SandSong (2021)

Before Viewing

Consider a range of cross-curriculum links that are relevant to the work SandSong.

Year 9 History – Historical Knowledge and Understanding – Making a Nation. The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander Peoples (ACDSEH020 - Scootle )

Year 9 & 10 Arts/Dance - Analyse a range of dance from contemporary and past times to explore differing viewpoints and enrich their dance making, starting with dance from Australia and including dance of Aboriginal and Torres Strait Islander Peoples, and consider dance in international contexts (ACADAR026 - Scootle )

Before the performance, the following questions might be useful to consider:

What do students already know and what are some things that they can do?

Encourage the students to experience the artforms of Dance, Music and Visual Arts by:
- moving their body both individually and with others; showing awareness of their body in space and in relation to objects around them
- improvising and arranging music, using texture, dynamics and expression to manipulate the elements of music
- experimenting with visual conventions and materials, including exploration of techniques used by Aboriginal and Torres Strait Islander artists, to represent a theme, concept or idea in their artwork

Check that students are aware that they can interpret meanings from viewing and listening to artworks and texts, and that all artforms can tell stories which may have a beginnings, middles and ends?

Encourage students’ recognition that people from different cultures create and perform, and may have different reasons for doing so. Discuss the importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples.

Assist students to understand that as an audience member or viewer of art, it is important to concentrate on experiencing by viewing and listening.

Pose questions that help them understand the ideas that Unaipon is based upon?

Who are the Wangkatjunka? Who are the Walmajarri?

Where in Australia is the Kimberley and Great Sandy Desert region?

What are some of geographical and environmental features of the location?

What were some of the impacts of the building of the Trans-Australian Railway?

How did Aboriginal people contribute to the building of the Australian cattle industry in WA?

How did the atomic testing at Maralinga come about, and what were some of the impacts on Aboriginal people?

Expand students understanding that contemporary Indigenous people participate in all facets of the community and as artists they may choose to communicate ideas based on traditional stories including those relating to place, landforms and the natural environment.

Who are the dancers of Bangarra? Where do they come from?

Where is the company Bangarra based?

What is a cultural consultant and how do they contribute to the making of a new work?