LESSON PLAN: Hayden Clark 17705484 Page 1

PART A: PREPARATION AND STRATEGIES

Year: 7 Syllabus section:

Lesson 2/10 Music Stage 4

Unit Name: Red Hands Cave, Understanding the Value of Land, Community and Identity

Aboriginal site: Red Hands Cave

Lesson Topic: Aural and lyrical analyses of Aboriginal music. Duration: 60 minutes

How musical concepts and lyrics can be used to tell the history of Australia.

Prior knowledge/skills required
- Basic knowledge of musical
concepts
- Basic knowledge on Australian
history.
- Basic skills in performing roles
within a larger group.
Resources (Attach classroom ready resources/worksheets students will be using, including
relevant pages from textbooks)
- 1788 When the Sky Fell Down song and book kit.
- CD Player
- Recordings of "Time of Change" and "Real Name".
- Lyrical handouts of song "Time of Change".
- Lyrical handouts of song "Real Name".

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality 2. Quality Learning Environment 3. Significance
1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students self regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
How are Quality Teaching (QT) elements achieved in the lesson?

QT element/s in the lesson Indicators of presence in lesson

1.1 Deep Knowledge 1.1: Students are introduced to historical and cultural knowledge on Aboriginal
spirituality before and after the arrival of European settlers. Students will learn
about key events and experiences involving these two subjects in a chronological
order.
3.2: Students learn about and reflect on links between the arrival and development
of European settlers and Aboriginal social justice issues such as dispossession of
land, disconnection of families and discrimination and racism.
2.2 Engagement 2.2: Students are engaged with the lesson through the use of singing as a group and
listening to stories. Some stories are accompanied with activities or group
discussions.

3.2 Cultural knowledge 3.2: Students learn about and reflect on links between the arrival and development
of European settlers and Aboriginal social justice issues such as dispossession of
land, disconnection of families and discrimination and racism.
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PART B: SEQUENCE OF ACTIVIES IN LESSON

Syllabus outcomes: (number/s and descriptor)

4.3: Performs music demonstrating solo and/or ensemble awareness

4.7: demonstrates an understanding of musical concepts through listening, observing, responding, discriminating,
analysing, discussing and recording musical ideas

4.8: demonstrates an understanding of musical concepts through aural identification and discussion of the features of
a range of repertoire

4.12: demonstrates a developing confidence and willingness to engage in performing, composing and listening
experiences

LS.7: A student experiences music from a variety of social, cultural and historical contexts.

Students learn to: Students learn about:

Draw meaning and stories from their interpretation of a song's
lyrics and use of musical concepts.
- How to sing within a larger ensemble.
- How to analyse a song's use of musical concepts and how
this concepts can function as a way to convey meaning or
information.
- Learn about and discuss the features of Aboriginal music.
- Key events in Australia's history and their ongoing effects
on Aboriginal links with land and kinship groups.

Timing Lesson content Student activity 8 ways link

0-10 - Students are introduced to
the topic of the Dreaming
(10 using the chapter "A Time of
Mins) Change" from 1788 When the
Sky fell down.
- After being introduced to the
Dreaming, the teacher will tell
the story "When the Sky Fell
Down" by Keith Willey, which
tells of the first European
settlers from the perspective
of Aboriginal spirituality.
- Students will sit in a circular shape at
the site, in an area with adequate
space.
- Students won't be taking notes but
will be given opportunities to ask
questions or share their ideas. These
questions will mostly be about how the
Dreaming links with kinship groups, the
obligations and responsibilities of
individuals within kinship groups, links
to land and spirits.
-Introducing students to the content of
the lesson by forming a circular shape
and delivering content through the use of
story sharing. By forming a close circle
students can hear the teacher clearly and
are instantly engaged with the content
with opportunities to share their own
stories or ask questions.

- The teacher will occasionally

ask students open ended
questions in order to keep
them engaged and get them
to start reflecting on their
current understanding of the
importance of Aboriginal
spirituality.

10-25 - Introduction to how songs
can be a way to tell stories and
(15 how these stories can give
Mins) insight into the historical
events and the experiences of
people. Emphasise the how
Aboriginal music is often used
- Students can leave the close circle
formation and spread out after the
teacher has performed.
- The students will follow the
performance of the teacher and try to
mimic the melodic phrases they hear.
- The students will initially focus on the
whole performance of the song by
following the teacher's performance.
Afterward using the "call and response"
technique the students will learn how to
sing the song in manageable chunks by
first hearing the teacher and then
 LESSON PLAN: Hayden Clark 17705484
as a form of storytelling and
how these stories are used to
pass on history and lessons for
future generations.
- The teacher sings "Time of
Change" from the resource
book and asks students to
listen to the story it tells. The
teacher will teach students the
melody and words of the song
by leading a "call and
response" (the teacher singing
a phrase of the song and the
students repeating the phrase.
The teacher will explain to
students what a call and
response is before leading
students.
Students will have a print out of the
lyrics to aid them in the song's words
and structure.
- Students will identify or describe any
melodic or structural techniques they
recognize in the piece.
- Once all students are comfortable in
the song's phrasing and lyrics they will
perform the piece with the music, in
time with the teacher.
Page 3
repeating. Once all students are
comfortable with the deconstructed
sections of the song, all parts are put
together to reconstruct the song and
allow for a whole class performance.
- The lyrics of the song teach students
about The Dreaming through the story
told in the song's lyrics. As students listen
to the song and also perform the song,
they will be engaged with the song's
content and the messages and lessons it
teaches.

