Bushwahzee Bush Cabaret

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					                                      Bushwahzee Bush Cabaret
                                       C.S.F. LEVEL ONE

THE ARTS
DANCE
 ARDA12 Use basic elements of dance (space & time) and explore them in making dance works .
*Uses various body parts ( head, shoulder, arms, hips) while performing different bush dances.
*Demonstrates space awareness while hopping, skipping, skooting, bush-dancing.
*Responds to directives from the bush-dance “caller” while dancing.

ARDA13 Share dance works with others.
*Performs a variety of dances for an audience and assists parents to learn the steps.

ARDA14 Respond to dance in a personal way.
*Watches others students and talks about personal movement preferences.

ARDA15 Show an awareness of dance in everyday life.
*Discusses different types of dances they are familiar with.
*Comments about the costumes appropriate for bush dancing, as compared to other forms of dancing.

DRAMA
ARDR11 Draw upon play and imagination in dramatic activities.
*Enacts popular Australian bush ballads.

ARDR12 Use basic elements of drama (role, movement, focus, language) in dramatic activities.
*Creates a contrived place, such as the „barber‟s shop‟ in the “Man from Ironbark” by using dramatic
elements and imaginary things or available props.
*Role plays different characters in Australian poetry and prose.
*Uses different voices to portray certain characters.

ARDA14 Respond to dramatic activity in a personal way.
*Discusses own and peer‟s work. (eg. It was funny when.......)

ARDA15 Show an awareness of drama in everyday life.
*Talks about characters/films seen on TV, theatre, movies.
*Compares some of the characters portrayed with real-life roles (eg. the barber).

MUSIC
ARMU11 Draw upon play and imagination in creating and making music.
*Experiments with different instruments to create an accompaniment for a song.

ARMU12 Use the basic elements of sound and explore them in making music.
*Follows a call-response format to imitate sounds.
*Sings in their natural voice.
*Claps/slaps/stomps to create a sound effect.
*Uses different pitch and duration of sound to create short sound sequences.

ARMU13 Share music making with others.
*Joins others in singing and creating sound patterns using voice, clapping, stomping etc.
*Participates in bush-dance movement activities.

ARMU14 Respond to music in a personal way.
*Talks about music and recognises repeated patterns in certain pieces.

ARMU15 Show an awareness of music in everyday life.
*Performs bush dances and recognises Australian ballads.
ENGLISH
SPEAKING AND LISTENING
ENSL11 Interact with others in structured/unstructured classroom activities dealing with familiar
topics. *Joins in poems recited by the Bushwahzee and follows simple instructions for dramatisation.

ENSL12 Shows an awareness of school expectations for using spoken language.
*Alters volume, rate and modulation of voice to suit performance situation.

ENSL13 Draw on implicit knowledge of English when expressing/ interpreting ideas, information,
text.
*Uses facial expressions, gestures and other non-verbal clues to assist in character dramatisations.
*Pronounces sounds clearly and audibly for performance purposes.

ENSL14 Monitor communication of self and others.
*Listens to the speaker and responds appropriately both during dance and dramatisation workshops.

HEALTH & P.E.
HUMAN MOVEMENT : PHYSICAL ACTIVITY & THE COMMUNITY.
HEHM11 Demonstrate simple movement patterns to show actions of the whole body.
*Moves spontaneously and in recognised dance sequences to accompanying bush music.

HEHM13 Communicate feelings during and after physical activity through words or actions.
*Talks about his/her feelings when participating in bush dancing and ballad role-plays.
*Describes which activities make him/her feel exhausted, energetic, happy, scared, etc.

HEHM14 Take part in group activities that encourage the participation/cooperation of all members.
*Helps others participate in the bush dances (encouraging, partnering, prompting, applauding etc.).
*Takes turns during the bush dances.

