The Arts

Grade 5/6

Image (Australian Curriculum, Assessment and Reporting

Authority. n.d.) 1
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 Acknowledgement of Country

I would like to acknowledge the

Wiradjuri People, the Traditional
Owners of the land on which I
live, learn and teach, and pay my
respects to their Elders both past
and present.

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Table of Contents
Introduction........................................................................................................... 4
Purpose and Value.............................................................................................. 4
Rationale............................................................................................................ 4
Focus and Intent: Curriculum and Pedagogy......................................................7
Curriculum............................................................................................................. 8
The Purpose and Role of Indigenous Perspectives in The Arts............................8
The Purpose and Role of Indigenous Perspectives in creating My Story...........8
Objective, Content and Descriptors..................................................................10
Resources......................................................................................................... 12
General information:..................................................................................... 12
The Arts related information:.........................................................................13
Pedagogy............................................................................................................. 15
Teaching and Learning Strategies.....................................................................15
Teaching and Learning Activities The Arts......................................................16
Assessment...................................................................................................... 18
Inclusive Classroom Practices...........................................................................19
Sequence of Connected Lessons......................................................................20
Justification....................................................................................................... 21
References........................................................................................................... 22

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Introduction

The following Professional Development Package relates to:

Key Learning Area: The Creative Arts

Grade 5-6 (NSW Stage 3)

Purpose and Value

The purpose of this Professional Development Package is to present a useful tool to assist in
incorporating Indigenous Perspectives in The Arts curriculum in the upper primary years. It
is intended that this package will be used to improve the learning outcomes of Aboriginal and
Torres Strait Islander children by ensuring the significance of Aboriginal and Torres Strait
Island history, culture and world views is consistently incorporated into the primary
curriculum.

Rationale

Teaching the arts everyday in the core curriculum of primary schools is the
single, most powerful tool presently available to educators to motivate
students, enhance learning and develop higher order thinking skills
(Oddliefson, 1994).

Aboriginal and Torres Strait Islander children who are immersed in the Australian education
system may carry with them, feelings of oppression, injustice and frustration of past
generations. The impact of dispossession, segregation, protection and assimilation on the
current generation of Aboriginal and Torres Strait Islander people cannot be ignored (Taylor,
1996).

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Engagement with The Arts allows children to connect with their identity, and construct new
meaning and connectedness to their culture through music, dance, visual arts and drama,
helping to break down some of the barriers to learning that may have been present due to the
treatment of family and community members in previous generations. Professors White and
Wyn (2008), suggest that young people, during their teenage years, develop their identities
through active engagement with local and global realities (pg. 4) and understand new social
realities differently to those in previous generations. Many Aboriginal and Torres Strait
Islander young people face identity issues due to the complexities of defining who they are
(pg.74). By providing Indigenous Perspectives in The Arts syllabus during the pre-teen
years, students are supported in forging their identities as Aboriginal or Torres Strait Islander.

The acknowledgment of, and commitment to improving opportunities for Aboriginal and
Torres Strait Islander children calls for sustained effort from all educational institutions.
Government led initiative such as Closing the Gap, (Commonwealth of Australia, 2012),
aim to provide social justice based on the notion of equity; each child having opportunities
that are tailored to their needs.

Participation in The Arts encourages family and community involvement in education and
enables children to communicate and express their understanding of concepts drawn from
other areas of the curriculum, in a manner that is more conducive to their way of learning
(Victorian Curriculum and Assessment Authority, n.d.).

Associate Professor, Deirdre Russell-Bowie, in her book MMADD About the Arts (2009)
informs us that research conducted during the 20th century in Australia, has shown that
participation in the arts considerably improves a childs performance across all subject areas.
Art can enhance the process of learning and gives children an alternative way of expressing
what has been learnt.

