define Appropriation. [3 - Define key Biography
given context deconstruct the artworks be able to consider min] Have students take part in the Answer terms and explore http://www.ngv.vic.go
Appropriation (ACAVAR130) 'Outsider, 1988' and different Garden responding to the question What do the idea of v.au/gordonbennett/e
Artwork and Visual Art: 'Possession Island interpretations of you think of Appropriation and Representations Appropriation - ducation/intro.html.
Gordon Bennetts Making (Inquiry) (Abstraction), 1991' by the artworks. of Indigenous Australians in Art? LS: [5 min] what is its use as - Kahoot Quiz access
Outsider 1988, Introduction of Indigenous Australian - ICT: Participation Introduce Gordon Benett with a brief bio, a form of shifting pin 6989286.
and Possession ideas inspired by Anglo-Celtic artist in online showing students Outsider and Possession power by - Kahoot Quiz link
Island 1991. an artistic style in
Gordon Bennett, collaboration Island. [2 min] Have students working in small Australian artist https://play.kahoot.it/#
their own artwork analysing the artist's through Answer groups brain storm what they think Outsider is Gordon Bennett? /k/97e13789-2102-4c
ICT TOOLS (ACAVAM125) appropriation of artist Garden, trying to say. [3 min] Have students in small - How do 45-b487-412a00279b
works by other artists Independent use of groups use the internet to image search the representations 6b.
- Games/Quizzes Media Arts: and considering image search painting to find similar images and to see communicate - Digital Devices
- Collaborative Responding viewpoints of the engines, whether they can find the original works that artistic intentions (Either students have
Learning (Analysis, and artworks regarding forms Participation in Bennett uses to compose this painting. [5 min] in artworks they their own, or the class
- Image Editing Reflecting on and elements, online Bring the class back together as a whole group make and view to will be conducted in a
Intentions) evaluations, meanings, Games/Quizzes and have a discussion regarding the original inform their future computer lab).
Media work from and interpretations. through a Kahoot artworks that Bennett draws on (Van Gogh, art making? - Access to Adobe
contemporary - Students will be able to Quiz, Use on image Greek Statues, Aboriginal Body Painting). - How does the Photoshop or
and past-times to demonstrate an editing and Consider the elements of the painting and what appropriation of download free apps.
explore differing application of previously manipulation these may mean and how they can be other well known Assessment:
viewpoints in learnt Art History technologies. interpreted. [3 min] Provide students with artworks feed the - Students will be
Australian media knowledge to identify the - IU: Students will Possession Island and working in small groups audience's informally assessed in
work and/or use of other famous develop an brain storm their impressions of the painting. [3 interpretations of their participation of
international painting compositions, understanding of min] Have students partake in the Kahoot Quiz the artwork? How the activities of the
media work elements, and styles in the perspectives of on Bennetts appropriation in Possession can this serve an pre-testing Answer
(ACAMAR079) the works by Gordon an aboriginal artist Island. [5 min] Discuss considerations of artist intention? Garden & the plenary
Media Arts: Bennett. and the cultural viewpoints of Possession Island as a class. - Gather images Kahoot Quiz in the
Making (Media - Students will be able to struggles depicted [20 min] Have students find images of famous and combine use of appropriate
Languages) describe and discuss in their artwork. artworks online and using Photoshop, or other them in a way arts terminology,
Codes and terminology regarding - L: Students will image editing program of their choice, edit the that creates new consideration of
conventions for appropriation, artistic engage in the use images in a new composition of Graphic or contrary artistic purpose &
constructing purpose, and of visual and media Appropriation to produce an image that alters meanings. viewpoints, &
meaning in the interpretation. literacy through the the meaning of the original works. LC: [3 min] - Manipulate technical ability in the
selected media - Students will be able to use of appropriate As a class to take part in a Quick Fire Round media and use of image
type, genre use ICT to search for terminology, and of the definitions of the Key terms T: [2 min] conventions to editing/manipulation
and/or style images and to create reading of artworks, Ask students to think about Do you think construct new software, &
studied graphic appropriation and use of digital appropriation is a legitimate form of artistic and alternative consideration of
(ACAMAM073) artwork to alter meaning. literacy. originality, or is it just copying? PU/EC points of view. composition.
