#dc comics#dc#batman#bruce wayne#batfam#dick grayson#tim drake#batfamily#dc fanart
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Here is My RAN chart for Prompt 6
Online Materials
The video ‘Aboriginal Desert Art’ (http://splash.abc.net.au/home#!/media/1436318/connecting-with-aboriginal-desert-art), shows how Aboriginal people express their connections to the land and animals through their artwork.
Before viewing the video, I would explain that Aboriginal artwork contains symbols, shapes, and patterns that represent things such as various land aspects or animals.
While watching I would get students to write dot points about what they find out or find interesting.
After watching the video I would ask students what they found out and if they have any ‘wonder’ questions related to Aboriginal artwork. This would set up an inquiry task students could further explore and then create their own Aboriginal artwork.
PROMPT 6
After watching ‘Discover the diversity of Australia's Aboriginal and Torres Strait Islander languages’ (http://splash.abc.net.au/home#!/media/1916032/discover-the-diversity-of-australia-aboriginal-and-torres-strait-islander-languages)
I would create a front-loading activity surrounding the diversity in Australia. This could be focused on Aboriginal and Torres Strait Islanders as well as different cultural diversity that we find in Australia. Students will be able to make connections between their culture and Australia’s cultural diversity. ‘About Me’ posters could be made to put on the classroom wall, so students can see the diversity within the classroom.
PROMPT 6
After watching the video ‘Welcome to Shelley Beach’. I think a great front-loading activity based around this video would be asking students to think about their own ‘special place’. We would base a discussion around these special places, the discussion may include comparisons of the special places and similarities and differences. Students may even have the chance to draw their favourite place also, these could then be hung on the wall for a special display of ‘Grade..’s Special Places’.
A frontloading activity for this clip could be to get the student’s to predict what culture they believe is performing the dance, and what they believe the dance could be representing, focussing on the symbols created through movement.
Week 6 Prompt Reflection
While looking through the Splash ABC Online Education website, I found a video titled ‘Governor Arthur Phillip and the Eora’ which explored the first governor of New South Wales interactions with the Australian Indigenous people at the time of white settlement. This video could be used in many ways, relating to numerous domains of the curriculum, in particular, literacy, history, geography and the cross-capabilities.
As a front loading activity, I could get the students to complete a KWL sheet about what they want to know about the Europeans interactions with the Indigenous Peoples upon arrival into Australia. This would then flow into the introduction of an Indigenous Australian text that centres around this time of European settlement.
I watched ‘Discover the diversity of Australia’s Aboriginal and Torres Strait Islander languages’. I would use this video as part of front loading for an Aboriginal and Torres Strait Islander book that focuses on embracing the diversity of language within Australia. Both the Australian Curriculum and Victorian Curriculum discuss that at level 6 students need to be able to recognise the diverse languages and dialects within Australia. The video provides information to prepare students for learning in this area. It states that there are many languages and the children are able to hear other children speaking some of these languages. Hearing other children speak these words makes it more relevant for the children watching.
Ultimately looking at this video is recognising difference, which allows for understanding and acceptance.
Prompt 6
I would tune the students into the lesson with a discussion about the traditional custodians of the land on which their school and local community is built on. For the first lesson, I would organise an Elder from the local Indigenous Community to come and speak with the students and give them an insight of their history and their culture.
