|Scooped by Aidan Cai|
The video ‘Tiwi Islanders’ Easter a unique cultural blend’, produced by the ABC, briefly explores the integration of Indigenous Australian culture with Christian Easter celebrations. It has a short duration and frames cultural integration within the familiar significant event of Easter which assists in engaging ES1 students. The relevance of this video to the specified HSIE subject matter is evident through its provision of an Indigenous perspective of the significant event of Easter. Also noteworthy is this resource’s lack of cultural bias which instead, through positively framing cultural integration helps to “promote understanding of people from cultures different to our own” (McIntosh, 1984, p. 3). Regarding use within the HSIE ES1 classroom, some dance and literacy-linked teaching ideas are possible after viewing this resource. However, prior to viewing, students will be asked about Easter customs they are familiar with. After viewing the resource, students will be asked what unfamiliar customs (e.g. lighting a fire) they saw, which will then be explained as the product of mixing cultures. Students will now engage in a dance activity to further explore integration and also highlight personal daily situations. To begin, the class will devise six dance actions inspired by personal daily situations (e.g. brushing teeth). Two dance sequences (three actions each) will then be composed as a class followed by a whole class practice of each sequence. The class will then be halved and each group allocated a sequence. Facing each other, groups will perform their sequence. Following performance, the class will then attempt to integrate the two sequences. Throughout this activity, students participate in creative teacher-guided decision making which Gibson & Ewing (2011) asserts will allow students to “develop ownership of their dance activities” (p. 40). Following this, students will engage in an informal literacy-linked assessment in which each student will verbally explain, provide an opinion of or suggest a new action for their dance. Ultimately, this HSIE-linked resource allows for many teaching ideas, including those related to dance through “DAES1.1- Participates in dance activities and demonstrates an awareness of body parts, control over movement and expressive qualities” (BoS NSW, 2006, p. 27) and English through “Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics” (BoS NSW, 2001, p. 17).