- Once the entire song has

been learnt the CD of the song
will be played and the teacher
will lead students in
performing together. The
teacher will ask students what
the effect of everyone singing
together is. Once students
have responded the teacher
will identify singing together
with the term "unison".

25-30
(5min) - Class discussion on the story
"Time of Change" tells through
its use of lyrics in relation to
the Dreaming and how the use
of musical concepts, e.g.
instrumentation, texture, etc.
supports how the story is
communicated.
-The teacher will select
students with raised hands to
provide responses and also
allow students to share their
thoughts on each other's
responses and ask questions.
- Students reform the close circular
formation.
- Students are given a moment to read
through and analyse the song's lyrics
and musical concepts. Students can
then raise their hands to provide
observations or responses to questions
asked by the teacher. Where needed
the teacher may have to focus students'
direction by suggesting a line of thought
or asking rhetorical questions.
- Students look at the whole story told by
the song "Time of Change" and then
deconstruct it. The deconstruction
highlights how smaller features within
the song such as musical concepts,
instrumentation, etc. help to support
how the meaning and story of the song is
conveyed.

30 -35
mins - Use storytelling to talk about - Students listen without taking notes - Through the use of stories, the content
the red hands cave with a and are given opportunities to ask being taught is linked to the "Red Hands
(5 mins) focus on how it links with questions or share their own stories or Cave" site. Further this site is used as an
Aboriginal kinship groups, land observations. example of the important links between
links and spirituality. (Each Aboriginal kinship groups, land links,
hand painted on the wall spirituality and the sharing of stories and
represents an individual from knowledge.
different times of this kinship
groups past. As all of these
hands have been recorded in
the same cave, this kinship
 LESSON PLAN: Hayden Clark 17705484 Page 4
groups attachment to the land
is emphasised.)

- Relate these links with lyrics

from the song "Time of
Change" and ask students for
their own observations.
35-42.5
mins - The teacher asks students if - Students listen quietly while the - By telling the stories; the "Cook Journals
(7.5 they can explain the concept teacher explains concepts. 1, 399" and "Survival" from the resource
mins) of terra nullius (students book, students are shown different
should have some previous - Students take part in class discussion perspectives on the topic of terra nullius.
knowledge of these events). These different perspectives grant
- Students wont be required to take students additional insight into the
- Once the previous subjects notes. difference between Aboriginal people's
have been explained the connection to land and place in
teacher reads the story, the comparison to the British Colonisers. This
"Cook Journals 1, 399" and comparison will hopefully cause students
"Survival" from the resource to reflect on the importance of Aboriginal
book. people's connection to land and the
negative effects of losing this connection.
- After students understand
the concept the class will be
lead in a discussion of the
effects the British colonisation
had on Aboriginal land links.

- Move on to a similar
discussion about The Stolen
Generation's effects on
Aboriginal kinship groups.
42.5-
52.5 - The teacher sings "Real
mins Name" from the resource
book and asks students to
(10mins) listen to the story it tells.
- After the performance the
teacher asks students if they
know what the line "They
knew our mothers were black,
So they came, and they took
us away" means. The students
should eventually link these
lyrics with the Stolen
Generation (students should
have some prior knowledge on
this topic).
- In the same method as the
previous song, the teacher will
teach students the melody
and words of the song through
a "call and response".
- Students can leave the close circle
formation and spread out after the
teacher has performed.
- The students will follow the
performance of the teacher and try to
mimic the melodic phrases they hear.
Students will have a print out of the
lyrics to aid them in the song's words
and structure.
- Once all students are comfortable in
the song's phrasing and lyrics they will
perform the piece with the music, in
time with the teacher.
- After performing the song, student
will share their interpretation of the
song's meaning and their observations
on how the lyrics and musical content
of the song supports its story.
- In the same fashion as the previous
performance, students will initially focus
on the whole performance of the song by
following the teacher's performance.
Afterward using the "call and response"
technique the students will learn how to
sing the song in manageable chunks by
first hearing the teacher and then
repeating. Once all students are
comfortable with the deconstructed
sections of the song, all parts are put
together to reconstruct the song and
allow for a whole class performance.

