Tell Me...
A Resource for Teachers
Emily Atkins - Program Officer - arts2GO
A Resource for Teachers
CONTENTS
•
What is Storyboard ?(and other questions)
3
•
Fitting Storyboard into VELS
5
•
How to use this resource
6
•
Activity Bank
7
•
Appendix
17
•
Further Reading
35
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© arts2GO 2009
What is Storyboard?
Storyboard – a creative space for bushfire storytelling
Created in response to the 2009 Victorian bushfires, Storyboard is an interactive website
that provides Victorians with a creative space to share photos, videos, artworks and stories
with others who have been affected by this devastating event. Sharing stories has the
power to engage people, assist communities to collectively deal with trauma and create
stronger networks so that they are self-determining, aware and resilient.
What?
The collated stories and media are presented in the form of an interactive map of Victoria
which can be viewed spatially as well as chronologically. Visitors to the site are able to view
the uploaded stories and images from specific time periods so they have a sense of the
scale of the fires and how they unfolded at a state-wide level as well as be able to zoom in
on a particular street and view personal accounts and responses.
Who?
Storyboard is a Regional Arts Victoria (RAV) project that will be delivered in close
collaboration with the Victorian Country Fire Authority (CFA) and the Department of
Sustainability (DSE). Regional Arts Victoria is the peak body for regional arts activity in
Victoria.
Why?
The website aims to capture the myriad creative responses to the bushfires not only from
artists but all those affected by fire. An ongoing project, we envisage Storyboard will
become an important community archive for storing images and recording local oral
histories. Utilising social networking and media technologies such as blogs, the website will
also facilitate the creation of an on-line community where those dispersed by the fires can
retain a sense of connectedness to their region as well as share important resources and
information.
Storyboard will also play an important role in gathering primary resources that will be of
use to the Country Fire Authority (CFA) and the Department of Sustainability and
Environment (DSE) as it reassess its community education programs in the wake of
changing climate conditions.
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How can Storyboard be used in my classroom?
Storyboard can be used any way that you see fit based on your cohort and curriculum goals. Some
examples include:
•
As the basis for a unit of work on storytelling and descriptive writing
•
As part of a Civics and Citizenship stream
•
As a component of the Arts program
•
As an additional project used in the study of ICT
•
As a general project basis used for students to make sense of upheaval
Where you go with this and to what extent is entirely up to you. arts2GO has created this resource
in order to assist Victorian teachers to maintain relevance within their curriculum in the context of
February’s disasters. Some activities may be more suitable for cohorts with direct experience of
bushfire, whereas others may be more suitable as a tool to help students not directly affected
understand the events that transpired.
What age groups will this resource suit?
This resource is designed to be a general stimulus document that can be easily differentiated to suit
your particular cohort. The ideas have been generated and chosen with educational goals in mind
and can be interpreted and used at the discretion of the individual educator.
Does it fit into VELS?
arts2GO is on a constant mission to ensure that the performances and workshops we tour, and the
resources that we release, are tied in to as many VELS domains and dimensions as possible. In the
following pages, you will find activities relating to a wide variety of strands outside of The Arts.
We have also included guidelines related to Gardner’s Multiple Intelligence model in order to further
guide your planning.
If you feel that we have neglected to include a key component within this resource, please feel free
to contact us and give us your feedback.
What if this upsets my students?
arts2GO has consulted with psychologists whilst planning this resource in order to make it as
emotionally safe as possible.
Obviously, there is definite potential for these discussions to stir unexpected feelings within your
students.
That said, this resource is not intended to be a counseling document, but a stimulus for teachers to
accompany the Storyboard website. The discretion of individual educators is advised.
What if our access to computers is limited?
If this is the case, contact arts2GO and we will be happy to explore the possibility of receiving your
submissions to the Storyboard website via ordinary post in ‘hard copy’. We can then upload
Submissions on your behalf.
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VELS Links in this Resource
Each activity described in this resource is accompanied by symbols that relate it directly to the
relevant VELS domains and dimensions. Not all VELS are represented in this resource, but there is a
large variety nonetheless! Teachers may choose to modify activities in order to show greater ‘sway’
towards specific outcomes. The symbols are a helpful guide and may assist in your planning.
