RIC-0667 Aboriginal Cult 5-6

Communication
Didgeridoo
(page 67)
Aboriginal
Instruments
(page 68)
Aboriginal Art
(page 69)
Forms of Communication
Teachers Notes
• Display various musical instruments such as a tambourine, triangles, recorders
etc.
• Give each student the opportunity to touch and play an instrument. Ask
students to name each instrument and describe the sound each makes.
• Make a continuum on the board – Softest
Loudest.
Choose various students to play each instrument. Place it in its relative
position on the continuum.
• If you are able to obtain a didgeridoo, display it for the students. Otherwise,
use pictures from books or draw a picture on the board for students to see.
• Explain to students that this is what traditional Aboriginal people used as a
musical instrument. You will need to explain how it works and how it makes
sounds of certain animals. (Ideally, an Aboriginal player would be best.)
• Discuss the worksheet and complete.
• Display various musical instruments and give students the opportunity to
name and play each.
• Provide items that can be used in a similar manner to the instruments. For
example, if you have a triangle, you may supply a coat hanger and pen. For
a drum you may supply a tin and chopsticks, and so on.
• Ask the students to select items similar to their instruments. Give them the
opportunity to play the items.
• Provide tapping sticks for instruments also.
• Let the students play the tapping sticks.
• Take students outside to find suitable pieces of wood to complete the
worksheet and decorate the sticks.
• You will need to prepare the following before this lesson: red earth mixed
with water to a paste; charcoal; white clay mixed with water to a paste;
yellow, dusty sand mixed with water to a paste.
• These are colours similar to those traditional Aboriginal people used.
• Display some pictures of paintings. Try to include pictures of Aboriginal
art. (Your library should have books with Aboriginal art in them. Also refer
to the cover of this publication.)
• Discuss each picture and talk about the colours used and what each picture
is about.
• Tell the students, rather than painting on paper, Aboriginal people painted
on rocks and ‘drew’ in the sand.
• Tell the students about the colours traditional Aboriginal people used (refer
to worksheet).
• Complete the worksheet.
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Face Painting
(page 70)
• As a class, read the information on page 61 to the students and discuss it.
• Tell the students that Aboriginal people painted their faces for special
occasions, and their decorations had a special meaning.
• With extra assistance from either parents or support staff, give the students
the opportunity to paint a partner’s face and have the partner paint theirs.
• Complete the worksheet.
66 Australian Aboriginal Culture R.I.C. Publications www.ricgroup.com.au
ISBN 978-1-86311-807-1