Anzac day provided an opportunity for a whole school intentional teaching approach towards learning about the wider community and Australian history. A relevant subject to all as it builds on our identity of what it means to live in this country. A member of the community who had participated in the Navy came to talk to the children as wreaths, medalions and photos were shown. The activities involved around the topic of Anzac day striked interest by the children about their own country as they questioned traditions and talked about land mass, location and where they have been. As discussion developed about the Anzacs fighting for our rights and safety today the topic of Aboriginal people was brought up. The children believed that they live up in Northern Australia.
“They live up!” one child said as he pointed to the ceiling.
“They do paintings!”
One girl asked “are aboriginals Japanese?”
“They do paintings!”
One girl asked “are aboriginals Japanese?”
Other children shared stories and knowledge about what and who they thought aboriginals are, leading to a plan of investigation relevant to their local community. This particular centre provides education for Early Learning through to grade 6, and has a strong alliance with an Aboriginal school. Aboriginal cultural values are integrated continuously throughout the curriculum in every year, therefore it is highly relevant to introduce this topic to the children now. It will not be the only running theme is the centre as I do not want to approach this topic in a tokenistic way. Alongside the general topic of Australia where running themes of high and low (sound and measurement) and seasons, focusing on Autumn.
Talking to my mentor about the idea of approaching aspects of aboriginal culture she tells me that she has always wanted to have a large rainbow serpent on the ceiling for the children to lie on the look up at during mat time.
With this said I designed a flexible and malleable program which incorporated a variety of activities around the topic of Aboriginal culture which lead to the collaborative production of creating a rainbow serpent.
Talking to my mentor about the idea of approaching aspects of aboriginal culture she tells me that she has always wanted to have a large rainbow serpent on the ceiling for the children to lie on the look up at during mat time.
With this said I designed a flexible and malleable program which incorporated a variety of activities around the topic of Aboriginal culture which lead to the collaborative production of creating a rainbow serpent.
Program Plan : The Rainbow Serpent
Learning Area: Creative Arts, Literacy, Drama/music
Year Level : 4yr old Kinder
Class Size: 27
Timing: Continuous sessions over a period of 6 days over 2 weeks, plus contributions towards the making from the 3yr old kinder group, 4 days over 2 weeks.
Topic: The Aboriginal story of the Rainbow Serpent.
Reasons:
-After learning about Anzac day children showed interest in Australia and the aboriginal people.
- This school has a strong connection with other Aboriginal schools, subject is relevant to the community.
-Project combines a number of activities that are pre-existing and consistent in the room, such as story time, painting and craft.
-Promotes shared learning and collaborative experiences.
-Incorporates use of recycled materials, in relation to CERES program and the school encouraging greener ecologically friendlier ways.
-Stems on from worm farm project, similarity in shape and movement.
-stems on from Australian animal sensory play box, and farm animal visits.
-encourages play and imagination.
-children will be expected to negotiate working spaces and share knowledge and ideas as they work together.
-children will further explore identity as they gain a sense of belonging.
-displaying the finished product in the room will promote pride, satisfaction, and a sense of belonging to the community.
EYLF Learning Outcomes:
Outcome 1: Identity
-explore aspects of identity through role-play
-open to new challenges and making new discoveries
-increasingly cooperate and work collaboratively with others
-explore different identities and points of view in dramatic play
-show interest in other children and being part of a group
Outcome 2: Community
-understand different ways of contributing through play and projects
-participate with others to solve problems and contribute to group outcomes
Outcome 3: Wellbeing
-manipulate equipment and manage tools with increasing competence and skill
-respond through movement to traditional and contemporary music, dance and storytelling of their own and others’ cultures
Outcome 4: Learning
-initiate and contribute to play experience emerging from their own ideas
-use play to investigate, imagine and explore ideas
Outcome 5: Communications
-contribute their ideas and experiences in play and small and large group discussion
Intended learning outcomes
The intended outcome will be the completion of a large scaled rainbow serpent to display in the room compiled by the 3 and 4 year old kinder groups, as the four year old group focuses more-so on Aboriginal culture in conjunction with other themes.
What knowledge, skills and values will be the focus of the lesson?
-Children will further their knowledge and understandings about the Australian Indigenous culture and animals through a variety of activities based around a dream-time story.
-Children will work in collaboration to create a shared large-scaled artwork, negotiating and sharing space and materials.
-children will learn to make connections between theory and practice.
