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Welcome to my Wix site for The Creative Arts: Assignment 2: Integrated Arts Quest.  This is the introduction page.

This Arts Quest integrates the Arts: Music, Visual, Drama and Dance.  It is also designed to integrate Science, Indigenous studies and Geography and Sustainability.  Mathematics and literacy will also be naturally intergrated.

 

 

Information on this page about the Arts Quest; “Otjout: Aboriginal Dreaming Story” would be introduced to the Students on day 1.  The students would be told they are doing an Integrated Arts Quest Unit which will evolve over the term.  The Arts Goals and Motivations will be discussed with the students along with the expected cross curriculum outcomes.  The inquiry would then begin with the teacher reading the story of “Otjout: Aboriginal Dreaming Story” and the students researching what other information they can find on the web.  The students would be encouraged to find and share Arts related information from books and the web for example; images, u-tube and other recordings.

 

The unit is also designed to connect students with their local natural environment.  The students will engage and explore their senses by  practicing the Arts in the field and then expand their inspirations, ideas and feelings in the classroom.

 

Please read "Finding your way around this Wix site" to learn more about the lessons that will follow.

 

 

My Arts Philosophy

 

My Arts philosophy can be found here:

 

In brief this Arts Quest follows my belief that learning should be rich and meaningful to students lives.  Focusing on the local environment connects students to where they live (note:  1).  The Arts will be used to connect to the world that the students live in (note: 2.)

 

The local Aboriginal creation story conveys how indigenous people are connected to the land.  Including demonstrations of aboriginal art forms will show how innate to humans the process of creating art is and is designed to inspire and encourage students to feel confident in their creating.  Studying other cultures through the Arts can also increase tolerance and acceptance of differences (note: 3).

 

Focusing on aesthetics, as in the "Reggio Emilia" fashion

adds to the deep connection that can be made (note: 4).

 

Educating through the Arts will increase learning in the other disciplines such as science, cultural studies, geography, sustainability, literacy and mathematics which can be integrated into this unit (note: 5).

 

This unit allows for development of creative minds and

engagement with higher order thinking needed for problem

solving (note: 6).

 

This unit also encourages metacognition through the use of a “visual diary” (note: 7)

 

There will also be a performance at the end of the unit which is an important part of the artistic process (note: 8).

 

 

 

1.  I believe that there should be opportunities for the projects being investigated to originate from the students themselves and be deeply connected to the student’s lives.  This form of pedagogy is truly creative, the teacher becomes a participant in the act of discovery; the teacher leads the class by asking a question or setting a problem then students come up with the solutions, these solutions should be unlimited (Schafer: source Phillips, 2014).

2.  The Arts are a way of connecting with the world around us ((Koster, 2009, p.212) (Russell-Bowie, 1997, p.227) (Barnes, 2011, p.236)). 

 

The Arts stimulate the senses and activate the spatial domain.  Practising in The Arts helps us to be more aware, it is about noticing and seeing past first impressions and stopping and looking deeper (Khan Academy, 2014).

3.  As the Arts are inherent in all of us they can also connect us and make the differences seem less great.  Whilst studying the Arts of other cultures students learn to empathise with others, learn tolerance, accept differences and challenge stereo-types ((Russell-Bowie, 1997, p.227) (Emery, 1998, p.2) (Knan Academy, 2014).

4.  The Reggio Emilia fashion of education attention is paid to aesthetics and following the interests of the student and that this attends to the humanity and creativity of our children.  Cutcher (p. 326)

5.  Educating through the Arts is a very emotive and powerful pedagogy tool as stated by ACARA, the Arts “fuel the exploration of ideas that cross the gamut of human emotions and moods through holistic learning using cognitive, emotional, sensory, aesthetic, kinaesthetic and physical fields” (2014b.)   Leaning through the Arts, using Arts language; kinaesthetic, intrapersonal intelligences, sensory/iconic and symbol systems, helps students to express what they are learning and helps them relate to a concept that has been developed, across all subjects ((Koster, 2009, p.212 ) (ACARA f, 2014) (Klug & Windfield, 2011, p.274) (Campbell, Campbell & Dickson, 1996, p.68) (Robinson, 2009) (Emery, 1998) (Beckman, 2007, p.1-4) and (Cutcher, 2013) (Russell-Bowie, 1997, p.228)).

 

Teaching through the Arts also helps to engage students, provide motivation and give a positive association with learning ((Klug & Whitefield, 2011, p.274) (Ewing, 2010)).

6.  Robinson argues that the Arts are important as they allow us to develop our creative minds.  Our creative minds can then be used in other subject areas to solve problems (Robinson, 2009). 

7.  Cutcher (p. 326) also writes about the ‘artist sketch book’, which can be in the form of a visual diary or digital portfolio, graphic novel etc.  The ‘artist sketch book’ has been used by artist for centuries to make, think, research, discus, reflect and more; it allows the artist to think with metacognition. 

8.  Another significant part of the Arts is the presentation of the product, this is a part of the artistic process and an opportunity to show off their work and receive approval from an audience (Emery, 1998, p. 5).

