HSIE Stage One - Cultures and Families
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HSIE Stage One - Cultures and Families
Expressing Culture Through Celebration
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HSIE - Celebrations | Stage 1 | KLAHSIE | by Jesse Black

This is a handy introduction to a unit on celebrations.
Alan Chan's insight:

This online notebook written by Jesse Black provides an easy introduction for Stage One students to grasp an understanding on how families express their culture through celebrations. Black is a classroom teacher himself and is the founder of Teacher Time – an online platform for sharing teaching resources.  His resources are slideshows of colourful images that help engage and excite young students about culture. This website presents to students questions of “What is a celebration? Why do we celebrate?” Stage One students are able to draw on from their own personal experiences and find similarities and differences among other cultural celebrations. The website provides students with the opportunity to list and group celebrations of similarities and differences, allowing Stage One students to brainstorm ideas and draw from traditions. Lots of illustrations and colours are used to stimulate the vibrancy and symbolism associated with celebration.

A possible activity, which is appropriate for a Stage One class, would be to get students to draw on paper an illustration of their favourite celebration such as Birthday, Christmas, Easter and so on. They could write a simple sentence why this celebration is important to them or why they enjoy it. Reasons could be family tradition, delicious food, symbols and customs. Another task the class could do is to design a hat to wear at a celebration of their choice. Creative ideas and thinking could be drawn from symbols and traditions to religious practices of their family. This hat is a symbol of who they are and allows for visual expression of their culture.

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Dance boards by Emma Nungarrayi, 1970s and 80s - Australian Museum

Dance boards by Emma Nungarrayi, 1970s and 80s - Australian Museum | HSIE Stage One - Cultures and Families | Scoop.it
Dance boards by Emma Nungarrayi, 1970s and 80s
Alan Chan's insight:

This article written by Jen Cork from the Australian Museum draws attention to Indigenous Australian objects which have traditional and symbolic significance to Aboriginals.  There is an image of two wooden dance boards from Papunya in the Northern Territory created by artist Emma Nungarrayi. The dance boards are used by women of the Warlpiri language group of central Australia in their dance ceremonies (Jen Cork, 2012). The article is about the use of symbols and customs such as ochre painted on the boards and ceremonial song and dance to express their family and culture. Through storytelling, dance ceremonies and art pieces Stage One students get an insight into what the Dreaming is and how traditions is reflected through cultural practices.

 

An assessment task for Stage One students could be to design their own dance board using traditional earthy colours like whites, browns and reds painted onto a piece of timber or cardboard. We could invite the female Kurdungurlu, a custodian of the Dreaming and Elder to visit our school to teach students to dance, sing and perform. Stage One students may be able to learn a traditional dance incorporating traditional instruments like the didgeridoo.  An alternative task would be to organise an excursion to the Australian Museum to look more closely at real artefacts and cultural objects that tell a story of Indigenous Australian celebrations. Students can also draw their own interpretation of the customs and traditions of the Dreaming. Students develop an understanding of Aboriginal relationships with the land and introduces them to the beginning of Dreaming stories.
Students can also do a role play or simulation of a Dreamtime story and grasp on important knowledge, cultural values and belief systems. "Key aims of role play and simulation is to develop empathy, that is, the ability to see things from the perspective of another person." Gilbert & Hoepper, p. 151)

 

Gilbert, R. & Hoepper, B. (2011). Teaching Society and Environment (4th ed.). Cengage Learning Australia.

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Celebrations - Types of Celebrations

Alan Chan's insight:

Skwirk is an interactive educational website. It contains fun animations, games and simple read alongs, which are appropriate for Stage 1 learning of HSIE. Students learn about similarities and differences between ways in which families express their culture through celebrations. The animation on the website features cartoon characters which are exciting for children. It asks simple questions that relate to family and culture. The website provides lots of examples of ways in which families express their culture. These include food, special dances or ceremonies, birthdays, religious occasions and holidays like Christmas and Easter, special family events like weddings, Mother’s day and Father’s day.

An assessment task for Stage One students could be to get them to look up pictures on the computer of different celebrations and ask them to print them out and stick them in their books with a label of that celebration. Students can use newspapers and magazines to cut out clippings of different ways in which our family express culture such as images of multicultural food, traditional clothing, customs and symbols. Stage One students could also watch YouTube videos of song and dance of different cultural celebrations. An alternative task could get students sitting on the floor to form a circle. In a campfire setting students can share stories of their favourite celebration and what it means to them. 

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Multicultural and Indigenous Learning Resources, Cultural Diversity, Child Care Learning Resources, Early Learning Tools - Carnevale in Italy

Multicultural and Indigenous Learning Resources, Cultural Diversity, Child Care Learning Resources, Early Learning Tools - Carnevale in Italy | HSIE Stage One - Cultures and Families | Scoop.it
Alan Chan's insight:

This article provides a global perspective in which how families express their culture outside of Australia. It provides students with a snapshot of the festival Carnevale in Italy. The website uses colourful images and interesting facts of the festival that help inspire and engage students. This celebration involves a lot of family tradition of people dressing up in elaborate and beautifully designed costumes and masks.

 

The information contains bits of Italian words with it’s English translation which may help a Stage One class to get excited about learning a new language and experiencing a celebration or culture that’s quite different to their own. The article provides little details of the different masks won during this celebration helping students to identify customs, practices and symbols associated with the design of the mask.

A Stage One class could design their own Carnevale mask through paper mache, paint and stick on objects. The design of their mask could symbolise their culture, upbringing and family background. Students could then wear the mask and do a role play that represents one of the characters symbolic of the Carnevale festival. 

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Sample Unit Portfolios

Alan Chan's insight:

This website created by N. Atkiss and J. Collins provides a unit which overs the Stage One HSIE topic of “Celebrations.” Strengthening literacy skills is a primary focus of the authors. It involves research, integration of ICT and thought provoking discussions on celebrations practised in various families, communities and cultures (N. Atkiss and J. Collins 2003). The website contains various resources and teacher support materials that engages students through the unit of celebrations. Student samples are also available providing Stage One students with illustrative examples of symbols and practices in special cultural celebrations.

 
An assessment task for Stage One students could include getting them to list celebrations. After that, students can form into groups of two and get them to categorise the celebrations into categories of ‘family, community or global’. Stage One students can collate celebration pictures and write a short recount of their favourite celebration. As an extension task, they can form a circle and each student can try to say hello in another language, exposing them to different ways of communicating. Through such tasks students understand cultural characteristics of family and this is conveyed through their celebrations. 

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