The Arts
Incorporating Dance
Activity:
Introduce Stage 2 students to ideas of different cultures and their view of dance by bringing it into the creative arts program. There are many great ideas you can use as a springboard for this concept. You can check with your local school community or Aboriginal Education Worker to connect with the local Indigenous community and bring in guest speakers or organise for your students to see a traditional cultural dance. This can be organised as an excursion or incursion.
To find groups who practice traditional Indigenous dance check out http://www.abc.net.au/messageclub/duknow/stories/s1183165.htm
By allowing your students to experience this, you can set up the dance (or overall creative arts) program to explore different ways of Indigenous dance and its elements. This will likely flow into other art areas as well.
In groups, students can develop a dance to tell a story about what they know about their communty or about Indigenous culture.
Curriculum:
ACADAM007: Perform dances using expressive skills to communicate ideas, including telling cultural or community stories
ACADAR008: Identify how the elements of dance and production elements express ideas in dance they make, perform and experience as audience, including exploration of Aboriginal and Torres Strait Islander dance
Introduce Stage 2 students to ideas of different cultures and their view of dance by bringing it into the creative arts program. There are many great ideas you can use as a springboard for this concept. You can check with your local school community or Aboriginal Education Worker to connect with the local Indigenous community and bring in guest speakers or organise for your students to see a traditional cultural dance. This can be organised as an excursion or incursion.
To find groups who practice traditional Indigenous dance check out http://www.abc.net.au/messageclub/duknow/stories/s1183165.htm
By allowing your students to experience this, you can set up the dance (or overall creative arts) program to explore different ways of Indigenous dance and its elements. This will likely flow into other art areas as well.
In groups, students can develop a dance to tell a story about what they know about their communty or about Indigenous culture.
Curriculum:
ACADAM007: Perform dances using expressive skills to communicate ideas, including telling cultural or community stories
ACADAR008: Identify how the elements of dance and production elements express ideas in dance they make, perform and experience as audience, including exploration of Aboriginal and Torres Strait Islander dance
Indigenous Music and Song
![Picture](/uploads/2/7/4/4/27447099/458589756.jpg?295)
Activity:
Bring in to the classroom a variety of Indigenous music for students to listen to and determine what the composer/singer is expressing through their music. This can tie in very nicely with history. Use traditional and contemporary music to help develop the students concept that Indigenous culture is still a major part of past and present history.
Investigating different instruments. there sounds and use within Indigenous music.
To help begin this art form some examples could include:
Contemporary:
Christine Anu (Torres Strait)
Coloured Stone
a band from Koonibba, South Australia
Pigram Brothers (Broome)Yothu Yindi, from north-east Arnhem Land
Jimmy Little
Troy Cassar-Daley
Archie Roach, from Warrnambool, Victoria
Traditional:
Instruments- didgeridoo, the gumleaf, the bullroarer clapsticks, skin drum, hand clapping, boomerang clapsticks, percussion sticks.
Use a CD, DVD or if possible clips from professional Indigenous websites to play for your students to hear a variety of traditional music. Some Indigenous instruments can be found or made (e.g. gumleaf, clapping sticks and hand clapping) but students need to understand the significance of instruments to particular land.
Curriculum:
ACAMUR087: Identify intended purposes and meanings as they listen to music using the elements of music to make comparisons, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples
Bring in to the classroom a variety of Indigenous music for students to listen to and determine what the composer/singer is expressing through their music. This can tie in very nicely with history. Use traditional and contemporary music to help develop the students concept that Indigenous culture is still a major part of past and present history.
Investigating different instruments. there sounds and use within Indigenous music.
To help begin this art form some examples could include:
Contemporary:
Christine Anu (Torres Strait)
Coloured Stone
a band from Koonibba, South Australia
Pigram Brothers (Broome)Yothu Yindi, from north-east Arnhem Land
Jimmy Little
Troy Cassar-Daley
Archie Roach, from Warrnambool, Victoria
Traditional:
Instruments- didgeridoo, the gumleaf, the bullroarer clapsticks, skin drum, hand clapping, boomerang clapsticks, percussion sticks.
Use a CD, DVD or if possible clips from professional Indigenous websites to play for your students to hear a variety of traditional music. Some Indigenous instruments can be found or made (e.g. gumleaf, clapping sticks and hand clapping) but students need to understand the significance of instruments to particular land.
Curriculum:
ACAMUR087: Identify intended purposes and meanings as they listen to music using the elements of music to make comparisons, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples