Junior phase (Prep to Year 4) Pre-visit activities



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Junior phase (Prep to Year 4)

Pre-visit activities

Suggested teaching and learning experiences

Subject and learning focus

Discussion 1

Who tells stories?

Why do people tell stories?

How do people tell stories?


Suggested support activities

Create a mind map to assist developing and expanding your ideas on each discussion question. Perhaps use a digital mind mapping tool such as: SimpleMind+ (mind mapping) By xpt Software & Consulting B.V. / iBrainstorm By Universal Mind / MindNode By IdeasOnCanvas GmbH


Bring in a favourite story (book/eBook) and share it with the class.

Retell your favourite story (book/eBook/family/movie/TV) verbally or pictorially.

Explain why it’s your favourite story.
Discussion 2

Who are “indigenous” people?

Do you know any stories by indigenous people?

Which indigenous community does that story belong to?

Who are the Australian Aboriginal people or Torres Strait Islanders in your area? Do you know any of their stories? Share them.



Suggested support activities

Bring in any Australian Aboriginal or Torres Strait Islander stories you have at home (photographs/books). Share them with the class.

Why do you think that story was told?



English

Literature and context

  • How texts reflect the context of culture and situation in which they are created.


History

  • How and why do people tell stories about the past?


Cross-curriculum

  • Aboriginal identity and culture.



At SLQ activities


Suggested teaching and learning experiences

Subject and learning focus

Please note: These activities are open to the general public. Space and resources may be limited.
Exhibition question and response cards (kuril dhagun, SLQ Gallery and PBHG)

Download/print the relevant animation question cards to prompt discussion and record your group ideas.

Choose some animations to watch as a group. Watch as many or as few as you like!

Question cards are designed to attain key messages and personal responses from the animated works.
Kurilpa Trail (starts in the Infozone, level 1)

Find the Kurilpa trail trees throughout the Library, answer questions by thinking deeply and do hands on activities to create a story tree to either take home or leave at the Library.

Portraits and place activity (kuril dhagun, level 1)

Turn left at the dugong to find the portraits.

Look closely without reading the labels. What can you see? What else? Why do you think that’s included in the picture?

These artworks are self-portraits from Erub Island. Locate Erub Island on the map in the archway (right of the dugong).

What could a self-portrait mean? (The subject and artist is the same person.) Have you created a self-portrait before?

Can you spot any clues as to where the person in the portrait is from?

Look at the portrait backgrounds. Some of the portraits have a background scene. Describe the type of locations that are depicted. What objects are included and what do they tell you about the portrait subject.

How could you give clues to people about where you are from in a portrait?

Butterfly activity (SLQ Gallery – Level 2)

View one or more of the animated stories. Colour a shape at the activity table and record your story using Aurasma. By adding your -shape to the community wall, you’ll share your story with future visitors to the exhibition.


Animation studio (Philip Bacon Heritage Gallery, level 4)

Storyboard and create your own stop-motion animation to share with family and friends. Small group work is recommended.



Retelling activity (on the return bus)

In pairs, retell the stories that you remember from the exhibition. Assist each other in remembering the sequence of events and characters. Why do you think you remembered that story in particular? Would you have told it differently? Which part might you want to emphasise?

Can you retell the story in the correct order? (Use your fingers and sequence words: first, second, then, next, etc.)
Suggested recording tools

Voddio - Video Audio Editor By VeriCorder Technology, Inc. / DropVox By Irradiated Software / SoundCloud By SoundCloud Limited / audiobook: http://audioboo.fm/about/education




Geography

  • The reasons places are important to people

  • Indigenous peoples’ connection to place/country


English

Responding to literature

  • Personal responses to ideas, characters and viewpoints in stories

  • Expressing preferences and evaluating stories


History

First Contacts

  • What was life like for Aboriginal and/or Torres Strait Islander Peoples before the arrival of Europeans?



The Past and the Present

  • How have changes in technology shaped stories?


Post-visit activities

Suggested teaching and learning experiences

Subject and learning focus

Circle story activities

Sentence by Sentence

Create a collaborative story by each writing/saying a sentence to a story.

Sit in a circle and go around the room, with each student adding to the story.
Whisper by Whisper

Sit in a circle and whisper a short story or sentence to the first student. They in turn whisper it to each other around the circle. The last student to hear the story says the story aloud and then the original teller says the original story.

Why might the story have changed over time?

Has the original meaning of the story changed?


Your local story activity

Write a story that can only be told in your community. Mention specific landmarks, street names and/or local flora and fauna found in your environment. Send to mailto:Learning@slq.qld.gov.au

MATRIX – MULTI INTELLIGENCES
right arrow 10


English

Creating literature
  • Retell, recreate, create imaginative texts – including multimodal texts



ICT

  • Plan, create and refine a product – share or present using collaboration and communication tools




© State of Queensland (State Library of Queensland) 2013


These learning notes are licensed under a Creative Commons Attribution 3.0 Australia licence. You are free to copy, communicate and adapt this work, so long as you attribute the State Library of Queensland.


