Unit Programming Page 1

Creativity and the Aboriginal and Torres Strait Islander People of Australia

Signed: Shaniah Miller Date: 04/11/2018

Introduction

This paper is a cross-curricular term length unit of work - for a Stage 3, Grade 6 Primary

class - which emphasises multicultural perspectives. It will centre around discovery learning

(constructivist methods) and project-based learning and teaching strategies. It will be written to

meet syllabus requirements and reflect outcomes in the following Key Learning Areas (KLAs):

English, Geography, Creative Arts and Personal Health, Development and Physical Education

(PDHPE). Pulling content and outcomes from each of these KLAs, the unit of work will

emphasise the importance of promoting cross-curricular teaching in primary schooling. A

rationale for the unit will be written to encapsulate contributions from the various syllabi in a well-

rounded education approach, and will advocate for a strong Aboriginal and Torres Strait Islander

theme throughout learning. The paper will draw from academic sources, as well as NESA

curriculum. It will include assessment and lesson examples in order to present a scaffolding for

the teaching of ‘Creativity and the Aboriginal and Torres Strait Islander People of Australia.’

**Author’s Note**

Aboriginal and Torres Strait Islander(s) (people of Australia) will be referred to as ATSI

throughout this paper.

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Creativity and the ATSI People of

Australia
Cross-Curricular Unit of Work
Unit Overview
Unit Title
Creativity and ATSI (Aboriginal and the Torres Strait Islander) People of Australia
Cross Curricular Statement
Recognition for the importance of integrating a cross-curricular approach to learning and
teaching in primary schooling is widely acknowledged among academic sources (Johnson,
2014; Savage, 2010; Barnes, 2015) and teaching associations (Roy (ACER), 2016). Johnson
(2014) begins the conversation writing, “… deeper learning can be accelerated by consolidating
teacher efforts and combining relevant contents, in effect, opening new spillways of knowledge.”
(para. 1). Apart from the obvious argument for deeper thinking - via connection among various
subject learning materials - Johnson (2014) also highlights another essential point to the model:
There is a major push for teachers of different KLAs to work together in creating quality learning
material that maps across the different subject areas. (Johnson, 2014, para. 9; Savage, 2010
(page unavailable); Barnes, 2015, p. 86). Teachers should embrace the wealth of information
available to them in their community of practice.
Additionally, Barnes (2015) takes a biological-benefits approach to the topic of cross-
curricular teaching writing, “There are an immeasurable amount of possible connections
between the neurons (or brain cells) controlling our sensory, physical and emotional faculties.
These in turn interact… with the neurons that construct and hold our unique memories and
prompt us to make… responses.” (p. 84-85). This statement pushes for teachers to stretch the
capabilities of students’ brains, in order for them to make deeper connections between what
they are learn across the board. Roy (2016) advocates for an explicit approach to teaching
cross-curriculum. He implores teachers to tell the students how their learning in one topic relates
to what they have learnt in another subject, how making connections in learning further informs
their understanding of the world around them, etc. (para, 14). Finally, in culminating agreement
with the overall argument, Barnes (2015) poses that “Any curriculum designed to help children
see different possibilities or make new connections in order to find answers to real questions is
likely to promote creativity.” (p. 87). This statement leads perfectly into the rationale for this unit
of work on ‘Creativity and the Aboriginal and Torres Strait Islander People of Australia.’

Curriculum Links
Creative Arts, Geography, PDHPE, English
Year Level
Stage 3 – Grade 6 NSW
Unit Foundation
Standards/Syllabus Outcomes
Creative Arts

Music:
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- MUS3.1 Sings, plays and moves to a range of music, individually and in groups,
demonstrating a knowledge of musical concepts
- MUS3.3 Notates and discusses own work and the work of others
- MUS3.4 Identifies the use of musical concepts and symbols in a range of musical styles
(identifies and discusses sound sources, tone colours and rhythmic patterns in both
traditional and contemporary Aboriginal music and Torres Strait Islander music)

