Session 2: Indigenous Perspective-caring for place, caring for country ‘Visual arts focus: “The students will look at the use of symbols in the ‘colows of the rainbow sexpents’ that couvey 2 story and create their oor story using modem symbols and lines. ‘Taming in: Students watch a short video of the rainbow serpent ‘Demonstration: 1. Look at ‘colours of the rainbow serpents" by Colin Walangari Kamtawama. What do you think ‘this painting is about? What colows are wed? Lines or dots? 2. Do you notice any symbols? What do you think they mean? 3. Give students a decoder sheet. What do they symbols mean? What do you think itis about now? 4, Do you see any resemblance to the video you just watched? Can stories be told through ‘paintings? 5. Is the painting viewed as a whole or ae their divisions such as land/sky? Investigation: Students wall create own symbols to tell a story. They will be wsing traditional Indigenous colowrs and lines to create their piece. Reflection and making connections: Students in pairs will guess the other students symbols and what their story is about Adaptions: Enabling prompt: The teacher will assist a small group in their choice of symbol and howto ‘connect everything within the paintings. Extending prompr: students can record their story using any method or try to draw using natwe, Assessment strategies: Students wall be assessed on use of lines, colours, symbols and the overall intercomnectedness of ‘their piece. ‘Focus questions: |LWhy would you use lines instead of dots? 2.How are you going to make your painting as a whole? 3.What colours and symbols did you use? Why? ‘Link to cross-curricular ‘History and English, ‘Equipmentiresources +Red, yellow, brown and white paint Coloured paper Cotten buds “Decode sheet “colours of the rainbow serpents’ image Rainbow serpent video- http://werw. youtube.com/watch7v=pCuuRRxf0Xo, ‘Key Vocabulary:‘Line the pat left by 2 moving point. ‘Cole the effect somthing hs on theeye sTnterconnected- everything relates to one another ‘Underpinning theory ‘Transformative learning and the story of Aboriginal Victoria tld through ar. \Cursiculum: [Au:VELS [Australian Curriculum | Create artwork using techniques from 2 [Responding iserentcultze [Standard [View point: [Exploring and responding Building perspective of how artworks canbe explored and interpreted [Dimension [Band description: [They wal be able to interpret and | Explore th practices of Aboriginal artists to lear about diccuce purpose of artworks made from ls dierent eltureSession 2: ‘Students wil start with the clip “The Rainbow ‘espent- pwr youtube com/ratch? CREO “This wl get to student to think about the dreams ‘ime and how stories of cestion ae integral fo Tadigenow cle Tis then eae on othe dscusin ofthe panting, colousof he raibow apes ‘Thereis a comlation between these two activities, ‘ones 2 moving story with words, and the other is stationary story with images. Both describe the samme ‘hing, with some changes. “The students can deduct thatthe Indigenous ‘method of storytelling was done both through ‘verbal and paintings. Showing the students that : most paintings, especially thoce created by [Indigenous people use paintings to tell ther ‘creation, lifestyle, family stores. That isa form seexpression| ‘Before they discover the smiaites they re shed to decode, wing 2 decoder sheet, From this they ae able mabemening md Daveder sheet ‘nfere the mage beter Thi proces: is amar t ‘tat of tancfommative leaning, “Transforming problematic ames of reference (mindsets, meaning ‘espective)- at ssnmption sad expectation fo make them more inchsve, decnmnating, open reflective and emotionally able o ange. Likely to generate beliefs nd opinions tht wl prove ‘more tue or justified to uid ation. (Mezirow, 2009) ‘Tiss true when the tent fit ne the ‘age, the a ely to know wich eae, ‘but not necessary understand what the painting ‘means and how itrelates to that cutue, =~‘Each symbol reflects 2type of leaming aud can be used in any subject Andis represented win ‘the a pieces there ae no divisions created withthe piece, everything flows on ffom one thing to thenet Community links: We bring new knowiadge home to help our mob. “Deconstructreconstnit: We work from wholes to pat, watching snd then doing. Nonlinear: We pt diferent ideas together and create new nomledee -Land links: We work wit lccons fiom land and uate, “Symbols and images: We keep and share knowledge with at and ‘objec. Non-verbal: We seo think, act, make and share without words “Leaning maps: We picture ou pathways of knowledge. “Story sharing: We conct through theories we zhae, ‘The activity didn't specifically outline the nine themes, ‘however at least one of thece themes would be evident inthe student ‘work 2: they relate to both ancient and modem society. ‘The task was to use line patterns rather tan dot as that is tue, ‘Victorian Aboriginals And the colours were chosen as they were ‘the original four colous they had created from ochye and eath The ‘ask sup to the students imagination, allowing freedom to express ‘heir own story using Aboriginal methods. ebenes 1+ Cenionand coy + catwestn| 4 Coremony mised ne 1 Cet tinged faa tinged tg expands 4 loa contend resieree + Cite ene + Cooney in (ceded cose 201)