-Children will experience a variety of art techniques
-children will learn to tear paper, to paper mache and paint on a large scale 3D object.
Assessment
Through recapping on the story and asking children questions I will be able to see if they understand the story and the characters.
Observing children’s art will see if they have thought about the aboriginal art techniques colours and shapes in the book, and puzzles around the room.
Throughout the activities I will make observations around the childrens interests and learning. This will guide the future planning.
Prep (negotiation)
These lessons are a guideline, and are flexible to change according to the interests and ideas shown by the children. The lessons or experiences are not fixed, and alterations and changed are encouraged, as too is the input and ideas shown by the children.
Procedure
Day 1 initial ideas:
-Discuss dream-time stories and Australian animals, link to the sunflower seeds with Australian animals and the worms.
-Introduce the story of the rainbow serpent.
-Read half of the book during mat time.
-Begin the construction of the snake
Reflection:
-After good mornings and show and tell, read half the story ensuring they understood who and what the main character was.
-after the story asked children to re-cap what the story was about.
-explained the big snake puzzle in the room today is the same character.
Children enjoyed watching the snake take shape, bringing about many discussions around snakes, their behaviour and aesthetics.
Children were being bitten by the snake as they discussed what they would do to heal their bite. Questions arose such as how many children would fit inside the snake? Children enjoyed jumping over and running around the sculpture.
Many comments were mentioned as children envisioned what the snake will look like, which end is its head and which is its tail, what it will look like, where the eyes go, and many and discussions arose about what materials we could use to make a big long tongue.
Evaluation:
The children found interest in watching the wire frame develop, but there was not an awful lot they could help with at this point in time.
A few of the children that were confident with handling scissors had a turn cutting sections of wire, and others attempted to mould the scrap pieces.
It was a sharp material that I was working with and vital to ensure children understood that.
It was time consuming, and as a student teacher it was a possible task, but as a kinder teacher the frame would need to be made outside school hours so that supervision of children is not restricted in any way.
Where to:
Numbers and counting came up in a lot of discussion during the formation of the frame which is a possible avenue to explore.
I think a movement task would be appropriate as children enjoyed running around, jumping over and lying flat and long.
Learning Area: Creative Arts, Literacy, Drama/music
Year Level : 4yr old Kinder
Class Size: 27
Timing: Continuous sessions over a period of 6 days over 2 weeks, plus contributions towards the making from the 3yr old kinder group, 4 days over 2 weeks.
Topic: The Aboriginal story of the Rainbow Serpent.
Reasons:
-After learning about Anzac day children showed interest in Australia and the aboriginal people.
- This school has a strong connection with other Aboriginal schools, subject is relevant to the community.
-Project combines a number of activities that are pre-existing and consistent in the room, such as story time, painting and craft.
-Promotes shared learning and collaborative experiences.
-Incorporates use of recycled materials, in relation to CERES program and the school encouraging greener ecologically friendlier ways.
-Stems on from worm farm project, similarity in shape and movement.
-stems on from Australian animal sensory play box, and farm animal visits.
-encourages play and imagination.
-children will be expected to negotiate working spaces and share knowledge and ideas as they work together.
-children will further explore identity as they gain a sense of belonging.
-displaying the finished product in the room will promote pride, satisfaction, and a sense of belonging to the community.
EYLF Learning Outcomes:
Outcome 1: Identity
-explore aspects of identity through role-play
-open to new challenges and making new discoveries
-increasingly cooperate and work collaboratively with others
-explore different identities and points of view in dramatic play
-show interest in other children and being part of a group
Outcome 2: Community
-understand different ways of contributing through play and projects
-participate with others to solve problems and contribute to group outcomes
Outcome 3: Wellbeing
-manipulate equipment and manage tools with increasing competence and skill
-respond through movement to traditional and contemporary music, dance and storytelling of their own and others’ cultures
Outcome 4: Learning
-initiate and contribute to play experience emerging from their own ideas
-use play to investigate, imagine and explore ideas
Outcome 5: Communications
-contribute their ideas and experiences in play and small and large group discussion
Intended learning outcomes
The intended outcome will be the completion of a large scaled rainbow serpent to display in the room compiled by the 3 and 4 year old kinder groups, as the four year old group focuses more-so on Aboriginal culture in conjunction with other themes.
What knowledge, skills and values will be the focus of the lesson?