On a personal level, children involved in the arts gain an awareness of their physical and
spiritual self. They are given permission to express their inner-most feelings and thoughts in
a safe, creative manner. Art activities give the student a way in which to interpret the world
around them and a means of freedom of expression. Children learn to make decisions, take
responsibility for themselves and are continually making choices on how to use elements

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such as line, shape, colour and texture. Childrens artwork represents their visual, physical
and emotional experiences (Libby, 2002, pg 1).

Being involved in the arts also helps children relate and empathize with others, including
people from different races, cultures, societies and generations. Art helps the child identify
and feel comfortable with where they belong in the world. It promotes acceptance of social
differences and cultural diversity by learning and appreciating various art forms practiced
throughout the world and ages. All art forms have been used to pass traditions and knowledge
from one generation to the next or from one society or culture to another. Examples of this
range from cave drawings done by indigenous peoples, to music played at a particular
celebration such as a birthday or wedding. Artistic values are less concerned with function
and more associated with what they do for us in a learning, civilizing and enriching capacity
(Barnes 2002).

Drama is one of the most important and exciting ways of telling stories
about people and their lives. It is also a special kind of experience that helps
us understand ourselves and our relationships with other people much better.
(Burton, 2005, pg. v).

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Focus and Intent: Curriculum and Pedagogy

Through involvement in quality arts programs, children are able to connect

and empathise with others as they understand and appreciate their cultures,
traditions and symbols. The arts are a way of changing childrens
perceptions and stereotypes of people who are different from them as they
are exposed to different societies and cultures through their arts. They learn
to respect and appreciate the differences and become more tolerant of other
people, as well as accepting and respecting their own culture. (Oddliefson,
1994).

The Australian Curriculum and Assessment Reporting Authority [ACARA] is committed to

ensuring that all children attending school in Australia, understand and acknowledge the
value of Indigenous cultures and possess the knowledge, skills and understanding to
contribute to, and benefit from, reconciliation between Indigenous and non-Indigenous
Australians (as cited in Harrison, 2012, p. 17).

As educators, it is imperative to recognise and understand that Aboriginal and Torres Strait
Islander students may have specific learning needs, preferences and styles of learning
(McLoughlin and Oliver, 200, pg.61). It is equally as important to be aware that not all
children who identify as Aboriginal or Torres Strait Islander can be grouped together to have
the same educational needs. For example, some children may speak only Aboriginal English
at home, and therefore may require additional support, along with teaching that explicitly
addresses their language needs and assessment that takes into account their developing
proficiency of Australian Standard English (Victorian Curriculum and Assessment Authority,
n.d.). This by no means indicates that all Aboriginal and Torres Strait Islander students need
additional language support.

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Curriculum
The Purpose and Role of Indigenous Perspectives in The
Arts.

The New South Wales Board of Studies, states that the aim of teaching The Arts in primary
school is to enable students to gain increasing understanding and accomplishment in the
visual arts, music, drama and dance and for students to appreciate the meaning and values
that each of the art forms offer personally, culturally and as forms of communication (Board
of Studies NSW, 2000).

As facilitators of passing knowledge from one generation to the next, it is essential that
teachers explore the arts of other cultures and indigenous groups, sharing their enthusiasm of
learning with their students (NSW Board of Studies, 2000). The Arts are an integral part of
Aboriginal and Torres Strait Island culture and should be incorporated into the curriculum in
consultation with local communities to ensure the integrity and relevance of the Aboriginal
and Torres Strait Islander Perspectives. The New South Wales Department of Education and
Communities, state that Arts curriculum incorporating Aboriginal and Torres Strait Islander
perspectives should ensure:
- respect for Aboriginality
- respect for the rights of the traditional owners of artworks, songs,
stories and dances
- use of accurate and up-to-date resources and,
- accessibility for Aboriginal and non-Aboriginal students
(State of New South Wales through the Department of Education and Training, 2011).

The Purpose and Role of Indigenous Perspectives in creating

My Story.

