Dance Dance
ABORIGINAL AND TORRES STRAIT ISLANDER HISTORIES AND CULTURES
LIVINGMotion CULTURES Transfer – Motion Transfer DANCE#702A48 #702A48
Remedial Practice Remedial Practice
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Creating Tradition Creating Tradition
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YEAR 5
Department of Education Dance Dance
LIVING CULTURES – YEAR 5
Motion Transfer Motion Transfer DANCE#702A48 #702A48
Remedial Practice Remedial Practice
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CLAPSTICKSCreating Tradition Creating Tradition #0D588C #0D588C Learners undertake an inquiry into an Aboriginal instrument – the clapstick – before listening to a range of traditional and contemporary Aboriginal song and dance to explore the way clapsticks communicate meaning. Finally, students will make a set of their own clapsticks with an Aboriginal Sharer of Knowledge.
CROSS CURRICULUM PRIORITY and practices of various cultural groups in relation to a specific time, event or custom Aboriginal and Torres Strait Islander Histories and Cultures Critical & Creative Thinking Organising idea 1 Inquiring – identifying, exploring and organising information Australia has two distinct Indigenous groups: Aboriginal and ideas Peoples and Torres Strait Islander Peoples, and within Organise and process information those groups there is significant diversity. Level 4 – analyse, condense and combine relevant Organising idea 4 information from multiple sources Aboriginal and Torres Strait Islander societies have Generating ideas, possibilities and actions many Language Groups. Imagine possibilities and connect ideas ACHIEVEMENT STANDARDS Level 4 – combine ideas in a variety of ways and from a Music range of sources to create new possibilities Students explain how the elements of music are used to communicate meaning in the music they listen to, compose and perform. They use rhythm, pitch and Learning Goals form symbols and terminology to compose and Learners will: perform music. »» Know the origins and uses of clapsticks. Humanities and Social Sciences (HASS) »» Understand that clapsticks communicate meaning in They examine sources to determine their purpose and Aboriginal song and dance. to identify different viewpoints. »» Make their own set of clapsticks, guided by an CONTENT DESCRIPTORS Aboriginal community member. Music Learning Sequence Explain how the elements of music communicate Activating and Engaging meaning by comparing music from different social, Story Sharing cultural and historical contexts, including Aboriginal and Creating Tradition Torres Strait Islander music (ACAMUR091). View from the ‘Living Cultures – Dance’ section of The Orb. Humanities and Social Sciences (HASS) Generate a class discussion and ask the students: Examine different viewpoints on actions, » events, issues and phenomena in the past and » What musical instrument can you see being used in present (ACHASSI099). the clips? »» What is it called? GENERAL CAPABILITIES »» Have you seen this instrument used before? Intercultural Understanding »» What purpose is it serving? Recognising culture and developing respect »» What other purposes might it be used for? Explore and compare cultural knowledge, beliefs and practices
Level 4 – describe and compare the knowledge, beliefs
ABORIGINAL AND TORRES STRAIT ISLANDER HISTORIES AND CULTURES DANCE — BAND 5–6 PAGE 1 Dance Dance
LIVING CULTURES – YEAR 5
Motion Transfer Motion Transfer
#702A48 #702A48 Exploring and Discovering »» What were the differences in the use of clapsticks in Story SharingRemedial Practice the performances? Remedial Practice #94901F #94901F »» Were there different pitches or tones of the Creating Tradition clapsticks? Creating Tradition #0D588C #0D588C »» What do you think changes the sound of the different clapsticks? »» How are the clapsticks setting the mood? »» How do the clapsticks change the mood? »» What tells us that the mood of the dance or song has changed? »» What do you think the performance was about? »» What things gave you hints of this? Ask students to clap along with the rhythm in each This pair of clapsticks was made by an unknown performance. You may need to listen to each one a Indigenous artist in the Northern Territory, in the number of times. period after European settlement. The larger stick would have been held in one hand, the smaller stick in Synthesising and Applying the other hand being tapped against it sharply. Carved Deconstruct-Reconstruct by hand from a very hard, dense timber known as Cooktown ironwood, they have no decoration. At Invite a Tasmanian Aboriginal community member, via the ends are cut marks (made by a chiselling action the AES ASK program, into the classroom or out on with a metal tool), while the long surfaces have been Country to make clapsticks with the students. smoothed. Explain that they are able to include any design on Some clapsticks are highly decorated with wood- them they would like. burned designs, or painted, and the choice of Success Criteria decoration depends on the maker and the particular purpose of the sticks. Learners: » Clapsticks – which in some regions are called bilma » Participate in a class discussion around the clapsticks or bimla – are a traditional percussive instrument and watch a number of different Aboriginal song used by men and women in all Indigenous Australian and dance clips. communities, usually to maintain rhythm during vocal »» Identify the way clapsticks provide meaning in chants. They are used in ceremonies and social dancing, Aboriginal music and dance. and may accompany other instruments such as the »» Design and make their own set of clapsticks. didjeridu. Like many Indigenous objects, they can serve more than one purpose, such as for digging in the earth, or as trade items. University of Melbourne Library Non-verbal Watch a number of YouTube clips showing different uses of clapsticks in Aboriginal music and dance. Aboriginal song and dance in Numbulwar, Arnhem Land Aboriginal Dance 1 Laura Dance Festival Symbols and Images Non-linear Generate a class discussion after each clip: »» How were the clapsticks important to that performance? »» What rhythm were they keeping?
ABORIGINAL AND TORRES STRAIT ISLANDER HISTORIES AND CULTURES DANCE — BAND 5–6 PAGE 2 Dance Dance
LIVING CULTURES – YEAR 5
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#702A48 #702A48 Resources Remedial Practice Remedial Practice »» The Orb#94901F #94901F »» Australian Curriculum Creating Tradition Creating Tradition »» Aboriginal#0D588C Sharers of Knowledge (ASK Program) #0D588C Guidelines »» Aboriginal Sharers of Knowledge (ASK Program) Application Form »» The Aboriginal Education Library: email [email protected] or telephone 03 6165 5480 for more resources, including the ones listed below. »» The Eight-Way Framework of Aboriginal Pedagogy »» Wood for clapsticks »» Tools and paint for decorating clapsticks Glossary Clapsticks Clapsticks or clappers are a type of drumstick, percussion mallet or claves that belongs to the idiophone category. It serves to maintain rhythm in Aboriginal voice chants. Unlike drumsticks, which are generally used to strike a drum, clapsticks are intended for striking one stick on another. Boomerang clapsticks are similar to regular clapsticks but they can be shaken for a rattling sound or be clapped together. WP
WP Wikipedia
State of Tasmania (Department of Education) Published: September 2018
ABORIGINAL AND TORRES STRAIT ISLANDER HISTORIES AND CULTURES DANCE — BAND 5–6 PAGE 3