Physical, Personal and Social Learning
P
Ci
Personal Learning
•
•
The Individual learner
Managing personal learning
Civics and Citizenship
•
•
Civic Knowledge and Understanding
Community Engagement
Discipline Based Learning
A
The Arts
Creating and Making
•
•
Exploring and Responding
E
English
•
Reading
•
Writing
•
Speaking and Listening
H
Humanities
Geographical Knowledge and Understanding
•
•
Historical Knowledge and Understanding
•
Historical Reasoning and Interpretation
Interdisciplinary Learning
Co
D
I
Communication
•
Listening, Viewing and Responding
•
Presenting
Design, Creativity and Technology
•
Investigating and Designing
•
Producing
•
Analysing and Evaluating
Information and Communications Technology (ICT)
•
ICT for visualizing thinking
•
ICT for creating
•
ICT for communicating
The above list is a guide to the main domains and dimensions shown in this resource. All activities
are open ended and can be modified to include VELS aspects not listed above.
For more information on the specific Strands, Domains and Dimensions of the Victorian Essential
Learning Standards (VELS) visit the Victorian Curriculum and Assessment Authority http://
vels.vcaa.vic.edu.au/
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How to use this Resource
Instead of limiting activities to a certain age range, this resource is organised thematically.
Activities may be taken out of context at the discretion of educators, but may also be
followed in thematic sequence in order to create a unit of work.
The three main ‘umbrella’ themes are:
1. The Past
Explores both the events of Black Saturday and those that preceded it. Explores the
history of bushfire in the Australian environment.
2. The Present
Explores the lasting impact of the fires and the reality that Victorians and, indeed,
all Australians face today, socially, emotionally and physically.
3. The Future
Explores how people are moving on and the challenges that lie ahead.
Within each thematic umbrella, activities are divided into 3 streams:
Thinking
Activities based on analytical thought, literacy, research and discussion.
Looking
Activities based on visual interpretation, including photography,
technology, design and presentation.
Doing
Activities based on the creation of performance and its presentation to others in the
form of music, drama, dance, film or speech.
Many activities have elements that cross over into other streams. They can be modified and
used in a variety of different ways depending on the goals of educators.
Gardner’s Multiple Intelligences have also been considered during the making of this
resource and are signposted throughout using the following symbols:
Bodily - Kinesthetic
Visual - Spatial
Interpersonal
Intrapersonal
Verbal - Linguistic
Logical - Mathematical
Naturalistic
Musical
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Activity
Bank
Umbrella
Stream
Activity
Page
1. The Past
Thinking
Diary Writing
8
Research Dossier
8
Crisis Collage
9
Emotion Images
9
Exploring Thought
10
Soundscapes
10
Past VS Present
11
Media Chart
11
Found Art
12
Interactive Map
12
News at School
13
We are...
13
Tomorrow?
14
Growing Poems
14
Looking Forward
15
Photos from Before
15
Recovery Sounds
16
Moving On
16
Looking
Doing
2. The Present
Thinking
Looking
Doing
3. The Future
Thinking
Looking
Doing
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The Past
Thinking
Activities
Diary Writing - Outcome: A piece of descriptive writing
Ask students to document the days preceding the fires. Ask them to imagine the intense
weather and complete a Describing Grid (appendix 1a).
To extend this, you could also do some work on simile using appendix 1b.
After groundwork has been done, students could draw a timeline of their day or week from
beginning to end using appendix 1c.
Beginning from the moment they woke up, ask students to describe the events of their
day, describing places, actions and feelings and using a variety of descriptive words and
similes.
Ci A E C
Research Dossier - Outcome: An essay or presentation
Discuss:
Why does Australia have such a high rate of bushfire?
What are some of the environmental factors that lead to them?
What preventative measures do people use?
Ask students to gather images, stories and articles related to bushfires in
Australia prior to 2009. Obvious events to focus on would be the Canberra fires in 2003 and
Ash Wednesday in 1983.
Students should focus on events before, during and after the fires and the primary sources
related to them. Use appendix 1d as a guide.
Once information is gathered, ask students to tell the story of their chosen event in either
essay form or as a group presentation. Some pre-work on structure could also be helpful.