The Arts are an intrinsic part of Aboriginal and Torres Strait Islander culture and are used to
pass on knowledge of The Dreaming, impart moral teachings and explain local and
community customs and laws, both past and present. Storytelling is at the core of Aboriginal
and Torres Strait Islander art, whether it is visual art, music or dance Its a huge part of our

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cultural fabric, says Stephen Page, director of the Bangarra Dance Theatre, there is a great
confidence and pride about black practitioners telling us their stories in whatever medium
(Creative Spirits, Jens Korff, n.d.). Edwards (1998), elucidates that the passing of The
Dreaming stories from one generation to the next, is of utmost importance in the education of
Aboriginal and Torres Strait Islander people.

Engaging students in creating their own stories, using visual arts, music and drama, affords
them an opportunity for self-expression and to take pride in their links to Aboriginal or Torres
Strait Islander culture and world views. It allows students to experiment with various art
forms, without restrictions of language and learning differences, where all efforts are
respected by teacher and peers, as they learn that there are different ways of knowing and
different ways of understanding the world in which they live (Russell-Bowie, 2009, pg. 24-
25).

Arts education can enhance the sense of accomplishment and well-being

among our young people (Fiske, 1999).

https://www.bundanon.com.au/content/indigenous-
heritage

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Objective, Content and Descriptors.

The New South Wales Board of Studies states that students in the Primary years will receive between
1.5 and 2 hours of focussed Creative Arts teaching per week (Board of Studies NSW, 2014). The
careful integration of The Arts into other Key Learning Areas, however, allows for students to engage
in The Arts on a more regular basis.

The following table outlines several activities that can be integrated with English, Health & Physical
Education, and Humanities & Social Science lessons and taught over a period of six weeks. Listed
are the Australian Curriculum content and descriptors for The Arts.

Objective: Students make and respond to artworks in traditional and contemporary using materials,
techniques and technologies from one Arts subject to support learning in another. In this twenty-first
century Arts curriculum, students explore innovative and hybrid art forms which extend and challenge
art making and combine practices of two or more art forms (ACARA, 2014).
Week Activity Content Descriptor
One Visual Arts: Whole class, (ACAVAM114) Explore ideas and practices used by
explore and appreciate artists, including practices of
Aboriginal, Torres Strait Aboriginal and Torres Strait Islander
Islander and Egyptian visual artists, to represent different views,
artworks and learn about the beliefs and opinions.
use of symbols for story-
telling. Develop and apply techniques and
(ACAVAM115) processes when making their artworks.
Students to use Aboriginal,
Torres Strait Islander, or
Egyptian symbol systems to
use in telling their own story
(My Story).
Students are encouraged to
gain family and/or community
input to create their stories.
Two Students to create and present (ACAVAM116) Plan the display of artworks to
My Story explaining their enhance their meaning for an audience.
choice of symbols and their
significance. This can be done
using ICT (such as Prezi or
PowerPoint) or to a live
audience (the rest of the class,
family or friends) and be
recorded.

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Three Music: As a group, listen to
and appreciate a variety of
music from various countries
and cultures. Investigate how
musical concepts are linked to
history and culture.
In small groups, experiment
with a variety of instruments
(orchestral and cultural), to
create a piece of music that
corresponds to My Story
(previous Visual Arts lessons).
Four Individually or in small
groups, students perform their
song. Use it to add to their
presentation of My Story.
For example, as background
music for their presentation.
Five Drama: As a class, watch a
number of short video clips
(found in the resources
section- page 13).
Examine how dramatic
elements enhance story-telling.
Six Using My Story as a script, in
small groups, students explain
how dramatic elements could
make the presentation of their
story more effective.
In small groups, students use
dramatic elements to produce
and perform a short drama to
correspond with each
participants My Story.
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(ACAMUR091) Explain how the elements of music
communicate meaning by comparing
music from different social, cultural
and historical contexts, including
Aboriginal and Torres Strait Islander
music.
(ACAMUM089) Develop technical and expressive
skills in singing and playing
instruments with understanding of
rhythm, pitch and form in a range of
pieces, including in music from the
community.
(ACAMUM090) Rehearse and perform music including
music they have composed by
improvising, sourcing and arranging
ideas and making decisions to engage
an audience.
(ACADRM035) Explore dramatic action, empathy and
space in improvisations, play-building
and scripted drama to develop
characters and situations.
(ACADRR038) Explain how the elements of drama
and production elements communicate
meaning by comparing drama from
different social, cultural and historical
contexts, including Aboriginal and
Torres Strait Islander drama.
(ACADRM036) Develop skills and techniques of voice
and movement to create character,
mood and atmosphere and focus
dramatic action.
Rehearse and perform devised and
(ACADRM037) scripted drama that develops narrative,
drives dramatic tension, and uses
dramatic symbol, performance styles
and design elements to share
community and cultural stories and
engage an audience.
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Resources

