 |
Draft
planning document
| Generative
topic: |
|
Walk
the Toorittya Trail at Rosetta |
 |
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| Overarching
goal: |
|
Valuing
the cultural diversity within our community |
|
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| Unit-long
understand goals: |
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- Understands
the interdependence of our world, values its diversity
and acts for a more inclusive society.
- Understands
the purposes and uses of a range of art forms - visual
arts, media, dance, music, drama and literature and
how to make and share meaning from and through them.
- Uses
with confidence and skill the codes and conventions
of the art form best suited to their expressive needs.
|
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| Grade
and subject: |
|
K-10,
Aboriginal perspectives |
|
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| When: |
|
March
2004 - October 2004. |
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| Who: |
|
Rosetta
PS and Rosetta HS staff and students, Aboriginal Education
Unit, ASSPA, Glenorchy Council, Media people. Palawa-
general community links, School Councils, Parents and
Friends, ATAS students, Precinct Group, Parents, Margate
Aboriginal Centre, Aboriginal Speakers Program (artists
and storytellers). |
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| Planning
team: |
|
Staff
representatives, student representatives, ASSPA students,
Principals, Parents, Palawa representatives, other interested
community members or students. |
|
|
|
| Access
to: |
|
Foreshore,
bird life, Palawa, murals and sculptures, walking sites,
Taraba book (including the story of Toorittya), Rosetta
HS (hall, art block, space, oval, creek/foreshore reserve
area, Make it Real program at Rosetta HS. |
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| IT/Media
activities: |
|
Brochures,
advertising techniques, video, photographic displays and
recording of process, website (regular updates), PowerPoints. |
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| Literacy
activities: |
|
Dreaming
stories, scripts, poetry, instrumental writing, reviews,
re-tellings, brochure, interview skills, letter writing. |
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| Technology/Food
activities: |
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Design,
make and appraise, cooking. |
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| Music
activities: |
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Contemporary
and traditional music, visiting musician, making and using
instruments. |
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| Student
enterprise activities: |
|
T-shirt
designs and screen prints, original art works. |
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| Dance
and movement activities: |
|
Role
plays, interpretation of dreaming stories, viewing performances
by students and professionals. |
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| Numeracy
activities: |
|
Patter,
measurement, design, shopping, money, budgets, spatial
awareness, time management . |
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| Art
activities: |
|
Invitation
to local Indigenous artists, displays, student workshops
(basket weaving, ceramic tiles, shells), use of ochre,
Aboriginal inspired student art work. |
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|
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| Science/environment
activities: |
|
World
futures, personal futures, foreshore, birdlife, comparisons
to other environments. |
|
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| History: |
|
'Hall
of fame' (traditional and contemporary Indigenous people),
history of local area, time lines. |
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