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Storytelling traditions

Year level: K–2

Unit of work contributed by Lorraine Beveridge, Ashtonfield Primary School, NSW

!""# Oodgeroo Noonuccal drawings, 1980$ e%rinted with %ermission of &ohn Wiley ' Sons Australia$ (llustration by )odgeroo Noonuccal$

About the unit
Unit description
(n this unit of work, students learn about storytelling traditions and how they may be used to %ass on im%ortant cultural knowledge, such as *reaming$ +hey listen to, read and view traditional stories now told using writing, illustrations and digital forms$ +hey res%ond to the stories by creating oral, written and visual te,ts and by re%resentations in %erformance$

Knowledge, understandings, skills, values
• • • • Students recognise and res%ond to familiar literary te,ts, including te,ts from (ndigenous writers and storytellers$ Students discuss favourite stories from home, including te,ts from their own cultures$ Students understand *reaming as told in these stories and a%%reciate its im%ortance to many (ndigenous cultures$ Students understand and e,%lore the conce%t of cultural diversity$

Focus questions
• • • -ow do storytelling traditions vary in different cultures. What is the im%ortance of storytelling. What is the intended meaning behind different stories.

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Resources
Digital curriculum resources
#"43 'Lift off' - Bip, the snapping bungaroo #!56 'Lift off' - Uncle enr!

Internet sites
• • • 7agabala Books, %ublisher of books by Aboriginal and +orres Strait (slander %eo%le8 htt%899www$magabala$com "ust echoes, a series of animated *reaming stories8 htt%899www$abc$net$au :search for ;dust echoes<= #ou and $e% our place teachers< notes8 htt%899www$workingtitle%ress$com$au :select ;teachers< notes< then ;>ou and me8 our %lace<=

Software
• • • Slide show software such as 7icrosoft PowerPoint Software such as 7icrosoft 7ovie 7aker +u, Paint drawing %rogram8 htt%899www$tu,%aint$org

Print
ooks
• • • • • &reatures of the rainforest% two artists e'plore "(abuga! countr! , Warren Brim and Anna 0glitis, 7agabala Books, 1225 )hen * was little, li+e !ou, 7ary 7albunka, Allen ' Unwin, 1224 ,ather -+! and .other /arth, )odgeroo Noonuccal, &ohn Wiley ' Sons, 122" 0rac+er 0(uging(i, Bob andall and ?unyi &une@Anne 7c(nerney, &ukurr%a, 1226 #ou and $e% our place, Leonie Norrington and *ee -u,ley, Working +itle Press, 122"

!t"er resources
• *igital video camera

/ 0ducation Services Australia Ltd, 1232, e,ce%t where indicated otherwise Storytelling traditions by Lorraine Beveridge, Ashtonfield Primary School, NSW

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+eaching the unit
Setting t"e scene
Resources
• 7agabala Books, %ublisher of books by Aboriginal and +orres Strait (slander %eo%le8 htt%899www$magabala$com

$eac"ing and learning activities
Stories
Locate books written by (ndigenous writers and read them to the class$ )ne source is 7agabala Books, which %ublishes books by Aboriginal and +orres Strait (slander %eo%le from all over Australia$ +heir titles are listed on their website :htt%899www$magabala$com=$ ead suitable stories to the class and then ask students to retell some of these stories$ Ask the class to brainstorm names and themes of traditional fairytales$ 0,%lain that many of these stories have been around for many centuries, often handed down from generation to generation by the adults, who tell the stories to their children$ 7ake com%arisons with the oral stories from the olden days that have been %assed on by (ndigenous %eo%le and have since been written down$ )h! ha1e these stories lasted so long in co$$unities2 )hich of these stories are intended (ust for fun2 )hich of these stories ha1e a $essage or tell us how we should beha1e2 Ask students to bring in a story from their own family background that may have been told or read by their family$ ead a range of these stories to the class and share the illustrations$ Aamiliarise students with the different stories and how they reflect the cultures they originated from$ )hat are the na$es of the characters in this stor!2 )here does this stor! happen2 )hen did this stor! ta+e place2 )hat happens in this stor!2 )hat lesson does this stor! gi1e us2 ow do the illustrations help to tell the stor!2

%ssessment
Assess students< understanding of storytelling by asking them to retell or write two things they have learned from these stories$

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Investigating
Resources
• • • • • • #"43 'Lift off' - Bip, the snapping bungaroo ,ather -+! and .other /arth, )odgeroo Noonuccal, &ohn Wiley ' Sons, 122" &reatures of the rainforest% two artists e'plore "(abuga! countr! , Warren Brim and Anna 0glitis, 7agabala Books, 1225 ;Brolga song< from "ust echoes website8 htt%899www$abc$net$au :search for ;dust echoes<= +u, Paint drawing %rogram8 htt%899www$tu,%aint$org *igital video camera