Dance:
- DAS3.1 Performs and interprets dances from particular contexts, using a wide range of
movement skills and appropriate expressive qualities (uses a range of dances as a starting
point for devising dance performances eg (. - sic.) the use of characteristics and conventions
of cultural, historic or contemporary dances for devising a personal response
- DAS3.2 Explores, selects, organises and refines movement using the elements of dance to
communicate intent (improvises alone and with others to use the elements of dance related
to movement ideas, eg (. - sic.) selection from a range of ideas in the creation of a group
dance).
- DAS3.3 Discusses and interprets the relationship between content, meaning and context in
their own and other’s dances (writes a description of a dance seen live or on video with
personal responses to the work and mention of the visual and aural elements that support its
meaning)

PDHPE
- COS3.1 Communicates confidently in a variety of situations (uses negotiation skills in group
activities…; communicates an idea or story through movement)
- MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations
(combines known movements to create a dance with partner or small group)
- DAS3.7 Performs a range of dance styles and sequences confidently (performs steps and
patterns from known dances with increasing skill; uses some elements of dance to create
movement sequences; interprets the messages communicated in dance performances)
- Stage 3 Subject Matter, Dance Styles: folk, social, indigenous (Aboriginal), modern,
contemporary popular dance

Geography
- GE3.2 explains interactions and connections between people, places and environments
- GE3.4 acquires, processes and communicates geographical information using geographical
tools for inquiry

English
- EN3.1A communicates effectively for a variety of audiences and purposes using increasingly
challenging topics, ideas, issues and language forms and features
- EN3.3A uses an integrated range of skills, strategies and knowledge to read, view and
comprehend a wide range of texts in different media and technologies
- EN3.4A draws on appropriate strategies to accurately spell familiar and unfamiliar words
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when composing texts

- EN3.7C thinks imaginatively, creatively, interpretively and critically about information and
ideas and identifies connections between texts when responding to and composing texts
- EN3.8D identifies and considers how different viewpoints of their world, including aspects of
culture, are represented in texts

Curriculum-Framing Questions
Essential Question What can we learn from ATSI creativity in life
How can I find resources on ATSI creative arts?
How can I respectfully and appropriately mirror ATSI creative arts?
Unit Questions
What are the differences in ATSI language?
- How can I understand Aboriginal language?
Ethical
Consideration
Ethical considerations have been made to teach this integrated, cross-
curricular unit of work. It is important to highlight the importance of
teaching ATSI related-content as it is often overlooked in many areas of
education. Reconciliation Australia published an article in 2014 reiterating
this essential element in Australian education. It reads, “The cross-
curriculum priority of Aboriginal and Torres Strait Islander histories
provides the Australian public with what they want… the majority of
Australians believe it’s important to learn about Indigenous history and
cultures.” (para. 4). Indeed, the ATSI people of Australia have a rich
history, full of valuable facts, ancient artefacts, stories, theories and belief
systems. ATSI content has much to offer Australian curriculum in terms of
sponsoring education that is well-rounded, informed and relevant to
student experience.
Rationale
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The rationale for this unit of work comes directly from the Board of Studies Syllabi for the
integrated KLAs. As this unit of work has a major focus on the ATSI people of Australia, learning
sessions throughout the unit will foster a deep appreciation for the First People of Australia and
their ways of life in relation to students’ own learning. As the base proponent from which all other
learning is connected to in this unit, the Creative Arts promote creative-freedom in students,
cultivating a safe, enjoyable and exciting learning environment.

In this way, The Board of Studies (BoS) syllabus for Creative Arts (2006) reads, “Visual arts,
music, drama and dance offer students and people of all ages opportunities for personal
expression…” (p. 6) - (and many other benefits). Additionally, the syllabus supports the use of the
artforms in getting students “… to explore social and cultural values about spiritual and worldly
beliefs in Australia and in other regions and cultures, and to celebrate, share and negotiate these
values and beliefs.” (p. 6). Accordingly, students are encouraged to maintain the utmost respect
for alternative cultures’ norms and practices, and to entertain concepts of lifelong learning and
critical thinking in order to continuously build an informed and grounded worldview.