 Week 3 Media Arts: Define (Media) Key - CCT/PSC: Students M/I: [2 min] WS introducing the class topic and - Define key Resources
Making: Terms: Construction, will develop an aims (1. To define the concept of Stereotyping terms and -YouTube Clip: Im
Lesson 2 Introduction to Mediation, Selection, understanding that 2. To Analyse how media representations can explore how
representations of Aboriginal, But Im
key terminology Anchorage, Stereotypes, Indigenous in media become natural and eventuate in stereotypes media Not...https://www.yo
Stereotypes, and technologies Ideology. and art can trigger 3. To Consider viewpoints of Indigenous people representations utube.com/watch?v=t
Critique, and related to Lesson Objectives: and/or support about their media representations, and 4. To can lead to SNvfk0zFNc
Analysis selected context - students will be able to stereotypes Self-Reflect on their own viewpoints towards stereotyping -Menti.com
and focus define key terms like - Students will be able the Indigenous community). [2 min] View You - Which -Trading Card
(ACAMAM073) mediation, anchorage to critically analyse Tube Clip Im Aboriginal, But Im Not [5 min] stereotypes about Creator (choose
how media
How and stereotype Have students brainstorm with menti.com to the Indigenous abstract concept):
representations are
representations in Media Arts: - students will be able to constructed and
question Which stereotypes about Indigenous Australians did http://www.readwritet
Media and Art on Responding: paraphrase concept in naturalized Australians did the YouTube clip mention? do the YouTube clip hink.org/classroom-r
Indigenous (Analysing and their own words - Students will be able you know encounter in everyday life? LS: [5 mention? do you esources/student-int
Australians can Reflecting on - students will be able to to understand how min] Teacher explains that stereotypes can know encounter eractives/trading-car
Intentions) stereotypes can be
become research media evolve over time and even become natural. in everyday life? d-creator-30056.html
Stereotypes Media examples for key terms dangerous. ICT: Shows students newspaper heading from 1932. - Why/how - Part of TED talk:
conventions, - students will be able to Participation in online
Media often supports stereotypes with their stereotypes can Belinda Huntress
social and/or collaboration through
list common gender menti- brainstorm
representations. Have students working in become Australian Aboriginal
ICT TOOLS cultural beliefs stereotypes groups of 2-3 provided with a digital device in dangerous?
and Trading Card Indigenous
and values that - students will be able to order to create trading cards (defining (media) - Would you
Creator. Mentoring
- menti.com underpin name cultural/ ethnic IU: Students will key terms: Construction, Mediation, Selection, categorize the https://youtu.be/gqe
- YouTube representations in stereotypes develop an Anchorage, Stereotypes, Ideology; give at least media example W9ur4r7U
- Trading Card media work students will be able to understanding of the one media example for each key term. Groups (homework) as a -YouTube Clip Hugh
Creator (ACAMAR078) identify cultural impact of then compare their trading cards with students positive or
representations/stereo
Jackman interview
representations/ types on the of other groups as [15] min] Groups then share negative https://www.youtube.
stereotypes in film aboriginal results (one card each) with the class. Cards representation of com/watch?v=cbEiW
excerpts individual/community. can be shared online after presenting [5 min] Indigenous nbmu5w
- Students will be able to L: Students will be Have a class discussion on Why/how Australians? Assessment:
use ICT learning tools able to define media stereotypes can become dangerous?-> Would you think it - Students will be
effectively in order to key terms which are generalisations. [5] Students are asked to refer supports/ informally assessed
important in the
access class content, back to the media representations of encourages through their
understanding of
work collaboratively, and media depictions/
Indigenous Australian from homework (lesson stereotyping? participation in
participate in class stereotypes 1) and decide whether it is a representation that - How can you brainstorm activity
discussion - Students will work triggers stereotyping. [4] Watch Video snippet personally avoid (menti.com/
on their digital and of Ted Talk by a young Indigenous Australian stereotyping? diagnostic); formative
web literacy as well who talks about dangers of stereotypes [3] assessment through
as paraphrasing Think, pair, share on how to avoid stereotyping class discussion
skills through the
(Find one example for: Become aware that you about trading cards
research activity.
[[dyslexic students, hold stereotypes; Question statements; Inform and 3-2-1 activity.
EALD or SAER are yourself. Help disproving them) LC: [2 mis]
grouped accordingly, Watch Hugh Jackman interview as good
to provide example. T: [3 min] 3-2-1- Activity. (Three
participation in a things you have learned today, Two things that
supportive group are particularly important to you after this
environment]] lesson; One thing that you dont agree with).