Assignment template

All areas of this form marked with * are essential information and must be completed

Mead_Linnea_EST203 _ Semester 1_Assignment 2
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LESSON PLAN


























PRIOR KNOWLEDGE/LEARNING:
Students have developed knowledge through a continuing unit of work, exploring historical and
contemporary elements of Indigenous people in Australia including lifestyles; housing; technologies; food,
tools; hunting methods; ceremonies; language; games; Aboriginal art and artists, concluding with a visit to a
local art gallery featuring Aboriginal Art.
Knowledge/learning of historical and contemporary Australian Aboriginal arts, has been acquired
through community links with Aboriginal Elders and Artists, classroom dot/bark painting demonstrations,
and the use of recommended classroom resources (see References).

Students have also spent some time, looking at dot painting images, discussing whether the paintings tell a
story and the meaning they take from images; identifying colours, shapes and symbols (iconography) used;
materials and tools possibly used to paint images. Images were obtained from the attached Reference list,
and prints displayed in the classroom (Aboriginal Art Store, 2013).

As part of this unit, students were required to work individually or in pairs to each discover 5 symbols used
for communication, which were then shared and discussed as a whole class. This has resulted in a
list of over 40 symbols produced, which students will use in their bark painting project. EST203
Mead_Linnea_s237572_Assignment 2_Teaching Indigenous Learners Symbols.docx

Students have spent class and leisure time outdoors, searching for and collecting bark suitable to use in their
bark painting project. Learning has also examined the collection and preparation processes Aboriginal
People used for collecting bark.

Date: 3 May 2013 Lesson: 9 of 10
Unit/Topic: Dot painting and Symbols used in Aboriginal Art Duration: 50 min
Year Level: 2
Key Learning Areas: Creative Arts
- Students respond to elements of Aboriginal art including creativity and symbols used.
- Students recognise forms of communication used by Aboriginal people, through symbols and art.
- Students develop knowledge in learning areas including history; language; technology and design.
Essential Learning Areas: Students develop knowledge of the identity; country/place; people and culture
of Aboriginal Australians, incorporating skill development in thinking; interdependence; identity;
communication; and group work, through the unit of work.
-Students develop awareness that oral histories of Aboriginal Peoples are contained in and communicated
through cultural expression in story, and visual traditions. (ACARA, 2011).
-Students learn about Aboriginal Arts as expressions of the first and most sustained Arts heritages in
Australia and the world. (ACARA, 2011).
-Students identify Indigenous Australians as the first inhabitants -with no written language as we know
today
-Aboriginal beliefs: the weather and land forms were all created in the shapes of animals such as a river in
the shape of a snake (Camis, 2009).
-Students identify that Aboriginal beliefs about creation are known as The Dreamtime; their stories are
known as Dreaming.
(Key Knowledge and Skills students aim to achieve in the lesson taken from relevant curriculum
documents.)
Learning Outcome 1.6: Through thinking and discussion, students recognise arts and cultures from other
times and places (SACSA, 2004, p. 16).
Learning Outcome 1.4: Students look at artworks produced by local Aboriginal artists, and discuss
features such as subject, texture, shapes and size.
Learning Outcome 1.2: Students explore skills and techniques from art forms and develop their own
work based on these skills and techniques, drawing a design plan (SACSA, 2004, p. 22).
Learning Outcome 1.3: Students can plan collaboratively the ways they wish to display their artwork
within the classroom. Their artwork is used to convey meaning to known audiences (SACSA, 2004, p.
25).