The research project could also form the basis for an exploratory theatre piece (see Page
10)
E
H C
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Looking
Activities
Crisis Collage - Outcome: A visual representation of an event
Ask students to gather as many articles, images and general media (including adverts) as
they can. They can relate to Black Saturday or one of the other Australian bushfires
mentioned earlier.
Once gathered, discuss the different feelings that each of them evoke (ie: terror,
sympathy, sadness, awe)
Discuss grouping and presentation of these resources. Some options may be:
a wall collage themed around emotive describing words and images
an informative collage based on a timeline of the fires
a general collage fused with other media, such as drawings and artifacts.
•
•
•
The collage could be presented to community groups or the rest of the school in order to
illustrate the process.
Ci A H C D
Emotion Images - Outcome: A visual representation of an emotion
Building on some of the emotive adjectives explored in the Crisis Collage activity, ask
students to supplement the list with further adjectives.
Copy / cut up the list and distribute one or two adjectives to each student.
Ask students to find their own space with a piece of paper / board and some drawing or
painting materials.
Choose a long piece of music, something that resonates with you as a teacher, and ask
students to spend the duration of the piece thinking about the adjectives that they have in
terms of bushfire. Explain that at the end of the song they must silently pick up their
drawing / painting implements and begin transferring the images that they thought of onto
paper. Explain to them that the idea is not to think too much, but to simply draw / paint
continuously without stopping to see what emerges. More specific examples may be
required for younger students.
After 10-20 minutes (duration is up to the individual educator), ask students to step away
from their art and think about how it relates to the adjective that they were originally
given.
Invite selected students to discuss their ideas.
P Ci A E C D
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Doing
Activities
Exploring Thought - Outcome: A series of freeze frames
Ask students to gather information and research on one of the major Australian bushfires in
history, Ash Wednesday, Canberra or Black Saturday for example. If required, review
knowledge of the chosen event. Highlight timelines, causes and effects.
Using a newspaper article or primary source from the event, read aloud to the class. Ask
students to spend 30 seconds writing down as many emotions as come to mind after
hearing the account.
Highlight a key event from the account, an evacuation or hiding being ideal. Divide
students into groups of five and ask them to create a freeze frame based on the event
described. Remind students that facial expressions and body postures are their main visual
clue to their audience.
Ask groups to show their freeze frames. Tap individual students on the shoulder or hold a
cardboard ‘thought bubble’ above their head, asking selected students to say one sentence
that describes what their character is thinking. Emphasise that it should be more complex
than ‘I’m scared’, giving an example like ‘I can feel the heat of the fire’ instead.
Ci A
H C
Soundscapes - Outcome: A short piece of sound art
Ask students to close their eyes for one minute and then write down ten sounds they were
able to hear. Point out peripheral sounds such as electrical hums and wind in trees outside.
Ask students to think about the sorts of sounds you might hear during a bushfire.
Using a website such as Soundsnap* or Freesound*, ask students to search for and
download some of the sounds that were discussed. They can also record some audio of
their own, pieces of dialogue for example.
Using a free audio editor such as Audacity*, ask students to edit their sounds together into
a ‘sound collage’. You may decide to put them in groups for this.
Once work is finished, ask students to close their eyes as you play selected pieces. Ask
them to write down five words to describe the emotions they felt whilst listening and discuss as a class.
*Links for download can be found in Further Reading on the last page of this resource.
A E C D I
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The Present
Thinking
Activities
Past Tense VS Present Tense - Outcome: A piece of poetry
Using Appendix 2a explore the differences between past and present tense.
Ask students to think about what they are now doing differently compared to what they
were doing either pre or during the bushfires. Try to coax out specifics such as ‘Last year I
used to play roller hockey with my friends, but this year they have moved away.’
Ask students to use Appendix 2b as a stimulus to write a short poem about the
differences discussed. The example given on page 23 rhymes, but you may decide to be
more ambitious.
Ask students to share their poetry in groups, discussing similarities and differences
between their experiences.
Ask selected students, if comfortable, to share their poetry with the class.
P Ci A E C
Media Chart - Outcome: A Comparative Media Timeline
As a class, choose two dates, one just after Black Saturday and one closer to the present
date.
Using Appendix 1d, ask students to find bushfire related artifacts from those specific
dates and collate them into 3 categories:
>
Statistics
>
Opinions
>
Events
Once this has been done, create a wall table based on Appendix 2c.
