Respect and Responsibility

Visual Arts

Students make pictures and other artworks using the media and materials given, representing both real and imagined situations.

They appreciate that artists make artworks and they begin to describe aspects of artworks.

VAES1.1, VAES1.2, VAES1.3, VAES1.4

• Using a variety of media, draw family members and friends in national costume.

Students discuss when and why people wear national costumes.

• Create a wall mural using collage materials to depict significant events in their lives, eg celebrations, birthdays, holidays and festivals. Discuss the importance of recognising and respecting these celebrations.
• Use soft large lead pencils to represent different physical features when making a self portrait, eg hair, costume. Discuss what makes us the same and different.

• View a variety of artworks from different cultures. Students identify different colours, shapes and textures. Express how the artwork makes them feel.
• Students bring in artworks/artefacts from home that are significant to their family heritage. Discuss the cultural significance of these objects. They draw their favourite objects.

• View a variety of artworks from different cultures and in peer groups, students identify features that are significant to them and their experiences.

Dimensions of respect and responsibility:

• Cultural Awareness

Visual Arts

Students make artworks representing both real and imagined situations exploring a range of techniques and media. They discuss qualities of artworks such as subject matter and technique, recognising that artists create artworks for different audiences

VAS1.1, VAS1.2, VAS1.3, VAS1.4

• Discuss artworks that show relationships between people who are important to each other. Students work in groups to discuss a variety of compositions. Students make artworks representing family and friends in social situations, eg greeting each other, working together, visiting another family.
• Share experiences of family visits, eg outings to places of worship, restaurants. Students draw from memory significant details of these places and events.
• Experiment with primary colours and white to create a variety of tones. Use these colours to enhance a self-portrait.
• In peer support groups, create models of family groups using clay or plasticine. Use other materials to add details, eg paint, collage. Discuss similarities and differences of the groups and display in classroom or school foyer. Discuss student experiences of group cooperation, collaboration and teamwork.
• Invite local artists with different cultural backgrounds to share with the students how they generate ideas for their artworks, their favourite techniques and why they make art.
• Students discuss the individuality of each artist’s works.
• Display artworks that depict different cultural situations that students can identify with. Use these artworks for students to discuss feelings and messages that the artworks may evoke in the viewer, eg excitement, happiness.

Dimensions of respect and responsibility:

• Cultural Awareness
• Community Partnerships
• Peer Support

Visual Arts

Students make artworks that represent a variety of subject matter and make choices about the forms and techniques used to best represent the qualities of the subject matter.

They discuss reasons why artists make particular artworks and why different interpretations are possible, recognising similarities and differences in how subject matter is presented.

VAS2.1, VAS2.2, VAS2.3 VAS2.4

• Using a variety of media, students produce a visual representation of a cultural and/or religious experience. Display the artworks. In small groups, discuss the similarities and differences of the memories.
• Make a wire sculpture that represents harmony. Students talk about the created lines and spaces and invite others to view and respond to their artworks. Compare the various responses while respecting the opinions of others.
• Visit an art gallery or view artworks online. Identify artworks from the students’ countries of origin. Students discuss what the artist is trying to convey to the audience.
• Using a variety of media draw pictures representing a recent cultural and/or religious experience. In small groups they reflect on their artworks and discuss the similarities and differences of their memories.
• Research types of materials used by different cultures to create artworks, eg Aboriginal use of ochre, gum and sticks, Chinese calligraphy, pens/brushes and ink. From this, students explore the concepts, ideas and issues that can be found in the artworks.

Dimensions of respect and responsibility:

• Cultural Awareness
• Peer Support

Visual Arts

Students make artworks for a variety of audiences using different forms and techniques to convey meaning and represent the likeness of things in the world.

They discuss artworks in terms of how subject matter is used and represented, artists’ intention and audience interpretation and make reasoned judgements about these artworks

VAS3.1, VAS3.2, VAS3.3,

VAS3.4

• Experiment with different ways of representing perspective. Sketch places of significance and/or buildings in the local community. Invite community members to view artworks, identify locations and select favourite pieces.
• Explore a variety of painting techniques by experimenting with colour, texture and surface. Students depict a contemporary social issue using one or more of the techniques. Invite local personalities to respond to their artworks.
• Sort and categorise photographs from newspapers. Use these to create a collage, with mixed media, to represent tolerance, harmony and/or peace.
• Find reproductions of art from different cultures that depict people in a variety of contexts. Students discuss the similarities and differences in the compositions and consider how people are represented. Students choose their favourite work and give reasons for their choice.
• Take digital photographs of students’ artworks that represent the concept of harmony. View the responses and highlight originality and effectiveness of the imagery. Students send/email images to local, national or international schools to illicit responses for their artworks.

Dimensions of respect and responsibility:

• Cultural Awareness
• Peer Support
• Inter-school Programs
• Community Partnerships

Music

Students sing, play and move to a range of music.

They experiment with sounds and organise them into basic structures.

Students listen to and respond to a variety of music.

