Unit of Work 102085: Weaving the Past and the Future

Site Details: The Australian Museum, Garrigarrang- Sea Country

Site Description:
This unit of work was designed around the Australian Museum’s Garrigarrang nura exhibition. Garrigarrang nura means sea country in Eora language. The
Eora people traditionally lived around the Sydney basin area- where the Museum is situated. For the Eora people, the sea country encompasses Australia’s
coastline and has an immense impact on their livelihoods, culture, language, and spiritual traditions.
An ongoing theme throughout the sea country exhibition was sustainability as the Eora people lived in a sustainable manner in the basin area for ten of
thousands of years.

Group member
1. Carys Arnold, 10096097
2. Lucy Heap-Webster, 18038864
3. Callum Lofts, 19277194
4. Ahmad Abboud, 18298316
Lesson plan Outline Curriculum area covered and link to your site
number X/10
1/10, 3/10, English Curriculum: The English lesson plans will explore traditional and historical forms of narrative,
10/10 giving students the opportunity to present their knowledge in a non European-centric format by
performing their tasks in a variety of oral or pictorial ways. The lesson plans are also heavily focused on
the Deconstruct/Reconstruct to improve their grasp of the language and narrative features of the text.
The object from the site to be used is the fishing net woven from bark representing the weaving of the
past to the future and collaboration to create something new.
2/10, 8/10 Japanese Curriculum: students will explore the evolution of language and expression by comparing
Gadigal art with kanji pictorials. These lessons draw heavily on the message sticks used by Aboriginal
Australians.
4/10, 9/10 Drama Curriculum: Examining story sharing and community links through performance. After students
hear a Dreaming story from Aboriginal community member Uncle Allen Madden, through playbuilding
and improvisation, students will develop their own story sharing experience by reflecting of the stories
of their own cultural backgrounds. Consolidating on this the second lesson will examine the impact of
colonialism on Aboriginal communities, culminating into a performance presentation.
7/10 Geography Curriculum: Students will learn about Indigenous Sustainability as well as ghostnets and
their negative environmental impact. They will also conduct a hands on activity which will help them
become more educated about environmental sustainability and allow them to figure out new ways to
reuse things they may find in their environment.
5. Taylan Altinok, 18388289 5/10, 6/10 History Curriculum: Students will examine weapons and shields from Medieval Europe and Aboriginal
weapons and shields and will examine the meanings and cultural significance of markings on the
shields, compare and contrast them with each other and design their own Aboriginal shield.

Unit description: Weaving the Past and the Future Resources

This unit “Weaving the Past and the Future” is designed to work in partnership 8 ways: Aboriginal pedagogy from western nsw. (2012). Dubbo, NSW:
with a Deadly Teach Week, engaging the whole school in a cultural exchange RAET, Dept. of Education and Communities.
and competency development. Throughout this unit students learn about
Aboriginal epistemologies and perspectives by learning about and applying 8
Australian professional standards for teachers. (2011). Australian
Ways pedagogy in their own learning. The Australian Museum and it’s
exhibition Garrigarrang: Sea Country is used throughout all lessons as a Institute of Teaching and Learning. Carlton South, Vic: Education Council.
common link, showcasing the diversity, values and significance of Aboriginal
and Torres Strait Islander communities. Further, land and community links are Board of Studies NSW, 1995, Invasion and resistance: untold stories, kit, Board
established with community consultation and participation with members from of Studies NSW, Sydney.
the Gadigal community such as Uncle Allen Madden, Uncle Wes Mahon and
Uncle Greg Simms co-guide teaching, coming into lessons and sharing cultural Australian Museum. (2019) Garrigarrang: Sea Country. Retrieved from
perspectives, enriching and legitimising the learning experience of the unit.
https://australianmuseum.net.au/exhibition/garrigarrang-sea-country/
Students further learn about the experiences of the local Aboriginal community
and the processes of preserving and celebrating their culture and perspectives.
Dr G Yunupingu. (2009). Bapa. Retrieved from
Deadly Teach Week will focus on traditional Aboriginal knowledge such as https://www.youtube.com/watch?v=MKC-Jd7KN64&index=2&list=RDx8-
yarning, stories from The Dreaming, traditional crafts such as weapon building YMpYbRqY
and arts. Deadly Teach Week should be organised by the school reaching out to
local Aboriginal communities and will take place at a mutually agreed upon Gross, M., Macleod, B., Prestorius, M. (2001). Gifted students in
time. It is expected to promote reconciliation between indigenous and non-
secondary education: Differentiating the curriculum (2nd ed). University
indigenous people and to focus on AITSL Standards 1.4 and 2.4..
This outline has been devised through consultation with Shirley Gilbert in lieu of of New South Wales, Australia: Gifted Edcuation Research, Resource and
Renee Cawthorne of the Australian Museum as she was out of office during its Information Centre.
creation.
Jagnjic, T. (2016). yo bro is it safe down there in the woods? yeah man it's cool
[illustration]. Retrieved from
https://cdnb.artstation.com/p/assets/images/images/003/127/455/large/to
mislav-jagnjic-001.jpg?1491958630