Complimenting the above, the PDHPE syllabus (2007) - specifically outcomes for Stage 3
Dance - correlates with learning in the Creative Arts, whilst also heightening its focus on the
students’ “understanding and valuing of self and others… They are also more tolerant and caring
members of the community who value difference and respond to others as individuals.” (p. 6).
Alongside the practical and physical components that PDHPE brings to learning, it promotes self
value and acknowledgement of diversity, and it sponsors a heightened awareness of others -
especially those who are not the same (whether EALD, additional needs, or otherwise) in the
community.

The final two components of this integrated, cross-curricular unit of work are English and
Geography. In relation to the ATSI aspects of the unit, Geography, being “the study of places and
the relationships between people and their environments.” (Geography K-10 Syllabus, 2015, p. 9),
is included to shed light into the cultural diversity of the numerous Aboriginal tribes and groups of
Australia. It utilises resources such as the ‘Aboriginal Map of Australia’ (see
http://nationalunitygovernment.org/pdf/aboriginal-australia-map.pdf), and the ‘AUSTLANG’
interactive map of Australia with information on Aboriginal languages from the different regions of
Australia (see https://collection.aiatsis.gov.au/austlang/search) to broaden students’ understanding
of the Aboriginal people and the land of Australia. On the other hand, the English Syllabus (2012)
draws on conventions of English language in informing all other learning. Additionally, it promotes
student engagement with “texts that include widely acknowledged quality literature of past and
contemporary societies and engage with the literature and literary heritage of Aboriginal and
Torres Strait Islander peoples.” (p. 9). Therefore, English, although a separate language, is an
integral tool to utilise in researching and understanding information - including that of ATSI people.

Unit Content
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Learning and This unit of work utilises project-based and constructivist learning and
Teaching teaching strategies to sponsor an environment of discovery (David L., 2016, para.
Strategies 1), where “students are encouraged to work with tangible objects in the real world
and use what they already know to gain more knowledge.” (L., 2016, para. 1). In
accordance with this idea of connecting new information with previously
established knowledge/learning, Ausubel’s (1968) ‘Meaningful Learning Theory’ is
promoted in order to ‘synthesise’ learning (Sidhu, 2006) by placing “together
things that are apart. It starts with something that is already known and connects
it with the unknown part…” (p. 82). This approach compliments and assists with
the cross-curricular learning process greatly.

Integrated learning opportunities - within the cross curricular approach to teaching

- will draw from outcomes in the aforementioned NESA syllabi (Creative Arts,
PDHPE, Geography and English). Resources that promote meaningful
engagement in learning are utilised throughout teaching material, learning tasks
and assessments in order to bring about understanding of inter-connectedness of
1) learning among multiple subjects, 2) culture (Aboriginal and otherwise), 3)
resources in providing information for learning, etc. (See Appendices for more
information).
Creative Arts learning sessions, inclusive of outcomes for Stage 3 music
and dance - also mapping with PDHPE outcomes for Stage 3 dance - will centre
around Aboriginal and Torres Strait Islander forms of dance and music. Learning
activities in this environment foster 1) appreciation for alternative musical and
dance styles from other cultures, and 2) respectful imitations/original compositions
using known Aboriginal and Torres Strait Islander music and dance examples of
the artforms. (See Appendix A: example Creative Arts/PDHPE Lesson Plan, and
Appendix D: example Assessment PDHPE/Creative Arts).

Assessment Evaluation Criteria

Assessment Summary
Considering the integrated nature of this cross-curricular unit, students will be assessed throughout
all learning forms. Written assessment forms a minor portion of assessment-grade overall.
Accordingly, the primary classroom teacher is involved in all learning sessions (or, alternatively, has
exceptional communication sessions with other teachers of the subjects) throughout the unit. In this
way, during learning sessions and in practical and written assessments, students will be assessed
on the following:
1) Willingness to participate in learning activities, and doing so in a respectful, appropriate and
enthusiastic manner
2) Giving their (the individual student’s) best effort - including accommodations for additional
needs, injuries, learning styles, etc.
3) Ability to acknowledge and assess the depth and breadth of information about Aboriginal and
Torres Strait Islander culture and practices
a. Ability to effectively utilise classroom and other resources provided in producing work
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b. Ability to exercise critical thinking skills in relation to research activities

4) Ability to adopt higher-order thinking skills in lesson tasks and discussions
5) Ability to work well individually, in pairs and in group scenarios
6) Ability to foster creativity in practical aspects of learning material (especially in Creative Arts
and PDHPE related lessons).