MUES1.1, MUES1.2, MUES1.3,

• Perform simple speech rhymes, playground chants and songs based on students’ cultural heritage.
• Use musical instruments from different cultures to maintain a sense of rhythm and beat. Students discuss their favourite sounds and why they are pleasing to listen to.
• Clap students’ names to create rhythms. Celebrate the different names and their meanings.
• Use students’ countries of origin to make rhyming patterns. Explore the different messages and meanings conveyed in the songs.
• Listen and respond to music from different cultures over the course of a term.
• Invite parents and friends to play musical instruments unique to their culture. Share the origin of the pieces and when and where they would be played in that country.

Dimensions of respect and responsibility:

• Cultural Awareness
• Community Partnerships

Music

Students sing, play and move to music, demonstrating an awareness of their own capability in using voice and other sound sources.

They organise sounds into simple structures and begin representing creative ideas symbolically.

Student listen to and identify simple features of music and make judgements about musical effectiveness and preference.

MUS1.1, MUS1.2, MUS1.3,

MUS1.4

• Use voices, instruments and natural materials to produce a soundscape that represents a cultural celebration, eg Easter, Hanukkah, Name Day, Chinese New Year. Students present their interpretations.
• Listen to recorded music from different cultures responding to beat and rhythm eg Aboriginal dance, Turkish and Greek bouzouki. Students share how the various pieces sound and make them feel.
• Select a chant from another country. Students work in peer groups to perform the chant in different ways, eg softly, loudly, whispered.
• Use melody and/or rhythm of a known chant. In across stage groups create a verse about peace or harmony. Represent the composition using simple rhythmic notation and perform at assembly.
• Express feelings through movement, drawing and/or painting in response to culturally diverse music.

Dimensions of respect and responsibility:

• Cultural Awareness
• Community Partnerships
• Peer Support

Music

Students sing, play and move to music., demonstrating a basic understanding of musical concepts.

They organise musical ideas into simple compositions and use understood symbols to represent these.

Students listen to a range of music, identifying key features and they make some informed judgements about musical preference.

MUS2.1, MUS2.2, MUS2.3,

MUS2.4

• Write a poem about accepting differences. Students vote on the one that can best be created into a musical composition. Students produce a recording and upload to school website.
• Create a message about respect and responsibility. Students improvise their own melodic ostinato over the repeating message.
• Brainstorm what is different and similar in people. Students represent one idea from each category with sounds. Students guess each others ideas. Create symbols to record their composition and perform for their peer support groups.
• Select a commercially produced musical composition related to the topic of ‘Peace’. Students work in small groups and use musical symbols and concepts to create their own composition ‘Peace’. Students compare their compositions with the commercial sample.

Dimensions of respect and responsibility:

• Cultural Awareness

Music

Students sing, play and move to a range of music, both as individuals and in group situations, demonstrating an understanding of musical concepts.

They organise musical ideas into compositions, using notation systems to record these ideas.

Students listen to a range of familiar and unfamiliar music with a sense of understanding, appreciation and discrimination.

MUS3.1, MUS3.2, MUS3.3,

MUS3.4

• Create a rap about harmony and accepting difference. Students work in small groups to create their own composition and rhythmic ostinato patterns. They perform their raps to a school group or at assembly.
• Select a song from another culture. In groups students draw the pitch contour from a section of the song. Groups combine to perform the completed song to a select audience and share the richness of cultural diversity. For example, they can perform at the local retirement village or shopping centre.
• Select a traditional music sample from a culture represented in the class and compare this with a contemporary sample from the same cultural group. Compare and contrast the pieces. Discuss how students feel when they hear the different pieces.

Dimensions of respect and responsibility:

• Cultural Awareness
• Community Partnerships
• Inter-school Programs

Drama

Students engage in roles through imaginative play and dramatic situations.

They use movement spaces and objects to dramatise personal experiences.

They respond to different forms of dramatic experiences.

DRAES1.1, DRAES1.3, DRAES1.4

• Listen to a folk tale or Aboriginal Dreaming story. Students assume character roles to retell the story as a Readers Theatre. Discuss their feelings as they perform these roles.
• Present students with a scenario where a child has had their favourite toy taken from them. Students mime their responses. The teacher highlights respectful responses and those that are appropriate to solving the scenario.
• Share an educational program or movie about accepting differences. Students identify characters and talk about what they liked and didn’t like about the characters’ behaviour.

Dimensions of respect and responsibility:

• Cultural Awareness

Drama

Students explore and convey ideas, events and feelings through roles and they work collaboratively to communicate and express feelings about the action of the drama.

They experience and respond to a range of drama forms and elements of making, performing and appreciating drama.

DRAS1.1, DRAS1.2, DRAS1.3

DRAS1.4

• Students make or bring in puppets from home. They create a personality and character description for their puppet. They introduce and talk about the special qualities of their puppets, eg kind, sharing, friendly, helpful. In small groups students create puppet shows for their peers, that reflect the individual qualities of their puppets.
• Share significant family events such as weddings and Name Days. Students talk about their feelings and then in small groups students create a short dramatic presentation to represent the occasion. Using props and costumes students present to a wider audience, eg parents, local preschool.
• View a professional performance on DVD or video. Students discuss whether the performance is fact or fiction and reflect on the characters’ performance and qualities, eg kindness, acceptance, tolerance, patience.

