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Unit Title: Indigenous Australians have a very rich history. How were Indigenous symbols and totems used by the Indigenous population to tell
stories, share ideas and document historical events?
The diversity of cultures in Australian is ever growing and educational approaches, teaching methods, curriculum content and school-community
relationships needs to adapt to encourage students to become inclusive, understanding and embracing of different cultures and nationalities
(Castagno & Brayboy, 2008). Throughout this unit the students will be able to gain an understanding of the Aboriginal culture, and be able to gain the
skill set to become inclusive and understanding of another culture within Australia. At the end of this unit the students will have an understanding of
the Aboriginal culture and some of their practices. This unit is important because it able to give the students an understanding of the diverse cultures
of Australia, and to gain an insight into the history of the Australian people. Baker, Hamilton and Roy suggest that art is a way for people of diverse
cultures to understand another culture, through the artistic practices, which enables a deep understanding of the culture (Baker, Hamilton & Roy,
2015). This is significant as it supports to the movement for reconciliation. The aims of reconciliation are to restore justice to Indigenous people and to
reduce or put an end to the social division between Indigenous Australians and white Australians (Hickling-Hudson & Ahlquist, 2003).
This unit applies the teaching techniques of Howard Gardners Multiple Intelligences theory (2011), as this unit applies aspects of natural,
auditory, linguistic, kinaesthetic, interpersonal, and intrapersonal aspects of learning. This has been applied to ensure the students are extending their
knowledge in not only their preferred intelligence, but also be developing a skill set to be able to enhance their understanding of different cultures.
This unit plan also applies the 5 E model of teaching and learning. Eisenkraft (2003) suggests to promote students learning, it is important to use the
5E model to assist with students understanding, framing questions as well as providing feedback for the students. This has been applied into the
planning to ensure each student is meeting their max potential. This unit has incorporated the 5 E model by ensuring the students are engaging with
the content at the start of the unit by first, exploring the topic of symbols and totems. After ensuring the students understand the meaning of the
totems and symbols, the lesson sequence moves on and students are required to explain or elaborate on their understanding of the artwork and the
significance or story it tells. This piece of artwork and the explanation is then used as a summative assessment to be assessed against the Victorian
Curriculum.
This unit has multiple cross curriculum areas, including history, English and intercultural capabilities. These areas of the curriculum shall be applied
into the rubric to ensure the students are developing their skills not only in arts but other aspects of the curriculum as well. The aim of this unit is to
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develop the students creativity and to enhance the students socio-cultural understandings to be able to understand big ideas. Throughout this unit
this shall be assessed by using forms of Formative assessment as well as summative assessments. The summative assessments shall assess the
Arts Lessons Template
Lesson Number: 2
Level 4 Art discipline(s): Visual Arts Time frame: 45 minutes
Lesson overview:
Students will be exposed to some Indigenous symbols and their meanings.
Learning Intention:
Gain an understanding about the use of symbols in the artwork of the Indigenous people.
Success Criteria:
Students will be able to identify, understand the meaning of and recreate 5 different Indigenous symbols.
Explore ideas and artworks from different cultures and times as inspiration to create visual artworks (VCAVAE025)
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Key Arts vocabulary you want to introduce or re-enforce in this lesson:
Symbols
Indigenous artwork
Artist meaning/ intention
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own page of Indigenous symbols to
work on and this will be glued into
their workbook once completed.
As a whole class, the answer to each
symbol meaning will be revealed and
corrected.
15 minutes In their workbook, students will Indigenous Symbols (Appendix Students recreated symbols
practice recreating some of the Two) will be assessed. Students
Indigenous symbols. Students need Workbook need to be able to recreate a
to draw the symbol and write the Stationary (pens, pencils, minimum of 10 symbols with
meaning next to it. Encourage highlighters) their correct meaning.
students to add colour to enhance
the symbol and make its meaning
easier to decipher.
Lesson overview:
Students will use symbols that they have learnt in the previous lesson (Lesson 2) to create a short story.
Learning Intention:
Students will understand how Indigenous symbols can be used. Students will also develop their understanding of how Indigenous symbols can
be used as documentation of history.
Success Criteria:
Students will use the Indigenous symbols they had discovered in the previous session and will put these symbols into a story.