- Once all students are

confident on the structure and
melody of the song, the entire
class will perform together
with the CD.
 LESSON PLAN: Hayden Clark 17705484 Page 5

- After the song is performed

the class will discuss what
story the song told and how
this story was conveyed
through lyrics and musical
concepts.

52.5-60
mins - The class has another - Students form back into a close circle - This content links to non-linear learning
discussion which calls upon all as the content which has been explored
(7.5 of the themes explored - Students engage in the class throughout the course of the lesson is
Mins) throughout the lesson and discussion and are given opportunities connected. The lesson has reused a cycle
relates these themes to the to ask question, share their views and of learning historical and cultural
site. share their own stories or experiences information through the use of stories,
on the subjects. songs and discussion on the topics of The
- The teacher will guide this Dreaming, Aboriginal land links and
discussion and provide their - If there is time remaining students will kinship groups and the first British
own thoughts or ask questions record their reflection for this lesson in settlers. Now all of this prior knowledge is
in order to engage students or their reflection journals. If there isn't synthesised in a discussion on the
steer them towards certain time remaining then this task will be set disconnection of Aboriginal people's links
themes. for homework. with their land and kinship groups within
the context of the Red Hands Cave site.
- Hopefully by the end of the
discussion the class has
explored the effects that the
British Colonisation and the
Stolen Generations has had on
the site. (Aboriginal people
lost connections to their land
and kinship groups. This is
reflected in the site as red
hands are no longer recorded
in the cave by members of this
kinship group. Address the
negative impacts of this loss of
connection.)
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PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?
Learning outcome Method of measuring and recording
4.3: performs music demonstrating Students are able to participate in the whole class performances of "Time of
solo and/or ensemble Change" and "Real Name".
awareness
4.7: demonstrates an understanding Students are able to engage in class discussion by providing their observations or
of musical concepts through responding to questions. Questions can be specifically targeted to individual
listening, observing, students in order to ensure outcomes are met.
responding, discriminating,
analysing, discussing and
recording musical ideas

4.8: demonstrates an understanding
of musical concepts through
aural identification and
discussion of the features of a
range of repertoire
Students are able to engage in class discussion by providing their observations or
responding to questions. Questions can be specifically targeted to individual
students in order to ensure outcomes are met.

4.12: demonstrates a developing
confidence and willingness to
engage in performing,
composing and listening
experiences
Students are observed during performances with a focus on the students level of
engagement demonstrated through their volume, their confidence in lyrics and use
of personal expression.

LS.7: a student experiences music Students have participated in group performances and have provided responses
from a variety of social, during class discussions.
cultural and historical
contexts.

Links to next lesson

- The introduction to the topics of Aboriginal land links and kinship groups will be required as prior knowledge in future lessons of
this unit. The red hands site will continue to be linked to these topics in the form of activities using creativity and class
discussions.

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
1.2 Understand how students learn Use of 8 ways teaching framework in order to create and structure lesson content
using informed teaching methods.

1.4 Strategies for teaching Aboriginal and
Torres Strait Islander students
2.4 Understand and respect Aboriginal
and Torres Strait Islander people to
promote reconciliation between
Indigenous and non-Indigenous
Australians
4.1 Support student participation
Use of teaching strategies which are responsive to local communities and cultural
settings. Implementation of 8 ways teaching framework.
The lesson provides opportunities for students to develop their understandings of
and respect of Aboriginal history and culture through the use of guided class
discussions and musical performances.
Implements inclusive and positive interactions between students through the use of
class discussions within a yarning circle and group music performances.
 LESSON PLAN: Hayden Clark 17705484 Page 7
WHS considerations

- Adequate adult supervision for quantity of students.

- Authorization for student's participation in excursion.
- Access to a suitably equipped first aid kit.
- Knowledge of student and staff medical needs and access to required medications/equipment/facilities.
- Risk assessment of Red Hands Cave site needs to be completed prior to excursion.
- Access to parent/school/services phone numbers which may be required in case of an emergency.
- Awareness of fire safety conditions.

References

Chris, R. (2008). When the Sky Fell Down (1788 the Great South Land). Breakaway Publishing.

Standards | Australian Institute for Teaching and School Leadership. (2016). Aitsl.edu.au. Retrieved 22 April 2016, from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Casual teacher Notes:

- Ensure that you have a sound understanding of the topics explored in this lesson by reading through the attached resources.
- Ensure that you are familiar with and follow the excursion policies of the school as well as the policies of the Blue Mountains
National Park.

Community Consultation or Protocols to be considered.

- Park entrance fees and parking fees.
- Site entry conditions e.g. no use of flash photography, specified vegetation areas, no camping, no fires and no pollution.
 LESSON PLAN: Hayden Clark 17705484 Page 8

Resources to support this Lesson

Resources taken from Chris, R. (2008). When the Sky Fell Down (1788 the Great South Land). Breakaway Publishing.

