EDU10005 Lesson plan

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School

Swinburne University of Technology *

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Course

EDU10005

Subject

Arts Humanities

Date

Feb 20, 2024

Type

docx

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Uploaded by LieutenantFlag8201

EDU10005 Lesson Plan

Name of Experience Rainbow Serpent's Tale Age group Preschool/Early Childhood Education Centre, 3-5 years of age Description In this experience the children will embark on an exciting journey through the Dreamtime, exploring "The Rainbow Serpent" by Dick Roughsey. Gathered in a comfortable storytelling space, they will listen to this enchanting Aboriginal Dreamtime story. Subsequently, they will engage in an art activity, creating their Rainbow Serpent-inspired artwork. Rationale This experience, centred around "The Rainbow Serpent" by Dick Roughsey, aligns with the Early Years Learning Framework (EYLF), emphasising children's sense of belonging, being, and becoming (Department of Education and Training [DET], 2019). "Belonging" involves understanding connections, including cultural ones, promoting respect for diversity (ACECQA, n.d.). Through this activity, children establish a connection to Aboriginal culture, fostering a sense of belonging (Barblett et al., 2020). Incorporating constructivist learning theory, particularly Lev Vygotsky's Zone of Proximal Development (ZPD), the experience considers the gap between a child's independent abilities and their potential with guidance (Martin & Loomis, 2013). By exploring "The Rainbow Serpent" and creating art inspired by it, children operate within their ZPD, promoting creativity and cultural understanding. Vygotsky's theory underscores the significance of social interaction, aligning with the collaborative aspects of this experience during storytelling and art creation (Nolan & Raban-Bisby, 2015). This collaboration facilitates collective learning and cultural appreciation. Integrating "The Rainbow Serpent" into the learning experience contributes to the EYLF objectives of identity, community, and cultural competence (ACECQA, n.d.). Children engage with diverse perspectives, fostering respectful relationships with Indigenous cultures. Resources The Rainbow Serpent" Book by Dick Roughsey: A simple and age-appropriate book which is suitable for young children (Wroth, 2022). The book will serve as the focal point for storytelling and art inspiration. Art Supplies: A variety of art materials such as coloured pencils, textas, and paint, paper, brushes, craft materials such as feathers and natural resources such as sticks, leaves. The variety of resources allow the children to express their creativity as they create artwork inspired by the Rainbow Serpent. Soft Mats or Cushions: Comfortable seating like mats or cushions arranged in a storytelling area, providing a cosy and engaging space for children during the storytelling session (The Early Childhood Consultation Partnership, n.d.).

Pictures of Aboriginal Art: Visual aids displaying Aboriginal art styles, symbols, and patterns. The book “ Patterns of Australia ,” by Dr. Bronwyn Bancroft is a perfect provocation. No changes to the classroom should need to be made, utilising the group time mat for the story would be suitable and an art area with the set-up of art supplies and art provocation. Introduction As a guide this is an example of how the story and experience would be introduced to the children: “Good morning, children! Today, we're starting a special journey together. We'll gather in our cosy story corner and travel back in time to a magical era called the Dreamtime. Dreamtime is a very important part of the culture of Aboriginal peoples, our First Nations' communities. We have a beautiful story to share with you called "The Rainbow Serpent" by Dick Roughsey. It's a story that's been cherished for a very long time and has been passed down through generations in Aboriginal families. This story helps us understand the importance of nature, colours, and the Rainbow Serpent's significance in their culture. We'll listen to the story, and then we'll get to be artists, just like Dick Roughsey! We'll use our imagination to create our own artwork inspired by this special story. Are you excited to hear the story and create your own Rainbow Serpent art? Let's get started on this amazing adventure of learning and creativity!” Strategies Interactive Storytelling: Engage the children actively during the storytelling session. Encourage them to ask questions, share their thoughts, and participate in discussions about the story (Biddle et al., 2013). This interactive approach enhances their comprehension and encourages critical thinking. Pose open-ended questions that stimulate critical thinking and encourage children to reflect on the story, its meaning, and how they can relate it to their own lives (Park, 2017). Guided Artistic Expression: After the storytelling, guide children in expressing their creativity through artwork inspired by the Rainbow Serpent. Provide gentle prompts and suggestions to help them translate the story into their artistic creations while honouring their unique interpretations (Arapaki & Zafrana, 2004). Cultural Respect: Emphasise respect and understanding of Aboriginal culture throughout the experience. Encourage children to approach the story and artwork with an open mind, fostering cultural sensitivity and appreciation (Murray, 2012). Highlight the diversity of cultures within the Aboriginal community and the broader Australian society. Promote understanding and appreciation of different perspectives, fostering an inclusive learning environment. Collaborative Learning: Encourage collaborative activities where children can work together, sharing ideas and thoughts (Mawson, 2010). Foster a sense of community as they create their artwork, promoting teamwork and understanding. Conclusion As children leave the experience, suggest that they extend the learning by sharing the Rainbow Serpent story with their families. Encourage them to discuss what

they've learned and create their own stories or artwork inspired by the tale. By encouraging the learning journey to continue at home, it fosters family engagement and cultural exploration (Porter, 2020). Name of Experience Respecting Somebody's Land: Exploring Respect and Reconciliation Age group Stage 2: Year 3 and 4

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