Part B – Rationale and Learning Activities

Unit Title Cultural Creative Arts - inspired by - I’m Australian Too – by Mem Fox
Stage Stage 3
Rationale The unit of work and following activities are a way to inspire children to become more actively involved in
creative arts. It encourages children within a safe environment and gives them purposeful meaning for all the
creative art forms. Not only is it for the creative arts syllabus but also interconnects with other key learning
areas and cross curriculum perspectives (see below).
Explanation and The performance was inspired by “I’m Australian Too” (Fox, Ghosh, 2017) a children’s book that sheds light on
Justification multiculturalism and unity living in Australia. It explores the ideas of people from all different cultures and
walks of life, coming together and connecting as one. Not only does this performance link to all the creative
art forms it also interrelates to other key learning areas (KLA’s) and cross curriculum perspectives such as
Aboriginal and Torres Strait Islander studies, History, Geography and English. This is all incorporated through to
the lead up of the performance as well. From the character development that explores Drama, English,
History and Geography to bring to life each individual character. To the dancing throughout the piece that
investigates different dance forms and brings to life history of traditional Aboriginal dance and music. But the
all follow the same recurring motif message that we are all Australians. Not only does this performance give a
greater insight of multiculturalism through creative arts. It is also extremely enjoyable and uplifting, which
makes it engaging for all audiences. By incorporating famous Australian songs, “I am Australian” by The
Seekers and a remixed version of John Williamsons “Give me a Home Among the Gum Trees” it connects with
the audience as they can familiarise themselves to the songs. The scene is set at one of the characters houses
for a barbeque and it starts with all the characters getting to know each other’s backgrounds. It
demonstrates getting to know person next to you know matter what your differences are.

Links to the Syllabus:

 VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world
 VAS3.2 Makes artworks for different audiences, assembling materials in a variety of ways
 VAS3.4 Communicates about the ways in which subject matter is represented in artworks
 MUS3.2 Improvises, experiments, selects, combines and orders sound using 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
 DRAS3.1 Develops a range of in-depth and sustained roles
 DRAS3.2 Interprets and conveys dramatic meaning by using the elements of drama and a range of
movement and voice skills in a variety of drama forms
 DRAS3.3 Devises, acts and rehearses drama for performance to an audience
 DRA S3.4 responds critically to a range of drama works and performance styles.
 DAS3.1 Performs and interprets dances from particular contexts using a wide range of movement skills
and appropriate expressive qualities
 DAS3.2 Explores, selects, organises and refines movement using the elements of dance to
communicate intent
 DAS3.3 Discusses and interprets the relationship between content, meaning and context of their own
and other’s dances
 HT3-1 Describes and explains the significance of people, groups, places and events to development of
Australia
 Ht3-2 Describes and explains difference experiences of people living in Australia over time.
 GE3-1 Describes the diverse features and characteristics of place and environments
 GE3-2 Explains interactions and connections between people places and environments
 EN3-7C Thinks imaginatively, creatively, interpretively and critically about information and ideas and
identifies connections between texts when responding to and composing texts
 ST3-2VA Demonstrates a willingness to engage responsibly with local, national and global issues
relevant to their lives, and to shaping sustainable futures
 MUSIC LEARNING ACTIVITIES
Outcome MUS3.2 Improvises, experiments, selects, combines and orders sound using musical concepts

Indicators Creates a percussion accompaniment to a known song using a variety of sound sources.

Learning Experience Sequence of Learning Activities Musical Concept

Performing OS L D P DY TC S
S P M
X X X Learning Activity 1 X X X X X
This activity allows students to focus on the importance of combining all
the musical concepts when making music. While watching the YouTube
clip of ‘Thunderstorm’, students learn by listening, appreciating and
exploring all the different elements that create the piece. After
watching the clip and annotating it the students mimic it to gain
practical experience using body percussion.
YouTube Link: https://www.youtube.com/watch?v=prIaPcSCzR0
X X Learning Activity 2 X X X X X
This activity explores all different famous Australian songs and
encourages students to consider the message that each of the artists
are trying to convey. They all have similar message about Australia
being their home, students discuss parts of the songs and what musical
concepts might be used to deliver that message.
YouTube Links:
I Still Call Australia Home- https://www.youtube.com/watch?v=-IBJ2KKeOrY
Home Among the Gum Trees-
https://www.youtube.com/watch?v=HPWspJuvipg
I Am Australian- https://www.youtube.com/watch?v=pL_JvhfQjms
 Land Down Under- https://www.youtube.com/watch?v=8jHXu86O01w
X X X X X Learning Activity 3 X X X X X
In groups, students create their own musical piece about Australia and
why it is special to them. They can use body percussion, musical
instruments and vocals. By using the prior knowledge from activities 1
and 2 students can use ideas to recreate their own piece. Once
finished groups perform in front of the class.
 DANCE LEARNING ACTIVITIES
Outcome DAS3.1 Performs and interprets dances from particular contexts using a wide range of movement
skills and appropriate expressive qualities
Indicators  Performs sections of dance displaying their intent
 Interprets and performs movement sequences using the body to express ideas.