Accommodations for Diverse Needs

Students with Mixed ability partnerships/groups. Peer mentoring, negotiated timelines,
Special Needs negotiated modifications of tasks.

English as an EALD teacher involved within the class – providing extra assistance for
Additional these students
Language or Dialect Visual aids utilised to accustom the EALD student to learning and using
(EALD) Students English terms
Students are involved in open-ended activities, debating, developing
collective understandings, reflection, further discovery learning to deepen
Gifted Students
understanding and knowledge of application of concepts to real world
experience, etc.
Emphasis on letting these students teach the class from their own culture
Indigenous Groups and experience
*Tasks can be negotiated according to individual needs.
Materials and Resources Required for Unit

Technology – Hardware (Click boxes of all equipment needed)

Camera Laser Disk VCR

Computer(s) Printer Video Camera
Digital Camera Projection System Video Conferencing Equip.
DVD Player Scanner Other MP3 Player,
Interactive Whiteboard, PDA
Internet Connection Television Mobile Technologies
Technology – Software (Click boxes of all software needed.)
Web Page Development
Database/Spreadsheet Image Processing x Internet Word Processing
Desktop Publishing Web Browser Other Editing software,
E-mail Software Multimedia Garage Band Internet Web
Encyclopedia on CD-ROM Browser, Animation Software,
Digital learning objects
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Conclusion

This integrated cross-curricular unit of work has discussed Creativity and the ATSI people

of Australia. Delving into information about the importance of cross-curricular education, the

essay argued that this is a more effective and beneficial approach to learning in primary

schooling. A rationale was written to show how learning sessions, activities and assessments

map to NESA outcomes within the English, Geography, PDHPE and Creative Arts Syllabi.

Assessment evaluation/criteria was included to demonstrate that students will be assessed on

learning overall, instead of only basing grades on a singular assessment task at the end of a

term.
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Reference List

Aboriginal Australia Map. (n.d.). Retrieved from

http://nationalunitygovernment.org/pdf/aboriginal-australia-map.pdf

AUSTLANG. (n.d.). Interactive Australian Aboriginal Language Map. Retrieved from

https://collection.aiatsis.gov.au/austlang/search

Ausubel, D.P. (1968). Educational Psychology: A cognitive view. New York: Holt,

Rinehart and Winston, Inc.

Barnes, Jonathan. (2015). Cross-Curricular Learning 3-14. London: Sage Publications

Ltd.

Board of Studies. (2006). Creative Arts K-6 Syllabus. NSW: Board of Studies.

Board of Studies. (2012). English Arts K-6 Syllabus. NSW: Board of Studies.

Board of Studies. (2015). Geography K-6 Syllabus. NSW: Board of Studies.

Board of Studies. (2007). Personal Development, Health and Physical Education. NSW:

Board of Studies.

Johnson, Ben. John Lucas Educational Foundation. (2014). Deeper Learning: Why

Cross-Curricular Teaching is Essential. Retrieved from

https://www.edutopia.org/blog/cross-curricular-teaching-deeper-learning-ben-

johnson

NESA. Geography Syllabus Content, Stage 3. Factors that Shape Places. Retrieved from

https://syllabus.nesa.nsw.edu.au/hsie/geography-k10/content/1183/
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L, David. (Collating Seymore Papert research studies). (2016). "Educational Robotics and

Constructionism (Papert)," in Learning Theories. Retrieved from

https://www.learning-theories.com/educational-robotics-and-constructionism.html

Reconciliation Australia. (2014). The national curriculum - knowing the truth about

Australia’s history. Retrieved from https://www.reconciliation.org.au/the-national-

curriculum-knowing-the-truth-about-australias-history/

Roy, David. ACER Teacher Magazine. (2016). Implementing a cross-curricular approach.

Retrieved from https://www.teachermagazine.com.au/articles/implementing-a-

cross-curricular-approach

Savage, Jonathan. (2010). Cross-Curricular Teaching and Learning in the Secondary

School. London: Routledge.