General information:

- Australian Government Department of Education: The Aboriginal and Torres Strait Islander
Action Plan.
http://education.gov.au/aboriginal-and-torres-strait-islander-education-action-plan-
2010-2014-0

- Aboriginal Education and Training Strategy

https://www.det.nsw.edu.au/media/downloads/strat_direction/aetstrat0912.pdf

- Reconciliation Australia provides a variety of information and links about culture and
reconciliation. http://www.reconciliation.org.au/

- NSW Aboriginal Education Consultative Group: links to resources, policies and initiatives.
http://www.aecg.nsw.edu.au/

- Special Broadcasting Services - First Australians series.

http://www.sbs.com.au/firstaustralians/

- Indigenous Education Projects: initiatives in consultation with Indigenous communities.

http://www.ieprojects.org.au/

- The Australian Curriculum: with extensive links to all current curriculum documents and
supporting documents.
http://www.australiancurriculum.edu.au/

- The Department of Education Early Childhood Development: learning and teaching

resources
http://www.education.vic.gov.au/school/teachers/teachingresources/Pages/default.aspx

- The Victorian Assessment and Reporting Authority: with its adaptation of the Australian
curriculum and supporting documents.
http://www.vcaa.vic.edu.au/Pages/index.aspx

- The New South Wales Board of Studies: with its adaptation of the Australian Curriculum
and supporting documents.
http://www.boardofstudies.nsw.edu.au/

- The NSW Government Department of Education and Communities: resources including

policies and procedures.
https://www.det.nsw.edu.au/policies/index.shtml

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- Aussie Educator: A website designed by educators for educators with an extensive list of
resources.
http://www.aussieeducator.org.au/reference/indigenous/indigenousaustralia.html

- ABC Indigenous: television viewing of Indigenous news and current affairs, arts media,
programmes and viewer stories.
http://www.abc.net.au/indigenous/?WT.svl=explore

- NITV: television channel made by Aboriginal and Torres Strait Islander people
incorporating programmes, stories and community involvement.
http://www.nitv.org.au/

The Arts related information:

- A collection of links to Indigenous art and culture resources.

http://www.aussieeducator.org.au/reference/indigenous/indigenousaustralia.html

- Aboriginal Education- Board of NSW: Affirmation of Identity teachers handbook with

visual arts resource kit.
http://ab-ed.boardofstudies.nsw.edu.au/go/aboriginal-art/affirmations-of-identity

- How Does Aboriginal Art Create Meaning? https://www.youtube.com/watch?

v=mQi1NMh9CvA

- Aboriginal Art Visualises Dreamtime Stories https://www.youtube.com/watch?

v=LzmUUi8Eky8

- DustEchoes: Ancient Stories- New Voices

http://www.abc.net.au/dustechoes/dustEchoesFlash.htm

- Thursday Island: Welcome Dance https://www.youtube.com/watch?

v=TQcNy2mQuEc

- Torres Strait: War Chant https://www.youtube.com/watch?

