YEAR LEVEL:

Year 8
TOPIC:
Inquiry Unit where do we draw
inspiration from when we create?
LEARNING INTENTION:
We are learning about Aboriginal and Torres Strait Islander histories and
understanding their ways of communicating.
AusVELS:
English
Reading and viewing:
Explore the interconnectedness of Country and Place, People,
Identity and Culture in texts including those by Aboriginal and
Torres Strait Islander authors (ACELT1806)

Speaking and listening:
Understand how conventions of speech adopted by communities
influence the identities of people in those communities
(ACELA1541)

Art
Exploring and responding:
Use of appropriate art language when discussing observations and
reflections on traditional and contemporary art works viewed at
first hand

Use of research to support a comparative analysis of characteristics
of works in selected art forms

Aboriginal and Torres Strait Islander
Country/place:
Aboriginal and Torres Strait Islander Peoples have unique belief
systems and are spiritually connected to the land, sea, sky and
waterways

Culture:
Aboriginal and Torres Strait Islander Peoples ways of life are
uniquely expressed through ways of being, knowing, thinking and
doing

Thinking Processes
Reflection, evaluation and metacognition:
Description of and reflection on their thinking and their thinking
processes in different contexts.
MATERIALS:
Workbook
Poll Everywhere - ICT app

How Does Aboriginal Art Create Meaning:
http://www.youtube.com/watch?v=mQi1
NMh9CvA

Kangaroo and Emu Dance:
http://www.youtube.com/watch?v=BVk5
ptp80MY

Australian Dreamtime Story:
https://www.youtube.com/watch?v=Sle6
2XV0BO0




Introduction: Body of Lesson: Conclusion:
Begin by engaging students in
an open-ended poll on Poll
Everywhere, asking students
what do we already know
about Aboriginal and Torres
Strait Islander people and
how they communicate?

This will access
students prior
knowledge and get
Students will view YouTube videos that will explore
various ways that Aboriginal and Torres Strait
Islander share and communicate their histories,
stories and emotions. After each video the class will
discuss and share their understanding.

Watch the YouTube video explaining how
Aboriginal art creates meaning and documents their
history:
http://www.youtube.com/watch?v=mQi1NMh9CvA

Formatively assess how
students work in groups
and how they answer the
questions. These
answered questions will
form part of the Portfolio
of Learning.

Provide students with
feedback and when
monitoring the peer
them thinking and
stimulate interest in
the lesson.
Watch the YouTube video showing how Aboriginal
men look up to the kangaroo and emu, and then see
them dance in their style:
http://www.youtube.com/watch?v=BVk5ptp80MY

Watch the YouTube video on the dreamtime story
of Waatji Pulyeri:
https://www.youtube.com/watch?v=Sle62XV0BO0

Students will elaborate on what they have learnt
and know, by answering these questions in small
groups. This will extend and refine their
understanding:

- Why do you think Aboriginal people have
such a strong connection with the land?
- Why do you think they used these creative
outlets, like painting, dancing and
storytelling?
- What kind of things can a dot painting
encompass?
- What message do you think the dreamtime
story was trying to get across?
- How do you feel when you look at these
different Aboriginal art forms?
groups, question the
students and try and
further their findings.