Aboriginal Arts
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Acclaimed Aboriginal novel stems from family's pain - ABC Local

Acclaimed Aboriginal novel stems from family's pain - ABC Local | Aboriginal Arts | Scoop.it
Acclaimed Aboriginal novel stems from family's pain ABC Local Dylan says they tried a lot of different approaches to achieve this, influenced by a lot of black women's literature from across the world, from Aboriginal Australian to African American...

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Desert artists draw a line in the sand - The Age - The Age

Desert artists draw a line in the sand - The Age - The Age | Aboriginal Arts | Scoop.it
Desert artists draw a line in the sand - The Age
The Age
Yet the contraction in Aboriginal art can't be explained solely as part of the general art market slump.
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Outback with a vengeance - Stuff.co.nz

Outback with a vengeance - Stuff.co.nz | Aboriginal Arts | Scoop.it
Stuff.co.nz Outback with a vengeance Stuff.co.nz There are new indigenous art markets in the town square, and free daily activities such as guided garden walks, didgeridoo playing, spear and boomerang throwing, storytelling and the daily...
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Dust Echoes

Dust Echoes | Aboriginal Arts | Scoop.it

The Dust Echo series is a collection of Aboriginal Dreamtime stories collected from the Wugularr (Beswick) Community in Arnhem Land in the Northern Territory. The series was created the ABC with the Djilpin Arts Aboriginal Corporation. Each is captivating to watch and perfect for the primary classroom. It is especially important to embed Indigenous perspectives into teaching and learning, and Indigenous resources should be used at the curriculum level whenever possible (Gilbert & Hoepper, 2011).

 

BRINGING IT INTO THE CLASSROOM:

 

Using the focus question “why do we celebrate things?” explore with your Early Stage 1 class the reasons behind special events we celebrate. Most special events and celebrations stem traditionally from beliefs that a group of people share. While celebrations take different forms, the reasons for them are similar for most of us. The goal of the learning experience is to identify the similarities and differences between the ways students in the class celebrate (CUES1).

 

Begin this exploration starting with special events most relevant to the members of your class. The comparison and discussion of specific events will differ depending on the diversity and cultures of your students. A commonly celebrated, though not universal, special event relevant to kindergarten children is their birthday. Explore with your students how the celebration of birthdays began. It’s interesting to find that most common celebrations stem from current or past beliefs.

 

Finding the common reasons behind celebrations helps make a connection and a recognition of similarity between your Aboriginal and non-Aboriginal students. The reason for Aboriginal ceremonies and celebrations are spiritual and cultural, and many ceremonies ensure vital components of the lores and The Dreaming remain intact (Queensland Study Authority, 2008). From this perspective, a Christian family would be the same in that they celebrate Christmas because of their religious beliefs.

 

Use these videos for your students to have a look at some of the Dreamtime stories of the Wugularr people. These are the beliefs of this group of Aboriginal people and a reason for some of their celebrations, and similarly, many other cultural groups have their own beliefs behind their special events. In this way, it can be highlighted to your kindergarten students that while our celebratory practices may differ, we all share similar reasons for engaging in celebrations.

 

TEACHING IDEAS:

 

- Using the form of picture books, discussion, or media, look at the beliefs behind a selection of special events celebrated by students in your classroom. These could include Christmas, Easter, Chinese New Year, Hanukkah, etc.

- Have students go home and ask their families about the different reasons they celebrate a chosen or suggested special event, and what they do to celebrate it.

- Make a collage about different celebrations celebrated by students in the classroom.

- Watch one (or more if desired) Dust Echo video which tells a Dreamtime story or belief of the Wugullar people. Extend this experience to emphasize that Aboriginal people celebrate their beliefs as well. Use quality picture books to show the importance of dance and song in Aboriginal culture.

 

ASSESSMENT STRATEGY:

 

Outcome to assess - CUES1 (Communicates some common characteristics that all people share, as well as some of the differences)

 

- Skills – students complete a simple survey with their family at home about the ways they celebrate a specific event at home. Students create a poster displaying the different things class members celebrate.

- Knowledge and understanding – students fill out a simple 2-part sheet, identifying what is similar, and what is different, about the ways they and a partner celebrate an event.

- Values and attitudes – teachers observe through class discussion.

 

LITERACY STRATEGY:

 

The Dust Echo story "Whirlpool" tells the legend about why the fresh-water people near the Limmen Byte River never make a sound. There is no narration or dialogue, however the story is still clear. Have children write about why the freshwater people don't make a sound, or as a class, use still-images from the video and write a sentence below each to tell the story in words.

 

SELECTION OF RESOURCES:

 

The Dust Echoes series is appropriate for teaching in the classroom. They are recent and created using the expertise of the Djilpin Arts Aboriginal Corporation, located in Beswick, where the Wugularr people live. The videos encourage no negative or incorrect stereotypes, and the animations are positive and accurate portrayals of Aboriginal people. The videos and stories are suitable and equally engaging to people of all backgrounds. Teachers should make sure to express to their students that the videos represent Dreamtime stories of the Wugularr people, and do not represent the way that all Aboriginal peope live today.

 

REFERENCES:

 

Gilbert, R. & Hoepper, B. (2011). Teaching Society and Environment. South Melbourne: Cengage Learning.


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Resources ripe for a musical - The Australian

Resources ripe for a musical - The Australian | Aboriginal Arts | Scoop.it
Resources ripe for a musical
The Australian
The musicians, singers and dancers we've found there are incredible." ...
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