Otjout: Murray River Creation Story

 

Aboriginal Dream-time Creation Story of the Murray River is about a Murray cod, the Waddi Waddi people (local aboriginal tride from Wood Wood) call him Otjout. Otjout digged his way through the Mallee dirt escaping from Totyerguil (local name for the hunter). As Otjout channeled his way forward he created the navigation of the Murray River all the way to South Australia where Totyerguil lost Otjout in a large water hole.

 

Each time Totyerguil caught up with Otjout he threw a spear at him; this created the spines of the Murray cod. Each night Totyerguil would place his paddle and canoe in the river bank, they created the Murray Pine and River Red Gums. They are also the very trees still used to make paddles (Murray Pine) and canoes (River Red Gums).  Totyerguils’ boomerang is also of significance (source: local Waddi Waddi community, interview 2009).

 

Of cultural significance is the fact that the story of Otjout stretches so far geographically along the Murray that it would have been different in each aboriginal local tribe.  The following version has been provided by the Ngarrindjeri People, lower Murray River, Coorong and Lakes (source: Discover Murray River, 2014).

 

"Albert Karloan (Ngarrindjeri people), gave the following account to the anthropologist Ronald Berndt in 1939 [Berndt 1940]. Like all the other version of the Dreaming, this account stresses the over-arching importance of Ngurunderi as law-giver and as the main shaper of the distinctive landscape in which the Ngarrindjeri people still live today.

 

The Ngurunderi Dreaming

In the Dreaming, Ngurunderi travelled down the Murray River in a bark canoe, in search of his two wives who had run away from him. At that time the river was only a small stream, below the junction with the Darling River.

 

A giant cod fish (Ponde) swam ahead of the Ngurunderi, widening the river with sweeps of its tail. Ngurunderi chased the fish, trying to spear it from his canoe. Near Murray Bridge he threw a spear, but missed and was changed into Long Island (Lenteilin). At Tailem Bend (Tagalang) he threw another; the giant fish surged ahead and created a long straight stretch in the river.

 

At last, with the help of Nepele (the brother of Ngurunderi's wives), Ponde was speared after it had left the Murray River and had swum into Lake Alexandrina. Ngurunderi divided the fish with his stone knife and created a new species of fish from each piece.

 

Meanwhile, Ngurunderi's two wives (the sisters of Nepele) had made camp. On their campfire they were cooking bony bream, a fish forbidden to the Ngarrindjeri women. Ngurunderi smelt the fish cooking and knew his wives were close. He abandoned his camp, and came after them. His huts became two hills and his bark canoe became the Milky Way.

 

Hearing Ngurunderi coming, his wives just had time to build a raft of reeds and grass-trees and to escape across Lake Albert. On the other side their raft turned back into the reds and grass-trees. The women hurried south.

 

Ngurunderi followed his wives as far south as Kingston. Here he met a great sourcer, Parampari. The two men fought, using weapons and magic powers, until eventually Ngurunderi won. He burnt Parampari's body in a huge fire, symbolised by granite boulders today, and turned north along the Coorong beach. Here he camped several times, digging soaks in the sand for fresh water, and fishing in the Coorong lagoon.

 

Ngurunderi made his way across the Murray Mouth and along the Encounter Bay coast towards Victor Harbor. He made a fishing ground at Middleton by throwing a huge tree into the sea to make a seaweed bed. Here he hunted and killed a seal; its dying gasps can still be heard among the rocks. At Port Elliot he camped and fished again, without seeing a sign of his wives. He became angry and threw his spear into the sea at Victor Habour, creating the islands there.

 

Finally, after resting in a giant granite shade-shelter on Granite Island (Kaike), Ngurunderi heard his wives laughing and playing in the water near King's Beach. He hurled his club to the ground, creating the Bluff (Longkuwar), and strode after them.

 

His wives fled along the beach in terror until they reached Cape Jervis. At this time, Kangaroo Island was still connected to the mainland, and the two women began to hurry across to it. Ngurunderi had arrived at Cape Jervis though, and seeing his wives still fleeing from him, he called out in a voice of thunder for the waters to rise. The women were swept from their path by huge waves and were soon drowned. They became the rocky Pages Islands.

 

Ngurunderi knew that it was time for him to enter the spirit world. He crossed to Kangaroo Island and travelled to its western end. After first throwing his spears into the sea, he dived in, before rising to become a star in the Milky Way."

 

 

 

Otjout: Aboriginal Dreaming Story

The Creation of the Murray River

Connecting to the Local Natural Environment

Arts Quest: Integrated Unit

This is a u-tube that I found when searching the net.  It shows a contemporized play depicting a dreaming story.  The students may find others; this can be used by the students to get some ideas for their plays.

This u-tube is a production by the local Swan Hill Aboriginal community with the guidance of Artistic Director Angela Frost.  The students will watch this as part of lesson 11, it incorporates all the arts and is inspiration for the whole Quest, it is essential to all sections. This is one of 3 u-tubes the other 2 can be found

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