STUDIES of SOCIETY and ENVIRONMENT

CULTURE
SOCU11 Recognise that there are various cultures in Australian society.
 * Gains an awareness of family relationships and traditional ways of life in Australian society through
involvement with bush ballads, poetry and bush dancing.
* Identifies that Australia‟s immigrant history had its roots in the penal system of Britain (through songs
such as „Botany Bay‟ and poetry).

SOCU12 Describe various ways in which common needs are met.
*Identifies important messages in traditional ballads/poetry that relate to the spiritual/social needs of
early Australian settlers.

TECHNOLOGY

MATERIALS

TEMA11 Identify common materials describing some of their characteristics and uses.
* Uses a range of percussion instruments showing how different materials produce different sounds.




                                        Bushwahzee Bush Cabaret
                                       C.S.F. LEVEL TWO

THE ARTS
DANCE
 ARDA22 Make choices about dance elements and organise them in a n expressive way.
*Works with a partner doing bush-dances that require the memorising of short sequences.
*Demonstrates awareness of spatial levels low, middle and high while dancing.

ARDA23 Plan and present dance works for a familiar audience.
*Works with a partner doing a bush dance sequence utilising appropriate floor space.

 ARDA24 Respond to dance works, giving reasons for preferences.
*Talks about previous experiences of bush dancing (including T.V and film viewings)
*Discusses which steps he/she prefers and reasons for the choice (eg. I like the clapping noises).
*Talks about the similarities between different bush dances.

ARDA25 Discuss the way dance is made and used for a range of purposes.
*Compares bush dancing to contemporary and ballroom dancing including costume discussion.
*Discusses why people dance.

DRAMA
ARDR21 Use experience and imagination in dramatic activities.
*Examines Australian bush ballads through improvisation and role-play.

ARDR22 Make choices about dramatic elements and organise them in expressive ways.
*Works with the Bushwhazee story teller both in and out of role, to build dramatic action.
*Uses voice, gesture and movement expressively when enacting bush ballads.

ARDA23 Plan and present drama for a familiar audience.
*Works with a group to plan and share drama for others to see.

ARDA24 Respond to drama, giving reasons for preferences.
*Discusses particular characteristics of characters in certain ballads (eg how honest was McDougall?)
*Identifies other points of view through dramatic involvement (eg how the other customers felt in The
Man from Ironbark).

ARDA25 Discuss the ways drama is made and used for a range of purposes.
*Identifies differences between the range of drama, from comedy and clowns to serious theatre work.

 MUSIC
ARMU21 Use experience and imagination in creating and making music.
*Sings songs with voices reflective of a certain character (eg the convicts „Bound for Botany Bay‟).

 ARMU22 Make choices about sounds and organise them in expressive ways.
*Creates a rhythmic pattern using everyday items in an interesting way, such as a bean-shaker,
lagerphone.
*Captures the spirit of the bush ballads through singing.

ARMU23 Present musical works for familiar audiences.
*Sings various songs and rounds in a group.
*Participates as part of the percussion group in a musical performance for an audience.

ARMU24 Respond to music, giving reasons for preferences
*Talks about music and identifies certain instruments by sound alone (guitar, washboard, fiddle,
bodhran)

ARMU25 Discuss the ways music is made and used for a range of purposes.
*Shows an awareness of features such as rhythmic pattern and tempo in bush dances performed.
*Discusses the stories told in bush ballads.

ENGLISH
SPEAKING AND LISTENING
ENSL21 Interact in more confident/extended ways in structured/spontaneous school situations.
*Listens to Bushwahzee recitations and explains meanings by drawing on own anecdotal experiences.

ENSL22 Consider how own speaking and listening is adjusted in different situations .
*Uses tone, pace, pronunciation and body language to suit performance situation.

ENSL23 Experiment with different linguistic structures/ features for expressing/interpreting spoken
ideas and information.
*Experiments with voice to suit the character portrayed.

ENSL24 Speak and listen in ways that assist communication with others.
* Asks appropriate questions to clarify Bushwahzee recitations to allow enhanced dramatisation.