Sidhu, Kulbir Singh. (2006). The Teaching of Mathematics. New Delhi: Sterling

Publishers Pvt. Ltd.

Credits (Unit of Work template utilised for this assessment):

Gillian Maugle and Amenah Mourad participated in the Intel® Teach Program which resulted in

this idea for a classroom project. A team of teachers expanded the plan into the example you

see here.

© Copyright NSW Department of Education and Training 2006.

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Appendix A: example Creative Arts/PDHPE Lesson Plan

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CRE ATIVE ARTS/PDHPE TERM 3 WEEK 1 – CRE ATIVITY AND THE ATSI PEOPLE
Lesson TOPIC Stage/Year
ATSI music and dance Stage 3, Year 6

Lesson Objectives Syllabus Outcomes

Students will:
• Listen to, appreciate and respect ATSI music and dances
• Physically and vocally mirror ATSI music and dances
MUS3.1 Sings, plays and moves to a range of music, individually and in groups,
demonstrating a knowledge of musical concepts
MUS3.3 Notates and discusses own work and the work of others
MUS3.4 Identifies the use of musical concepts and symbols in a range of musical
styles (identifies and discusses sound sources, tone colours and rhythmic patterns
in both traditional and contemporary Aboriginal music and Torres Strait Islander
music)
COS3.1 Communicates confidently in a variety of situations (uses negotiation skills
in group activities…; communicates an idea or story through movement)
DAS3.1 Performs and interprets dances from particular contexts, using a wide
range of movement skills and appropriate expressive qualities (uses a range of
dances as a starting point for devising dance performances eg (. - sic.) the use of
characteristics and conventions of cultural, historic or contemporary dances for
devising a personal response
DAS3.7 Performs a range of dance styles and sequences confidently (performs
steps and patterns from known dances with increasing skill; uses some elements of
dance to create movement sequences; interprets the messages communicated in
dance performances)

Prior knowledge Assessment

N/A Ability to work in a large group setting
Technique in recreation of dance and vocalised music
Reflection exercises

Materials Language
• Smartboard/projector screen Aboriginal and Torres Strait Islander (ATSI)
• Videos Creative Arts
• Lyrics Language (Meriam Mir and Yorta Yorta) - maps to Geography
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Lesson Launch (5 minutes)

1. Today we are learning about:
• ATSI music and dance
2. Class discussion: What do we think we know about Aboriginal creative arts (music and dance particularly)?
• Do you know any Aboriginal songs?
• Where have you seen ATSI creative arts being performed?
3. Talk about the fact that Aboriginal people used the Arts to tell stories
• i.e. Dreamtime, cave paintings, music and dance, etc.

Lesson Body (30 minutes)

1. Watch ‘Taba Naba’ - The Wiggles versions:
• With Christine Anu: https://youtu.be/vKPBwt6-erk
• Updated Version: https://youtu.be/58Xn9bTIxGI
• Reflection:
- What did you notice in the videos?
- What was different in each one? (2nd one: sharper movements, less people, costumes/headpieces).
- What did you like?
- What do you think the words are saying?
- Is it telling a story?
2. Display ‘Taba Naba’ lyrics and translation: https://lyricstranslate.com/en/taba-naba-style-come.html
• Play the song once more through
• Get students to sing along with the (Meriam Mir) lyrics
• Show English translation of lyrics
• Allude to the fact that ‘Meriam Mir’ is a Torres Strait Islands language)
3. Watch ‘Ngarra Burra Ferra’ - from The Sapphires
• Reflection (questions as above)
4. Display ‘Ngarra Burra Ferra’ lyrics and translation: https://lyricstranslate.com/en/ngarra-burra-ferra-drowned-old-pharoahs-army.html
• Play the song once more through
• Get students to sing along with the (Yorta Yorta) lyrics
• Show English translation of lyrics
• Allude to the fact that ‘Yorta Yorta’ is an Aboriginal language - from the Golburn and Murray Valleys region).
5. Go through the ‘Taba Naba’ sitting dance until time for lesson conclusion
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Lesson conclusion (10 minutes)