For more information see http://creativecommons.org/licenses/by/3.0/au





Middle phase (Years 5 to 8)

Pre-visit activities

Suggested teaching and learning experiences

Subject and learning focus

Discussion 1

Why do people tell stories?

Name the different ways people can tell stories?

Where do you hear stories? Who do you hear them from? (the news and newspaper, radio, friends, published…)

What aspects of the story help us to identify the time, place, and/or culture in which it was written (not necessarily in which it was set)?

Suggested support activities

Create a mind map to assist developing and expanding your ideas on each discussion question. Perhaps use a digital mind mapping tool such as: SimpleMind+ (mind mapping) By xpt Software & Consulting B.V. / iBrainstorm By Universal Mind / MindNode By IdeasOnCanvas GmbH

Bring in a favourite story (book) and share it with the class

Retell your favourite story (book/family/movie/TV) verbally or pictorially

Discussion 2

Do you know any Australian Aboriginal or Torres Strait Islander stories?

Compare the method of storytelling from past to present. Why have oral recounts been written down and published? What events may have occurred to change the way Indigenous people tell stories? How might these stories be told in the future?




Support

Suggested support activities

Bring in any Indigenous stories you have at home (photographs/books). Share them with the class.

What value do you see in sharing these stories?

Do you think it’s important for Indigenous people to continue passing these stories down to the next generation?





English

Literature and context

  • Identify aspects of stories that convey information about particular social, cultural and historical contexts


History


Cross-curriculum

  • Aboriginal identity and culture





At SLQ activities

Suggested teaching and learning experiences

Subject and learning focus

Please note: These activities are open to the general public. Space and resources may be limited.
Exhibition question and response cards (kuril dhagun, SLQ Gallery and PBHG)

Download/print the relevant animation question cards to prompt discussion and record your group ideas.

Choose some animations to watch as a group. Watch as many or as few as you like!

Question cards are designed to attain key messages and personal responses from the animated works.

Kurilpa Trail (starts in the Infozone, level 1)

Find the Kurilpa trail trees throughout the Library, answer questions by thinking deeply and do hands on activities to create a story tree to either take home or leave at the Library.


Portraits and place activity (kuril dhagun, level 1)

Turn left at the dugong to find the portraits.

Look closely without reading the labels. What can you see? What else? Why do you think that’s included in the picture?

What type of information do the images give you? Gender? Location? How do they convey information?

These artworks are self-portraits from Erub Island. Locate Erub Island on the map in the archway (right of the dugong).

What could a self-portrait mean? (The subject and artist is the same person.) Have you created a self-portrait before?

Can you spot any clues as to where the person in the portrait is from? Look at the portrait backgrounds. Some of the portraits have a background scene. Describe the type of locations that are depicted. What objects are included and what do they tell you about the portrait subject.

Think about how you could give clues to viewers where you are from in a portrait.


Butterfly activity (SLQ Gallery – Level 2)

View one or more of the animated stories. Colour a shape at the activity table and record your story using Aurasma. By adding your -shape to the community wall, you’ll share your story with future visitors to the exhibition.



Animation studio (Philip Bacon Heritage Gallery, level 4)

Storyboard and create your own stop-motion animation to share with family and friends. Small group work is recommended.



Retelling activity (on the return bus)

In pairs, retell the stories that you remember from the exhibition. Assist each other in remembering the sequence of events and characters. Why do you think you remembered that story in particular? Would you have told it differently? Which part might you want to emphasise?

Can you retell the story in the correct order? (Use your fingers and sequence words: first, second, then, next, etc.)

Suggested recording tools

Voddio - Video Audio Editor By VeriCorder Technology, Inc. / DropVox By Irradiated Software / SoundCloud By SoundCloud Limited / audiobook: http://audioboo.fm/about/education




Geography

  • Develop geographically significant concepts

  • Diverse and interconnections of geographies.

  • Indigenous peoples’ connection to place/country


English

Expressing and developing ideas- visual language

  • Investigate how visual storytelling enhances and layers meaning.


History

  • The contribution of individuals and groups to the development of communities and society





Post-visit activities

Suggested teaching and learning experiences

Subject and learning focus


Prepare and conduct a debate

Topic 1

Anyone should be able to tell any story



Topic 2

New technologies have improved storytelling


Your local story activity

Write a story that can only be told in your community. Mention specific landmarks, street names, and/or local flora and fauna in your environment. Send to mailto:Learning@slq.qld.gov.au

MATRIX – MULTI INTELLIGENCES

right arrow 11


English

Creating literature

  • Plan, draft and publish imaginative texts – that advance opinions, using deliberate language and multimodal choices.


ICT

  • Plan, draft and publish a product – share or present using collaboration and communication tools



© State of Queensland (State Library of Queensland) 2013


These learning notes are licensed under a Creative Commons Attribution 3.0 Australia licence. You are free to copy, communicate and adapt this work, so long as you attribute the State Library of Queensland.

For more information see http://creativecommons.org/licenses/by/3.0/au




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