Dimensions of respect and responsibility:

• Cultural Awareness
• Community Partnerships

Drama

Students use movement and voice to build the action and roles of a drama in a variety of situations.

They devise and sequence drama to create meaning.

Students experience and interpret a range of drama forms and elements by making, performing and appreciating drama.

DRAS2.1, DRAS2.2, DRAS2.3

DRAS2.4

• View a range of clothing from different cultures, eg kimono, sari, kilt, turban, burka. Use the clothing to develop characters and create a simple story about greetings. Discuss some of common aspects of these greetings.
• Create a fictitious story about a new child from a different cultural background who is left out of games at lunch time. Students create a short play to show how to resolve this situation.
• Read/tell a known story with a cultural context, eg Aboriginal Dreaming story. Provide students with lines from the story to perform as a Readers Theatre. Students share their feelings about the experience.

Dimensions of respect and responsibility:

• Cultural Awareness
• Inter-school Programs

Drama

Students use movement, voice and the elements of drama to sustain dramatic roles in a range of contexts.

They devise and perform a range of drama forms for audiences.

Students interpret a range of drama experiences making, performing and appreciating drama.

DRAS3.1, DRAS3.2, DRAS3.3, DRAS3.4

• Create a play in cooperation with another school, eg ‘A Week in the Life of an Australian Family’. Students from each school come together or share a video link up of the play and highlight the similarities and differences of the two groups.
• Discuss a contemporary cultural issue. Students research the issues and devise questions for a forum. Form a panel, where students role play representatives of the local community, including Local Member(s) of Parliament, religious figures, parents, prominent sporting identities, journalist, actor. Following on from the panel discussion, students write to the Local Member(s) of Parliament with suggestions on how to improve particular aspects of cultural harmony.
• View a culturally significant movie from another time. Students compare life depicted in the movie with their lives and identify differences. Discuss how things might change in the future. Share these ideas with parents and/or grandparents and/or community members.

Dimensions of respect and responsibility:

• Cultural Awareness
• Inter-school Programs
• Community Partnerships
• Leadership

Dance

Students perform dances with some control over body movement and expression.

They respond to a range of stimuli, drawing from experience and imagination, exploring the notion that dance is about moving the body to express ideas.

Students watch dance performances and begin to recognise some basic components of dance.

DAES1.1, DAES1.2, DAES1.3

• Listen to an Aboriginal story and students use body percussion to interpret characters. One person keeps the beat with clap sticks while students perform their interpretations. Students talk about how different cultures use dance in imaginative and/or culturally significant ways.
• Invite a cultural dance group to perform for students, parents and local community members. Students select some of the movements from this performance to create their own interpretations. They share feelings of their understanding about the messages conveyed in the stories.

Dimensions of respect and responsibility:

• Cultural Awareness
• Community Partnerships

Dance

Students perform dances with some understanding of body movement and expression, exploring a range of movements to make choices in order to convey ideas, feelings and moods conveyed by dances.

DAS1.1, DAS1.2, DAS1.3

• Listen to a literary cultural story. Students create an informal dance related to the story. They perform this work at assembly relaying the meaning of the dance to the audience.
• Invite a cultural dance group to perform. Students talk about what the dance represents and how ideas, feelings and moods are conveyed through particular movements and expressions in the dance.

Dimensions of respect and responsibility:

• Cultural Awareness
• Community Partnerships

Dance

Students perform dances demonstrating a range of performance qualities and increasingly complex movement skills.

They explore the elements of dance in their own works and how these can be selected and combined to convey meaning.

Students discuss the meaning and purpose of dance works and the roles of the creator and the performer.

DAS2.1, DAS2.2, DAS2.3

• Explore the work of men and women in culturally diverse communities. Students work in small groups to create and combine movements representing the cultural groups researched. Students present the dances in their peer support groups encouraging the audience to identify with roles and possible cultures.
• Invite a cultural dance group to perform. Students participate during the performance. In small groups students use music from or similar to the performance to create their own dance about friendship and respect. They perform for each other and discuss the compositions and the messages they convey.

Dimensions of respect and responsibility:

• Cultural Awareness
• Peer Support
• Community Partnerships

Dance

Students perform dances from a range of contexts demonstrating movement and expressive qualities appropriate to the dance.

They explore, refine and organise movement to convey meaning to an audience.

They recognise and discuss how dance has various artistic and cultural contexts.

DAS3.1, DAS3.2, DAS3.3

• Create a dance based on harmony and peace. Students work in small groups to discuss the meaning of harmony and match movements to their thinking. They select music appropriate to the theme and perform the dances for people in the wider community eg. day care centre, aged care facility.
• Invite a cultural dance group to perform at the school. Students participate in a question and answer session with the dancers to discuss meaning of the performances and cultural significance. Students write about the experience and send their reports, with photos, to the local paper or publish in school newsletter.

Dimensions of respect and responsibility:

• Cultural Awareness
• Community Partnerships