Jordaan, C. (n.d.). YirraKurl – Aboriginal Procurement and Aboriginal Storytelling.

Retrieved from https://ichibancommercialsolutions.com.au/yirrakurl-
aboriginal-storytelling/

King, N. (2015). Terra Nullius- A Perspective of the indigenous Australian.

Retrieved from https://www.youtube.com/watch?v=s6foBB3O11Q

Ladwig, J. (2009). Working backwards towards curriculum: On the

curricular implications of quality teaching. Curriculum Journal, 20(3),
271-286.

Launikari, M. (2015). Storytelling in the Ancient and More Modern Times.

Retrieved from http://www.launikari.eu/blog/storytelling-in-the-ancient-and-
more-modern-times/

NSW syllabus for the Australian curriculum: Drama k-10 syllabus. (2003).
Sydney, NSW: Board of Studies NSW.

Perkins, R. (2012). They Have Come to Stay. Retrieved from

https://www.sbs.com.au/ondemand/program/first-australians
Time allocation 10 × 60-minute lessons
 Quality teaching in nsw public schools: A classroom practice guide (2nd
ed). (2006). Ryde, NSW: Department of Education and Training.

Sentinel News Service. (2015, July 30). ‘Art of the Spirit – Myth to Reality’ At
Museum of African American Art. Retrieved from https://lasentinel.net/art-
of-the-spirit-myth-to-reality-at-museum-of-african-american-art.html

Wright, J. (1946). Bora Ring. Retrieved from

https://hellopoetry.com/poem/68083/bora-ring/

Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural interface.

PhD thesis, James Cook University
Targeted outcomes

AITSL:
1.4: Strategies for teaching Aboriginal and Torres Strait Islander Students.
(Graduate): Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students of
Aboriginal and Torres Strait Islander background.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.

2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between indigenous and non indigenous people.
(Graduate): Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

7.4 Engage with professional teaching networks and broader communities

Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

English:
ENA4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure.

ENA4-2A effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and
technologies.

ENA4-7D demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it.

ENA4-7D Students will be assessed on their demonstration of understanding and reimagining the key aspects of the narrative they have chosen.

LOTE Japanese:
ACLFWU122 (Aboriginal and Torres Strait Islander Languages Framework) Investigate spoken, written and visual modes of communication

ACLFWU062 (Aboriginal and Torres Strait Islander Languages Framework) Understand that languages and cultures change continuously due to contact with one
another and in response to new needs and ideas, popular culture, media and new technologies

ACLJAU013 Recognise and understand the relationship between the character-based scripts of hiragana, katakana and kanji

ACLJAU017 Understand that the Japanese language both influences and is influenced by other languages and cultures

ACLJAU013 Recognise and use some kanji

ACLJACU180 Explain ways in which choices in language use reflect cultural ideas, and explore different communicative behaviours across cultures.

Drama:
4.1.2 Use improvisation as a form as well as a key technique of playbuilding.

