4/5/24, 3:56 PM Narragunnawali - Performance in a Family/Community Place (Primary)

PERFORMANCE IN A
FAMILY/COMMUNITY
PLACE (PRIMARY)
OVERVIEW
In this activity, students plan and carry out a simple but culturally appropriate and meaningful performance to Family and
Community Room visitors to show their pride in, and respect for, Aboriginal and Torres Strait Islander histories and cultures. The
performance should help to make local Aboriginal and Torres Strait Islander children and community members feel comfortable
and welcome in the Family and Community Room.

RELATED RAP ACTIONS

ACKNOWLEDGEMENT OF COUNTRY 

FAMILY AND COMMUNITY ROOM 

RECONCILIATION PROJECTS 

Relevant Subjects
Cross-Curricula | Dance | Drama | Music | Visual Arts

Relevant Years
Primary

Learning outcomes

In this activity, students learn:

• It is important to appropriately demonstrate pride in, and respect for, Aboriginal and Torres Strait Islander cultures and histories.
• How to show pride in, and respect for, Aboriginal and Torres Strait Islander cultures and histories through culturally appropriate performance
content, styles and spaces.
• Why there is a need for culturally accessible, responsive and positive places for Aboriginal and Torres Strait Islander students and communities
within their school.

Inquiry questions

• Why is it important for visitors to our school’s Family and Community Room to feel proud and respected?
• How could we use a performance to help make Aboriginal and Torres Strait Islander families and community members feel proud, respected and
important? What could the performance include?

Activity

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4/5/24, 3:56 PM Narragunnawali - Performance in a Family/Community Place (Primary)

BEFORE THE ACTIVITY

You may wish to build students’ understandings of local Aboriginal and Torres Strait Islander peoples, perspectives, languages, cultures and
histories though inviting Elders or Traditional Owners to share histories and cultures, and welcoming Aboriginal and Torres Strait Islander people in
the classroom or Family and Community Room.
Based on respectful collaboration and consultation with these visitors and what students have learnt from them, support students to design and
develop a culturally appropriate and meaningful performance that they can perform for Family and Community Room visitors.

PERFORMANCE IDEAS

Depending on the results of your local consultation, and on the permissions that are granted to you by local Aboriginal and Torres Strait Islander
Elders and community members, possible performance items may include:
• An Acknowledgement of Country that is developed by students and tailored to your local area. See Narragunnawali curriculum activity My
Acknowledgement of Country (primary) for some ideas on how to personalise it.
• A play that incorporates the local Aboriginal and Torres Strait Islander language(s).
• A traditional Aboriginal and Torres Strait Islander song, or a translation of a relevant contemporary/pop song into the local Aboriginal and Torres
Strait Islander language(s).
• Poems or songs that capture some of the key themes and ideas associated with reconciliation.
• An appropriate retelling of a local Aboriginal and Torres Strait Islander story.
• Student speeches about reconciliation, or about important Aboriginal and Torres Strait Islander peoples, sites, histories or aspirations in your
local area.
• An explanatory tour through an exhibition of collaborative art projects, or art projects which feature appropriate Aboriginal and Torres Strait
Islander art materials, techniques or symbols.
You may wish to include this performance as part of a bigger event, such as a morning tea, or highlight its significance as a standalone event.
Where relevant and appropriate, you may wish to film the performance and share it with your broader network.

Curriculum Links

AUSTRALIAN CURRICULUM VERSION 9

• Years 1 and 2 Drama: AC9ADR2C01 – create and co-create fictional situations based on imagination and/or experience
• Years 3 and 4 Drama: AC9ADR4C01 – improvise and/or devise and shape drama using the elements of drama to communicate ideas,
perspectives and/or meaning
• Years 1 and 2 Dance: AC9ADA2P01 – share dance sequences in informal settings
• Years 3 and 4 Dance: AC9ADA4C01 – use the elements of dance to choreograph dance that communicates ideas, perspectives and/or meaning

AUSTRALIAN CURRICULUM VERSION 8.4

• Foundation Year to Year 2 Music: ACAMUM081 – Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes,
including songs used by cultural groups in the community.
• Years 3 and 4 Drama: ACADRM033 – Shape and perform dramatic action using narrative structures and tension in devised and scripted drama,
including exploration of Aboriginal and Torres Strait Islander drama.
• Years 5 and 6 Drama: ACADRR038 – Explain how the elements of drama and production elements communicate meaning by comparing drama
from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander drama.
• Years 5 and 6 Dance: ACADAR012 – Explain how the elements of dance and production elements communicate meaning by comparing dances
from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander dance.
• Foundation Year to Year 2 Visual Arts: ACAVAM106 – Explore ideas, experiences, observations and imagination to create visual artworks and
design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists.
• Years 3 and 4 Visual Arts: ACAVAR113 – Identify intended purposes and meanings of artworks using visual arts terminology to compare
artworks, starting with visual artworks in Australia including visual artworks of Aboriginal and Torres Strait Islander Peoples.
• Years 5 and 6 Visual Arts: ACAVAM114 – Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander
artists, to represent different views, beliefs and opinions.
• Years 5 and 6 Visual Arts: ACAVAR117 – Explain how visual arts conventions communicate meaning by comparing artworks from different social,
cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks.

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4/5/24, 3:56 PM Narragunnawali - Performance in a Family/Community Place (Primary)

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Narragunnawali: Reconciliation in Education acknowledges and pays respect to the past, present and future Traditional Custodians
and Elders of this nation and the continuation of cultural, spiritual and educational practices of Aboriginal and Torres Strait Islander peoples.

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