Mead_Linnea_EST203 _ Semester 1_Assignment 2
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LESSON STRUCTURE:
Introduction (Set): Teaching Approaches
Classroom design is appropriate to support group work
Students advised of the objectives of this lesson which includes:
-Students develop further understanding of the significance of symbols
and dot painting in Aboriginal artwork
-links to the Dreamtime and how Aboriginal people explain their life
and beliefs through artwork
-identifying symbols used in artwork and storytelling
-commence a bark painting project
Begin with a brief recount on previous lesson using questions to
gauge knowledge/information retention.
Students refer to the learning maps constructed together at the
beginning of the unit for progress and suggested ways of doing
things. Many of these ways were collaboratively agreed
upon as a whole class
Students advised of assessment requirements for this
lesson, which include:
-Classroom participation-questions and answers
-Student Activity
-Use of dots and symbols appropriate to learning
***I ndividual learning styles are considered when assessing***
Mead_Linnea_EST203_Semester 1_Assignment 2_Assessment
Sheet.docx
- Students seated quietly in a
semi-circle on the floor at
the front of the class for
teacher instruction
- Classroom rules observed
- Reminder-need for respect
to their peers at all times
- Students raise their hand
and wait to hear their name
before speaking-no calling
out



Main Content: Teaching Approaches
Class listens to the teacher read the story Bip, the Snapping
Bungaroo. (McRobbie, 1990).
Students develop links between traditional Aboriginal art and the
Dreaming/Dreamtime through pictures and words in this story.

Classroom discussion and questions based on the book, allows
critical and creative thinking

Aboriginal People did not have a written language so they used a non-
verbal process. How did Aboriginals record information without this
written/spoken language?
-Discuss methods-

Why were/are dot paintings, images and symbols used?
-To tell stories in pictures of meaning in their beginning and how the
world began
-to pass their knowledge through the generations
Historically-in bark shelters
Contemporary-showed cultural subjects-shapes that indicate elements
of their natural environment of significance and meaning-animal prints
and tracks; spirits; people and scenes illustrating their beliefs
3 possible reasons for dots/symbols used:
* hard for non-Indigenous People to learn sacred/secret information
*a natural evolution from their sand drawings
*their connection to the land, which appears like a dotted
landscape, with plants, stones, flowers and trees (Owen, 2012).

STUDENT ACTIVITY: Using the following activity sheet with
their SYMBOL sheet, students are able to tell my story.

EST203 Mead_Linnea_s237572_Assignment 2_Activity.docx

Students view images in this
book, before and after
reading some pages,
for reflection and
questions.

Does the image tell the
story?
What meaning do students
take from the images?
Discuss shapes and colours
used
Discuss the use of colours
and why

Throughout the lesson, ask
students if they have any
questions or further
comments




FOR THE STUDENT ACTIVITY

Ensure each student has both
activity sheet; Symbol sheet;
pens/pencils.
Students needing assistance
can work with another
student, an SSO or teacher.
Students share answers as a
whole class on completion of
task.
Mead_Linnea_EST203 _ Semester 1_Assignment 2
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Discuss alternative materials used in and for painting
-In the sand, on rocks, wood, walls of bark shelters
-Brushes made from bark, plants, twigs, hair, feathers and
their fingers to create lines, symbols and dots
Discuss paints used in painting
-Ochres, clays, charcoal
-Many years ago materials used for bark painting were often drawn
with charcoal and painted or scratched onto smoke-blackened bark
(Aboriginal Art Online, 2000).
Many symbols are similar to other regions, but may have
multiple meanings dependent on the region. Combinations of
symbols allow for complex Dreamtime stories (Aboriginal Art
Online, 2000).

red, yellow, black, brown,
white
earthy colours depict their
natural environment
Do students think all
Aboriginal symbols are the
same between other areas?
Students view a short YouTube presentation on bark
painting, http://www.youtube.com/watch?v=88C80_K1kjw

STUDENT ACTIVITY-Students work individually, or in
pairs to construct their own short story similar to the activity
sheet completed above, using symbols from the classroom
collaborative list.
Students ensure their written stories connect to their bark art
project.
Dots/symbols used in their bark art project will represent their
written story.
Criteria for story/symbols must include a minimum of:
2 animals
2 human representations
3 representations of nature e.g. rain sunshine,
And a maximum of 5 of each element-animal; human; nature
On completion, activity sheets are handed to the teacher for assessment
based on:
-appropriateness of symbols/language used
-compliance with criteria
-story writing abilities
-linked to knowledge and information learnt throughout this, and
previous lessons

Questions from students:

Students will be required to paint the smooth side of the bark piece
before dot/symbol painting. If time allows, students can select their
colour, and paint, considering the background needs to be consistent
with information learnt.
Aboriginal music may be
played while students work
Students record their name at
the top left corner of the
page, and the current date at
the top right corner.

