ARTS UNIT TEMPLATE

Unit Title: Indigenous Australians have a very rich history. How were Indigenous symbols and totems used by the Indigenous population to tell
stories, share ideas and document historical events?

Erin Baudinette and Stephanie Barfoot

Course: EDBED 2004 Approaches to Teaching in the Arts

Summary: Year level: 4

Number of sessions: 8
Arts disciplines covered: Visual Arts; Media Arts
Other learning areas: Humanities- History; English- Speaking and Listening
Victorian Curriculum capabilities: Intercultural Capabilities- Cultural Practices and Diversity

Lesson Sequence Rational:

The diversity of cultures in Australian is ever growing and educational approaches, teaching methods, curriculum content and school-community
relationships needs to adapt to encourage students to become inclusive, understanding and embracing of different cultures and nationalities
(Castagno & Brayboy, 2008). Throughout this unit the students will be able to gain an understanding of the Aboriginal culture, and be able to gain the
skill set to become inclusive and understanding of another culture within Australia. At the end of this unit the students will have an understanding of
the Aboriginal culture and some of their practices. This unit is important because it able to give the students an understanding of the diverse cultures
of Australia, and to gain an insight into the history of the Australian people. Baker, Hamilton and Roy suggest that art is a way for people of diverse
cultures to understand another culture, through the artistic practices, which enables a deep understanding of the culture (Baker, Hamilton & Roy,
2015). This is significant as it supports to the movement for reconciliation. The aims of reconciliation are to restore justice to Indigenous people and to
reduce or put an end to the social division between Indigenous Australians and white Australians (Hickling-Hudson & Ahlquist, 2003).

This unit applies the teaching techniques of Howard Gardners Multiple Intelligences theory (2011), as this unit applies aspects of natural,
auditory, linguistic, kinaesthetic, interpersonal, and intrapersonal aspects of learning. This has been applied to ensure the students are extending their
knowledge in not only their preferred intelligence, but also be developing a skill set to be able to enhance their understanding of different cultures.
This unit plan also applies the 5 E model of teaching and learning. Eisenkraft (2003) suggests to promote students learning, it is important to use the
5E model to assist with students understanding, framing questions as well as providing feedback for the students. This has been applied into the
planning to ensure each student is meeting their max potential. This unit has incorporated the 5 E model by ensuring the students are engaging with
the content at the start of the unit by first, exploring the topic of symbols and totems. After ensuring the students understand the meaning of the
totems and symbols, the lesson sequence moves on and students are required to explain or elaborate on their understanding of the artwork and the
significance or story it tells. This piece of artwork and the explanation is then used as a summative assessment to be assessed against the Victorian
Curriculum.

This unit has multiple cross curriculum areas, including history, English and intercultural capabilities. These areas of the curriculum shall be applied
into the rubric to ensure the students are developing their skills not only in arts but other aspects of the curriculum as well. The aim of this unit is to
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develop the students creativity and to enhance the students socio-cultural understandings to be able to understand big ideas. Throughout this unit
this shall be assessed by using forms of Formative assessment as well as summative assessments. The summative assessments shall assess the
Arts Lessons Template
Lesson Number: 2
Level 4 Art discipline(s): Visual Arts Time frame: 45 minutes

Lesson overview:
Students will be exposed to some Indigenous symbols and their meanings.

Learning Intention:
Gain an understanding about the use of symbols in the artwork of the Indigenous people.

Success Criteria:
Students will be able to identify, understand the meaning of and recreate 5 different Indigenous symbols.

Victorian Curriculum Levels:

Describe the perspectives of people from the past (VCHHC068)

Explore ideas and artworks from different cultures and times as inspiration to create visual artworks (VCAVAE025)

Key questions for this lesson:

How were symbols used by the Indigenous people in their artwork?
How do Indigenous artworks tell stories or pass on important messages?
What is the meaning behind each of the indigenous symbols?

