Activity 1: Expressing Culture
RESOURCE: 'Quinkin Mountain'
Trezise, P. J. (1995). Quinkin Mountain. Pymble, Sydney: Angus & Robertson.
CREATIVE ARTS CURRICULUM OUTCOMES
MUSIC
VISUAL ARTS
Trezise, P. J. (1995). Quinkin Mountain. Pymble, Sydney: Angus & Robertson.
CREATIVE ARTS CURRICULUM OUTCOMES
MUSIC
- Discusses the role of music in a range of cultural contexts, eg ceremonial and sacred events, storytelling. (MUS3.4)
VISUAL ARTS
- Recognises how an audience has an influence on the kinds of works they make, and seeks to clarify the purpose of their works, and suggests alternatives about how they may proceed (VAS3.2)
Begin the activity by reading the book called 'Quinking mountain'. Ask students to consider the following questions:
Create a Mindmap of this discussion
Explain to the student's that aboriginal paintings tell dreaming stories and are also used to give directions using symbols that are significant to them from a view that looks down on the land from the sky. Inform the student’s that there are other ways of expressing one’s culture and identity and that is though either a song or dance.
- How is culture expressed in the book?
- How has the illustrator portrayed the contemporary Dreaming story?
- What other ways can we express our culture?
Create a Mindmap of this discussion
Explain to the student's that aboriginal paintings tell dreaming stories and are also used to give directions using symbols that are significant to them from a view that looks down on the land from the sky. Inform the student’s that there are other ways of expressing one’s culture and identity and that is though either a song or dance.
Watch the following videos on Music & Dance as a class
Students will the be required to THINK, PAIR & SHARE the following questions:
- How does dance and music help Aboriginal people reconnect with their Culture?
- How does this help Indigenous and non-indigenous people understand the Aboriginal culture?
Activity 2: Movement of Art
CREATIVE ARTS CURRICULUM OUTCOMES
VISUAL ARTS
VISUAL ARTS
- Uses different artistic concepts (eg colour, tone, light, scale, abstract), and explores how symbols may be used in their interpretation of selected subject matter (VAS3.1)
- Explores subject matter of personal and social interest from particular viewpoints including issues, activities and events in the community and global environment, places and spaces, people, objects and fantasies. (VAS3.1)
- Recognises that views about artworks can change over time and are affected by different theories and beliefs. (VAS3.3)
- Talks about and writes about the meaning of artworks recognising how artworks, can be valued in different ways by themselves as audience members, and by others. (VAS3.3)
- Recognises that an artist may have a different view about the meaning of the work he or she has made, to the view of an audience who responds to it. (VAS3.3)
Aboriginal Art Regions & Movements
Introduce the two different regions of Aboriginal art. One from the central desert and the other from the Western Desert. Explain to the student's that Central Art represents over two hundred Australian Aboriginal artists from across the Central and Western desert regions. It is important for Aboriginal artists and their families to live on their homelands so they stay connected with the Dreaming stories, song lines and dance cycles associated with their country.
Deconstruct the Aboriginal Artwork
Choose two artworks, one from the Central Desert and the other from the Western Desert. Explore the paintings with the class and discuss the cultural importance of the painting.
Discuss the following questions:
http://www.aboriginalartstore.com.au/aboriginal-art-culture/aboriginal-art-regions/
http://www.aboriginalartshop.com/aboriginal-paintings/
Introduce the two different regions of Aboriginal art. One from the central desert and the other from the Western Desert. Explain to the student's that Central Art represents over two hundred Australian Aboriginal artists from across the Central and Western desert regions. It is important for Aboriginal artists and their families to live on their homelands so they stay connected with the Dreaming stories, song lines and dance cycles associated with their country.
Deconstruct the Aboriginal Artwork
Choose two artworks, one from the Central Desert and the other from the Western Desert. Explore the paintings with the class and discuss the cultural importance of the painting.
Discuss the following questions:
- What tones does the artist use?
- What are they trying to portray?
- Is there a Dreaming story behind this artwork?
- How is the central Desert artwork different to the Western Desert artwork?
http://www.aboriginalartstore.com.au/aboriginal-art-culture/aboriginal-art-regions/
http://www.aboriginalartshop.com/aboriginal-paintings/
Image retrieved from: http://www.aboriginalartstore.com.au/aboriginal-art-culture/aboriginal-art-regions/
Discovering Aboriginal culture through Art
Explore one art work as a class closely, using the aboriginal symbol card and label the art work. Explain how Aboriginal people represented their culture through their paintings.
