A song about Pemulwuy - written by Irish man Peter Baxter | PLASTICITIES  « Between matter and form, between experience and consciousness, the active plasticity of the world » | Scoop.it

This website includes a song about Pemulwuy, by Peter Baxter. They are from the original version. The rewritten lyrics can be found at http://www.peterbaxter.ie/Peter_Baxter/Pemulwuy.html.

Teaching ideas:

Before the lesson, stick one or two word clues such as “Aboriginal warrior” and “Tedbury” under students’ chairs. Pick a table of students to look under their chairs to find these clues. Students try to guess who Pemulwuy is from these clues.

Play the video of the song about Pemulwuy in the interactive whiteboard. Bring out DeBono’s Red Thinking Hat and discuss: What do you think/feel about Pemulwuy? How do you feel about the British people in this song? On a post-it note, students write their answer and stick it under the heading “Red Hat”. As NSW Department of Education and Training (2007, p.1) explains, “This higher order thinking strategy engages students in different types of thinking... also develops student confidence in expressing their viewpoint on a particular issue”. 

Listen to Baxter’s podcast telling the story of Pemulwuy and Me. Students individually think about, what information does the song give? Write the answer on a post-it note and stick it under “White Hat”. In pairs discuss what information is missing. How will we get the information we need? The Think-pair-share activity “fosters a community of learners and can help students get to know their peers” (Australian Catholic University, 2012, p.1).

As a literacy strategy, have students put forward ideas of what to write a letter to Peter Baxter inviting him to the school to talk about his song. Using DeBono’s green hat, students can suggest questions to ask Peter Baxter.

Assessment idea:

Have groups pick from Nemarluk, Windradyne, Calyute, Eumarrah, Tarenorerer, Dundalli or Musquito. Students research their achievements, events, reasons why they were resistance leaders, how they felt about British colonisation and how British colonisation impacted them. Have groups perform a significant moment of the resistant leader’s life and explain the reason. As Gibson and Ewing (2011, p.69) discuss, drama enables students to “empathise with others as they explore characters and situations ... challenge/question and interpret from multiple perspectives”. After each performance, have the audience put on the yellow hat and comment and reflect on what they thought about the performance and what they liked about it.

 

Reference

Australian Catholic University. (2012). Learning and Teaching Centre. Strategies for cooperative and collaborative learning in large lecture groups. Retrieved April 15, 2013, from Australian Catholic University: http://www.acu.edu.au/__data/assets/pdf_file/0003/405768/Large_Group_Lectures_LTC.pdf

Baxter, P. (2010, June 12). A Ballad of Pemulwuy. Retrieved April 15, 2013, from YouTube: http://youtu.be/6XSU3-C8AyQ

Baxter, P. (2010). The Ballad of Pemulwuy . Retrieved April 21, 2013, from Peter Baxter: http://www.peterbaxter.ie/Peter_Baxter/Pemulwuy.html

Baxter, P. (2012, October 5). The Blue Black Waves Podcasts by Peter Baxter. Retrieved April 21, 2013, from itunes: https://itunes.apple.com/ie/podcast/blue-black-waves-podcasts/id541887508

Gibson, R. & Ewing, R. (2011). Transforming the curriculum through the arts. Palgrave Macmillan

NSW Department of Education and Training. (2007, September 5). DeBono's Six Thinking Hats. Retrieved April 21, 2013, from Curriculum Support: http://www.curriculumsupport.education.nsw.gov.au/designproduce/Assets/six_hat.doc


Via Winny Tang