-Children will further their knowledge and understandings about the Australian Indigenous culture and animals through a variety of activities based around a dream-time story.
-Children will work in collaboration to create a shared large-scaled artwork, negotiating and sharing space and materials.
-children will learn to make connections between theory and practice.
-Children will experience a variety of art techniques
-children will learn to tear paper, to paper mache and paint on a large scale 3D object.
Assessment
Through recapping on the story and asking children questions I will be able to see if they understand the story and the characters.
Observing children’s art will see if they have thought about the aboriginal art techniques colours and shapes in the book, and puzzles around the room.
Throughout the activities I will make observations around the childrens interests and learning. This will guide the future planning.
Prep (negotiation)
These lessons are a guideline, and are flexible to change according to the interests and ideas shown by the children. The lessons or experiences are not fixed, and alterations and changed are encouraged, as too is the input and ideas shown by the children.
Procedure
Day 1 initial ideas:
-Discuss dream-time stories and Australian animals, link to the sunflower seeds with Australian animals and the worms.
-Introduce the story of the rainbow serpent.
-Read half of the book during mat time.
-Begin the construction of the snake
Reflection:
-After good mornings and show and tell, read half the story ensuring they understood who and what the main character was.
-after the story asked children to re-cap what the story was about.
-explained the big snake puzzle in the room today is the same character.
Children enjoyed watching the snake take shape, bringing about many discussions around snakes, their behaviour and aesthetics.
Children were being bitten by the snake as they discussed what they would do to heal their bite. Questions arose such as how many children would fit inside the snake? Children enjoyed jumping over and running around the sculpture.
Many comments were mentioned as children envisioned what the snake will look like, which end is its head and which is its tail, what it will look like, where the eyes go, and many and discussions arose about what materials we could use to make a big long tongue.
Evaluation:
The children found interest in watching the wire frame develop, but there was not an awful lot they could help with at this point in time.
A few of the children that were confident with handling scissors had a turn cutting sections of wire, and others attempted to mould the scrap pieces.
It was a sharp material that I was working with and vital to ensure children understood that.
It was time consuming, and as a student teacher it was a possible task, but as a kinder teacher the frame would need to be made outside school hours so that supervision of children is not restricted in any way.
Where to:
Numbers and counting came up in a lot of discussion during the formation of the frame which is a possible avenue to explore.
I think a movement task would be appropriate as children enjoyed running around, jumping over and lying flat and long.
![Picture](/uploads/7/6/5/7/7657497/6951276.jpg)
![Picture](/uploads/7/6/5/7/7657497/4401743.jpg)
![Picture](/uploads/7/6/5/7/7657497/1230800.jpg)
![Picture](https://www.editmysite.com/editor/images/na.png)
![Picture](https://www.editmysite.com/editor/images/na.png)
Day 2 Initial Ideas:
-Finish reading story.
-Begin to paper mache’ the snake.
-perhaps introduce a music or drama aspect.
(play percussion alongside aboriginal music)
(act out the different animals, movements and sounds)
Reflections: Began the snake today. The children showed interest in the snake, and were talking about snakes and acting them out.
Reflection:
Children showed interest in the artwork in the story book as they pointed out the shapes and patterns they could see.
A number of discussions arose amongst the children about colour mixing. This was noted at the drawing table, and outside where children were painting pots for their mothers day gifts.
Children were guessing what colours would be made pre mixing.
Evaluation:
The story may have been a little to complex for the children to grasp at this point in time, but nonetheless and introduction to a topic that will constantly be integrated into their curriculum learning for the duration of their stay at Penbank if they choose to stay for their primary years.
When discussing aboriginal culture children related it to animals and art. We asked about the people and the children were unsure , one child believing that the aboriginal children are Asian.
Where to:
With the interest shown in colour mixing, I would like to introduce primary colours where they can create bold secondary colours. I would also consider adding white and black for children to play with creating shades. Primary colours can be introduced when exploring different techniques.
Show the children some images of aboriginal people in relation to their school. Books have been made showing students from their school
![Picture](/uploads/7/6/5/7/7657497/1369715267.jpg)
Day 3 initial ideas:
-Finish paper mache, paint the snake white.
- look at aboriginal art and note the techniques they use.
-practice different techniques that could be used on our snake.
-youtube clip of the rainbow serpent??
http://www.youtube.com/watch?v=ze3YFHk4-7k
http://www.youtube.com/watch?v=pCuuRRrfOXo
Reflection:
Today children showed an interest in styles of music and instruments.