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Key Arts vocabulary you want to introduce or re-enforce in this lesson:
Symbols
Indigenous artwork
Artist meaning/ intention

List of materials and resources needed for this lesson:

Indigenous artwork (Appendix One), Indigenous symbols (Appendix Two), Stationary (pens/ pencils/ erasers/ glue sticks), work book, computer,
projector, YouTube Videos

Time allowed Focus Questions Procedure Resources Assessment

.
5 minutes What symbols were Students will watch the two YouTube YouTube Video-
discussed in the videos on Indigenous symbols and https://www.youtube.com/watch?v=
YouTube video and meanings in artwork. YZQfpBlfg8I
what was there https://www.youtube.com/watch?v=-
meaning? yVbu_mLWWg
Projector and Computer
10 minutes Can you identify any Students will be given a piece of Indigenous Artwork- Appendix One Observations of student
symbols in the Indigenous artwork. They will work in discussions? Can students
Indigenous artwork? pairs to identify any symbols that identify any symbols in the
What might the may have been used in the artwork. painting? Can they find a
meaning behind this Students will then discuss what they meaning in the painting?
painting be? think the meaning of the painting is.
A structured whole class discussion
will follow, answering the focus
questions.
15 minutes What might the Students will be given a piece of Indigenous Symbols (Appendix Students guess will be used
meaning of each paper with Indigenous symbols on it. Two- meanings of the symbols will as assessment to see if
symbol mean? In pairs, they will try to guess the need to be removed). students were thinking about
Explain your meanings of each of the symbols. Workbook the possible meaning behind
reasoning for why Students will compete against each Glue Stick symbols.
you think that? other to guess the most symbols
correct. Each student will have their

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 own page of Indigenous symbols to
work on and this will be glued into
their workbook once completed.
As a whole class, the answer to each
symbol meaning will be revealed and
corrected.
15 minutes In their workbook, students will Indigenous Symbols (Appendix Students recreated symbols
practice recreating some of the Two) will be assessed. Students
Indigenous symbols. Students need Workbook need to be able to recreate a
to draw the symbol and write the Stationary (pens, pencils, minimum of 10 symbols with
meaning next to it. Encourage highlighters) their correct meaning.
students to add colour to enhance
the symbol and make its meaning
easier to decipher.

Arts Lessons Template

Lesson Number: 3
Level 4 Art discipline(s): Visual Arts Time frame: 60 minutes

Lesson overview:
Students will use symbols that they have learnt in the previous lesson (Lesson 2) to create a short story.

Learning Intention:
Students will understand how Indigenous symbols can be used. Students will also develop their understanding of how Indigenous symbols can
be used as documentation of history.

Success Criteria:
Students will use the Indigenous symbols they had discovered in the previous session and will put these symbols into a story.

Victorian Curriculum Levels:

Understand that language is used in combination with other means of communication (VCELA199)

Describe the perspective of people from the past (VCHHC068)

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Describe the significance of Australian celebrations. Symbols and emblems (VCHHC071)
Key questions for this lesson:
-How will you pick symbols to use in your story?
-How will you use these symbols to tell a story?

Key Arts vocabulary you want to introduce or re-enforce in this lesson:

Symbols
Indigenous artwork
Artist meaning/ intention
Indigenous Culture

List of materials and resources needed for this lesson:

Indigenous symbols (Appendix Two), Stationary (pens/ pencils/ erasers), work book, computer, projector, YouTube Video

Time Focus Questions Procedure Resources Assessment

allowed
10 minutes How were As a refresher, students will watch
Indigenous symbols the YouTube Video on how
used to tell a story Indigenous Art creates meaning and
or record a historical can record history.
event? In pairs, students will discuss how
symbols can represent meaning and
can tell a story. The ideas from each
pair will then be shared in a whole
class discussion answering the focus
questions.
YouTube Video-
https://youtu.be/mQi1NMh9CvA
Projector and Computer
Observations of students
discussions and listening to
student responses during the
whole class discussion will
be used to assess the
students understanding of
symbols, their meaning, and
their use in the Indigenous
culture.

