honey spot - Sydney Opera House

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EXTENSION ACTIVITY In pairs, research Bangarra Dance Theatre through the web. Watch some excerpts of their dances on You Tube. Write a paragraph describing one of their dances. Report back to the class with a verbal report. Students may like to show some dance excerpts through You Tube.www.bangarra.com.au/www.youtube.com/watch?v=_YLJOyjhBTMwww.youtube.com/watch?v=84pnW-eHBjswww.youtube.com/watch?v=IcrQZEISK8wComputers with internetfor students to accesswebsite resources4 THEMES OF RACISMHoney Spot is a play that explores the themes of racism and prejudice in a small town. It presents ideas about smalltown gossip and the dangers of stereotyping, or labeling people and judging them by what other say about them. Itshows how friendships can grow despite the obstacles of bigotry and intolerance.Discussion Ask the students if they can write down what racism is. Share the definitions. Using an Interactive Whiteboard, access the ‘Racism No Way’ web site: www.racismnoway.com.au Click on Teaching Resources and then Anti Racism Activities Year 4-12 and then click on Comics. Choose several of the comics from the Fair Game examples (Fair Game from Reconciliation courtesy of Streetwisecomics 2000) and read through the comic. Discuss the themes explored by the comics and ask the students to share their opinions about the themes andimages presented. Ask the students to break up into pairs and spend five minutes sharing examples of racism that they may haveexperienced or seen. Share examples as a large group.Honey Spot Shared Reading As a class, read through script excerpt 2 from the play, in the resources section. Brainstorm and record the themes explored in the conversation between Peggy and her father (Ranger).Pens and paperInteractive Whiteboardwith internet accessWhite board/blackboard/butcher’s paperStudent copies of theScript Excerpt 2 (seeresources section)
EXTENSION ACTIVITY Ask students to break up into pairs and work on an improvisation, or imagined piece based on the excerpt. The students may like to change the setting, the names and gender of the characters. They may like to set it in theirschool, their hometown, on a sports field or at the local swimming pool. The improvisation needs to show aconversation between two people showing that one person is racist. Ask the pairs to perform their improvisations to the larger group. Discuss the performances.5 RECONCILIATION ACTIVITYFirst staged in Western Australia in 1985, Honey Spot was written during the emerging Reconciliation movement andReconciliation is an important theme in the play.Reconciliation Fact Sharing Download a copy of Five Fast Facts – Reconciliation and National Reconciliation Week:www.reconciliation.org.au/getfile?id=1092&file=5+Fast+Facts+-+Reconciliation+and+NRW+25052010.pdf Share the information with the students through student copies or Interactive Whiteboard. Discuss the Bridge Walk of 2000. See here for more information:www.reconciliation.org.au/home/resources/factsheets/q-a-factsheets/bridge-walk-anniversaryWeb site Resources:www.reconciliation.org.au/www.reconciliation.org.au/nrw2012/Reconciliation Bridge Walk InterviewOn May 28, 2000 more than 300,000 people walked across the <strong>Sydney</strong> Harbour Bridge in support of IndigenousAustralians and reconciliation. This improvised interview is set on this historic day.In preparation for this activity students may access facts about the walk from Reconciliation Australia’s web site:www.reconciliation.org.au/home/resources/factsheets/q-a-factsheets/bridge-walk-anniversary Ask the students to group themselves into groups of four. Ask the students in each group to select one character from the following list:- a Reporter- an Aboriginal Elder- a non-Aboriginal supporter of the Reconciliation movement- a non-Aboriginal politician who opposed the Bridge Walk Ask the students to build a scene around the reporter interviewing the three characters Ask the students to rehearse their work. Ask the students to present their interviews to the larger class. Build a scene where a reporter interviews:- an Aboriginal Elder about her/his experiences of the day- a non-Aboriginal person who participated in the day and a politician who did not support the walk
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Page 3 and 4: HONEY SPOTSTAGE 2:OUTCOMES AND INDI
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Page 7 and 8: Western Desert language familyStret
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Page 13 and 14: REFERENCES AND RESOURCESOther plays
Page 15 and 16: NOONGAR WORD TABLESTUDENT WORKSHEET
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