#abcsplash

[baldhilly-blog]

ECL 310 - Prompt 6

Student's are currently learning about Aboriginal and Torres Strait Island Histories and Culture, which is one of the key cross curricular priorities located within the Victorian Curriculum.

The topic focus for this literacy lesson is indigenous artefacts, with the front-loading activity going to be centred on the 'didgeridoo', with students to watch an interactive video from ABC Splash titled 'Making the didjeridu: inspiration and culture'. The short clip explains to students how a didgeridoo is made as well as its cultural significance.

The front-loading activity I would use is a 'KWL Chart', which requires students to respond to three questions. The first section of the KWL Chart requires student's to write down what they know about the specific topic, the second section requires student to write down what they wish to find out about the topic and lastly after students watch the short clip, they will be able to write down some things they have learnt about the topic.

The KWL Chart is a great tool for promote active thinking amongst the students, whilst it can be used as a diagnostic assessment tool for teachers and help with future planning of indigenous lessons.

References

http://splash.abc.net.au/home#!/media/1647239/making-the-didjeridu-inspiration-and-culture

[ecl310jep94-blog]

The video I chose to watch was “So much beauty in the people of Darwin”. This video really opens your eyes to the culture diversity and the contribution many cultures have to a place within Australia. It really highlights many cultures that we have within Australia and the history of people carries with them.

 By Grade 6 level students should have some prior knowledge about ATSI and their history and culture. Most students should have an understanding to where Aboriginal sites and families live. Before starting the video I would pose some questions – What is culture? Where is culture? Who has culture? What are the types of cultures? As a frontloading activity I would begin with the Grade 6 Students watching the video ABC splash and then lead into a discussion things the students find interesting, might recognises and teacher ask the students to raise their hand to some questions - if they were born in another county, if your parents were born in another country, if your grandparents were born in another country, “if your great-grandparents were born in another country and so on till everyone has their hand up”. All students to look around the room and see everyone has someone in their family that has come from a different culture/country.

 The class would watch the video again and this time looking out anything learnt about different cultures and the differences to their own culture. Again another discussion will occur about the different cultures within the video and even in society around them. Using one of the discussed cultures, in small groups students are to pick a way to convey the meaning and traditions of these cultures. They can get creative by using music, visual art, dreamtime stories, preforming etc. Let their mind take them anywhere. After a given time the groups will present their idea to the class.

 After all presentations of cultures are presented. The teacher will introduce a chosen text that discusses culture diversity and how other cultures contribute to Australia.

[deakinggates-blog]

Prompt 6

The video ‘A new referendum’ on abcsplash could be used during a front loading session to promote discussion on Australian history and the impact of European settlement on Indigenous Australian culture and identity. The video highlights an Indigenous perspective on the referendum. After watching the short clip students will use a KWL chart to write down what they know about the 1967 Referendum in Australia in the K section and what they would like to know in the W section. Students will be involved in group discussion, sharing their current understandings with their peers. Students will then be invited to conduct some research on their W questions individually or in pairs. This data can be recorded in the L section of the chart- what they learned.

[ecl310f12jk-blog]

Week 6 Prompt

The video that I watched on ABC Splash was Dancing the Torres Strait winds to life: Kuki. This video incorporated the natural environment, and through dance,  demonstrated the wet season experienced by Torres Straight Islanders, occurring from January to April. Before I read students a story about the weather seasons experienced by Indigenous and Torres Strait Islander peoples, they are required to, in groups, represent our experiences in regards to the change of seasons throughout the year. This being from summer, to autumn, to winter and, finally, to spring. Students are to effectively represent this through the incorporation of multimodal forms, including singing and dancing.

[srdowlin-blog]

Prompt 6

The video I choose to use in a front-loading lesson on Aboriginal and Torres Strait islanders was called ‘discover the diversity of Australia’s Aboriginal and Torres Strait islander languages’. I choose this video because It shows 5 different languages from Aboriginal and Torres Strait islander cultures that exist in Australia. I feel primary aged students would relate to the video because it has children singing the same song but in these different languages. This would engage the students in the idea of how diverse the indigenous culture in Australia is. This would be good for frontloading as it gets the students thinking about the different types of indigenous cultures (Aboriginal and Torres strait islanders) and languages there are in Australia.

[ecl310ml91-blog]

Prompt 6

[ecl310bf2ml-blog]

I looked at the video “Welcome to Shelly Beach, Port Lincoln.” The video shows two local Parnkalla boys who go to Shelly Beach, which is their special place. Within the video the two boys use Indigenous and English words to describe the place. On the screen in subtitles the Indigenous word and the English meaning is displayed. For a frontloading activity, students could have a list of Indigenous words and the English meaning. From this they could make their own story to describe a special place they have. This would get students to engage more closely with an Indigenous language, as well as start to appreciate what a special place may look like and mean to someone. This would be a good lead into a book that focuses on the importance of Country or a specific place to an Indigenous community.