HEALTH & P.E.
HUMAN MOVEMENT : PHYSICAL ACTIVITY & THE COMMUNITY.
HEHM21 Link a series of basic movement patterns to perform a simple movement sequence..
*Follows and repeats simple pattens to perform a bush dance.

 HEHM23 Compare the effects of continuous and short bouts of activity on the body.
*Identifies physical changes after bush dancing (eg heart rate).
*Describes feelings after different activities such as dancing, body percussion activities.

HEHM24 Describe physical activities people choose for recreation and identify some reasons for their
choices..
*Performs bush dances and talks about their re-actions to participating in these.

STUDIES of SOCIETY and ENVIRONMENT
TIME, CONTINUITY AND CHANGE.
SOTCC21 Identify similarities/differences in the lives of people of various generations.
* Discusses differences in clothing and pastimes of early European settlement in Australia compared
with contemporary society.

CULTURE
SOCU22 Explores practises, customs and traditions of familial groups and communities..
 * Gains an awareness of family relationships and traditional ways of life in Australian society through
involvement with bush ballads, poetry and bush dancing.

SOCU23 Categorise the roles and responsibilities of family members, schools and cultural groups..
*Discusses roles of persons depicted in bush ballads and how these roles may have changed over time.

TECHNOLOGY
MATERIALS
TEMA21 Compare some of the characteristics of common materials and relate these to possible uses..
* Lists different materials used to make different percussion instruments, including those using re-
cycled material such as the lagerphone.

                                       Bushwahzee Bush Cabaret
                                        C.S.F. LEVEL THREE

THE ARTS
DANCE
 ARDA31 Explore ideas and feelings through dance.
*Creates a bush dance sequence in response to instructions from the Bushwahzee „caller‟ that heeds
counts of music.

ARDA33 Plan and present dance works for a particular audience or purpose .
*Focuses on tasks associated with the performance of a group bush dance to be attended by parents/
peers.

 ARDA34 Respond to key features of dance works.
*Describes appropriate movements and costumes for bush dancing.
*Discusses the beginning, middle and end of each dance.
*Recognizes the history associated with bush dancing in Australia.

ARDA35 Discuss dance from several cultures.
*Recognises some Australian dances and the costumes and use of space involved in them.
*Discuss the variety of dances seen in different forms of media coverage (contemporary and traditional)

DRAMA
ARDR31 Explore ideas and feelings through dramatic activity.
*Improvises using Australian bush ballads as stimulation.

 ARDR32 Explore and use several dramatic elements and specific skills, techniques and processes
such as improvising and role-playing.
*Works with the Bushwhazee story teller to develop roles appropriate to particular ballads.
*Uses voice, gesture and movement to create characters from bush ballads.

ARDR33 Plan and present drama for a particular audience or purpose..
*Develops short, complete scenes dramatising specific bush ballads
*Memorises and presents certain bush songs or pieces of poetry.

ARDR34 Respond to key features of drama.
*Forms an opinion about differing points of view contained in a dramatic piece ( „I think the Man
from Ironbark was very frightened because he over-reacted‟).
*Describes qualities of characters in ballads (McDougall was a clever fellow pretending to be stupid).

ARDA35 Discuss drama from several cultures.
*Recognises that the Bushwahzee members and others like them, derive their livelihood from drama
(and music).
*Compares the Bushwahzee form of drama with contemporary video clips, TV drama etc.

 MUSIC
ARMU31 Explore ideas and feelings through creating and making music.
*Uses instruments or voice to create a musical simulation of a situation or mood.

 ARMU32 Explore/use several aspects of sound and use specific skills, techniques and processes in
creating and making music.
*Explores different ways of playing the same instrument.
*Creates a rhythmic pattern to accompany a bush ballad or instrument played by one of the
Bushwahzee.

ARMU33 Prepare and present musical works for a particular audience or purpose.
*Rehearses and sings various bush songs in a group or solo using appropriate pitch and rhythm.

