>the worlds largest gallery of aboriginal art with the most comprhensive collection of aboriginal painting outside of australia, with gallerys in san francisco and amsterdam. our aim is to promote aboriginal art and culture on a worldwide basis. contains over a thousand images of aboriginal artists, paintings, australia's breathtaking landscape, essays on aboriginal life and culture. this site produced by demolition graphics (www.demolitiongraphics.com)
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A Journey into the Dreamtime is an extremely useful teaching resource as it offers a clear and thorough account of the origin of dreaming. The site enables teachers to gain a great understanding of Aboriginal beliefs about creation and the environment (ENS3.6). This covers the professional standard of understanding the content of Aboriginal and Torres Strait Islander histories and cultures (2.4.1). The site also contains several valuable teaching resources including artworks, images of didgeridoos, sacred sites, bark paintings and artefacts which can be utilised in the classroom as visual aids to enable students to gain a deeper understanding of Aboriginal dreaming and culture (2.6.2).
The site is a valuable resource for teaching stage 3 as it offers some complex language which will enable students to enhance their comprehension skills (Spence 2004). Furthermore the use of a website as a teaching tool is a much more flexible way to teach and learn. This idea is supported by Lee, Jor and Lai (2005) who observed that websites “facilitate synchronous communication, language learning and self-learning because of its flexibility in learning and choice of optional materials” (p8).
The teacher could instruct the students to read a paragraph each aloud to the class in order to engage them and become more proficient in their public speaking. This class activity aligns with the professional teaching standard of supporting inclusive student participation and engagement in classroom activities (4.1.1). After the reading the teacher could instruct the students to explore the website on their own computers looking at the artefacts and artworks the site offers. A class discussion could follow this exercise analysing the different features of Aboriginal art and how the art reflects Aboriginal views on creationism and the environment.
The teacher could ask the students to look through the artworks and read the excerpts that explain the paintings. Students could then pick a painting to copy and then present their work to the class explaining what their artwork is depicting.
TS3.4: Evaluates the organisational patterns of some more challenging spoken texts and some characteristic language features.
TS3.2: Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and strategies and listens attentively
RS3.5: Reads independently an extensive range of texts with increasing content demands and responds to themes and issues.
RS3.6: Uses a comprehensive range of skills and strategies appropriate to the type of text being read.
Spence B. (2004). Reading aloud to children Pen146. Newtown: PETAA.
Lee C., Jor G., Lai E. (2005). Web-based Teaching and English Language Teaching: A Hong Kong Experience. Hong Kong: The Chinese University of Hong Kong Press.