Students should work in six groups to create a panel for the wall chart.
Distribute three artifacts to each group belonging to the same category on the same date,
Ask students to create an image and three sentences to describe each one effectively (see
example table on page 25). This may be a good time to discuss the idea of a précis.
Stick panels onto wall table and discuss the differences between then and now.
P Ci A E H C D
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Looking
Activities
Found Art - Outcome: A visual art piece made using found objects
Ask students to gather artifacts from an area affected by fire. Examples might be burnt
sticks, melted plastic, ash and firefighting residue. Obviously safety is of prime concern
during this exercise and symbolic stand-ins (ie: charcoal, chalk etc…) may be more
appropriate.
Discuss images of growth with students. (ie: trees, plants, baby animals etc…). You could
perhaps show students some examples to get them started.
Ask students to use three of their found objects to make a sculpture or 2D drawing of one
of the images discussed. For example, they could make a tree from charred cans taped to a
melted garden hose propped up on a charred stump.
Once pieces are finished, explore the features of their artwork, the thematic implications it
has and how they feel about these.
*This task is more obviously suited to schools in direct contact with bushfire, but may be relevant to
other schools with modification.
A C D
Interactive Map - Outcome: An animated PowerPoint presentation
Ask students to select five dates between Black Saturday and the present day.
Using Photoshop or Paint, ask students to create one image that represents each of the
following:
>
Danger
>
Disaster
>
Calm
>
Improving
Discuss what each stage means in terms of Black Saturday and the recovery process.
What events would we attribute to which stage? Why?
Examples may be that Disaster would probably signify the fire itself, but when can we
classify fire affected areas as Improving? Do we mean physically, environmentally or
emotionally?
Students may focus on either one specific area or more broadly on the state as a whole,
creating an animated map of their chosen space.
See Appendix 2d for further instructions.
Ci A H
C
D I
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Doing
Activities
News at School - Outcome: A News Update for Overseas Viewers.
View a short clip from a news report that focuses on an Australian event. View a short clip
from a news report that focuses on an overseas event. Ask students to write down three
things, besides the subject matter, that are different about the coverage of the two events.
Try to draw out the fact that reports about overseas events do not assume as much prior
knowledge as those about Australian affairs.
Ask students to find out ten facts about the progress of the bushfire relief and regeneration.
In small groups, ask students to formulate a two minute presentation that explains the ten
facts to an audience assuming no prior knowledge of Australia or the recent bushfires. What
points are important for the audience to know? What images would be most effective to
illustrate the point? See Appendix 2e for a planning template.
Remind students that they only have two minutes to represent the most important points.
Presentations could be done in front of the class and filmed or edited and screened.
Ci A E
H C
We are… - Outcome: A Theatrical Montage
Find a short article on the progress of rebuilding and recovery projects in one of the towns
affected by bushfire. Try to make it as current as possible.
Ask students to read the article in silence and highlight as many verbs and adjectives that
describe the process as they can. They may be technical, such as ‘welding’, or emotional
such as ‘recovering’. Create a list on the board and ask students to add to it with other
verbs and adjectives relevant to the article.
Ask students to choose one word from the list and find a space on their own. Students can
experiment with ways of saying their word, prefacing it with ‘We are…’. They may choose to
put a positive, negative, tired etc… emphasis on their voice. Once they have done this for
one minute, ask students to add four more words to the sentence, for example ‘We are
welding our lives back together’.
Ask students to build on these sentences in groups adding movement and deciding on how
to present them to the class, whether they speak in turn, unison or a combination.
P Ci A H C
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The Future
Thinking
Activities
Tomorrow? - Outcome: A research based story
Ask students to find out the answers to the following questions:
>
What wildlife was affected during the Black Saturday bushfires?
>
What was completely destroyed and what was not?
>
How long does it take for a forest to completely grow back after a fire?
>
Which wildlife returns soonest?
>
Which wildlife returns last?
Ask students to imagine that they are walking through the bush in the year 2019. The last
time they visited was in February 2009.
Ask students to write a descriptive piece, in either diary or first person prose form,
beginning with the sentence:
The last time I walked here…
The piece should focus on comparing the last walk with the current one 10 years later.
Remind students to use as many of the five senses as possible whilst they are writing.
