Our Stories Stage 1

Our stories Stage 1

Connected Outcomes Group (G)

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Planning page

Student work: / Resources needed: / Literacy links include: / Numeracy links include:
• students will be asked to bring in a personal artefact (something of importance to them), and an artefact from their family
• students will be producing a book from stories and drawings based around this artefact.
• Organise for an older community member to share stories about when they were young. / Copies of DET and BOS resources have been sent to all schools.
• Beyond the frame (DET)#
• Enter Art (DET) (currently out of print; teacher’s book is available as a pdf on arts action CD-ROM (DET) #
• musical instruments
• artefacts (personal items of interest, objects from family and community members, Aboriginal artefacts)
• Caring for Place – caring for Country (DET) (available as a pdf at: http://www.curriculumsupport.education.nsw.gov.au/primary/hsie/assets/pdf/caring/caringplace.pdf) Spare copies of Caring for Country are also available from regional offices - contact your regional curriculum SEO2 or Aboriginal Education consultant.• Vocal-Ease modules 3 & 4 (DET)#
• Abel's moon, Shirley Hughes
• Catherine and Laurence Anholt's big book of families
• When I was young, James Dunbar
• Isabella’s bed, Alison Lester
• a range of different styles of story books (produced in different ways).
Collaborate with your teacher-librarian for teaching and resource support.
#Additional copies of these DET resources are available from DET sales at: https://www.det.nsw.edu.au/doingbusiness/product_service/schcurresource/index.htm / • innovates on a spoken narrative started by a teacher
• works in group to write and perform a musical composition for other students
• listens to an oral recount from a guest speaker
• relates events in texts to own experiences
• describes an object using focus questions
• discusses how pictures can convey a message or story
• interviews a family or community member about an artefact, and shares this information with the class
• creates a story book (literary recount) from own experiences
• uses questions to gather information and summarises results of a class survey. / • uses understanding of vertical, horizontal and parallel lines when drawing
• gives and follows simple directions, using terms ‘left’ and ‘right’
• compares and orders events in time

Term planner (teachers may want to use this to plan the work over a term)

Week

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Creative Arts

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HSIE

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PDHPE

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SciTech

1 / Visual Arts and Drama – telling a story
Music – telling a story in sound / What is heritage? / There are no PDHPE learning experiences in this unit.
2 / Drama – developing a character’s story
- responding to an object/artefact / (PDHPE outcomes are addressed in other units within this Stage)
3 / Visual Arts – personal heritage / Personal heritage
4 / Visual Arts – family heritage / Family heritage
5 / Dance – telling a story through movements / Our heritage / Making a book - (Weeks 5–8)
6 / Our families – lives and times
7 / Our families – lives and times (report back)
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9
10

Unit of work

Outcomes / Learning experience / Planned assessment /
This unit explores the concept of telling stories as part of our history and heritage. Through Creative Arts and HSIE, students learn about the importance of artefacts and the different ways stories can be told. This unit culminates in a SciTech task where students design and make a book from their stories.
NB shaded text is background information for teachers.

Creative Arts: Visual Arts, Drama

VAS1.3 Realises what artists do, who they are and what they make
• talks about what they see in an artwork.
VAS1.4 Begins to interpret the meaning of artworks, acknowledging the roles of artist and audience
• talks about the different meanings an artwork may have.
DRAS1.2 Conveys story, depicts events and expresses feelings by using the elements of drama and the expressive skills of movement and voice
• creates a story and expresses dramatic meaning through voice.

English

TS1.1 Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured classroom activities.
TS1.3 Recognises a range of purposes and audiences for spoken language and considers how own talking and listening are adjusted in different situations. /

Telling a story

• Look at an artwork from the DET image kits Beyond the frame or Enter Art. Suitable examples:
- Manly beach – Summer is here (image no. 2 Beyond the frame)
- Waiting for the mine bus (image no. 6 Beyond the frame)
- The meat queue (image no. 8 Beyond the frame)
- Big shark in a small ute (image no. 10 Beyond the frame)
- Manly beach – five girls on longboards (image no. 20 Beyond the frame)
- Untitled (fashion queue with masked child) (image no. 10 Enter Art)
- The Emperor Jehangir returning from a hunt (image no. 12 Enter Art).
Images for titles from Enter Art can be found at: http://www.artgallery.nsw.gov.au/collection/simple_search
• Discuss the artworks:
- what story is the picture telling?
- what can you see?
• Use the artwork as stimulus to tell a story. Stop after a short period and select students to continue the story. Different students continue to build and extend the story. Encourage students to use their imagination and to be as creative as possible.
(Literacy link: innovates on a spoken narrative started by a teacher)

Creative Arts: Music

MUS1.1 Sings, plays and moves to a range of music, demonstrating an awareness of musical concepts
• experiments with pitch, duration and tone colour when performing individual and overlapping sounds.
MUS1.2 Explores, creates, selects and organises sound in simple structures
• experiments with creating sounds in response to an image.
MUS1.3 Uses symbol systems to represent sounds
• creates graphic symbols to represent sounds
• combines symbols to create a class composition.
MUS1.4 responds to a range of music, expressing likes and dislikes and the reasons for these choices
• compares two versions of a class composition.