• Reflection time:
- 3 things we learnt
- 3 things we liked
- 3 things we want to know
• Get a few of the students (in groups of 3s) perform ‘Taba Naba’ for the class
• Talk about content of next lesson - beginning to choreograph their own Aboriginal dance for ‘Ngarra Burra Ferra’

Lesson Evaluation
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Appendix B: example Geography Lesson Plan

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GEOGRAPHY TERM 3 WEEK 3 – CRE ATIVITY AND THE ATSI PEOPLE

Lesson TOPIC Stage/Year
ATSI people and the environment Stage 3, Year 6

Lesson Objectives Syllabus Outcomes

Students will: GE3.2 explains interactions and connections between people, places and
• Learn about the numerous tribes and peoples of Aboriginal environments
Australia GE3.4 acquires, processes and communicates geographical information using
• Utilise online resources to research into the different Aboriginal geographical tools for inquiry
languages and people EN3.1A communicates effectively for a variety of audiences and purposes
using increasingly challenging topics, ideas, issues and language forms and
features
EN3.3A uses an integrated range of skills, strategies and knowledge to read,
view and comprehend a wide range of texts in different media and
technologies
EN3.8D identifies and considers how different viewpoints of their world,
including aspects of culture, are represented in texts

Prior knowledge Assessment

- Base knowledge of Australian Geography - Ability to work in pairs
- Brief introduction to ATSI languages (as alluded to in Creative - Ability to use materials and online resources appropriately and effectively
Arts/PDHPE T3, L1) to ascertain information
- Presentation of information to class
- Reflection exercises

Materials Language
• Smartboard/projector screen Aboriginal and Torres Strait Islander (ATSI)
• The ‘Aboriginal Map of Australia’ - Language/Dialect
http://nationalunitygovernment.org/pdf/aboriginal-australia- Region
map.pdf Cultural differences
• ‘AUSTLANG’ interactive map of Australia (on Aboriginal
languages) https://collection.aiatsis.gov.au/austlang/search
• Student devices (at least one per/pair)
• Class sharing platform (Seesaw, Google Classroom or similar)
• Whiteboard
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Lesson Launch (5 minutes)

1. Today we are learning about: The original Aboriginal (ATSI) Australia
2. Class discussion:
• What do you think is mean by the words original and Aboriginal Australia?
• What do we think we know about ATSI people and Aboriginal Australia
• Ask students if they have any ASTI heritage - where they are from, etc.

Lesson Body (35 minutes)

1. Display Aboriginal map of Australia:
• Read out some of the names (of tribal regions) together
• Identify some particular places (capital cities, current location, etc.) comparing it with a modern Australia map (e.g.
https://geology.com/world/australia-physical-map.shtml)
• What tribe occupied the region that we are currently living and going to school in?
• Share facts about Aboriginal Australia:
- Each tribe was unique
- Each region had their own language completely different to the next - as different as Russian is from English
- Talk about the fact that Australian ASTI people are one of the oldest known civilisations in the world
• Read (relevant sections) article: https://www.historyinorbit.com/aboriginal-australia-worlds-oldest-civilization/
• Class discussion: reflective thoughts?
2. Introduce activity:
• In pairs, using the AUSLANG interactive Aboriginal Australia resource, pick a region of people and research their tribe: primary focus on
language, but also history, relationships, artefacts, etc. (20 mins)
- Write 2-3 paragraphs of information on the aforementioned topics
- Learn at least 2 words (each) and their meanings from your chosen tribe’s language
- Create a 1 min presentation of materials for the class (make sure both partners get an opportunity to speak): what did you learn?, images,
facts, what words can you teach us.
• Students to upload their saved work on (personal folder within) classroom sharing platform (i.e. Google Classroom, Seesaw, etc.)
**Encourage students to utilise the William Dawes (scribe of Aboriginal languages) scanned original notebooks resource (if applicable to them)

3. Class presentations (10 mins)

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Lesson conclusion (5 minutes)

• Reflection time:
- 3 things we learnt
- 3 things we liked
- 3 things we want to know
• Go around the classroom. Test students to see what words (and meanings) from the Aboriginal languages the students can recall from others’
presentations
- Draw a brainstorm/mind-map of the words and their meanings on whiteboard

Lesson Evaluation
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Appendix C: example Assessment English

English Assignment - Creativity and the ATSI people

Stage 3, Grade 6

Assignment Brief:

Using the resources - videos, websites, articles, etc. - that we have worked with in

(English, Creative Arts, PDHPE and Geography) class this term, find an Aboriginal or Torres

Strait Islander song and its translation. Write down the original ATSI lyrics, in your neatest

handwriting, on an A4 sheet of paper. Draw relevant images, showing your understanding of the

story in the song’s words, using colour and lots of creativity.