pg. 5
5 minutes What symbols do Students will break into small groups Indigenous Symbols (Appendix Observations of student
you think link of 2 or 3. They will discuss how they Two) discussions and
together well to can use the symbols learnt in the Scrap paper brainstorming will be used to
create a story? What previous lesson to create a written Stationary (pens, pencils, assess if students know the
message is your story. On a scrap piece of paper, highlighters) meanings behind some of
story trying to tell? students will brainstorm some story the Indigenous symbols.
ideas and symbols that could be
used in that story.
30 minutes What symbols have Individually, students will write a Indigenous Symbols (Appendix Students writing sample will
you used? What is short story (about a paragraph) Two- meanings of the symbols will be assessed. Did they use
your story about? incorporating symbols throughout need to be removed). more than 5 different
What is its their story (i.e. certain symbols will Workbook symbols? Were the symbols
message? substitute words). Student need to Stationary (pens, pencils, used correctly (was the
include a minimum of five different highlighters) meaning of the symbol
symbols through their story. correct for the sentence?
15 minutes Could you In pairs, students can share their Indigenous Symbols (Appendix Peer assessment of stories.
understand your story with another student. Students Two) Students will give each other
partners story? will then peer assess and then Workbook 2 positive pieces of feedback
Could you identify provide feedback to each others and on wish (one thing they
the symbols they work. wish the other student would
had used? have done)

Arts Lessons Template

Lesson Number: 4
Level Art discipline(s) Time frame 50 minutes
4 Visual artwork, history.

Lesson overview:
Brief description:
The students will make a plan and begin their Aboriginal painting that will tell a story by using symbols.
Learning Intention:
Students will develop their understanding about how symbols can be used in a piece of artwork to tell a story or portray a message.
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Success Criteria:
Students will create a piece of artwork which includes a minimum of 5 Indigenous symbols which tells a story.

Victorian Curriculum Levels:

Explore ideas and artworks from different cultures and times as inspiration to create visual artworks (VCAVAE025)

Create and present media artworks that communicate ideas and stories to an audience (VCAMAP023)

Key questions for this lesson:

- How can you show this story through a piece of artwork?
- Why have you chosen those symbols?
- What symbols do you find the most significant?
- Which symbols could you use to tell a story?
- What is your inspiration?
- What does your artwork show?
- Where are your symbols?
- What story is your artwork telling?
Key Arts vocabulary you want to introduce or re-enforce in this lesson:
- Significant
- Meaning
- Inspiration
- Symbol
- Indigenous
- Aboriginal
List of materials and resources needed for this lesson: Paint, paper, art smocks, paint trays, paint brushes, newspaper, water dishes,
colouring tools, workbooks, pens, whiteboard, whiteboard markers.

Time allowed Focus Questions Procedure Resources Assessment

Questions will relate to what you
want the student to learn
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Include learning activities, OH&S
procedures, and strategies for students
with diverse needs
Add web links and images as
needed.
Be specific and link to learning
outcomes not just observation
but observation of what?
Focus on student learning, not on
behaviour management or

15 minutes
What do you remember from
last session?
What is a symbol?
What are they used for?
Why is it significant?
10 minutes What symbols do you find the
most significant?
Which could you use to tell a
story?
How can you show this story
through a piece of artwork?
Why have you chosen those
symbols?
20 minutes
- What colours will you
use?
- What is your
inspiration?
- What does your
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participation.
Students recap what they learnt - Workbooks, pens,
from the previous session. The whiteboard,
students will need to write down whiteboard
in their books what is a symbol, markers
what they are used for and why
they are significant in their own
words.
Students will select five symbols - Workbooks, pens, Formative assessment: the
of their choosing from resource whiteboard, students must show the
provided in the previous session whiteboard teacher what symbols they will
that will be able to be made into markers use in their artwork.
artwork. The students will
complete a pair share session, to
share why they are using those
symbols to put into a story and
shown through their artwork. The
students will need to copy the
symbols into their workbooks.
*These symbols can be the same
symbols as used in the previous
session or a new set of symbols.
The students will then use the - Paper, colouring - Assess the rough plan
symbols to be able to create a tools the students have
plan for their painting. The created to ensure the
students are able to research students have created
different aboriginal paintings as artwork that aligns with
inspiration through google. The the traditional aboriginal
 artwork show? students artwork will need to tell work.
- Where are your a story or event.
symbols?
- What story is your
artwork telling?
- What techniques are Students will paint their picture - Paint, paper, art Students will create a painting
15 minutes you using? from their plan. Their artwork smocks, paint which demonstrates their
- Have you prepared must include a minimum of 5 trays, paint understandings about how
your bench properly to different symbols. brushes, symbols can be used in
ensure it will be clean newspaper, water artwork to create a story or to
by the end of the dishes. portray meaning. Students
session? must include a minimum of 5
- What message are you symbols in their painting.
portraying and why?