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5 minutes What symbols do Students will break into small groups Indigenous Symbols (Appendix Observations of student
you think link of 2 or 3. They will discuss how they Two) discussions and
together well to can use the symbols learnt in the Scrap paper brainstorming will be used to
create a story? What previous lesson to create a written Stationary (pens, pencils, assess if students know the
message is your story. On a scrap piece of paper, highlighters) meanings behind some of
story trying to tell? students will brainstorm some story the Indigenous symbols.
ideas and symbols that could be
used in that story.
30 minutes What symbols have Individually, students will write a Indigenous Symbols (Appendix Students writing sample will
you used? What is short story (about a paragraph) Two- meanings of the symbols will be assessed. Did they use
your story about? incorporating symbols throughout need to be removed). more than 5 different
What is its their story (i.e. certain symbols will Workbook symbols? Were the symbols
message? substitute words). Student need to Stationary (pens, pencils, used correctly (was the
include a minimum of five different highlighters) meaning of the symbol
symbols through their story. correct for the sentence?
15 minutes Could you In pairs, students can share their Indigenous Symbols (Appendix Peer assessment of stories.
understand your story with another student. Students Two) Students will give each other
partners story? will then peer assess and then Workbook 2 positive pieces of feedback
Could you identify provide feedback to each others and on wish (one thing they
the symbols they work. wish the other student would
had used? have done)
Lesson overview:
Brief description:
The students will make a plan and begin their Aboriginal painting that will tell a story by using symbols.
Learning Intention:
Students will develop their understanding about how symbols can be used in a piece of artwork to tell a story or portray a message.
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Success Criteria:
Students will create a piece of artwork which includes a minimum of 5 Indigenous symbols which tells a story.
Create and present media artworks that communicate ideas and stories to an audience (VCAMAP023)
20 minutes The students will then use the - Paper, colouring - Assess the rough plan
- What colours will you symbols to be able to create a tools the students have
use? plan for their painting. The created to ensure the
- What is your students are able to research students have created
inspiration? different aboriginal paintings as artwork that aligns with
- What does your inspiration through google. The the traditional aboriginal
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artwork show? students artwork will need to tell work.
- Where are your a story or event.
symbols?
- What story is your
artwork telling?
- What techniques are Students will paint their picture - Paint, paper, art Students will create a painting
15 minutes you using? from their plan. Their artwork smocks, paint which demonstrates their
- Have you prepared must include a minimum of 5 trays, paint understandings about how
your bench properly to different symbols. brushes, symbols can be used in
ensure it will be clean newspaper, water artwork to create a story or to
by the end of the dishes. portray meaning. Students
session? must include a minimum of 5
- What message are you symbols in their painting.
portraying and why?
Learning Intention:
Develop the students understanding of what a totem is, how totems represent a group of people and how it is significant to Aboriginal people.
Success Criteria:
Students will be able to discuss and suggest what a totem is and the importance of totems to the Indigenous people. Students will create be able
to create a personalised totem and explain why the totem is a good representation of themselves.
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Explore visual conventions and use materials, techniques, technologies and processes specific to particular art forms, and to make
artworks(VCAVAV026)
Identify and discuss how ideas are expressed in artworks from a range of places, times and cultures, including artworks by Aboriginal and Torres
Strait Islander peoples (VCAVAR028)
Personal reflection:
Erin and I worked well together, we disrupted the unit plan and lesson plans evenly. Throughout this experience we were able to
use each other as a spring board of ideas to ensure we are creating the best possible lessons we could. This required us to think
deeply and critically about each session to ensure the students are learning in the most effective way possible, as well as learning
in an engaging and enjoyable way. This has been a positive learning experience. I have learnt how to collaborate with other
teachers to ensure students are catered for academically and socially as well as to cater for all students needs.
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Bibliography:
Castagno, A. E., & Brayboy, B. M. J. (2008). Culturally responsive schooling for Indigenous youth: A review of the
literature. Review of Educational Research, 78(4), 941-993.
Eisenkraft, A. (2003). Expanding the 5E model. The Science Teacher, 70(6), 56.
Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. Basic books.
Hickling-Hudson, A., & Ahlquist, R. (2003). Contesting the curriculum in the schooling of Indigenous children in Australia and the
United States: From Eurocentrism to culturally powerful pedagogies. Comparative Education Review, 47(1), 64-89.
Murphy, J & Kennedy, L. (2016). Welcome to Country. Australia: Walker Books Australia
Victorian State Government (2017). The Victorian Curriculum F-10. Retrieved from: http://victoriancurriculum.vcaa.vic.edu.au
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Appendices:
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