Image retrieved from: http://www.aboriginal-dreamtime.net2go.info/Aboriginal/Aboriginal_Symbole.htm
Independent work
Each group (groups of 3) will receive an Aboriginal artwork. They need to discuss the meaning behind it and label the picture as we did in class. Students need to think of the following questions;
http://nga.gov.au/atsiart/Default.cfm
http://www.aboriginalartgalleries.com.au/artist.cfm
Representing culture through symbols
Students are required to create their own symbol chart that expresses their culture. They need to draw the symbol and label it.
Representing the narrative in other forms
Student's can represent their narrative through a physical from or through an acoustic form.
Each group (groups of 3) will receive an Aboriginal artwork. They need to discuss the meaning behind it and label the picture as we did in class. Students need to think of the following questions;
- What does the symbol mean?
- What colours do they use?
- What mood does it highlight?
http://nga.gov.au/atsiart/Default.cfm
http://www.aboriginalartgalleries.com.au/artist.cfm
Representing culture through symbols
Students are required to create their own symbol chart that expresses their culture. They need to draw the symbol and label it.
Representing the narrative in other forms
Student's can represent their narrative through a physical from or through an acoustic form.
Image retrieved from: http://web.colby.edu/zgmitche/files/2011/04/aboriginemusic.jpg
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Image retrieved from:http://dreamingandart.wikispaces.com/file/view/rowing.jpg/227475146/478x323/rowing.jpg
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Image retrieved from: http://imgc.allpostersimages.com/images/P-473-488-90/24/2426/EVJXD00Z/posters/sylvain-grandadam-aboriginal-dance-australia.jpg
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Image retrieved from: http://mtebwaa.weebly.com/uploads/1/0/0/3/10038390/1358321_orig.jpeg
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Activity 3: Cultural Creativity
CREATIVE ARTS CURRICULUM OUTCOMES
VISUAL ARTS
VISUAL ARTS
- Considers a range of artworks and their subject matter including paintings, drawings, photographs, video and digital works, sculptures, installations and buildings, prints and posters, digital animations, ceramic and fibre works. (VAS3.4)
- Students will be able to Identify Indigenous symbols in painted arts works and artworks of their own. (VAS3.2)
Introduce different mediums of Aboriginal artwork to the class
Contemporary vs traditional art: Explain to the students that over course of time, Aboriginal artwork developed and changed. It ranged from using natural paints on bark to using acrylic paint on canvas.
Contemporary vs traditional art: Explain to the students that over course of time, Aboriginal artwork developed and changed. It ranged from using natural paints on bark to using acrylic paint on canvas.
Image retrieved from: http://static.flickr.com/66/218995056_8474dda214.jpg
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Image retrieved from: http://1.bp.blogspot.com/_OUneO4G4emo/TLEQTyyWT9I/AAAAAAAABXs/tVOcY5KGhRM/s1600/Dingo+l-r.JPG
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Image retrieved from: http://news.aboriginalartdirectory.com/photos/the_legacy_of_albert_namatjira_today_image3.jpg
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Image retrieved from: http://www.janetclaytongallery.com.au/images/2508.jpg
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Types of Aboriginal Art
Image retrieved from: http://www.nma.gov.au/collections-search/atsiaa/media.php?irn=61155&image=yes&size=lrg
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Image retrieved from: http://www.paradisedriveinn.com/bali-indonesia-asia-manufacturer-exporter-wholesale-handicraft-boomerangs/image/boom31.jpg
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Image retrieved from: http://www.sauer-thompson.com/junkforcode/archives/muralindigenous.jpg |
Connection to the Land
The teacher needs to complete a science lesson that explores the idea of natural pigment.
The teacher needs to complete a science lesson that explores the idea of natural pigment.
science_lesson_plan.docx | |
File Size: | 75 kb |
File Type: | docx |
Expressing your identity
Using pre made pigment from previous science lessons, students are required to use their own cultural symbol card to paint an art work on bark that expresses their identity. They can use ideas from their narrative story to help them develop their painting.
Using pre made pigment from previous science lessons, students are required to use their own cultural symbol card to paint an art work on bark that expresses their identity. They can use ideas from their narrative story to help them develop their painting.