Unit Name: Red Hands Cave, Understanding the Value of Land, Community and Identity
Lesson Topic: Aural and lyrical analyses of Aboriginal music. Duration: 60 minutes
How musical concepts and lyrics can be used to tell the history of Australia.
Prior knowledge/skills required Resources (Attach classroom ready resources/worksheets students will be using, including
relevant pages from textbooks)
- Basic knowledge of musical
concepts - 1788 When the Sky Fell Down song and book kit.
- CD Player
- Basic knowledge on Australian - Recordings of "Time of Change" and "Real Name".
history. - Lyrical handouts of song "Time of Change".
- Lyrical handouts of song "Real Name".
- Basic skills in performing roles
within a larger group.
3.2 Cultural knowledge 3.2: Students learn about and reflect on links between the arrival and development
of European settlers and Aboriginal social justice issues such as dispossession of
land, disconnection of families and discrimination and racism.
LESSON PLAN: Hayden Clark 17705484 Page 2
4.7: demonstrates an understanding of musical concepts through listening, observing, responding, discriminating,
analysing, discussing and recording musical ideas
4.8: demonstrates an understanding of musical concepts through aural identification and discussion of the features of
a range of repertoire
4.12: demonstrates a developing confidence and willingness to engage in performing, composing and listening
experiences
LS.7: A student experiences music from a variety of social, cultural and historical contexts.
0-10 - Students are introduced to - Students will sit in a circular shape at -Introducing students to the content of
the topic of the Dreaming the site, in an area with adequate the lesson by forming a circular shape
(10 using the chapter "A Time of space. and delivering content through the use of
Mins) Change" from 1788 When the story sharing. By forming a close circle
Sky fell down. - Students won't be taking notes but students can hear the teacher clearly and
will be given opportunities to ask are instantly engaged with the content
- After being introduced to the questions or share their ideas. These with opportunities to share their own
Dreaming, the teacher will tell questions will mostly be about how the stories or ask questions.
the story "When the Sky Fell Dreaming links with kinship groups, the
Down" by Keith Willey, which obligations and responsibilities of
tells of the first European individuals within kinship groups, links
settlers from the perspective to land and spirits.
of Aboriginal spirituality.
10-25 - Introduction to how songs - Students can leave the close circle - The students will initially focus on the
can be a way to tell stories and formation and spread out after the whole performance of the song by
(15 how these stories can give teacher has performed. following the teacher's performance.
Mins) insight into the historical Afterward using the "call and response"
events and the experiences of - The students will follow the technique the students will learn how to
people. Emphasise the how performance of the teacher and try to sing the song in manageable chunks by
Aboriginal music is often used mimic the melodic phrases they hear. first hearing the teacher and then
LESSON PLAN: Hayden Clark 17705484 Page 3
as a form of storytelling and Students will have a print out of the repeating. Once all students are
how these stories are used to lyrics to aid them in the song's words comfortable with the deconstructed
pass on history and lessons for and structure. sections of the song, all parts are put
future generations. together to reconstruct the song and
- Students will identify or describe any allow for a whole class performance.
- The teacher sings "Time of melodic or structural techniques they - The lyrics of the song teach students
Change" from the resource recognize in the piece. about The Dreaming through the story
book and asks students to told in the song's lyrics. As students listen
listen to the story it tells. The - Once all students are comfortable in to the song and also perform the song,
teacher will teach students the the song's phrasing and lyrics they will they will be engaged with the song's
melody and words of the song perform the piece with the music, in content and the messages and lessons it
by leading a "call and time with the teacher. teaches.
response" (the teacher singing
a phrase of the song and the
students repeating the phrase.
The teacher will explain to
students what a call and
response is before leading
students.
25-30
(5min) - Class discussion on the story - Students reform the close circular - Students look at the whole story told by
"Time of Change" tells through formation. the song "Time of Change" and then
its use of lyrics in relation to deconstruct it. The deconstruction
the Dreaming and how the use - Students are given a moment to read highlights how smaller features within
of musical concepts, e.g. through and analyse the song's lyrics the song such as musical concepts,
instrumentation, texture, etc. and musical concepts. Students can instrumentation, etc. help to support
supports how the story is then raise their hands to provide how the meaning and story of the song is
communicated. observations or responses to questions conveyed.
asked by the teacher. Where needed
-The teacher will select the teacher may have to focus students'
students with raised hands to direction by suggesting a line of thought
provide responses and also or asking rhetorical questions.
allow students to share their
thoughts on each other's
responses and ask questions.