A Time of Change

Since the Dawn of Time

Aboriginal Australia has always been governed by laws and boundaries established in the Dreamtime.

In song, story and poetry, art, drama and dance, the Dreamtime tells how the spirit Ancestors formed
and gave life to the land and laid down the Law - the structure of society, rituals to maintain the life of the land,
and rules for human behaviour. For Aboriginal people the Dreaming explains the origin of the Universe, the
workings of nature and the nature of humanity, the cycle of life and death. It shapes and structures Aboriginal
life by regulating kinship, family life, and the relations between the sexes with a network of obligations to
people, land and spirits.
Survival: A History of Aboriginal Life in New South Wales
by Nigel Parbury

After Captain Cook

The visit from Captain Cook in 1770, began stories amongst Aboriginal people. The stories spread to different
Aboriginal nations through various trade routes around Australia. Such visits were explained in the spiritual
way of Aboriginal people.

First Stories of Europeans

The following story from the Yarra region around Melbourne tells of a danger coming from the East...

The solid vault of the sky was believed to rest on props [pillars] placed at the extreme ends of the Earth.
The Eastern prop was in the charge of an old man who lived on the high plains.
A Yarra Tribesman stated that when he was a boy, news came to his people from the Northern tribes that
the Eastern prop was rotting, and that if presents were not sent to the old man he would not repair it, the sky
would fall down.

When the Sky Fell Down by Keith Willey

First Contact

When we saw them climb the mast of the ship, we thought they was opossums...

Mahroot of Botany Bay

On first contact it, was common for Aboriginal people to believe that the Europeans were spirits or returned
spirits of their ancestors. This belief was usually short lived due to the way the spirits behaved. Then they
were often thought to be evil spirits.

A similar pattern of first contact was repeated in Aboriginal nations right around Australia.
 LESSON PLAN: Hayden Clark 17705484 Page 9

Time of Change Lyrics

Since the dawn of time

When the heroes of the
Dreaming were here
Carving out the shape of this Land

Weve known they will return

A time of change will come
to this land... One day

Our ancestors are far

Beyond the sky - held on pillars
The stars reveal their fires

But the pillars may collapse

Weve heard the Eastern one is falling
A time of change is here

Into this World were born

Into the Earth we do return
And so with all this World
For everything a place
A time, a feel, a sacred space
since the dawn of time

No one can ever change

The way it is - no power strange
Yet to be endured
The time is always here
The dreaming never disappear

A time of change is here

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Terra Nullius: Instructions to Captain James Cook

by King George III in 1770

...You are also with consent of the natives to take possession of

convenient situation in the country, in the name of the King of Great
Britain; or if you find the country uninhabited take possession for
His Majesty by setting up proper marks and inscriptions as first
discoverers and possessors.
In April 1770, the Endeavour sailed into Botany Bay. When the first boat went ashore, the landing was opposed
by two Aboriginals with spears, they were fired at several times, and one was hit before they ran into the bush.

Cook Journals 1, 399

They may appear to some to be the most wretched people on Earth, but in reality they are far more happier than we Europeans; being
wholly unacquainted not only with the superfluous but with the necessary Convenience. Conveniences so much sought after in Europe,
they are happier in not knowing the use of them. They live in a Tranquillity which is not disturbed by the Inequality of Condition ; the
Earth and Sea of their own accord furnished them with all the things necessary for Life, they covet not Magnificent Houses, Household-
stuff etca, they live in a warm and fine Climate and enjoy a very wholesome Air, so that they have very little need of Clothing and this
they seem to be fully sensible of, for many to whom we gave Cloth etca to, left it carelessly upon the Sea beach and in the woods as a
thing they have no manner of use for. In short they seemd to set no Value upon anything we gave them... this in my opinion argues that
they think themselves provided with all the necessities of life and that they have no superfluities.

At Encounter Bay.... the party was attacked by Aboriginals [for refusing to share turtles caught] and the camp almost
burned. After this experience, Cook did not land on the coast again. At Possession Island - uninhabited - off the tip
of Cape York, he planted the Union Jack, and claimed the East Coast of Australia in the name of the King.
(Survival p44)
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Real Name Lyrics

Dear God
They have buried our past now
Those pink legislators
And stolen our names
They knew our mothers were black
So they came, and they took us away
And pinned on a label
One that's a lie

So much we have been through

Too much to endure
No more no more no more no more!

I need my real name

I need the arms
Of the woman who bore me
The feel of her hands
And the warmth of her fires
Circling around me
So please hurry God
Before it's too late
I need my real name

Arabanoo - you are dying

What can we say now - what did we do?
We are trying - praying for you

So much we have been through

Too much! Take it away!
Gotta be a bran' new day again some day

I need my real name

So please hurry God
Before it's too late
I need my real name