ARMU34 Respond to key features of musical works.
*Recognizes rhythm, tempo, repetition etc as obvious features that shape musical works.
 *Identifies certain traditional Australian musical pieces that he or she liked.
ARMU35 Discuss music from several cultures.
*Describes some of the instruments used in Australian bush musical performances.

ENGLISH
SPEAKING AND LISTENING
ENSL31 Interact for specific purposes with people in the classroom/ school community using a small
range of text types..
*Exchanges perceptions with the group about characters in the Bushwahzee poetry.
*Listens to and participates in oral readings of bush ballads and poems.

 ENSL32 Recognise that certain types of spoken text are associated with particular contexts/
purposes..
 *Demonstrates appropriate language and tone when performing as compared to private conversations.

ENSL34 Reflect on own approach to communication and ways in which others interact..
*Listens actively to Bushwahzee member and asks relevant questions to clearly define topic and focus.

HEALTH & P.E.
HUMAN MOVEMENT : PHYSICAL ACTIVITY & THE COMMUNITY.
HEHM31 Demonstrate control in performing sequences of simple movement patterns.
*Performs bush dances that require movements that vary in shape, direction and speed
*Shows an awareness of space whilst performing bush dances.

 HEHM33 Give views of fitness and participate in activities to stay fit.
*Takes part in bush dancing for fitness and relates endurance and fitness to changes in the body after
this activity.

STUDIES of SOCIETY and ENVIRONMENT
TIME, CONTINUITY AND CHANGE.
SOTCC31 Describe different periods of time in Australian community and the community of another
country.
*Describes the ways of life of early European settlers in Australia as depicted in poetry and bush
ballads, including gender roles and various occupations.

SOTCC32 Construct a sequence from a set of events.
*Listens to poetry and songs that describe the beliefs and lifestyles of early European settlers in
Australia.
*Visualises a time-line showing settlement history and changes over time based on the content of poetry
and ballads.

CULTURE
SOCU31 Identify common/distinctive features that make Australia a multicultural society...
 * Gains an understanding of the continual fact of immigration to Australia by discussing songs such as
„Botany Bay‟
*Discusses the bush dance as a form of traditional dance as found in other cultures.

TECHNOLOGY
MATERIALS
TEMA31 Describe differences in characteristics of materials that make one material more suitable
than another for a particular use.
*Compares wood and other natural materials for making sounds and tones in percussion instruments.
                                          Bushwahzee Bush Cabaret
                                           C.S.F. LEVEL FOUR

THE ARTS
DANCE
 ARDA42 Select, combine and manipulate dance elements, using a range of skills, techniques/ processes .
*Uses patterned repetition involving three themes (eg hornpipe, dosey-do, and heel-toe) and combines
these in a variety of ways in response to the Bushwahzee „caller‟ to complete a bush dance sequence.

ARDA43 Draw upon a range of skills to present danceworks for a variety of audiences/ purposes ..
*Rehearses the performance, taking into account audience placement and involvement.
*Presents a demonstration of bush dancing to peers and parent audiences

ARDA44 Talk and write informally about personal observations of dance works .
*Describes similarities between different bush dances and the music associated with each.
*Contributes to group discussion about effective use of space, time and energy in bush-dancing.

ARDA45 Identify distinguishing features of dance works that locate them in a particular time, place or culture .
*Identifies similarities and differences between bush dancing and other forms of dance.
*Recognizes that some dance movements have meanings (eg „Bow to your partner)
*Recognizes the lack of gender specific roles in many bush dances as compared with other forms of
dancing including cultural dances such as aboriginal dances, ballroom dancing etc.

DRAMA
ARDR41 Experiment with ideas and explore feelings to find satisfactory solutions to drama tasks.
*Dramatises bush ballads to explore the feelings of early convict transportees, bushrangers, drovers etc.

ARDR43 Draw upon a range of skills to present drama for a variety of audiences and purposes.
*Rehearses and further develops character roles by taking direction from Bushwahzee teacher.
*Performs for both peer and parent audiences.