Arts Lessons Template

Lesson number: 6
Level Art discipline(s): Visual Arts Time frame 50 minutes
4
Lesson overview:
Students will be creating a personalised totem, and decorate the totem and surroundings with natural resources.

Learning Intention:
Develop the students understanding of what a totem is, how totems represent a group of people and how it is significant to Aboriginal people.

Success Criteria:
Students will be able to discuss and suggest what a totem is and the importance of totems to the Indigenous people. Students will create be able
to create a personalised totem and explain why the totem is a good representation of themselves.

Victorian Curriculum Levels:

Explore ideas and artworks from different cultures and times as inspiration to create visual artworks(VCAVAE025)

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Explore visual conventions and use materials, techniques, technologies and processes specific to particular art forms, and to make
artworks(VCAVAV026)
Identify and discuss how ideas are expressed in artworks from a range of places, times and cultures, including artworks by Aboriginal and Torres
Strait Islander peoples (VCAVAR028)

Key questions for this lesson:

- What is a totem?
- What totem represents you the most?
- What natural resources do you think you will use?
- Why are totems important to Indigenous people?

Key Arts vocabulary you want to introduce or re-enforce in this lesson:

- Totem
- Symbol
- Resource
- Natural
- Indigenous culture
- Religion
- Representation

List of materials and resources needed for this lesson:

Natural resources, paper, colour tools, scissors, projector, computer, glue, sticky tape and glue gun.

Time Focus Questions Procedure Resources Assessment

allowed
5 minutes As a class, the students will be YouTube video:
What is a totem? watching the video of what a totem www.youtube.com/watch?v=wO2-
is. mPygwsw

- Projector and computer

10 minutes Why is a totem The students shall be a part of a www.youtube.com/watch?v=wO2- Observe the students
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 significant? structured discussion to address mPygwsw understanding of the topics,
How were totems used by the focus questions. To refer to. how they respond to the
the Aboriginal people? - Projector and computer questions and ensure all
How can totems students are contributing to
represent a person or the discussion.
group?
10 minutes Students will work individually to Paper, pens, colouring tools
plan a totem that will represent
What totem represents themselves. The students will then
you? make their totem on paper.
What totem will you
make?
10 minutes What natural resources Students then will plan what Natural resources from outside Asses the students plan
will you use? natural resources they will use to informally, to ensure they are
How many pieces of each make their totem. When the have created an Aboriginal
resource would you like to students have a list of natural Totem.
use? resources they will use, the
Will you be able to find students will move outside to
your resource? collect their resources.
How can you stick it Students will then bring their Glue, sticky tape and a hot glue Formally assess the students
15 minutes down? natural resources (including sticks, gun. completed artwork once
What will you need? bird feathers, leaves, bark etc.) completed.
inside to be able to paste onto
their paper totem and to surround
their totem to make a piece of
artwork.

Personal reflection:
Erin and I worked well together, we disrupted the unit plan and lesson plans evenly. Throughout this experience we were able to
use each other as a spring board of ideas to ensure we are creating the best possible lessons we could. This required us to think
deeply and critically about each session to ensure the students are learning in the most effective way possible, as well as learning
in an engaging and enjoyable way. This has been a positive learning experience. I have learnt how to collaborate with other
teachers to ensure students are catered for academically and socially as well as to cater for all students needs.

pg. 11
Bibliography:

Castagno, A. E., & Brayboy, B. M. J. (2008). Culturally responsive schooling for Indigenous youth: A review of the
literature. Review of Educational Research, 78(4), 941-993.

Eisenkraft, A. (2003). Expanding the 5E model. The Science Teacher, 70(6), 56.

Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. Basic books.

Hickling-Hudson, A., & Ahlquist, R. (2003). Contesting the curriculum in the schooling of Indigenous children in Australia and the
United States: From Eurocentrism to culturally powerful pedagogies. Comparative Education Review, 47(1), 64-89.

Hutchings, P. (2011). Australian Aboriginal Art. Literature & Aesthetics, 15(1).

Murphy, J & Kennedy, L. (2016). Welcome to Country. Australia: Walker Books Australia

Victorian State Government (2017). The Victorian Curriculum F-10. Retrieved from: http://victoriancurriculum.vcaa.vic.edu.au

pg. 12
Appendices:

Appendix One: Indigenous Artwork Appendix Two: Sample of Indigenous Symbols

pg. 13