Method:

1) Find an ATSI song (make sure it is appropriate)

2) Find the lyrics and the English translation for those lyrics (https://lyricstranslate.com/ is a

great website for this).

3) Write down the original lyrics (neatly!) on an A4 sheet of paper (you can use more than

one if there are a lot of words)

4) Draw pictures. Colourful and creative images symbolise descriptions of what the words

say in the song

5) Include a copy of the English translation of the words

6) Take a picture of the finished work, and upload it to your private folder on the class

sharing space.

7) Submit the hard copy to Miss Miller by the due date.

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8) Present a verse (you can do the whole song if you would like) to the class, and describe

what the words say in relation to your pictures.

Curriculum Outcomes for this assessment:

- EN3.1A communicates effectively for a variety of audiences and purposes using

increasingly challenging topics, ideas, issues and language forms and features

- EN3.3A uses an integrated range of skills, strategies and knowledge to read, view and

comprehend a wide range of texts in different media and technologies

- EN3.4A draws on appropriate strategies to accurately spell familiar and unfamiliar words

when composing texts

- EN3.7C thinks imaginatively, creatively, interpretively and critically about information and

ideas and identifies connections between texts when responding to and composing texts

- EN3.8D identifies and considers how different viewpoints of their world, including aspects

of culture, are represented in texts

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Appendix D: example Assessment Creative Arts (music)

Creative Arts Assignment - Creativity and the ATSI people

Stage 3, Grade 6 (in class assessment - 2x 45min learning sessions equivalent)

Assignment Brief:

Using the class sharing platform, locate Miss Miller’s recording example of ‘Ngarra Burra

Ferra’ (The Sapphires version). Find lyrics to the song if you do not know all the lyrics. With the

pair or group that Miss Miller has placed you in according to your voice, use GarageBand (or

similar) on each of your devices to record yourselves singing your parts (upper melody, lower

melody, upper harmony or lower harmony). You may choose to do this all at one time, or

singularly and match each other’s recording. Secondly, record a video of your group singing

Ngarra Burra Ferra together and upload it to your folder on the class sharing platform.

Method:

1) Gather with your set pair or trio/group, confirm the parts you are doing (there may be

double-ups, that is okay!).

2) Locate Miss Miller’s recording of ‘Ngarra Burra Ferra’ on the class sharing platform (Run

of Song: Verse 1, Chorus, Verse 2, Chorus).

3) Find the lyrics if you need them (https://lyricstranslate.com/ is a great website for this).

4) Practice the song together a few times in a quiet space.

5) Using the Garage Band recording software program on your device (provided by the

school. Everyone has this program), each person needs to record each of your group

members’ individual part.

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a. It is advised that you to do this one at a time to save out-of-timing recordings.

b. Each person should have at least 2-3 tracks

6) Video record your group singing ‘Ngarra Burra Ferra’ together.

7) Each person needs to upload (to your personal folder on the class sharing platform):

a. The group’s voice recording of ‘Ngarra Burra Ferra’

b. The groups video recording of ‘Ngarra Burra Ferra’

Curriculum Outcomes for this assessment:

- MUS3.1 Sings, plays and moves to a range of music, individually and in

- MUS3.4 Identifies the use of musical concepts and symbols in a range of musical styles

(identifies and discusses sound sources, tone colours and rhythmic patterns in both

traditional and contemporary Aboriginal music and Torres Strait Islander music)

- EN3.1A communicates effectively for a variety of audiences and purposes using

increasingly challenging topics, ideas, issues and language forms and features

- EN3.3A uses an integrated range of skills, strategies and knowledge to read, view and

comprehend a wide range of texts in different media and technologies