v=6yargtH9W-4

- Our Dreamings: teachers resources for Indigenous creative art and culture from the Central
Desert of Australia. http://www.ourdreamings.com/index.php?x=HOME|
introduction^%601A

- Aboriginal Art forms:

http://www.creativespirits.info/aboriginalculture/arts/aboriginal-art-is-about-more-than-
paintings

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- Creative Spirits: Aboriginal and Torres Strait Islander Art. A list of links with examples of
Aboriginal and Torres Strait Islander art in many forms- traditional and modern.
http://www.creativespirits.info/aboriginalculture/arts/

- NSW Department of Education and Communities: Aboriginal Perspectives in Creative Arts.

http://www.curriculumsupport.education.nsw.gov.au/primary/creativearts/crosscurriculu
m/aboriginal/index.htm

- Art and Design Technology for Kids: Creating dot paintings using Aboriginal symbols.
http://art-educ4kids.weebly.com/aboriginal-art-and-patterning.html

- Teaching Hieroglyphics.
http://www.kidzone.ws/cultures/egypt/hieroglyph.htm

- Hieroglyphics for Kids.

http://egypt.mrdonn.org/hieroglyphics.html

http://www.pinterest.com/sarahanneinoz/
australian-curriculum-history/

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Pedagogy

Teaching and Learning Strategies

One of the most important contributions that you can make to Aboriginal
education from the very beginning is getting to know Aboriginal people
(Harrison, 2012, pg 720).

Listed below are a number of points to remember when teaching Aboriginal and Torres Strait
Islander children. Although there is often some variation in the approach to teaching
Indigenous and non-Indigenous children, it is important to remember that, not all Indigenous
children learn in the same way. It is vital to know your students, their interests and how they
learn best.

Involve students families and communities in their education.

Often Indigenous students respond better to a holistic or top down approach to
learning. (Rose, 2008, p. 64).
It is essential to teach children explicitly, asking direct questions, particularly when
Standard English is not spoken at home.
There must be emphases on teacher support or scaffolding (Harrison, 2008, pg.39).
Model expected behaviours and outcomes as Aboriginal children often learn through
observation and imitation (Harrison, 2012, pg. 44).
Allow students to construct knowledge through hands-on experiences.
Use Gardner's theory of multiple intelligences to form a working matrix where
learning experiences are modified to cater for all styles of learning (Victorian
Curriculum and Assessment Authority, 2011).
Explicitly teach literacy skills in real-world contexts that are meaningful to the student
(Harrison, 2012, pg. 44 & Nakata, 2003, as cited in Harrison, 2012, pg. 45).
Employ project-based teaching strategies that encourage critical thinking and problem
solving.

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 Teaching and Learning Activities The Arts

As with many children, Aboriginal and Torres Strait Islander children learn best through
hands-on, collaborative activities where they can have some autonomy over their own
learning experiences (Harrison, 2012, pp. 44-50).

Below are examples of activities that can be delivered in The Arts education, and can be
enjoyed by all students, that help to develop students cultural awareness, cultural inclusivity
and cultural competence.

Explore how Aboriginal and Torres Strait Islander people imitate animals during
dance. In groups, students can imitate or develop their own dance movements in
response to various pieces of music from different cultures.
The Kangaroo Dance: https://www.youtube.com/watch?v=_b-vI3Nf50g ,
The Aboriginal Crane Dance: https://www.youtube.com/watch?v=U2vzsSmqGg8

Students make musical instruments to use in creating their own musical patterns,
focussing on time, rhythm, beat and pitch.

- Make Multicultural Instruments:

http://makingmulticulturalmusic.wordpress.com/2012/08/06/make-your-own-
bilma-australia-clapsticks/

- Making Musical Instruments:

http://www.artistshelpingchildren.org/musicalinstrumentsartscraftstideashandmad
ekids.html

- Playing Musical Instruments- Creating Music Stories:

http://www.slideshare.net/musichealthaustralia/playing-musical-instruments-
creating-music-stories

Warm- up game: As a group, students play the Cultural Connections game. Students sit in a
circle, one student says a word that relates to their culture (it can be anything).
Students then take it in turn to say a word that connects with the previous one.

