20453_AC_Aboriginal_studies_Year_4_Investigating_Country_Place_The_Arts_Music

Australian Curriculum Aboriginal studies
(Years 3 and 4)
Published by R.I.C. Publications ® 2015
Revised 2018
Copyright © Joanne Crawford 2015
RIC–20453
Warning: This series may contain the names and images of
Aboriginal and Torres Strait Islander people now deceased.
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copyright under the Copyright Act 1968 (Cth) and is owned
by the Australian Curriculum, Assessment and Reporting
Authority 2015.
For all Australian Curriculum material except
elaborations: This is an extract from the Australian
Curriculum.
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Australian Curriculum and may include the work of other
authors.
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• The content descriptions are solely for a particular year
and subject;
• All the content descriptions for that year and subject
have been used; and
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Foreword
Australian Curriculum Aboriginal studies (Years 3 and 4) is one of a four-book series designed to
complement the teaching of Aboriginal studies in the national curriculum. Each unit of work is
designed to emphasise and recognise the importance of Aboriginal culture within Australia.
Titles in this series are:
• Australian Curriculum Aboriginal studies (Foundation)
• Australian Curriculum Aboriginal studies (Years 1 and 2)
• Australian Curriculum Aboriginal studies (Years 3 and 4)
• Australian Curriculum Aboriginal studies (Years 5 and 6)
Contents
Teachers notes................................................ ii-iii
Australian Curriculum links............................ iv-vii
Investigating Country/Place.......................2–25
Nhunda country...............................................2–5
Drage family....................................................6–9
Language.....................................................10–13
Different Aboriginal groups..........................14–17
Where did Aboriginal people live?...............18–21
Sustaining resources...................................22–25
Investigating culture..................................26–49
Diversity of cultures.....................................26–29
The Arts – Dance and drama.......................30–33
The Arts – Music..........................................34–37
Important occasions....................................38–41
National celebrations...................................42–45
Symbolism of flags......................................46–49
Investigating people.............................. 50–85
First contact – the Macassans................ 50–53
First contact – European explorers......... 54–57
First contact – Zuytdorp.......................... 58–61
Traditional life.......................................... 62–65
Aboriginal totems.................................... 66–69
Archaeological sites................................ 70–73
Aboriginal identity.................................... 74–77
National identity....................................... 78–81
Personal identity...................................... 82–85
Answers ................................................. 86–90
Acknowledgements
Special thanks to the following people who made a contribution to this book:
• Mr Clayton Drage
• Mauretta Drage
• Grant Drage
• Elaine Morgan
• Annette Whitby
• Colleen Drage
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Aboriginal studies (Years 3 and 4) i

Teachers notes
How to use this book
The book is divided into three sections—Investigating Country/Place, Investigating culture and
Investigating people.
Each section has a number of units which link directly to Australian Curriculum knowledge and
understanding content descriptions of the Geography, Science, History and The Arts learning areas.
Links to other curriculum areas are included.
Features of the book
• An overview of Australian Curriculum skills relating to each unit of work
• Answers or possible answers have been provided for student activities. Some activities may be
open-ended and require further research, resulting in a variety of possible answers. These are
marked as ‘Teacher check’. Answers can be found at the back of the book on pages 86–90.
Unit format
Each unit of work follows a similar four-page format, comprising a teachers page followed by three
student pages. The student pages relate to some aspect of the content description at the top of the
teachers page.
Teachers page
The first page in each four-page unit is a teachers page, which includes the following information:
The title of the section
The content description, code
and Australian Curriculum learning
area (History/Geography/Science or
The Arts) which is covered by the
four-page unit
An elaboration explaining what
the students will be aiming to learn
by completing the activities in the
four-page unit
Key questions relating to the focus
of the unit
Skills and inquiry that students
will utilise to complete the activities
in the unit
The title of the unit
Teacher notes which provide
suggestions for using the resources
and completing the activities on the
following three student pages
Background information provides
additional notes to assist the
teacher to understand and help
students understand the unit
An additional activity extends
student learning beyond the scope of
the student pages
The overall concept of the unit
Resources to support teaching and
learning activities within the unit
ii Australian Curriculum Aboriginal studies (Years 3 and 4) R.I.C. Publications ® www.ricpublications.com.au

Student pages
Teachers notes
The three student pages follow a similar format and include the following information:
The title of the unit
A number indicates one of the
three student pages in the unit
A text or activity with
instructions for completing
Appropriate artwork aids
understanding of the text
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Aboriginal studies (Years 3 and 4) iii