4.2.3 Actively demonstrate skills, knowledge and understanding of chosen dramatic forms or performance styles.

4.3.2 Experience and appreciate dramatic theatrical performances.

4.1.3 A student devises and enacts drama using scripted and unscripted material

History:
HT4-6 Students are to use evidence from sources to support historical narratives and explanations

HT4-10 Students are to select and use appropriate oral, written, visual and digital forms to communicate about the past

Geography:
ACHGS047, ACHGS055 Develop geographically significant questions and plan an inquiry, using appropriate geographical methodologies and concepts

GE4-1 Locates and describes the diverse features and characteristics of a range of places and environments

GE4-5 Discusses management of places and environments for their sustainability

TAS:
4.2.1 Applies a design process in the modification of projects

4.2.2 Identifies and uses a range of hand and machine tools in different technological environments

4.2.3 makes quality projects to completion within set limitations

Lesson # SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS TO 8 WAYS
OBJECTIV
ES
Lesson 1 English Introduction to narrative / story Creation of written language, oral storytelling and Students will experience a variety of
telling. communication of knowledge. storytelling methods including the origin
of narratives
ENA4-7D demonstrates This lesson will cover the origin of narratives
understanding of how texts can (characterisation, plot, morals). Students will look at
express aspects of their graphic novels and manga as modern forms of pictorial
broadening world and their representation of narratives including cave paintings
relationships within it and message sticks.

The key outcomes for this lesson is for students to

identify how humans came to start telling stories and

Lesson 2 LOTE ACLFWU122 (Aboriginal and
(Japanese) Torres Strait Islander Languages
Framework):
Investigate spoken, written and
visual modes of communication
ACLFWU062 (Aboriginal and
Torres Strait Islander Languages
Framework):
Understand that languages and
cultures change continuously due
to contact with one another and
in response to new needs and
ideas, popular culture, media and
new technologies
ACLJAU013 (Japanese
curriculum):
Recognise and understand the
relationship between the
character-based scripts of
hiragana, katakana and kanji
ACLJAU017 (Japanese
curriculum):
Understand that the Japanese
language both influences and is
influenced by other languages
and cultures
the importance of narrative to humanity. They should
be able to link the traditional and ancient texts to the
modern narratives they already know of.
The aim of this lesson is for students to develop a This lesson will focus on two elements of
wider recognition and understanding of the the 8 ways pedagogy- story sharing and
development of language- both written words and symbols and images to enhance student
symbols, and its relation to culture and Country.
learning.
Students begin the lesson with a deep listening Story sharing is achieved through the
session- encouraged to sit and listen to the school sharing of both student and teacher
environment and the Country around them. They then narratives throughout the class in order
draw what they felt or heard. Discussion on how to increase understanding and clarify.
students expressed themselves and an introduction to
today’s topic: the evolution of language to/from
symbols and pictures.
Group activity: students are shown various art from
the Gadigal tribe exhibition at the Australian Museum.
Students are tasked with identifying symbols and Symbolism is used throughout the lesson
guessing its meaning. Student guesses are compared as a visual way to aid understanding how
with actual meanings. languages evolve, and explicitly showing
how they evolved. Furthermore, the
Students compare art and symbols from the Gadigal
process of visualising kanji as pictures is
tribe to message sticks found at the Australian
Museum. These message sticks come from various an effective mnemonic.
Aboriginal communities and portray a variety of
images. Discussion on how Country and different
environments affect language.
Discussion around student experiences with changing
language i.e. EAL/D students can share their own
language, slang, Aboriginal English etc.
Explain that written language can also be found
through symbolism such as art. Demonstrate using the
Gadigal paintings as an example. Using PPT, the above