Students requiring further
assisted learning not
achievable working in pairs
or with support staff/teacher
may use computers to type
their story; copy and paste
symbols.

Students, who complete their
task early, can pack up their
work and choose the bark
they wish to work on.






Backgrounds are usually
painted a darker colour.
Conclusion: Teaching Approaches
All students assist packing up the classroom for the next lesson.
-Recount with students knowledge learnt by them sharing something
they have learnt throughout the lesson
-remind students to think about the materials they wish to use
for the next lessons project dot and symbol painting on bark.
-ask students if they remember which side of the bark they
should work on (traditionally uses the smooth side of the
bark)
-Students discuss resources they might like to use for their bark
painting such as cotton buds, tops of pencils, fingers, and any materials
relevant to their design that need to be obtained prior to the next lesson.

Students are advised that their bark art project completes the unit, with
Once classroom is tidy,
students seat themselves
quietly on the floor as in the
beginning of the class.









Mead_Linnea_EST203 _ Semester 1_Assignment 2
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students required to:
-share the meaning in their own design with other students in
the class;
-think of 1 question to ask another student about their design
-prepare a short written report on their design and completion of their
work including likes and dislikes (SACSA, 2004, p. 28).

Students advised bark paintings will be displayed in the
classroom on completion of the unit. The school; students
families; Elders; Artists and members of the Aboriginal community
who assisted throughout the unit will be invited to the classroom to
view students artwork.
EXTENSION ACTIVITY:
Students completing their assigned tasks early and throughout the
unit, can select a topic for further achievement, such as include
food, shelter, tools used, and knowledge gained throughout the unit









EXTENSION ACTIVITY:
Students may make and
design a:
- diorama,
- PowerPoint presentation,
- learning map using a
diagram of their choice
RESOURCES
(Include equipment required for class and/or for teacher preparation)






SAFETY CONSIDERATIONS/MATERIALS



ASSESSMENT



REFLECTION
REFLECTION
*Did the lesson contain enough hands on activity to allow learning and keep students engaged
*Ensure further support is sought from Aboriginal community and school people to ensure lesson content is
relevant, current and correct
*Was enough materials available for all students to use enough worksheets; stationery; learning materials
*Did the student use materials right?
*Did the students involve themselves in discussions?
*Were questions easy to understand?
*Was lesson content enough to keep lesson moving, and not having to deal with behaviour issues
*Was lesson content too much/too little to allow correct time management
*Were students requiring supported assistance for learning catered for to allow appropriate learning
*Did I check continuously, students understanding of instruction/information?
*Was visual support available and provided as necessary?
*What would I change-add or eliminate in a future lesson?
*Map of Australia showing areas of Aboriginal heritage displayed in the classroom
*Prints of dot painting/Aboriginal art relevant to the lesson
*Pens/pencils
*Bark
*Stencils
*Aboriginal music on CD + CD player
*Computer + access to internet + web addresses/links for teacher
*List of symbols for each student
*Activity sheets for each student
*Computer availability for students requiring assisted learning
*Scrap paper for practice drawings
*Smartboard + board markers
*Ensure students and staff are culturally safe at all times, and all students participate in communication that is
respectful
*Ensure learners do not have access to unsuitable resources-books or internet
*Bark pieces used in a safe manner, with sharp/dangerous pieces removed and free from pests/insects
*Paint and materials such as sticks used safely and appropriately
*Paint smocks
*Assessment will be ongoing throughout the lesson; watching for student engagement; willingness to contribute
to ideas, questions and comments
*Assessment sheet allows for student comments and teacher comments, and an overall grade.