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 For example: First students says dinner, the next family, the next cousins and
so on.

Viewing and appreciating visual arts: Students are given a number of Indigenous artworks
from various cultures to view. In small groups, students act out what they think is
happening in the picture. Vary this by asking students to act out what happened
before the picture, or what happened after the picture.
- A collection of indigenous artworks: http://thrivinginthedesert.blogspot.com.au/
- Native American Indian artworks:
http://www.denverartmuseum.org/collections/american-indian-art
- A collection of Maori artworks: http://www.aucklandartgallery.com/whats-
on/events/2014/february/five-maori-painters

http://thrivinginthedesert.blogspot.com.au/

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Assessment

Assessment is the ongoing process of gathering, analysing and reflecting on

evidence to make informed and consistent judgements to improve future
student learning (Department of Education and Early Childhood
Development, 2013).

In general, assessment for, of and as learning needs to be communicated clearly, presented in

authentic tasks and should be varied and continuous to best reflect the progress of students
over a period of time. Students ideally will be given a variety of summative and formative
assessments that includes informal and formal methods of recording the students capabilities
that will be used to report to school departments, parent or guardians and government bodies
(Russell-Bowie, 2009, pp. 42-44 & Department of Education and Early Childhood
Development, 2013, and Brady & Kennedy, 2012).

The following ideas are examples of the style of assessment that could be used for Aboriginal
and Torres Strait Islander students in the domain of The Arts.

Student Folio: Students are given the opportunity to select pieces of work, in consultation
with peers and the teacher, which they believe showcases their progress and understanding
of The Arts strands and elements.

Assessment journal students record in their own chosen media, their progress in each
area of the arts. This gives students complete autonomy over which achievements they
record and the method by which it is communicated. (Aboriginal children are accustomed
to autonomy- Harrison, 2012, pg.157) For example, students may wish to create a series of
rap songs that captures their journey of understanding of the elements of music.

Three-way conference: this style of assessment values and encourages parental/guardian

involvement in the assessment and reporting cycle. Parents/guardians are invited to join
the student and teacher to explore together the childs progress. Parent/guardian, student
and teacher all have input into the assessment process. This type of assessment helps to
build family and community trust and collaboration which are highly valued by Aboriginal
and Torres Strait Island communities (Harrison, 2012, pp. 167-177).

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Inclusive Classroom Practices

Having an awareness and understanding of the ways in which Aboriginal and Torres Strait
Islander peoples live and learn allows teachers to create a classroom environment that is safe
and welcoming for all students. Knowing that at the core of many community group values
are autonomy, collectivism and spirituality, assists teachers in providing appropriate learning
experiences and classroom practices for Aboriginal and Torres Strait Islander children
(Williams, 2014, pg. 61-62.

Below are some examples of classroom practices that will enhance students cultural
awareness, cultural inclusivity and cultural competence.

Get to know your students, their families and their communities. Encourage family
and community involvement wherever possible (Harrison, 2012, pp. 167-177).
Create a warm and welcoming environment for all students include pictures, reading
materials and written language from various cultures.
Focus on developing a classroom community that is inclusive of all students, that
embraces multiculturalism and celebrates differences.
Value collective and collaborative achievements as well as individual.
Avoid singling students out as this can evoke shame and embarrassment (Williams,
2014, pg. 107).
Remain sensitive to the responsibilities that children have outside of the classroom
that may impact them at school (Harrison, 2012, pg. 150-151).
Employ constant teacher self-reflection to ensure that inclusive classroom practices
are maintained.
Demonstrate fairness and consistency and strive to achieve an equitable learning
environment for all students (ACARA, 2013).