Lesson 3 English ENA4-1A responds to and
composes texts for
understanding, interpretation,
critical analysis, imaginative
expression and pleasure.
ENA4-2A effectively uses a
widening range of processes,
skills, strategies and knowledge
for responding to and composing
texts in different media and
technologies.
ENA4-7D demonstrates
understanding of how texts can
express aspects of their
broadening world and their
relationships within it.
point is elaborated through the history of language in
Japan- in regards to kanji. Students also shown a short
video with further visual examples.
Group activity: students have to work together to
match pictures to its kanji equivalent, and to guess the
meaning. Extension: students can identify basic kanji
symbols within more complex kanji.
The aim of this lesson is to follow on from the
introduction to narrative with a traditional Aboriginal
Dreaming story and is designed to get students
thinking about a variety of cultures and how ancient
traditions have been shaped into modern techniques Students will share their reinterpretations
across cultures This is in direct reference to the of the story. By embedding their cultural
weaving of bark nets shown in the Australian Museum perspective into the narrative they are
by weaving the past and the future. Students will weaving their new with the old.
deconstruct the Dreaming text and imaginatively
reconstruct it for an audience of their peers and
Aboriginal community members. Students will be
assessed on the quality of the reconstruction /
reinterpretation in comparison to the original story
based on Bloom’s Taxonomy. Students will deconstruct and reconstruct
the stories they have just seen as a group.
Students are expected to draw inspiration from the
information given at the beginning of the lesson and
work collaboratively to compose, edit and rehearse
their new text. They will also be assessed on this at the
end of the unit as shown in their homework sheet.
Students will be assessed on their demonstration of
understanding of the oral text. Each student should
participate in the discussion about the performances
during the class to assess their understanding of texts
and context
Lesson 4 Drama 4.1.2
Use improvisation as a form as
well as a key technique of
playbuilding
Playbuilding using a variety of
stimuli
Create narrative structures to
convey dramatic meaning
Research material from a
number of sources such as local
and indigenous communities to
use in playbuilding
The aim of this lesson is to follow on the English lesson
around narrative through The 8 Ways of Learning,
focussing on two particular elements: story sharing
and community links. As Aboriginal community
involvement is integral to the success of this lesson,
the principals and strategies of co-teaching in a two
way partnerships will be implemented. Further, to
ensure quality teaching, Quality Teaching Model
elements (QTM) Deep Knowledge, Explicit Quality
Criteria and Cultural Knowledge will be present
throughout the lesson, to assist in this the principals
for Bloom’s Taxonomy (Remembering, Understanding,
Applying, Analysing, Analysing, Evaluating, Creating)
will be applied at every stage of the teaching and
learning process.
Students are to understand, apply and
appreciate the concept of story sharing to
a dramatic performance, reflecting on
their own cultural background. Students
are exposed to story sharing from an
Aboriginal perspective, to help them
develop their own performance
narratives. Here they appreciate how
story sharing is significant to dramatic
processes.

4.2.3 An Aboriginal member of the Gadigal community,

Actively demonstrate skills,
knowledge and understanding of
chosen dramatic forms or
performance styles
Explore and use an Australian
dramatic form and/or
performance style to
communicate ideas
Use dramatic forms and
performance styles in
playbuilding performances
Uncle Allen Madden will be present in the lesson,
sharing a dreaming story about Sea Country,
emphasising community and land links to both the site
(The Australian Museum) and the Country it resides on
(Gadigal). Community consultation is central with Community links are made by having
Uncle Allen Madden sharing a Dreaming story of the Uncle Allen Madden, a member of the
Gadigal people. Gadigal community assist and co-teach
the lesson. Through their performances,
After students ask the Aboriginal community member community links are established by
questions around their Dreaming story, students are
presenting what students have learnt
to reflect on stories of their own cultural background
and in groups of four, devise a short five minute about Aboriginal perspectives and their
performance around one of their group members’
cultural story, choosing two elements of the 8 Ways of