Mead_Linnea_EST203 _ Semester 1_Assignment 2
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REFERENCES


Aboriginal Art Online. (2000). Aboriginal Art and use of Symbols. Retrieved from
http://www.aboriginalartonline.com/culture/symbols.php

Aboriginal Art Online. (2000). Bark painting. Retrieved from http://www.aboriginalartonline.com/art/bark.php

Aboriginal Art Online. (2000). Bark painting Techniques. Retrieved from
http://www.aboriginalartonline.com/art/bark2.php

Aboriginal Art Store. (2013). Aboriginal Art Gallery. Retrieved from
http://www.aboriginalartstore.com.au/aboriginal-art/

Aboriginal Resource & Management Support Unit. (n.d.). Aboriginal Arts & Crafts for children. Regency Park.
ARMSU.
ACARA see Australian Curriculum, Assessment and Reporting Authority
Albert, T. (2009). Its more than art.Victoria: Pearson Australia.

ARMSU see Aboriginal Resource & Management Support Unit

Austin, D. (2007). Old Tucker Man. Victoria: One Day Hill.
Australian Curriculum, Assessment and Reporting Authority. (2011). Shape of the Australian Curriculum: The
Arts. Retrieved from
http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum_The_Arts_-
_Compressed.pdf
Bruce, L., & Hilvert-Bruce, J. (2009). Arts and crafts of Indigenous Australia. South Yarra: MacMillan Education
Australia

Camis, J. (2009). Aboriginal Art, Part 1-Bark Painting. Retrieved from
http://artsmarts4kids.blogspot.com.au/2009/02/aboriginal-art-part-i-bark-painting.html

DECD see Department of Education and Childrens Services.

Department of Education and Childrens Services. (2013). Aboriginal Education for all learners in South
Australia: a beginners guide to DECS Aboriginal Education. Retrieved from
http://www.decd.sa.gov.au/farnorthandaboriginallands/files/links/Ab_Ed_for_all_learners_in.pdf

Didges We Doo. (2007). Dreamtime Symbols. Retrieved from http://www.didgeswedoo.com.au/aboriginals.html

Dunstan, K. (2008). Collecting colour. NSW: Lothian Childrens Books.

Ferguson, B. (2012, June 4). Aboriginal bark painting with Yr 5 & 6 school kids.m4v. Retrieved April 5, 2013,
from http://www.youtube.com/watch?v=88C80_K1kjw

Howard, S. (2010). Solid rock. Victoria: One Day Hill.

Jinta Desert Art. (2008). Aboriginal Art Symbols. Retrieved from http://www.aboriginal-
dreamtime.net2go.info/Aboriginal/Aboriginal_Symbole.htm

Mead_Linnea_EST203 _ Semester 1_Assignment 2
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McCulloch, S. (2001). Contemporary Aboriginal art: a guide to the rebirth of an ancient culture. (Rev. ed.).
NSW: Allen & Unwin.

McRobbie, N. (1990). Bip, the Snapping Bungaroo. W.A.: Magabala Books Aboriginal Corporation.

Nicholson, J. (1997). A home among the gum trees: the story of Australian houses. NSW: Allen & Unwin.

Nowland, S. & Butler-Bowdon, T. Outdoor Aboriginal games and activities for children. Regency Park:
Aboriginal Resource & Management Support Unit.

Owen, K. (2012). Aboriginal Dot Paintings and their origin. Retrieved from
http://www.kateowengallery.com/page/Aboriginal-Dot-Painting.aspx

SACSA see South Australian Curriculum Standards Accountability Framework

South Australian Curriculum Standards Accountability Framework. (2004). R-10 Arts teaching resource.
Victoria: The State of South Australia, Department of Education and Childrens Services. Retrieved from
http://www.sacsa.sa.edu.au/ATT/%7BF51C47E3-B6F3-4765-83C3-0E27FF5DD952%7D/R-10_Arts.pdf

KEY TO SYMBOLS USED:

Story Sharing Deconstruct/Reconstruct

Symbols and images Community Links

Non-linear methods Non-Verbal

Land links Learning maps