Share writing with the class.
*There is the potential to rehearse these pieces as monologues if desired.
Ci A
E H C
Growing Poems - Outcome: Haiku-style poems that describe growth
Ask students to collect pictures of bushfire affected areas during the rebuilding process.
This may include partially rebuilt houses, green shoots appearing from charred ground or a
local business grand re-opening etc…
Display selected photographs and ask students to think of as many adjectives as they can
to describe them. These may be literal or metaphorical.
Using Appendix 3a, explain the concept of a haiku to the class. Choose one photograph
and write one on the board as a class using some of the adjectives discussed.
Ask students to choose one photograph and write three haikus about it, using at least six
adjectives throughout.
Share selected haikus with the class.
Ci A E
C
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Looking
Activities
Looking Forward - Outcome: A Comic Book Style Storyboard
Ask students to write down three aspects of Black Saturday that affected them or someone
they know, even if it is indirect. Ask students to write down three things that have improved
since the fires.
Show students an excerpt from a graphic novel or comic book and make a list of features on
the board (see Appendix 3b for ideas)
Ask students to plan a comic strip using Appendix 3c.
Look back at the comic book excerpt shown initially. Where the artist has used illustration to
show events instead of words? How much can you communicate using just pictures? Discuss
the importance of using only the words that are necessary (ie: dates, speech, thought etc…)
Ask students to look back at the list of features from before and note down as many uses for
them in the comic as possible.
Create comic strips using Publisher, Paint or by hand. You may wish to bind the finished
product into a graphic novel for the class.
Ci A
E H C D I
Photos from Before - Outcome: A renewed photograph
Explore a variety of landscape changes over the years, perhaps between the 1800s and
2000s.
Ask students to think about how this applies to their area, whether it is affected by fire or
not.
Ask students to gather some photographs taken of the landscape during the Black Saturday
or other major bushfires. Discuss how the scene may have been different beforehand.
Ask them to choose the scene that they believe differs most from the original. Photocopy and
enlarge their chosen photographs onto A3 paper. The quality does not have to be
exceptional.
Using coloured pencils, chalks and coloured paper, ask students to add detail to their
photocopy over the top. They could draw leaves back onto the trees and stick paper roofs
back onto houses etc…
Create a display based on these pictures, possibly with the original photographs displayed
nearby for contrast.
Ci A H D
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Doing
Activities
Recovery Sounds - Outcome: A positive song
Ask students to think of three sounds that are related to bushfire, for example, the creaking
of a house or the snapping of burning twigs. Make a list on the board.
How could we use conventional instruments or objects to mimic these sounds? For example,
a creak could be mimicked using a cello and snapping twigs could be mimicked using the rim
of a drum struck sharply.
Using some of these ideas, ask students to spend some time perfecting their sounds. Decide
as a group which sounds will keep the beat and which can be used as a melody. You may
like to be even more specific and assign treble and bass as well. Conduct separate parts of
the class, creating rhythms as you go and layering to create a relatively cohesive
soundscape. If students are at a high enough level, you may even wish to attempt notation.
For lyrics, use previous lessons as a basis, and discuss the many processes that residents in
bushfire affected communities are going through to rebuild their lives. Make a list of factors /
stories that relate to the idea of regrowth and recovery. Fashion these into sentences using
exciting adjectives and verbs.
Ask selected students to recite or sing sentences from the list as the rest of the class plays
the soundscape they have created. Further to this, you can add or subtract sounds and lyrics
to create a song that you and your class are happy with.
Ci A E
C
Moving On - Outcome: A movement piece based on Recovery Sounds
Ask students to listen carefully whilst playing the outcome of their Recovery Sounds activity.
If this activity is not done, simply replicate the process of the lyrics as above and set to a
piece of music without pre-existing vocals.
For each sentence from the list, ask students, in groups, to come up with a movement that
they feel represents the selected phrase.
Arrange groups in a circle and recite sentences from the list, pointing to each group in turn
with the expectation that they will perform the movement that they created for that sentence.
Play the piece of music from the beginning including movements, deciding as a group which
movements work where.
*It is not essential that students say the lyrics, as long as their movements reflect them.