4.3.2
Experience and appreciate
dramatic theatrical performances
Investigate into the nature of
various contemporary and
historical dramatic forms and
performance styles
Investigate, discuss and debate
the representation of gender-
based, racial and cultural
stereotypes in various dramatic
forms and performance styles
Learning. The Aboriginal community member will
remain in the lesson and assist the teacher in helping
students devise their performances, ensuring cultural
integrity.
Selected groups then perform their pieces and with
and 8 Ways of Learning worksheet, students identify
which elements of 8 Ways was incorporated into the
performance, thus, assessment will be both peer
assessed and teacher assessed through observing the
performances.
With a small homework task students then strengthen
connection to the content through personal reflection
by writing an entry into their drama logbook,
examining why the 8 ways of Learning are important
and how through story sharing and community links
their understanding acknowledge cross-culturally and
performatively have been enhanced.
values, linking their learning to the wider
community.
Nonverbal ways of learning are applied
throughout the lesson in the rehearsal
process and performances. Students are
required to use elements of their
intrapersonal, kinesthetic skills to develop
and enhance their knowledge and skills
base.
Performance styles of all genres and
cultural contexts use an element of
nonlinear epistemologies to break new
ground and develop new ways expression.
Through developing a dramatic
performance using a Dreaming story,
students are encouraged to use nonlinear
epistemologies and adapt them to
present their own personal stories. This is
done in the rehearsal period where

Lesson 5 History HT4-6: Students are to use
evidence from sources to support
historical narratives and
explanations
Students use evidence from the
Images to compare and contrast
Medieval and Aboriginal
weapons and shields
HT4-10: Students are to select
and use appropriate oral,
written, visual and digital forms
to communicate about the past
Aim of this History lesson is to compare and contrast
the weaponry of two different cultures so that
students can gain deeper understanding of the
relevance of usage and design. The main focus will be
on shields.
Students begin the lesson with a mind map exercise to
recap what they have previously learnt about
Medieval weapons and warfare methods. The teacher
is to then give a short presentation on Aboriginal
shield markings and their meanings. Through this
presentation the teacher will show a Gadigal shield
and explain to students what the markings represent,
highlighting that shields can often have spiritual
meaning to the warrior.
students develop their work through
improvisation and play building.
Landlinks are created with the Australian
Museum by highlighting whose land it
resides on and working with a senior
member of the Gadigal community to
help explain the cultural significance and
history of the Gadigal people on which the
Australian museum resides.
There is a focus on Symbols and Imagery
in this lesson when students analyse
markings on shields, when they creatively
map out these analyses and during the
mind mapping exercise at the start and
end of the lesson
Students use appropriate visual
forms to communicate about
warfare from the past
Students Learn To:
Develop key skills to
communicate their
understanding of history
Develop knowledge and
understanding of ideas,
movements, people and events
that shaped past civilisations, the
modern world and Australia.
Students Learn About:
The main features of military and
defence systems
The design of the Gadigal shield can be compared to 8 Ways of Learning
the knights Templar shields due to the red crosses on Deconstruct/Reconstruct is implemented
them. Through this, students will gain a deeper through students deconstructing what
understanding of Aboriginal culture and the meaning
they know about Medieval shields and to
of imagery in warfare. This will link to the Symbols and
Images for the 8 Ways of Learning and the Quality reconstruct it in an Aboriginal context.
Teaching Element 3.3 Knowledge Integration. This is
done through students having prior knowledge of
Medieval History. Meaningful connections are made
between Medieval weapons and shields and
Aboriginal weapons and shields. Cross curriculum
perspective with Aboriginal knowledge being When students analyse the meaning of
integrated with medieval History is also implemented. the markings on Medieval and Aboriginal
shields it tells a story of the culture and
In small groups students are to creatively compare and the significance of the markings to the
contrast Medieval and Aboriginal shields. For the last 5 Aboriginal people.
minutes of this exercise students are to engage in a
classroom discussion of their findings.
This targets the Quality Teaching Element 1.2 Deep
Understanding as students demonstrate their
knowledge through written and symbolic modes. The
exercise also aims to target Deconstruct/Reconstruct
and Storytelling as part of the 8 Ways of Learning.
Lastly, students are to design an Aboriginal shield
using what they have learnt throughout the lesson in a
way that respects the culture of Aboriginal people and
in conjunction with an Aboriginal community member.
The teacher is to supply resources such as sticks, bark
and rocks for the students to create their own shields.
This activity targets the Symbols and Images of the 8
Ways of Learning. Students are to have a classroom
discussion of what they have learnt and teacher is to

