YEAR LEVEL: 6-7 INTEGRATED UNIT PLANNER TOPIC / THEME / KEY INQUIRY QUESTION Cross Cultural Comparison of Jomon and Ernabella Arts: What do the Ernabella artists’ design tell us about Aboriginal culture, ways of making, feeling and thinking? Does the Ernabella pottery tradition have similarities to the Jomon Pottery tradition studied in year 6 2012? What can we learn from cultural artefacts from SA and NT Indigenous communities? OVERVIEW OF LEARNING In exploring the pottery traditions of the Jomon period (which is largely Neolithic) with the pottery tradition of the Ernabella artists from the Musgrave Ranges in north-western South Australia much can be learnt about both cultures. In the 1930’s Ernabella was a sheep station that became a Presbyterian mission but today is Aboriginal run on Aboriginal land. By studying the history and expressions/patterns of the Jomon, then the Ernabella artists, I will then move onto the teaching unit where we would explore the similarities and differences of the two forms of pottery traditions and then embark on practical activities in which the students make their own pots inspired by the patterns and techniques found in both pottery traditions. By going through this process I believe the students would develop an appreciation for one of the most ancient forms of Asian Art and see how another Asian Art; Indonesian Batik influenced the pattern making of the Aboriginal people of South Australia to produce a vibrant contemporary ceramics studio. Duration 5-7 weeks of 1 lesson per week. CROSS-CURRICULUM PRIORITIES Aboriginal and Torres Strait Islander histories and cultures Asia and Australia's engagement with Asia Sustainability Critical & creative thinking Personal and social capability GENERAL CAPABILITIES Literacy Numeracy Ethical behaviour Intercultural understanding ICT capability Document11 LINKS TO LEARNING AREAS – CONTENT DESCRIPTIONS Year 7 Visual Arts: (Report outcomes Semester 1, 2013 pre ACARA finalisation) Generating: Uses Indigenous inspired designs to make and decorate an Ernabella style clay pot Realising: Applies skills when transferring a 2 dimensional design to a 3 dimensional form Responding: Explains the function and design of a range of Indigenous artefacts History: Investigating the Ancient Past Historical Knowledge and Understanding 1. The evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery) Literacy Critical and creative thinking 2. The nature of the sources for ancient Australia and what they reveal about Australia’s past in the ancient period, such as the use of resources (ACDSEH031) Science: Science as a human endeavour: Science knowledge can develop through collaboration and connecting ideas across the disciplines of science (ACSHE223) Intercultural understanding The particular elements of intercultural understanding addressed by this content description Recognising culture and developing respect Explore and compare cultural knowledge, beliefs and practices LINKS TO CROSS-CURRICULUM PRIORITIES Aboriginal and Torres Strait Islander histories and cultures The Australian Curriculum: history values Aboriginal and Torres Strait Islander histories and cultures. It celebrates Aboriginal and Torres Strait Islander histories as part of the shared history belonging to all Australians. Students will examine historical perspectives from an Aboriginal and Torres Strait Islander viewpoint. They will learn about Aboriginal and Torres Strait Islander Peoples prior to colonisation by the British, the ensuing contact and its impacts. They will examine key policies and political movements over the last two centuries. Students will develop an awareness of the significant roles of Aboriginal and Torres Strait islander people in Australian society. Organising Ideas: (Country & Place/Culture/People) OI.3 Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways. OI.5 Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing OI.7 The broader Aboriginal and Torres Strait Islander societies encompass a diversity of nations across Australia. 2 Asia and Australia’s Engagement with Asia This priority will ensure that students learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Asia literacy provides students with the skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region. Organising Ideas: (Asia and its diversity/ Achievements and contributions of the peoples of Asia/ Asia-Australia engagement) OI.1 The peoples and countries of Asia are diverse in ethnic background, traditions, cultures, belief systems and religions. OI. 4: The arts and literature of Asia influence aesthetic and creative pursuits within Australia, the region and globally OI.5 Collaboration and engagement with the peoples of Asia support effective regional and global citizenship LINKS TO GENERAL CAPABILITIES Literacy: Composing texts through speaking, writing and creating (procedure writing) creating Bookcreator app epubs. Intercultural Understanding The capability involves students in learning about and engaging with diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutual respect. Critical