Ci A E
C
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Appendix
Umbrella
The Past
The Present
The Future
Number
Type
Page
1a
Describing Grid
18
1b
Simile Exercise
19
1c
Timeline Template
20
1d*
Source Checklist
21
2a
Word Sort
22
2b
Poem Template
23
2c
Media Chart
Template
25
2d
Interactive Map
Instructions
27
2e
Main Points Template
31
3a
Haiku Rules
32
3b
Comic Strip Features
33
3c
Comic Strip Template
34
*Also used in The Present
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Appendix 1a
Describing Grid
Name __________________
Class __________________
On this day...
I could hear...
I could smell...
I could see...
I could taste...
I felt...
It was...
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Appendix 1b
Simile Exercise
Name __________________
Class __________________
A simile is a way of describing something so that you compare it with something else. This means
that your reader has more ideas to help them understand exactly what you are describing.
A simile be written in a number of ways.
It can be one sentence. For example: The snake was long and thin like a rope.
It can be more than one sentence. For example: The snake was long. It looked like a rope.
It may not always use the adjective. For example: The snake was like a rope.
Have a go at filling in the following similes!
1. The sun was hot like __________________________.
2. The wind was strong like _______________________.
3. The smell was _________ like ___________________.
4. The sound was _____________ like _______________.
5. The air felt like _______________________________.
6. My _________ was like _________________________.
7. I felt ___________ like _________________________.
8. I saw a ________________ like __________________.
9. People were ______________ like ________________.
10. Smoke ______ like ____________________________.
What other similes can you think of?
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Class __________________
Name __________________
7am
12pm
For each time on the line list:
•
Where you were
•
What you were doing
•
How you felt (ie: excited, frightened)
5pm
My ___________
Timeline Template
Appendix 1c
20
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Appendix 1d
Source Checklist
Name __________________
Class __________________
Primary Source Sleuth
Have I found…
A newspaper article
A photograph
An editorial
A community service announcement
A graph
A drawing
An interview
A press statement
A sound sample
A video
What other sources can you think of?
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Appendix 2a
Word Sort
Name __________________
Class __________________
Past VS Present - The Showdown!
Sort the words and phrases below into either the PAST or
PRESENT tense…
last we
In 1946
ek
a whil
e ago
rning
o
m
s
t hi
r ag o
u
o
h
an
now
today
ay
d
this month
r
e
t
yes
*Careful! There may not be an equal number of words in each star!
PRESENT
TENSE
?
?
PAST
TENSE
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Appendix 2b
Poem Template
Name __________________
Class __________________
Then and Now…
Last year I was ____________________________
And this year I am __________________________
Last year they were _________________________
But this year they are ________________________
In January I was ___________________________
But now I am ______________________________
In January they ___________________________
But now they ______________________________
Yesterday I _______________________________
Today I __________________________________
Yesterday was_____________________________
Today is__________________________________
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Appendix 2b
Poem Template (example)
Then and Now…
Last year I was riding my bike
And this year I am skating
Last year they were making plans
But this year they are waiting
In January I was doing laps
But now I am too cold
In January they were young and free
But now they just feel old
Yesterday I gave some coins
Today I found some more
Yesterday was the very start
Today is what it’s for…
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Appendix 2c
Opinions
Statistics
Date
Media Chart
Events
Media Chart Template
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15th of
Oct
2009
7th of
Feb
2009
Date
Ghag aujgkjf augshdkja kauyhsdkjhakshd
ajshdkajhs kjaghsdjah akjhsdha kajhsdj akjhjk
akhsk.
Ghag aujgkjf augshdkja
kauyhsdkjhakshd ajshdkajhs
kjaghsdjah akjhsdha kajhsdj
akjhjk akhsk.
Ghag aujgkjf augshdkja kauyhsdkjhakshd ajshdkajhs kjaghsdjah
akjhsdha kajhsdj akjhjk akhsk.
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Ghag aujgkjf
augshdkja
kauyhsdkjhakshd
ajshdkajhs
kjaghsdjah
akjhsdha kajhsdj
akjhjk akhsk.
Ghag aujgkjf augshdkja kauyhsdkjhakshd ajshdkajhs kjaghsdjah
akjhsdha kajhsdj akjhjk akhsk.
Ghag aujgkjf augshdkja kauyhsdkjhakshd
ajshdkajhs kjaghsdjah akjhsdha kajhsdj akjhjk
akhsk.