Lesson 6 Weaponr 4.2.1: Applies a design process in
y the modification of projects
constructi
on TAS 4.2.2: Identifies and uses a range
of hand and machine tools in
different technological
environments
4.2.3: makes quality projects to
completion within set limitations
Students Learn To:
Use personal protective
equipment when working with
materials, tools and machines
select students to come and add to the mind map
from the start of the lesson before they can leave.
Students are to create traditional Aboriginal shields in
a respectful manner in conjunction with Aboriginal
community members as part of the Deadly Teach
Week at the school. This will follow on from the
history lesson where they learnt about the meanings
and significance of shield markings in Medieval and Students will apply the reconstruct
traditional Australian Aboriginal contexts. deconstruct element as they watch an
Aboriginal community member with
Students will use natural, sustainable, pre-sourced expertise, model making an Aboriginal
traditional materials for their project (such as bark). shield from bark. The Aboriginal
Once the shield is completed, students should design
community member will break down the
their own markings based on either the Aboriginal or
medieval shields they have studied in history. steps for making traditional shields and
assist as students construct their own.
If an Aboriginal community member is available for a
follow on TAS lesson, they will consult with students
on the designs they choose.
Non-Linear is also present within the
creation of the shield as it is highly
innovative as students can create any
design they want in the context of
Aboriginal cultures.
SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT
OBJECTIVES
Lesson 7 Geography ACHGS047, ACHGS055
Develop geographically
significant questions and plan
an inquiry, using appropriate
geographical methodologies
and concepts
GE4-1 Locates and describes
the diverse features and
characteristics of a range of
places and environments
GE4-5 Discusses management
of places and environments for
their sustainability
Lesson 8 LOTE (Japanese) ACLJAU013: Recognise and use
some kanji
ACLJACU180: Explain ways in
which choices in language use
reflect cultural ideas, and
explore different
INTEGRATED TEACHING, LEARNING AND CONNECTIONS TO 8 WAYS
ASSESSMENT
This lesson teaches students about the benefits of
sustainability through a slideshow of examples of
traditional Indigenous Australian sustainability used
in the past 40,000 years. The PowerPoint details
some of the finer points of Aboriginal sustainability Symbols and images are
through knowing the land understanding the life used in the PowerPoint and
cycles of the animals in it. The presentation also physical presentation
includes a section on ghost nets and how they have
been repurposed into artworks by Aboriginal and
Torres Strait Islander people. This will educate the
students about the negative effects ghost nets have
on the marine environment.
The hands on activity is
The next part of the lesson is a presentation about undertaken in conjunction
alternative uses for a variety of objects by an with an Aboriginal
Aboriginal community member. The teacher and community member. For
community member will assist students on an homework, students are
outside activity where they will find resources which required to discuss
they believe can be reused or repurposed and sustainability with their
present it to the class while also justifying why they family.
selected the resource and why they believe it is
related to sustainability.
This lesson is co-taught with a member from the local
Aboriginal community.
Students create their own message sticks using basic
Japanese kanji and symbols.
First, students will listen to an introduction by the This lesson involves non-
Aboriginal community member, detailing the uses of verbal ways of learning and
message sticks and how to create them. requires students to have a
 communicative behaviours
across cultures.
Lesson 9 Drama 4.1.3.
A student devises and enacts
drama using scripted and
unscripted material
Students have the option of experimenting with hands-on approach to
traditional Aboriginal crafting tools and techniques- creating the message stick.
as shown by a member of the Aboriginal community.
Students then must present their work, identify the
kanji they have used (and its correct
pronunciation/meaning) and explain the story or
message they have created on their message stick.
The Aboriginal community
member will be invited to
share about message sticks,
and how to inscribe them.
Students will also have the
opportunity to express
themselves and their stories
through designing the stick.
The content in this lesson
reinforces the symbols and
imagery learnt in the