Majority of the day was focused on Mother’s day events, cooking, wrapping, and preparing for a Mother’s day afternoon tea.
One of the girls was excited to tell me that she had completed a jigsaw puzzle of a snake just like what we were making.
Evaluation:
Children began to make connections between imagery and what we were making. They are making connection with different areas of the theme in the room.
Where to:
Day 4 Initial ideas:
-music/drama component
-begin sponging the first layer of paint onto the snake
Altered ideas:
-clapping sticks in relation to aboriginal culture and shown interest of music and percussion.
-show images of aboriginal people.
-put out jigsaw puzzles with aboriginal people, discuss with children during mat time
-for portfolios children can create their own aboriginal art inspired painting using stamps and dotting.
-stemming from the idea of recyclable materials a variety of vegetables will be put out to use as stamps.
Reflection:
Evaluation:
Where to:
Day 5 initial ideas:
-finish painting snake
-Snake related story
Reflection:
Children enjoyed the story of silverskin as we concluded by discussing the moral of the story.
Today children showed further interest in snakes at the plasticine table.
Nearly at completion of the project it is important to distinguish who has not prticpated yet and to explore whether it be because they were away, did not want to or too shy to speak up. Recapping the process children were asked to stand if they participated in the wire shaping stage, the paper mache and the sponging. Three girls were left sitting, but were also willing to come outside to draw the black markings over the sponged work.
Evaluation:
Where to:
-finish painting snake
-Snake related story
Reflection:
Children enjoyed the story of silverskin as we concluded by discussing the moral of the story.
Today children showed further interest in snakes at the plasticine table.
Nearly at completion of the project it is important to distinguish who has not prticpated yet and to explore whether it be because they were away, did not want to or too shy to speak up. Recapping the process children were asked to stand if they participated in the wire shaping stage, the paper mache and the sponging. Three girls were left sitting, but were also willing to come outside to draw the black markings over the sponged work.
Evaluation:
Where to:
Day 6 initial ideas:
-hang snake in room
-lay underneath, reflect, discuss,
Reflection:
Evaluation:
Where to:
Resources
Books:
Cowan, J., & Bancroft, B. (1994). KUN-MAN-GUR The Rainbow Serpent. United Kingdom: Peribo Publishers of Fine Books.
Naiura. (2002). My First Dreamtime Dot Art Colouring-In Book. Mascot, NSw: Bartel Publication.
Naiura. (2002). My First Dreamtime Dot Art Colouring-In Book. Book. 2, Mascot, NSw: Bartel Publication.
Silverskin
Rainbow Serpent:
-Chicken wire and wire cutters
-newspapers
-acrylic paints
-pva glue
-flour
-buckets
-brushes
-sponges
-objects for stamping
Books:
Cowan, J., & Bancroft, B. (1994). KUN-MAN-GUR The Rainbow Serpent. United Kingdom: Peribo Publishers of Fine Books.
Naiura. (2002). My First Dreamtime Dot Art Colouring-In Book. Mascot, NSw: Bartel Publication.
Naiura. (2002). My First Dreamtime Dot Art Colouring-In Book. Book. 2, Mascot, NSw: Bartel Publication.
Silverskin
Rainbow Serpent:
-Chicken wire and wire cutters
-newspapers
-acrylic paints
-pva glue
-flour
-buckets
-brushes
-sponges
-objects for stamping
Reflections:
Negotiating space
Enjoying sensory experience
Many discussions brought up around what they are doing and what they see on the newspaper
Role-play
Evaluations:
Once majority of wire was covered, difficult for 3yr old group to comprehend where and why we were putting more paper on top of paper without realising it was hollow and malleable underneath.
I would minimise paint brushes, as glue can be interpreted as paint, but still a good experience as some understood to look for dry bit of paper to cover in glue.
-not knowing people, always animals, need to show images of ppl.
CERES
Negotiating space
Enjoying sensory experience
Many discussions brought up around what they are doing and what they see on the newspaper
Role-play
Evaluations:
Once majority of wire was covered, difficult for 3yr old group to comprehend where and why we were putting more paper on top of paper without realising it was hollow and malleable underneath.
I would minimise paint brushes, as glue can be interpreted as paint, but still a good experience as some understood to look for dry bit of paper to cover in glue.
-not knowing people, always animals, need to show images of ppl.
CERES