$eac"ing and learning activities
Stories '( Indigenous people
Father Sky and Mother Earth ead )odgeroo Noonuccal<s ,ather -+! and .other /arth to the class$ +his %icture book combines *reaming stories with an environmental message about how human animals s%oiled the beautiful world created by Aather Sky and 7other 0arth$ Aortunately, realising their mistakes, the human animals find a way to sto% the destruction$ ole@%lay with the students the action and characters in the story$ +alk to students about this *reaming story, and ask them to retell it in their own words$ *iscuss the illustrations and hel% students to identify how colour and image are used to create the setting for the story$ 0,%lain the environmental message in the story$ Dust echoes (n %re%aration for this activity, e,%lore the series "ust echoes on the ABB website$ "ust echoes is a series of 31 animated *reaming stories from central Arnhem Land$ Select ;Brolga< from "ust echoes then download the ;Brolga song< study guide$ ;Brolga song< tells the *reaming story of a young boy who searches for the s%irit of his father and grandfather and finds it in the brolgas$ Pre%are students to see ;Brolga song< by8 • • • • showing a %icture of a brolga asking whether anyone has ever seen a brolga asking them to imitate the walk of the brolga briefly telling the story of ;Brolga song<$

Show ;Brolga song< once so that students can relate your telling of the story to the film$ Ask students to talk about what they saw and how it linked with your version$ Show ;Brolga Song< again, this time in sections$ As students watch the animation, read the story summary %rovided in the study guide$ *iscuss with students what ha%%ens at each stage in the story$ Select activities suitable for your class from the student worksheet in the study guide$ Ask students to res%ond to ;Brolga Song< in some way$ +hey might like to use +u, Paint to create an illustration for a %icture book version of ;Brolga Song<, or %re%are a PowerPoint that connects
/ 0ducation Services Australia Ltd, 1232, e,ce%t where indicated otherwise Storytelling traditions by Lorraine Beveridge, Ashtonfield Primary School, NSW

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with the story in some way$

elonging
Ask students to give short talks to the class about their %lace in their family$ ow $an! brothers and sisters do !ou ha1e2 ow $an! relati1es can !ou na$e2 )hat fa$il! custo$s do !ou ha1e at special ti$es, such as birthda!s and holida!s2 elate their talks to the conce%t of ;belonging< and make the %oint that in all cultures it is im%ortant that we have a sense of belonging$ elate this back to ;Brolga song<$ Select another of the animated films in "ust echoes and e,%lore it as a *reaming story$

With %ermission of the Australian Bhildren<s +elevision Aoundation, Ailm Ainance Bor%oration Australia Limited and -eytesbury Pty Ltd$ Produced by +he Aunny Aarm$ Animation by 7aggie Ceddes and Neil obinson$

Show the short film #"43 'Lift off' - Bip, the snapping bungaroo, and discuss it with students$ 0,%lore the messages in the film$ Tracker Tjuginji ead 0rac+er 0(ugin(i to the class$ Work with students to hel% them retell the story by drawing %ictures of the im%ortant moments in the story$ -el% students add ca%tions to their %ictures, using their own words$ +his could be done as a slide show using PowerPoint$ Ask students to listen to the song that accom%anies +racker +DuginDi and hel% them to learn the actions that go with the song$ Arrange for them to %erform the song for a buddy class or school assembly$ A s%okes%erson for the class should e,%lain the meaning of the song$ Creatures of the rainforest ead &reatures of the rainforest to the class$ *iscuss the different forms of artwork used in the book$ Arrange students in buddy %airs and ask them to write descri%tions of each of the animals de%icted in the book, and to draw %ictures to go with the descri%tions$

/ 0ducation Services Australia Ltd, 1232, e,ce%t where indicated otherwise Storytelling traditions by Lorraine Beveridge, Ashtonfield Primary School, NSW

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+,tension activit(
Arrange for students to create a movie using a digital video camera and 7ovie 7aker software$ +he movie should consist of each buddy %air of students %erforming a movement seEuence for one of the animals in &reatures of the rainforest$ +heir %erformance should be based on the summary in the book$

%ssessment
(n order to assess students< engagement with and understanding of the stories they have heard and viewed, ask them to identify the main messages$ Bonduct informal assessment of students throughout the activities, assessing their understanding of the stories and the Euality of their %erformances and the te,ts they %roduce$

ringing it all toget"er
Resources
• • • • #!56 'Lift off' - Uncle enr! #ou and $e% our place, Leonie Norrington and *ee -u,ley, Working +itle Press, 122" #ou and $e% our place teachers< notes8 htt%899www$workingtitle%ress$com$au :select ;teachers< notes< then ;>ou and me8 our %lace<= +u, Paint drawing %rogram8 htt%899www$tu,%aint$org

$eac"ing and learning activities
Lift off
R6753 Lift off ! "nc#e $enry 0,%lain that this short film is about an Aboriginal boy living in a city who goes to visit his Uncle -enry in the country$ -e thinks it will be boring away from the city, but soon learns he is wrong$

