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1485900-203199Unit: Songs in Local LanguageYear Level(s): 1/2Duration: Five - Six Sessions1485900-203199416560012700416560012700Relevant Victorian Curriculum Content DescriptorsMusic Victorian Curriculum Content Descriptors:Sing and play instruments to improvise, compose and practice a repertoire of chants, songs and rhymes, including those used by cultural groups in the local community?(VCAMUM022)Rehearse and perform songs and instrumental music they have learnt and composed to communicate ideas to an audience?(VCAMUP023)Respond to music, communicating their preferences and discussing where and why people in their local area make and perform music, including the music of Aboriginal and Torres Strait Islander peoples(VCAMUR024)Intercultural Capabilities Victorian Curriculum Content Descriptors:Identify what is familiar and what is different in the ways culturally diverse individuals and families live(VCICCB001)Describe their experiences of intercultural encounters in which they have been involved?(VCICCB002)?421640050800421640050800Key QuestionsKey Objectives (knowledge and skills)Suggested AssessmentWhat role does music play in indigenous culture?What are local indigenous chants, songs and rhymes about?How are indigenous instruments used?Where and why do indigenous people make and perform music?Students will be able to: - explore indigenous music (songs and instruments)- perform local indigenous songs- describe how local indigenous music is created- describe the importance of story telling through musicTeacher assessment of performance of indigenous song using indigenous instruments. ?Lessons#FocusObjectivesResourcesActivities1Actively listen to and respond to music.- to listen to and learn indigenous songs. - to learn the translations of the songs and discuss the meaning behind the songs. - language resources : (includes great video) indigenous song:Heads, Shoulders, Knees and Toes(attached Heads, Shoulders, Knees and Toes songsheet)- Introduce Australia’s first languages are a wonderful and precious resource. We have over 150 indigenous languages in Australia. - Invite an indigenous student, parent or grandparent to visit your class and share phrases and songs. For support with this, contact your school’s KESO or local indigenous organisations.Yorta Yorta Nation - reception@.auKaiela Institute - administration@.auBangerang Cultural Centre - info@bangerang,org.au- Revise Heads, Shoulders, Knees and Toes in English and introduce your local language words (using handout). - Game: Simon Says. Teacher says names in your local language and students put hands on body part.2Actively listen, respond and improvise music.- to listen to indigenous music- to respond to music - to learn names, sounds and ways of playing indigenous instruments- improvise music with the instruments.- indigenous instruments; clap sticks, drums, boomerang clap sticks and rasps, as well as body percussion; clapping and stomping. - indigenous instrument resources: indigenous song: Inany Gupu Wana by Lou Bennett, an indigenous woman. She sings the song with her friends in her band Tiddas. available here: Introduce indigenous instruments; didgeridoo (came from northern Australia), clap sticks, drums, boomerang clap sticks and rasps, as well as body percussion; clapping and stomping. - Invite an indigenous student, parent or grandparent to visit your class and share the playing of instruments. Your school’s KESO may be able to support with arranging this. - Listen to Inany Gupu Wana. Introduce indigenous words and meaning (it is a children’s lullaby). - Game: Echo. Teachers says phrases from Inany Gupu Wana and students echo. - Revise indigenous instruments used in Inany Gupu Wana. Give students instruments to play along with music. Discuss beat and tempo.3Practice and perform songs with indigenous instruments.- to listen, respond to indigenous music- to revise names and sounds of indigenous instruments - to improvise short songs- indigenous song: Waka Nini Yana by Lou Bennett. This is a local language lullaby. indigenous instruments: clap sticks, drums, boomerang clap sticks and rasps, as well as body percussion; clapping and stomping. - Indigenous songs are often passed down from generation to generation. - Discuss other songs that are taught to young children.- Listen to Waka Nini Yana. - Game: Rounds. Break the class into groups with each singing a phrase and taking turns.- Teacher pretends to play musical instruments and students call out instrument names.4Select and play indigenous instruments and discuss how local music is made.- to communicate instrument preferences- to describe sounds of instruments- to discuss where and why people in their local area make music. - indigenous song: Manubak Garra by Lou Bennett. Manubak Garra means “sleep now”. This is performed by Brunswick Women’s Choir. Indigenous songs can tell stories about animals, places and people. They can be used to express their connection with the land.- Listen to Manubak Garra. - Game: The Conductor. Sing Manubak Garra. One student holds the conductor’s batton and controls the volume of singing (soft or loud). - Revise songs learnt and discuss name, the meaning of the song words and the reason for its creation.5Practice and perform songs with indigenous instruments.- to create and perform indigenous songs. - discuss where and why people in their local area perform music. - to discuss the importance of music in indigenous culture. - indigenous song: Marrin GamuThis song was recorded with children from five language groups with the aim of increasing awareness about the number, diversity and importance of Australia’s first languages. sure to identify for the students the different languages featured in this song and that they are NOT local languages. This is a great way for students to learn about the diversity of languages that exist in Australia. You may also find them on this map from the first lesson - available here: .au/resources/lyrics.pdfHands, Shoulders, Knees and Toes handout from Lesson 1- Ceremonies are a very important part of Indigenous life. Music, song, performance and dance can be created for ceremonies. There were songs for every occasion.- Watch and listen to Marrin Gamu. This is recorded in five indigenous languages. - Translate the English words into your local language (using Hands, Shoulders, Knees and Toes handout from Lesson 1). Verse 1. Eyes and ears, (…..., ………)Verse 2. Hand and foot, (…..., ………)Verse 3. Leg and arm, (…..., ………)Verse 4. Head and belly, (…..., ………)- Learn your local language words to the song.- Select indigenous instruments to use.- Record and upload the video clip. - Discuss the importance of learning and sharing indigenous songs. 6Practice and perform songs with indigenous songs with instruments and describe the stories told in songs.- to listen to and perform indigenous songs. - discuss where and why people in their local area perform music. - to share indigenous songs with the school community- indigenous song: Ngarra Burra Ferra available here: to-bura- fera/Song Summary handout - Indigenous instruments: clap sticks, drums, boomerang clap sticks and rasps, as well as body percussion; clapping and stomping. - Ceremonies are a very important part of Indigenous life. Music, song, performance and dance are created for ceremonies. There are songs for every occasion.- Watch and listen to Ngarra Burra Ferra. This is a song based on an ancient Jewish hymn. - Learn your local language words to the song.- Game: Echo. Teachers says phrases from Ngarra Burra Ferra and students echo. - Decide which indigenous instruments or body percussion to use and the tempo.- Perform the song (or any of the songs you have learnt) for the school community. ................
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