previous Japanese lesson.
As the second Drama lesson, this lesson’s purpose is
to consolidate on what students have been learning
through story sharing and community links by
teaching students the Aboriginal perspective more
deeply. This is achieved by developing outcomes of
cultural awareness by exploring the truth of
Use improvisation techniques
to explore the dramatic of
scripts and texts
Identify and respond to the use
of stage space and stage
Geography within their script
and text work
Contribute ideas, collaborate
and support the collective
process to create effective
drama
4.2.3
Actively demonstrate skills,
knowledge and understanding
of chosen dramatic forms or
performance styles
Explore and use an Australian
dramatic form and/or
performance style to
communicate ideas
Use dramatic forms and
performance styles in
playbuilding performances
4.3.2
Experience and appreciate
dramatic theatrical
performances
Australia’s history and its impact on Aboriginal Students share stories
people and their communities. through performance,
consolidating the
The lesson begins by showing a segment of the SBS
importance of narrative in
documentary series First Nations, episode one: “They
Have Come to Stay” dramatic works and
(https://www.sbs.com.au/ondemand/program/first- ensuring development of a
australians). This is to conceptualise from the deeper understanding of
perspective of Aboriginal people, how first contact how story sharing impacts,
with with English settlers were perceived, how informs and strengthens
Aboriginal people adapted and how it impacted their knowledge of the world.
communities. This is complemented with the video
“Terra Nullius- A Perspective of the indigenous
Australian”
(https://www.youtube.com/watch?v=s6foBB3O11Q)
specifically examining an interview (1:55-3:31) with a
member from the stolen generation, highlighting the
grave impact the policy of Terra Nullius had on Students are encouraged to
Aboriginal people. use nonlinear ways of
thinking in the performance
Students are then broken up into groups of 4 and are through improvisation and
given a poem with an Aboriginal perspective. For this
play building.
specific task Bora Ring by Judith Wright
(https://hellopoetry.com/poem/68083/bora-ring/)
will be used to to solidify understanding of the
impact colonisation had and still has on Aboriginal
people. Each group is instructed to read the poem
and discuss and consider how they will present the
poem as a performance piece. As students rehearse Nonverbal ways of learning
they are instructed to again embed and element of are applied throughout the
the 8 Ways of Learning into their performance, lesson in the rehearsal
supporting their ideas by using the worksheet from process and performances.
the previous lesson identifying all 8 Ways elements.
In order to enact dramatic
 Investigate into the nature of
various contemporary and
historical dramatic forms and
performance styles
Investigate, discuss and debate
the representation of gender-
based, racial and cultural
stereotypes in various
dramatic forms and
performance styles
SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT
OBJECTIVES
As each group begins their performance, they are pieces students are
required to acknowledge the poet and the title of the required to use elements of
poem and state that this performance is their their intrapersonal,
representation of the ideas conveyed in the poem.
kinesthetic skills to develop
Students are then given five minutes to reflect in and enhance their
their log books about the journey they have had performance pieces.
using the 8 Ways of Learning in their two drama
classes and throughout the unit. Reflecting upon how
the 8 Ways of Learning is universal to all subjects and
what impact has learning about Aboriginal
perspectives changed or enlightened their own
learning and cultural contexts.
Signs and symbols are used
throughout the lesson,
supported through the 8
Ways definition worksheet.
Students are required to
add an element of the 8
Ways of Learning to their
performance narrative.
INTEGRATED TEACHING, LEARNING AND CONNECTIONS TO 8 WAYS
ASSESSMENT
Lesson 10 English Assessment ENA4-7D Students will be
assessed on their
demonstration of
understanding and reimagining
the key aspects of the narrative
they have chosen.
They should also demonstrate
appropriate use of non-written
or performative storytelling for
their text.
This lesson will comprise of students performing or
showing (with an explanation) their non-western
interpretation of a traditional narrative.
As part of Aboriginal Week, students will be
performing in front of some Aboriginal community
members. They will be assessed by the teacher in
conjunction with the Aboriginal community member
to ensure a non-western perspective is included in
the assessment.