Learning Experience Sequence of Learning Activities Dance Element

P C A A Dy T S R St
X Learning Activity 1 X X X
Activity on space, kinetic awareness and safe dance practice.
Students participate in bring your own dance move, where they dance
around a circle and take turns when the teacher asks them to make up
a dance move and everyone else is to copy. Students cannot use a
move that has already been used.
X Learning Activity 2 X X X X X X
Students watch video from Bangarra theatre company – Brolga.
Students explore how stories can be expressed through dance and
give it a greater purpose and meaning. The dance Brolga illustrates the
concepts of ceremony, connection and transformation between a
human spirit and the spirit of a creature.
Video Link https://www.youtube.com/watch?v=zxnra4q1ElA&t=169s
Bangarra Education Resource – Brolga https://bangarra-
assets.s3.amazonaws.com/pdf/e-Resources/Brolga_5-6-printable-version-FINAL.pdf
X X Learning Activity 3 X X X X X X
In groups students create and perform a dance piece to convey their
ideas of what it is like to be Australian. Using their body to express ideas
and prompt their intensions. Displaying various movement skills to
express meaning.
 DRAMA LEARNING ACTIVITIES
Outcome DRA S3.1 Develops a range of in-depth and sustained roles

Indicators  Takes on a range of roles challenging character stereotypes, depicting empathy, different and
contrasting attitudes and status.
 Collaborates to convey dramatic meaning by responding abstractly to represent ideas,
feelings, objects and situations.
Drama Form Sequence of Learning Activities Drama Element

Improvisation Learning Activity 1 Time

Using improvisation, students create a scene where they are all Contrast
different characters on a bus. Using time, contrast and space to Space
develop characters and set a scene. Teacher can help students think
of characters e.g. a little old man, school kids, or a pregnant women.
Mime Learning Activity 2 Dramatic Tension
Storytelling In groups of 4-5 students are given a scenario where they have to Contrast
create 4 freeze frames. In the group students need to develop Symbol
sustained roles to represent what the scenario is. Groups take turns in Time
Space
performing and the audience tries guess what the freeze frames are.
Focus
Mood
Storytelling Learning Activity 3 Dramatic Tension
Playbuilding In groups of 4-5 students develop a piece inspired from Mem Fox’s book Contrast
Movement ‘I’m Australian Too”. Students develop their own characters and talk Symbol
Improvisation about why they are Australian. Students can look back at the book for Time
Space
some ideas. They must focus on the situation, feeling, stereotypes and
Focus
differentiation of characters.
Mood
 VISUAL ARTS LEARNING ACTIVITIES
Outcome VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world
Indicators  Closely observes details of things in the world and seeks to make artworks about these
 Utilises different artistic forms and explores how symbols may be used in their interpretation of
selected subject matter

Art Form Sequence of Learning Activities Subject Matter

Places and Spaces Learning Activity 1 Drawings

Other Living Things Teacher shows various famous Australian artworks that highlight the Paintings
different environments in Australia. For example Frederick McCubbin’s Sculptures
‘Down on His Luck” painting and Arthur Streeton "Golden Photography
Summer, Eaglemont". Students talk about the different techniques used
and different subject matters. Students explore how Aboriginal artwork
uses symbols to tell a story within their artwork.
Places and Spaces Learning Activity 2 Sculptures
Other Living Things Teacher shows students video of Andy Goldsworthy, the famous
sculptor, who is inspired by the environment. He uses materials from
nature to create magnificent artworks. Students must consider how he
has created his sculptures and what materials he has used.
Video Link: https://www.youtube.com/watch?v=vWcebVXNrDw
Places and Spaces Learning Activity 3 Sculptures
Other Living Things Students are to use sculpture and painting to create their own Painting
Australian artwork. Students can use natural materials from the
playground and art equipment in the classroom. Students need their
artwork to represent likeness to the Australian environment.
References
Bangarra Dance Theatre. (2013). Educational Resource: Brolga. Retrieved from https://bangarra-assets.s3.amazonaws.com/pdf/e-
Resources/Brolga_5-6-printable-version-FINAL.pdf
Bangarradancetheatre. (August, 2013). Brolga Bangarra Dance Theatre Education Resource [Video File]. Retrieved from
https://www.youtube.com/watch?v=zxnra4q1ElA&t=169s
Clarke, J. (September, 2016). Peter Allen – I Still Call Australia Home (lyrics) [Video File]. Retrieved from
https://www.youtube.com/watch?v=-IBJ2KKeOrY
Dickinson, N. (August, 2014). Andy Goldsworthy [Video File]. Retrieved from https://www.youtube.com/watch?v=vWcebVXNrDw
Fox, M., & Ghosh, R (illustrator). (2017). I’m Australian Too. Lindfield, Australia: Scholastic Australia.
Greydawnsinca. (July, 2008). Men at Work- Land Down Under (with Lyrics) [Video File]. Retrieved from
https://www.youtube.com/watch?v=8jHXu86O01w
HeriEwing. (December, 2009). Performance: Thunderstorm [Video File]. Retrieved from
https://www.youtube.com/watch?v=prIaPcSCzR0

New South Wales Education Standards Authority. (2017) Creative Arts K-6 Syllabus. Retrieved from
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/creative-arts/creative-arts-k-6-syllabus
Mythunga. (June, 2015). Home Among the Gum Trees (John Williamson) [Video File]. Retrieved from
https://www.youtube.com/watch?v=HPWspJuvipg
Stoned Tripper. (January 2015). The Seekers – I Am Australian (Lyrics) [Video File]. Retrieved from
https://www.youtube.com/watch?v=pL_JvhfQjms