30 -35
mins - Use storytelling to talk about - Students listen without taking notes - Through the use of stories, the content
the red hands cave with a and are given opportunities to ask being taught is linked to the "Red Hands
(5 mins) focus on how it links with questions or share their own stories or Cave" site. Further this site is used as an
Aboriginal kinship groups, land observations. example of the important links between
links and spirituality. (Each Aboriginal kinship groups, land links,
hand painted on the wall spirituality and the sharing of stories and
represents an individual from knowledge.
different times of this kinship
groups past. As all of these
hands have been recorded in
the same cave, this kinship
LESSON PLAN: Hayden Clark 17705484 Page 4
groups attachment to the land
is emphasised.)
- Move on to a similar
discussion about The Stolen
Generation's effects on
Aboriginal kinship groups.
42.5-
52.5 - The teacher sings "Real - Students can leave the close circle - In the same fashion as the previous
mins Name" from the resource formation and spread out after the performance, students will initially focus
book and asks students to teacher has performed. on the whole performance of the song by
(10mins) listen to the story it tells. following the teacher's performance.
- The students will follow the Afterward using the "call and response"
- After the performance the performance of the teacher and try to technique the students will learn how to
teacher asks students if they mimic the melodic phrases they hear. sing the song in manageable chunks by
know what the line "They Students will have a print out of the first hearing the teacher and then
knew our mothers were black, lyrics to aid them in the song's words repeating. Once all students are
So they came, and they took and structure. comfortable with the deconstructed
us away" means. The students sections of the song, all parts are put
should eventually link these - Once all students are comfortable in together to reconstruct the song and
lyrics with the Stolen the song's phrasing and lyrics they will allow for a whole class performance.
Generation (students should perform the piece with the music, in
have some prior knowledge on time with the teacher.
this topic).
- After performing the song, student
will share their interpretation of the
- In the same method as the song's meaning and their observations
previous song, the teacher will on how the lyrics and musical content
teach students the melody of the song supports its story.
and words of the song through
a "call and response".
52.5-60
mins - The class has another - Students form back into a close circle - This content links to non-linear learning
discussion which calls upon all as the content which has been explored
(7.5 of the themes explored - Students engage in the class throughout the course of the lesson is
Mins) throughout the lesson and discussion and are given opportunities connected. The lesson has reused a cycle
relates these themes to the to ask question, share their views and of learning historical and cultural
site. share their own stories or experiences information through the use of stories,
on the subjects. songs and discussion on the topics of The
- The teacher will guide this Dreaming, Aboriginal land links and
discussion and provide their - If there is time remaining students will kinship groups and the first British
own thoughts or ask questions record their reflection for this lesson in settlers. Now all of this prior knowledge is
in order to engage students or their reflection journals. If there isn't synthesised in a discussion on the
steer them towards certain time remaining then this task will be set disconnection of Aboriginal people's links
themes. for homework. with their land and kinship groups within
the context of the Red Hands Cave site.
- Hopefully by the end of the
discussion the class has
explored the effects that the
British Colonisation and the
Stolen Generations has had on
the site. (Aboriginal people
lost connections to their land
and kinship groups. This is
reflected in the site as red
hands are no longer recorded
in the cave by members of this
kinship group. Address the
negative impacts of this loss of
connection.)
LESSON PLAN: Hayden Clark 17705484 Page 6
4.8: demonstrates an understanding Students are able to engage in class discussion by providing their observations or
of musical concepts through responding to questions. Questions can be specifically targeted to individual
aural identification and students in order to ensure outcomes are met.
discussion of the features of a
range of repertoire
4.12: demonstrates a developing Students are observed during performances with a focus on the students level of
confidence and willingness to engagement demonstrated through their volume, their confidence in lyrics and use
engage in performing, of personal expression.
composing and listening
experiences
LS.7: a student experiences music Students have participated in group performances and have provided responses
from a variety of social, during class discussions.
cultural and historical
contexts.
AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
1.2 Understand how students learn Use of 8 ways teaching framework in order to create and structure lesson content
using informed teaching methods.
1.4 Strategies for teaching Aboriginal and Use of teaching strategies which are responsive to local communities and cultural
Torres Strait Islander students settings. Implementation of 8 ways teaching framework.
2.4 Understand and respect Aboriginal The lesson provides opportunities for students to develop their understandings of
and Torres Strait Islander people to and respect of Aboriginal history and culture through the use of guided class
promote reconciliation between discussions and musical performances.
Indigenous and non-Indigenous
Australians
4.1 Support student participation Implements inclusive and positive interactions between students through the use of
class discussions within a yarning circle and group music performances.
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WHS considerations
References
Chris, R. (2008). When the Sky Fell Down (1788 the Great South Land). Breakaway Publishing.
Standards | Australian Institute for Teaching and School Leadership. (2016). Aitsl.edu.au. Retrieved 22 April 2016, from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Resources taken from Chris, R. (2008). When the Sky Fell Down (1788 the Great South Land). Breakaway Publishing.
A Time of Change
Aboriginal Australia has always been governed by laws and boundaries established in the Dreamtime.
In song, story and poetry, art, drama and dance, the Dreamtime tells how the spirit Ancestors formed
and gave life to the land and laid down the Law - the structure of society, rituals to maintain the life of the land,
and rules for human behaviour. For Aboriginal people the Dreaming explains the origin of the Universe, the
workings of nature and the nature of humanity, the cycle of life and death. It shapes and structures Aboriginal
life by regulating kinship, family life, and the relations between the sexes with a network of obligations to
people, land and spirits.
Survival: A History of Aboriginal Life in New South Wales
by Nigel Parbury
The visit from Captain Cook in 1770, began stories amongst Aboriginal people. The stories spread to different
Aboriginal nations through various trade routes around Australia. Such visits were explained in the spiritual
way of Aboriginal people.
The following story from the Yarra region around Melbourne tells of a danger coming from the East...
The solid vault of the sky was believed to rest on props [pillars] placed at the extreme ends of the Earth.
The Eastern prop was in the charge of an old man who lived on the high plains.
A Yarra Tribesman stated that when he was a boy, news came to his people from the Northern tribes that
the Eastern prop was rotting, and that if presents were not sent to the old man he would not repair it, the sky
would fall down.
When we saw them climb the mast of the ship, we thought they was opossums...
On first contact it, was common for Aboriginal people to believe that the Europeans were spirits or returned
spirits of their ancestors. This belief was usually short lived due to the way the spirits behaved. Then they
were often thought to be evil spirits.
A similar pattern of first contact was repeated in Aboriginal nations right around Australia.
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They may appear to some to be the most wretched people on Earth, but in reality they are far more happier than we Europeans; being
wholly unacquainted not only with the superfluous but with the necessary Convenience. Conveniences so much sought after in Europe,
they are happier in not knowing the use of them. They live in a Tranquillity which is not disturbed by the Inequality of Condition ; the
Earth and Sea of their own accord furnished them with all the things necessary for Life, they covet not Magnificent Houses, Household-
stuff etca, they live in a warm and fine Climate and enjoy a very wholesome Air, so that they have very little need of Clothing and this
they seem to be fully sensible of, for many to whom we gave Cloth etca to, left it carelessly upon the Sea beach and in the woods as a
thing they have no manner of use for. In short they seemd to set no Value upon anything we gave them... this in my opinion argues that
they think themselves provided with all the necessities of life and that they have no superfluities.
At Encounter Bay.... the party was attacked by Aboriginals [for refusing to share turtles caught] and the camp almost
burned. After this experience, Cook did not land on the coast again. At Possession Island - uninhabited - off the tip
of Cape York, he planted the Union Jack, and claimed the East Coast of Australia in the name of the King.
(Survival p44)
LESSON PLAN: Hayden Clark 17705484 Page 11
Dear God
They have buried our past now
Those pink legislators
And stolen our names
They knew our mothers were black
So they came, and they took us away
And pinned on a label
One that's a lie