and creative thinking Critical thinking is essential to the historical inquiry process because it requires the ability to question sources, interpret the past from incomplete documentation, develop an argument using evidence, and assess reliability when selecting information from resources. Creative thinking is important in developing new interpretations to explain aspects of the past that are contested or not well understood. ICT capability: create and communicate information and ideas, solve problems and work collaboratively (work in a group to create iPad epub about the process of making the pots) 3 LEARNING INTENTIONS Understanding, synthesising and processing the information given about Ernabella artists and Jomon Pottery traditions. Relating the background information to the main task of making the Ernabella pots. Literacy and ICTs to communicate a procedural process and responding to Visual Arts forms by creating in 2 and then, 3 dimensions. Cross cultural comparisons and understanding of motifs used in both cultures. Elaboration: generating a range of questions to investigate a source (for example a shell midden in ancient Australia – where it was found, how long it was used for, what it reveals about technology and the use of environmental resources) QUESTIONS What kind of motifs/designs were used by the Ernabella artists for their prints, pots and batiks? How do you make an Ernabella inspired pot in 3 dimensions? What techniques are used in making the design and pots? What can we learn from the similarities and differences between the Jomon pots and Ernabella pots? LEARNING ACTIVITIES / TEACHING STRATEGIES What other artefacts were made and are still made by Indigenous people of SA and NT? Watch the You Tube videos embedded in the school Art wiki I created. http://artsmc.wikispaces.com/Clay+pinch+and+Coil+pots and the Batik artist using the Q wax rather than a tjanting – for safety in schools. Provide information cards on the history of both cultures with maps, techniques used and motifs/designs. Then get the student to match them up and do a Venn diagram of similarities and differences. Practice the motifs used by Ernabella artists and design the pinch pot. Teach the techniques of larger pinch pot making by modelling the process and having laminated procedures as in the Adopt, Adapt, Share resources for making a coil pot in the Jomon style pdf. Use a rubric to assess their design, making and self assessment of their pot and make the rubric available on the wiki and then print out for their portfolios. Demonstrate the coil pot making technique and then draw designs on paper and then transpose the designs onto bisque fired pots with underglaze paints then fire in the kiln. (*Air dry clay and acrylic paint could be used for in class- no kiln situations) Share some of the work in the Open classroom in term 2 and on the Art wiki year 7 page. Utilise the Peter Dermody talk in 2012 for various artefacts found in SA and NT along with photographs, maps, work samples from the 2012 and recorded video footage on the ASSESSMENT OPPORTUNITIES Write a procedural text to communicate the process of making the pots. Compare and Contrast the Japanese Jomon pots with the Ernabella Pots Make an Ernabella Pot out of clay. Rubric on Art wiki for marking. Produce an e-publication using iPads in a group and present to the class upon completion. (This could be an extension activity). Labelled map with artefacts illustrated and described. Completing the object question cards. Document14 iPad. Also use the Scootle link to “Circa” for the student activity: Interrogating objects as evidence “Object Question Card” form. Utilise drawings and pot made when the boys were in year 6 for the Jomon pottery and for any students not there in 2012 see work samples on art wiki. http://artsmc.wikispaces.com/Year+6+Art+Page RESOURCES Planners: CESA online http://online.cesanet.adl.catholic.edu.au/docushare/dsweb/View/Collection-1204 QLD: http://www.qsa.qld.edu.au/3165.html New Zealand: http://artsonline.tki.org.nz/Visual-Arts Ernabella: Appendix 1 Kate Tyrwhitt on Art wiki: Ute Eikelkamp, “Don’t Ask for Stories: The Women from Ernabella and Their Art”, Aboriginal Studies Press, Canberra, 1999, p.83. Translated by Margaret Dagg. Excerpt available electronically; viewed April 2013: http://www.aiatsis.gov.au/lryb/PDFs/eickelkamp_ch5.pdf Gray, S, 2010, Article “Exquisite Labours: the life’s work of Nyukana (Daisy) Baker “ in Art Monthly Australia, Issue # 2 2 8 A p r i l 2 0 1 0 http://artsmc.wikispaces.com/Clay+pinch+and+Coil+pots http://www.ernabellaarts.com.au/mainpages/ceramics.html Jomon Pottery: http://www.ehow.com/way_5275633_pottery-painting-ideas.html Artefacts resource Australian Museum –Circa (through Scootle) http://www.nma.gov.au/__data/assets/pdf_file/0019/19612/Australia_Circa_b-w.pdf San Antonio Museum of Art: www.samuseum.org/files/AsianTeacherResourceGuide.pdf Scootle Learning Path Year 7: Circa: http://www.scootle.edu.au/ec/pin/WTUBVE?userid=24238 ACARA year 7 History: http://www.australiancurriculum.edu.au/Year7?a=H&layout=1 5