All students are entitled to rigorous, relevant and engaging learning

programs drawn from a challenging curriculum that addresses their
individual learning needs. The Australian Curriculum recognises that the
needs of all students encompass cognitive, affective, physical, social, and
aesthetic curriculum experiences (ACARA, 2013).

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Sequence of Connected Lessons

Week Activity
One Visual Arts: Whole class, explore and appreciate Aboriginal and Egyptian
visual artworks and learn about the use of symbols for story-telling. Discuss
the difference between a personal story and Dreaming stories.

Dreaming stories are not quaint little stories for children...but are rich and
complex stories about Indigenous spirituality, knowledges and ways of life
(Centre for Indigenous Studies, 2014, pg.7).

Students to use Aboriginal, Torres Strait Islander, or Egyptian symbol systems

to use in telling their own personal story (My Story).
Students are encouraged to gain family and/or community input to create their
stories.
Two Students to create and present My Story explaining their choice of symbols
and their significance. This can be done using ICT (such as Prezi or
PowerPoint) or to a live audience (the rest of the class, family or friends) and
be recorded.

Three Music: As a group, listen to and appreciate a variety of music from various
countries and cultures. Investigate how musical concepts are linked to history
and culture.
In small groups, experiment with a variety of instruments (orchestral and
cultural), to create a piece of music that corresponds to My Story (previous
Visual Arts lessons).

Four Individually or in small groups, students perform their song. Use it to add to
their presentation of My Story. For example, as background music for their
presentation.

Five Drama: As a class, watch a number of short video clips (found in the
resources section- page 13).

Demonstrate how dramatic elements enhance story-telling.

Six Using My Story as a script, in small groups, students demonstrate how

dramatic elements could make the presentation of their story more effective.

In small groups, students use dramatic elements to produce and perform a

short drama to correspond with each participants My Story.

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Justification

The Arts can be a very practical subject, where learning activities are interactive and engage
students in effective learning, both collaboratively and individually. The pedagogy and
inclusive classroom practices described in the previous sections have been selected to present
opportunities for all students to learn in a culturally aware, inclusive and competent
environment.

Aboriginal and non-Aboriginal students often have different ways of thinking as their views
of the world stem from very different cultures and ways of living (Harrison, 2012, pg. 11).
Being aware of these differences, and in fact sharing and embracing them, will assist in
creating a true sense of belonging and community amongst teacher, peers, family and
community.

This Professional Development Package has been presented to provide an overview of the
curriculum, teaching strategies, pedagogy and resources that can be used in the classroom to
provide the best possible opportunities for Aboriginal and Torres Strait Islander students to
receive a fair and equitable education in The Arts.

Only you will be able to determine how you can best meet the needs of a
particular group of students (Groundswater-Smith, Cusworth & Dobbins,
2001).

Image (Visual Obsession, 2014) 21

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 References

Australian Curriculum, Assessment and Reporting Authority (n.d.).

http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Aboriginal-and-
Torres-Strait-Islander-histories-and-cultures

Barnes, R. (2002). Teaching Art to Young Children 4-9 (2nd ed.). London, New York:
Routledge Falmer.

Board of Studies NSW (2000). Creative Arts K-6 Syllabus. Sydney: Board of Studies NSW.

Board of Studies NSW (2015). Parents Guide to the NSW Primary Syllabuses.
http://k6.boardofstudies.nsw.edu.au/wps/portal/go/parents/parents-guide-to-the-nsw-
primary-syllabuses

Brady, L., & Kennedy, K. (2012). Celebrating student achievement: Assessment and
reporting (4th ed.).Frenchs Forest: Pearson Education Australia.

Burton B. (2005) Making Drama (2nd ed.). Pearson Education Australia

Centre for Indigenous Studies. (2014). Module 1: The Dreaming as Worldview. Wagga
Wagga: Charles Sturt University.

Commonwealth of Australia (2012). Council of Australian Governments: Closing the Gap in

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