English

TS1.2 Interacts in more extended ways with less teacher intervention, makes increasingly confident oral presentations and generally listens attentively.
TS1.3 Recognises a range of purposes and audiences for spoken language and considers how own talking and listening are adjusted in different situations.
WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers. /

Telling a story in sound

• Study an artwork such as Untitled (Fashion queue with masked child), image no. 10 Enter Art. This image can also be seen at:
http://www.niagara-galleries.com.au/artists/artistpages/artists_worx/jones/stock/images/6622_000.jpg
• Explore the artwork by:
- discussing the people, what they look like, what they are doing
- describing the objects and background in the image
- creating sounds for the different characters and objects in the image e.g. a long, sustained sound for the curb which runs across the front of the photograph; sounds descending from high to low for the poles at the bus stop; leaves rustling and wind blowing; two different instruments playing at the same time for the two ladies in white.
• Encourage students to use voices and found objects e.g. leaves, jangling keys and pens as well as traditional classroom instruments. Vary the loudness and softness of the sounds.
• Use the photograph as a score, pointing to different people and objects for the students to practise producing their sound.
• Experiment with overlapping sounds as well as separate sounds. Create a class composition based on the artwork.
• Have each group invent a graphic symbol to represent their sound.
• Use these symbols in a graphic score to create a new class composition.
• Perform the class composition. Discuss which version students like best and why.
(Literacy link: works in a group to organise ideas from an image into a musical composition; performs musical composition for an audience) /

Assessment strategy

The teacher:
• observes student participation in class composing activity.

Assessment criteria

The student:
• creates sounds in response to a visual image
• performs sounds in response to a visual image
• uses symbols to represent sound
• discusses their compositions and gives reasons for their choices.
• organises and records ideas in sequence
These criteria relate to outcomes MUS1.2 MUS1.3 MUS1.4, TS1.2, TS1.3
Creative Arts: Drama
DRAS1.1 Takes on roles in drama to explore familiar and imagined situations.
• creates a role and situation using an artwork as stimulus.
DRAS1.3 Interacts collaboratively to communicate the action of the drama with others
• interacts in role to communicate meaning to an audience.
DRAS1.4 Appreciates dramatic work during the making of their own drama and the drama of others
• responds to their own drama and that of others by describing their ideas and feelings.

English

TS1.1 Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured classroom activities.
TS1.2 Interacts in more extended ways with less teacher intervention, makes increasingly confident oral presentations and generally listens attentively.
TS1.3 Recognises a range of purposes and audiences for spoken language and considers how own talking and listening are adjusted in different situations. /

Developing a character’s story

• Students look again at a selection of images from Beyond the frame and Enter Art, select a character and develop that particular character’s story or action. Encourage imaginative responses. The story may be developed by students using one of the following drama forms:
- improvisation. The teacher may take a role in the improvisation to help establish the focus of the drama, e.g. the teacher-in-role.
- mime. Ensure that students understand that mime is a silent enactment involving visual communication through gesture and action.
- a series of freeze frames or tableaux (tableau - singular). Students should freeze the action as though they were having their photograph taken at a significant moment. The camera lens is the audience for the sequence of tableaux.
• Discuss the performances:
- what part did you enjoy the most?
- how did you feel when you were performing?
- were the situations clear?
- what was happening?
- how could it be improved?
- were the roles convincing?
(Literacy link: adjusts voice to suit characters; responds to non-verbal prompts from others; evaluates their participation in drama)

Creative arts: Drama

DRAS1.1 Takes on roles in drama to explore familiar and imagined situations
• creates a range of roles and situations using an object as stimulus.
DRAS1.2 Conveys story, depicts events and expresses feelings by using the elements of drama and the expressive skills of movement and voice
• expresses dramatic meaning through movement and voice.
DRAS1.3 Interacts collaboratively to communicate the action of the drama with others
• interacts in role to communicate meaning to an audience.
DRAS1.4 Appreciates dramatic work during the making of their own drama and the drama of others
• responds to their own drama and that of others by describing their ideas and feelings in class discussion.

English

TS1.1 Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured classroom activities.

TS1.3 Recognises a range of purposes and audiences for spoken language and considers how own talking and listening are adjusted in different situations.

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Responding to an object or artefact

Provide stimulus objects such as historical or Aboriginal artefacts for students to look at. Objects that are functional such as tools and utensils and which have personal significance are ideal.
• Students sit in a circle and the objects are passed around, one at a time.
• Discuss what the objects may be, how they could be used, who might have used them and how old they might be.
• One student at a time takes an object and develops some action using the object as the stimulus, e.g. showing the rest of the class how the object might be used. The students may:
- improvise actions by stepping into role to enact a situation that tells a story about the object. The teacher may assist by taking on a role in the drama with the student to help build belief in the action, or by asking questions to facilitate the student in decision making, e.g. how heavy is it to carry? Can you mime the movement to dig with it? Would you like to give this away? Who would you give it to? Show us.
- tell a story about the object by using mime actions. Ensure that students understand that mime is a silent enactment involving visual communication through gesture and action
- tell a story about the object, relating it to a previous experience.
• Students discuss their own drama and that of others:
- how did you feel when you were performing?
- what was it like to be someone else?
- what did you enjoy? Why?
- what grabbed your attention?
(Literacy link: uses props to innovate as a character and tell stories; uses verbal and non-verbal communication) /

Assessment strategy

The teacher:
• observes student participation in improvisation and mime activities
• analyses student responses to their own drama and the drama of others.

Assessment criteria

The student:
• interacts in role to communicate meaning to an audience.
• responds to their own drama and that of others by describing their ideas and feelings in class discussion.
These criteria relate to outcomes DRAS1.3 and DRAS1.4

HSIE

CCS1.1 Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities
• identifies past events and explains their significance to self and others
• retells original stories associated with traditions of own family and community,
• reflects on the oral history of the guest speaker and compares to own experiences
• compares artefacts from different times and evaluates their significance and purpose
• explains how different generations of people lived in the local area
• communicates the value of the contributions made by past generations to the community.
English
RS1.5 Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts.
TS1.1 Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured classroom activities.
TS1.3 Recognises a range of purposes and audiences for spoken language and considers how own talking and listening are adjusted in different situations.
TS1.4 Recognises that different types of predictable spoken texts have different organisational patterns and features. /

What is heritage?