Statistics
Ghag aujgkjf augshdkja kauyhsdkjhakshd ajshdkajhs
kjaghsdjah akjhsdha kajhsdj akjhjk akhsk.
Ghag aujgkjf augshdkja
kauyhsdkjhakshd ajshdkajhs
kjaghsdjah akjhsdha kajhsdj
akjhjk akhsk.
Ghag aujgkjf
augshdkja
kauyhsdkjhakshd
ajshdkajhs
kjaghsdjah
akjhsdha kajhsdj
akjhjk akhsk.
Gljhdasj ajgdfljg
jkagdfl jhgasdlf
jhgasdhf yasghdlf
Ghag aujgkjf
augshdkja
kauyhsdkjhakshd
ajshdkajhs
kjaghsdjah
akjhsdha kajhsdj
Ghag aujgkjf augshdkja kauyhsdkjhakshd ajshdkajhs
kjaghsdjah akjhsdha kajhsdj akjhjk akhsk.
Ghag aujgkjf augshdkja kauyhsdkjhakshd
ajshdkajhs kjaghsdjah akjhsdha kajhsdj
akjhjk akhsk.
Opinions
Media Chart
Ghag aujgkjf augshdkja kauyhsdkjhakshd
ajshdkajhs kjaghsdjah akjhsdha kajhsdj akjhjk
akhsk.
Ghag aujgkjf augshdkja
kauyhsdkjhakshd ajshdkajhs
kjaghsdjah akjhsdha kajhsdj
akjhjk akhsk.
Ghag aujgkjf augshdkja kauyhsdkjhakshd ajshdkajhs kjaghsdjah
akjhsdha kajhsdj akjhjk akhsk.
Ghag aujgkjf augshdkja kauyhsdkjhakshd ajshdkajhs
kjaghsdjah akjhsdha kajhsdj akjhjk akhsk.
Ghag aujgkjf
augshdkja
kauyhsdkjhakshd
ajshdkajhs
kjaghsdjah
akjhsdha kajhsdj
akjhjk akhsk.
Ghag aujgkjf augshdkja kauyhsdkjhakshd
ajshdkajhs kjaghsdjah akjhsdha kajhsdj akjhjk
akhsk.
Events
Media Chart (example)
Appendix 2c
26
© arts2GO 2009
Instructions
Appendix 2d
Interactive Map Instructions
STEP 1 - Using Paint or Adobe Photoshop create icons for the
different stages (Danger, Disaster, Calm, Improving). Save images
as JPEG files.
STEP 2 - Download a map of your chosen area and paste it onto
SLIDE 1 of your PowerPoint presentation.
STEP 3 - Choose three to four main ‘spots’ on the map, preferably
ones that were in danger at some point. Go to the INSERT tab and
click PICTURE / FROM FILE, and choose the image that means
DANGER. Place it over any area that faced DANGER on this date.
Do the same for the other four stages (they do not all have to be
represented on each slide).
STEP 4 - Hold the CTRL button whilst clicking on each of your
images. Go to the SLIDE SHOW tab and select CUSTOM
ANIMATION. Select ADD EFFECT and choose a way for your
images to EXIT.
STEP 5 - Go to the next date and place your images as before,
noting where the circumstances have changed. Hold the CTRL
button whilst clicking each of your images. Repeat the steps used
in STEP 4 to animate, except this time choose an
ENTRANCE.
STEP 6 - Repeat steps four and five until you arrive at the last
date. Your animations should be shown in the side bar in the order
that they enter and exit. You can drag them up or down the list to
change this if it is not correct. You can also use the RIGHT CLICK
function to change whether they enter together or
individually.
Through practice, this process becomes very easy and you can do
many exciting things with it!
27
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Appendix 2d (cont’d)
Step 1
Step 3
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Appendix 2d (cont’d)
Step 4
Step 5
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Appendix 2d (cont’d)
Step 6
To View Show...
30
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Appendix 2e
Main Points Template
Name __________________
Class __________________
And now for the news...
Your task is to create a news report about Black Saturday that will be suitable
for broadcast overseas… Use the TVs below to make your notes!
3 Things People MAY NOT KNOW
in P
3 Ma
oints
>
>
>
>
>
>
>
What do we need to SAY?