With %ermission of the Australian Bhildren<s +elevision Aoundation and Ailm Ainance Bor%oration Australia Limited$ Animated by &ulian Wigley$

Show students #!56 'Lift off' - Uncle enr!$ Ask volunteers to retell the story$ Arrange students into grou%s of three and dis%lay or give them co%ies of the following Euestions8 )hat ani$al appears at the beginning of the fil$2 )hen does this ani$al appear again during the stor!2
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ow does 3ohnno tra1el to the countr!2 ow does 3ohnno help to get food on the table for dinner2 )hat does Uncle enr! teach 3ohnno2 enr!2

"oes 3ohnno ha1e a good ti$e in the countr! with Uncle

Show 'Lift off' - Uncle enr! again, %ausing where necessary so that students can talk about their answers$ Lead a class session in which grou%s su%%ly answers to the Euestions and their answers are discussed$

%ssessment
Arrange students in %airs$ +heir task is to write the story of 'Lift off' - Uncle enr! as if they were &ohnno$ +hey also %re%are an illustration to go with their story, using 0u' 4aint or art %a%er and %encils or %aint$ -el% students with their stories, editing and illustration$ *is%lay their work around the room$

.ultural diversit(
0,%lore with the class the idea that many %eo%le have one or more cultural backgrounds and often live, learn and work in a culture different from that at home$ *raw from the class e,am%les of such cultural diversity in their own lives and focus on the %ositive features of living in a multicultural environment$ %ou and &e' our (#ace (n #ou and $e% our place, two boys tell of how they live ha%%ily in two cultures F one a modern and the other a more traditional culture$ +he story shows how they move easily between these two cultures, familiar, for e,am%le, with both bush tucker and the su%ermarket$ Working +itle Press, the %ublisher of #ou and $e% our place, %rovides teachers< notes to su%%ort teaching of the book$ +o access the notes, go to htt%899www$workingtitle%ress$com$au$ Select ;teachers< notes< then ;>ou and me8 our %lace<$ Select the activities most suited to your class and use them to develo% students< awareness of the differences between the two cultures %ortrayed$ Aocus on %resenting these differences in a %ositive light$ *raw students< attention to the illustrations in #ou and $e% our place$ Bover the words and ask students to look at each illustration and describe the %art of the story being told$ -el% students to go beyond literal meaning into inter%reting the settings and themes of the book$ Select one illustration and %oint out the colours and images used by the illustrator, *ee -u,ley$ +he section headed ;(llustrations< in the Working +itle Press teachers< notes will assist you with this activity$ Ask students to create an illustration that uses similar colours and images to the illustration selected from the book$ +he students< illustration should be ins%ired by #ou and $e% our place in some way$

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%ssessment
(n order to assess students< understanding of living in different worlds, ask them to name two different ;worlds< that they live in$ +hese might be based on language, culture or %lace$ +hose students living in a monocultural environment might suggest school and home, or %layground and classroom as being different %laces$

Drawing conclusions
$eac"ing and learning activities
Sc"ool visit
Before undertaking the following activity get advice from res%ected members of your local (ndigenous community to ensure that the a%%ro%riate %eo%le are being consulted$ )ften, schools have (ndigenous staff who can %rovide guidance in seeking a%%ro%riate contacts$ (nvite an (ndigenous storyteller into the school so that the class can listen to their stories$ -el% the students %re%are in advance some Euestions to ask the visitor$ After the visit, work with the class to %re%are a sim%le re%ort on the visit and the stories they heard$ -ave students write a thank you letter from the class highlighting the key messages that they have learned$

%ssessment
(n order to assess students< knowledge and understanding of storytelling traditions, ask them to com%lete a %iece of work that reflects something that they read, saw or learned during the unit$ +hey might create a drawing, write a short re%ort, a %oem or story, or %re%are a PowerPoint slide$

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1riter2 Lorraine Beveridge +he material in this unit of work may contain links to internet sites maintained by entities not connected to 0ducation Services Australia Ltd and which it does not control :;Sites<=$ 0ducation Services Australia Ltd% • %rovides the links for ease of reference only and it does not s%onsor, sanction or a%%rove of any material contained on the SitesG and • does not make any warranties or re%resentations as to, and will not be liable for, the accuracy or any other as%ect of the material on the Sites or any other matter connected to the use of the Sites$

While the material in this unit of work is not remunerable under Part HB of the &op!right 5ct 1968, material on the Sites may be remunerable under Part HB of the &op!right 5ct 1968$ (t is your res%onsibility to read and com%ly with any co%yright information, notices or conditions of use which a%%ly to a Site$

/ 0ducation Services Australia Ltd, 1232, e,ce%t where indicated otherwise Storytelling traditions by Lorraine Beveridge, Ashtonfield Primary School, NSW

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