[ecl310w2mt-blog]

Bush tucker super crop!

http://splash.abc.net.au/home#!/media/103110/developing-bush-tucker-into-a-seed-crop

After watching this video, I would like to see a local indigenous elder visit the school and talk to students about the kinds of foods the local land offers. Where possible, this may also involve a short trip to a local park or reserve where students can explore the land and touch, smell and possibly even taste some of the local bush tucker with guidance from the elder.

This would be an ideal front-loading activity for the book My Home Broome by Tamsyne and Bronwyn Houston (indigenous authors), which explains the six seasons of Broome and introduces some bush-tucker names of that region.

[ecl310mleish-blog]

The video I chose to develop a front loading lesson for was ‘Learn a Dhurga greeting.’ This video could lead to a range of informative and engaging lessons. To begin with a front loading lesson, the teacher could show the video as an introductory to Aboriginal culture; looking closer at greetings or gestures that are culturally accepted in certain communities. Because it is so short, it could be combined or linked to other videos, depicting other gestures such as ‘goodbye’. The type of video teaches students how to accept and be respectful towards the culture of others that are in their communities. This particular lesson could lead to books that contain the ways in which the Aboriginal communities live and act towards each other, in which students can link and compare their own lifestyles with. 

[natu3280-blog]

Prompt 6

using the video: Tiwi music: keeping an ancient culture alive ( http://splash.abc.net.au/home#!/media/1647173/tiwi-music-keeping-an-ancient-culture-alive ), which explains how the Tiwi people use songs to remember and teach others about their history, students could write their own songs or poems about their own ancestry/family history while keeping the Tiwi musical influence.  Using this method, it will allow the students to recognise different ways other cultures use literacy to pass down information from generation, to generation.

[ecl310tmees-blog]

Prompt 6 - Indigenous Video

I looked at the video ‘National Sorry Day’ which recognised the significant nature of the national apology to the stolen generations. This video is a great resource which can be used as a front loading activity for younger students to help them understand firstly; what happened to the indigenous community after European settlement and secondly; the governments recognition and acceptance of their prior wrong doings, and their attempt at reconciliation. This introduction not only gives students a stronger awareness of the issue involving the treatment Indigenous people, but of the need to confront prejudice and adversity in our society in general.

[ecl310bf10rp]

ABC Splash is one of the greatest resources to providing activities for Australian children that are informative and educative. For this front loading activity i chose the video “Discover the Diversity of Australia’s Aboriginal and Torres Strait Islander Languages”.

As a class we would discuss what we think the song is they are singing. Is it a tune that sounds familiar to them or are the actions something that sounds familiar. This would like what they are watching to similar experience they have had. We would have a class brain storm on why we think there are 100 different Aboriginal and Torres straight Islander languages.

Next i would get students to split up into groups and start researching a different aboriginal or Torres straight islander language using the website Our languages

http://www.ourlanguages.net.au/languages/education.html

 which they can then present to the class.

Another option would be to have a special guest speaker in who could teach the students a similar song or tradition story in one of the aboriginal languages that are from the area.

I do not have a specific book in mind but you could explore the rainbow serpent and other dream time stories and get students to play with different way of telling a story so through drawing a picture, dance, performance, painting, using traditional aboriginal symbols.

#ECL3102016

[ecl310gt10en-blog]

Prompt 6

For this weeks prompt, I have discovered a wonderful front loading activity that is great for foundation level, when they are learning about the dreamtime stories.

The above image is based from the dreamtime story ‘The Buyungurra who didn't listen’. The front loading activity I have formed directly align with this text, is for students to learn some of the Noorgar language that is used within this text.

This front loading activity aligns with the Australian Curriculum foundation level-Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)

The concept of who speaks this language and where they live can also be introduced.

[ecl310bf2es-blog]

Prompt 6

http://splash.abc.net.au/home#!/media/105354/young-drovers-reviving-a-proud-tradition

This video could very easily be used in the front loading of a text focusing on Aboriginal stock drovers in the past or in the present. Students could use the video to create Venn-Diagrams comparing their schooling experience with the experience that these students are having droving. Students may also compare current stock droving practices to the past.

[ecl310f6kd-blog]

Prompt 6

According to the description from the video ‘Dancing the Torres Strait winds to life: Kuki’ the Torres Strait islanders believe that the wind is connected to the sacred knowledge of the weather patterns, the sea currents and spiritual journeys.  Because of this this particular video could be used at a front-loading activity for many different Aboriginal and Torres Strait Islander picture books. This video could be used to introduce students to the Aboriginal and Torres Strait Islander belief system, or how they often used dance to tell stories as depicted in the video. Through the video the students could look at the movements of the dance and the man’s outfit and body paintings. These could all be explored through front-loading activities. Once possible activity could include the students coming up with their own story of the wind and see if they could create movements for it. This video is a great introduction for helping students gain an understanding of the connections between Aboriginal and Torres Strait Islander people and the land.