Wha
t
>
>
do w
e ne
ed t
o
SHO
W?
>
>
>
IDEAS
>
>
>
31
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Appendix 3a
Haiku Rules
Name __________________
Class __________________
Haiku!
>
>
>
A Haiku is a Japanese style of very short poetry
A Haiku does not usually rhyme
A Haiku is traditionally a poem about nature
MOST IMPORTANTLY…
>
A Haiku has very specific rules about how many lines and how many
syllables are included.
Line 1 has 5 syllables
and introduces an idea
A tree from the blaze
Line 2 has 7 syllables
and continues the idea
Is blackened with destruction
But green still appears...
Line 3 has 5 syllables
and turns the idea
around
(ie: Negative into
positive or vice versa)
32
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Appendix 3b
Comic Strip Features
Comics
A COMIC STRIP or COMIC is, most simply, a series of drawings that tell a
story.
Although originally vehicles for humour (hence the name ‘comic’), the comic
strip and its larger version, the graphic novel, are often used as a means of
expressing serious themes in illustrated form.
MAIN Features:
PANELS
These are used to separate events in the comic,
usually in chronological order. One panel
is usually used for the title.
SPEECH / THOUGHT BUBBLES
These are used to show what the characters in the
comic are saying or thinking.
ACTION LINES
These show the direction that characters are moving
and how fast they are going.
SOUNDBURSTS
These show sound effects that occur in the comic.
What else do you notice?
__________________________________________
__________________________________________
__________________________________________
__________________________________________
33
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3. Describe what life was like
directly after the fires.
By [Your Name Here]
Title
4. Describe how life has improved 5. Describe the outlook for the
since rebuilding began.
future.
1. Introduce your character and 2. Describe the events of the fire
describe what life was like before days.
the fires.
Use this template to PLAN your comic. Make sure that you use as many of the features of
comic strips discussed in class as you can. Try to make sure that you use pictures as
much as words to describe events.
Planning your comic
Comic Strip Template
Appendix 3c
Name __________________
Class __________________
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34
© arts2GO 2009
Further Reading
Web
Curriculum
Victorian Essential Learning Standards - http://vels.vcaa.vic.edu.au/
Multiple Intelligences - http://www.howardgardner.com/MI/mi.html
Curriculum Corporation - http://www.curriculum.edu.au/ccsite/
Technology
Soundsnap - http://www.soundsnap.com/
FreeSounds - http://www.freesounds.info/
Audacity - http://audacity.sourceforge.net/download/
Tutorials - http://www.swinburne.edu.au/design/tutorials/
Associations
Reach Out - http://www.reachout.com.au/home.asp
Beyond Blue - http://www.beyondblue.org.au/
Kids Helpline - http://www.kidshelp.com.au/
Country Fire Authority - http://www.cfa.vic.gov.au/
Department of Sustainability and Environment - http://www.dse.vic.gov.au/
Drama Victoria - http://www.dramavictoria.vic.edu.au/
Victorian Association for the Teaching of English - http://www.vate.org.au/
Art Education Victoria - http://www.aev.vic.edu.au/
Association of Music Educators - http://www.amuse.vic.edu.au/
National Association for the Visual Arts - http://www.visualarts.net.au/
The Australian Haiku Society - http://www.haikuoz.org/
Research
Canberra Bushfires - http://www.bushfirerecovery.act.gov.au/
CSIRO - http://www.csiro.au/science/Bushfires.html
News Archives - http://www.news.com.au/archives/
Poetry - http://www.poetry.com/
ABC Victoria - http://www.abc.net.au/victoria/ or
http://www.abc.net.au/blackfriday/home/default.htm
Comics - http://comics.com/
Publications
Allen, Jen et al, How to Succeed with Developing Resilience, Curriculum Press, Australia,
2005
Gardner, Howard, Frames of Mind: Theory of Multiple Intelligences, Fontana Press, UK, 1993
Webster, Joan, Essential Bushfire Safety Tips, CSIRO Publishing, Australia, 2008
For Further Information Contact
Emily Atkins, Program Officer - arts2GO
arts2GO@rav.net.au
(03) 9644 1800 or 1800 819 803 (Regional)
www.rav.net.au/arts2GO
35
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