Investigating culture
The Arts – Music
Identify intended purposes and meanings as they listen to music using the elements of music to
make comparisons, starting with Australian music, including music of Aboriginal and Torres Strait
Islander Peoples (ACAMUR087) Years 3 and 4 The Arts – Music
Elaboration
Understanding that people listen to music from many
cultures
Key questions
• Why do people listen to music?
• What is the purpose of music?
• What is involved in musical production?
Skills and inquiry
• Examining music in their community and comparing
it to other music of different people, times and
culture (ACAMUR087 elaboration)
• Identifying meaning and describing purposes in
music from different social, cultural or historical
contexts (ACAMUR087 elaboration)
• Collect, access and present different types of data
using simple software to create information and
solve problems (ACTDIP009) (Technologies–
Digital Technologies)
Concepts
• Arts and culture
• Dreaming
• Indonesia
Resources
• A clip showing the
different genres of music.
• A clip of traditional
Aboriginal music.
• A clip of traditional
Indonesian music.
Teacher information
Teachers notes
• Play different forms of music for the students to listen
to.
• Show to students and
discuss some of the musical genres.
• Write some different genres on the board and give
students the opportunity to write an example of a
song for each genre.
• When referring to Aboriginal music, use the clip
to give the students the
opportunity to listen to the distinct sound of Aboriginal
music.
• Use for students to
listen to an example of Balinese music.
Background information
• Much of Balinese arts links to Hindu beliefs, gods and
spirits.
• Gamelan orchestras play Bali's traditional music.
• The Gamelan orchestras have a variety of traditional
instruments.
• Aboriginal music is influenced by the Dreamtime.
Additional activity
As a craft activity, students can attempt to make
a musical instrument of their own using various
materials. They can test their instruments and have a
partner analyse it to see which elements of music the
sound has.
34 Australian Curriculum Aboriginal studies (Years 3 and 4) R.I.C. Publications ® www.ricpublications.com.au

The Arts – Music—1
Music is an important part of life to people from many different cultures. Music
is broad and includes examples from all parts of the world. Every culture has its
own forms of music and musical instruments.
Most music has certain parts to it.
• The ‘pitch’ tells whether the sounds are high or
low.
• The ‘tempo’ tells whether the music is fast or
slow.
• The ‘dynamics’ can be the volume of a sound
or note in music.
• The ‘rhythm’ in music can make patterns of sounds.
• The ‘pulse’ is the steady beat of a song.
‘Genre’ is a word used to describe different types of music. Some genres include
country, classical, pop and reggae.
People listen to music in lots of places and for different reasons. Some people
use music to help them relax. Some people like to listen to music before they play
sport to help get them ready, while others prefer to listen to music for enjoyment.
1. Think about where you experience music. Write three examples below.
(a)
(b)
(c)
2. How does music make you feel? Why?
3. Use to hear different genres of music. Write
some examples below.
4. How do you think music can be used to communicate ideas?
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Aboriginal studies (Years 3 and 4) 35

The Arts – Music—2
Aboriginal and Torres Strait Islander music is very
distinct from that of other cultures. Aboriginal and
Torres Strait Islander music has rhythm, pitch, form
and dynamics within it. Many of the songs tell a story
and are influenced by the Dreamtime.
Various groups used different instruments, including
the didgeridoo, clap sticks, flat rocks, drums and seed
rattles. Clapping their hands and slapping their bodies were also included.
1. Listen to and then complete the table by
writing detailed information in the spaces.
Pitch (high or low?)
Elements of Aboriginal music
Tempo (slow or fast?)
Dynamics
What instruments were used?
What genre is it?
Rhythm
2. What type of mood does this music create for the audience?
36 Australian Curriculum Aboriginal studies (Years 3 and 4) R.I.C. Publications ® www.ricpublications.com.au

The Arts – Music—3
Music is very important in the Balinese culture, along with dance and drama. The
gamelan orchestra is probably the most well known musical sound. Gamelans
are traditional musical groups in Bali or Java which use mainly percussion
instruments. One of the instruments used is the ‘gangsa’, which is like a
xylophone. Its keys are made of bronze or iron. The keys are beaten with a mallet
to make a musical sound. Bronzed gongs called ‘reong’ are played by four men
in the gamelan orchestra. The ‘trompong’ is similar to the reong, but only one
person plays it. There are also ‘cengcengs’, which are similar to cymbals, and
‘kendangs’, which are Balinese drums. The style of Balinese music changes from
soft, beautiful sounds to fast and dramatic music. Some of this music can be very
loud.
1. Listen to and then complete the table by
writing detailed information in the spaces.
Pitch (high or low?)
Elements of Balinese music
Tempo (slow or fast?)
Dynamics
What instruments were used?
What genre is it?
Rhythm
2. Compare Aboriginal and Balinese music by listing similarities and differences.
Write your answers on a separate sheet of paper.
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Aboriginal studies (Years 3 and 4) 37

Answers
Investigating culture
The Arts – Music
Page 35
1-2. Teacher check
3. Answers may vary.
4. Teacher check
Page 36
1. Answers may vary.
2. Teacher check
Page 37
Teacher check
88 Australian Curriculum Aboriginal studies (Years 3 and 4) R.I.C. Publications ® www.ricpublications.com.au