ARDR44 Talk and write informally about personal observations of drama .
*Is involved in constructive criticism of own and others work.
*Expresses opinions and observations about drama performances.

ARDA45 Identify distinguishing features of drama that can locate it in a particular time, place or culture .
*Attempts to clarify the features of these dramatic interpretations of early Australian ballads that makes
them different to contemporary forms of drama (eg the language, the topics, the simple lifestyles)

MUSIC
ARMU41 Experiment with ideas and explore feelings to find satisfactory solutions to music tasks.
*Sings in a round or uses instruments to accompany music played by the Bushwahzee.

ARMU42 Select, combine and manipulate sound and silence, using a range of skills, techniques and processes.
*Explores ways of producing sound from a variety of sources such as the spoons, lagerphone and other
home-made instruments supplied by the Bushwhazee
*Sings answering phrases using correct pitch, when prompted by the Bushwahzee „player‟.

ARMU43 Draw upon a range of skills to present musical works for a variety of audiences/ purposes.
*Imitates call-response formats when prompted by the Bushwahzee „player‟.
*Memorises short pieces for performance either as solo or group member.
*Performs before peers and parent groups.

ARMU44 Talk and write informally about personal observations of musical works..
*Recognizes obvious musical features in the Bushwahzee performances (eg rhythm, patterns, repeats,
tempo etc)
*Explains to others how he created a composition and reason for his choices.
ARMU45 Identify distinguishing features of musical works that place them in a particular time/place or culture .
*Aurally identifies Australian bush-music as distinct from other styles such as jazz, rock, popular.
*Compares bush music to other musical styles.

ENGLISH
SPEAKING AND LISTENING
ENSL41 Interact with others in a variety of situations to develop and present familiar ideas, events and
information.
*Listens attentively to Bushwahzee „caller‟ and „story-teller‟ offers constructive suggestions as to how
the group can produce the best performance in front of an audience.

ENSL42 Consider aspects of context, purpose and audience when speaking and listening in familiar situations .
*Adjusts language and tone to suit performance situation.

ENSL43 Control most linguistic structures and features of spoken language for interpreting meaning and
developing and presenting ideas and information in familiar situations .
*Uses body movements, facial expressions, volume, pace to enhance meaning when role-playing
different characters from the Australian poetry read by the Bushwahzee.

ENSL44 Assist and monitor the communication patterns of self and others.
*Listens and responds constructively to group discussions about the planned performance, and offers
viewpoints without dominating the conversation.

HEALTH & P.E.
HUMAN MOVEMENT.
HEHM41 Perform and repeat linked movement sequences that display consistency and control.
*Performs bush dances that demonstrate a coordinated response to music..

PHYSICAL ACTIVITY AND THE COMMUNITY.
 HEPAC41 Identify and take part in activities that contribute to the development of particular aspects or
components of fitness.
*Takes part in bush dancing for fitness and identifies the fitness requirements required for such
dancing.

STUDIES of SOCIETY and ENVIRONMENT
TIME, CONTINUITY AND CHANGE.
SOTCC41 Describe ways of life of people in the past.
*Portrays the life of early European settlers in Australia through dramatisation of poetry and bush
ballads.

SOTCC42 Construct a sequence of some major periods and events in Australia’s and another country’s past ..
*Gains familiarity with the history of European settlement in Australia through songs and poetry (eg
Botany Bay)

SOTCC43 Portrays an event or occasion from a particular perspective
*Empathises with a variety of characters through dramatisation of bush ballads and poems.

CULTURE
SOCU41 Identify and describe cultural communities in Australian society.
 * Gains an understanding of the origins of immigration to Australia by discussing songs such as
„Botany Bay‟

TECHNOLOGY
MATERIALS
TEMA41 Explain how the characteristics of materials influence product design.
*Investigates the use that the Bushwahzee make of re-cycled material and suggest why this might be in
keeping with the era of Australian history that they are focussing upon.