personal, social and academic Are other examples of storytelling within the film? What are contexts these stories used for? Students: analyse and evaluate links Students read the storytelling in by Thomas Ten Canoes’ ‘Yolngu between verbal and Caldwell (Screen Education 54, Winter 2009) They discuss the nonverbal elements of texts following questions and make notes: and interactions In what ways does the film reflect and fit into the tradition of oral participate in and manage storytelling in Aboriginal and Torres Strait Islander cultures? collaborative discussions What are the differences between Aboriginal and Torres Strait and presentations in a range Islander, and Western storytelling conventions and practices? of contexts Do they share the same purposes? develop, use and integrate language for making Exploring Ten Canoes as a cultural artefact connections, questioning, In their groups, students consider the film as a cultural artefact. They affirming, challenging, discuss the following topics and questions and make notes on each speculating and generalising point: There are three versions of the film available on the DVD: ‘All EAL12-2 uses, evaluates and Aboriginal Language without subtitles’, Aboriginal Language ‘All justifies processes, skills and with English subtitles’ and version: English ‘Theatrical knowledge necessary for storytelling with subtitled dialogue’. What are the differences in responding to and composing a the three versions? For what audience(s) has each version been wide range of texts in different produced? media and technologies Compare Rolf de Heer’s use of colour and and white cinematography to distinguish between the two narrative timeframes with David Gulpilil’s use of past, present and future tense forms in his voice-over narration. What do the different approaches to storytelling reveal about the different linguistic and cultural backgrounds of the two composers? Are de Heer and the Storyteller both telling the same stories, and to the same audiences? What stories or messages does the film hold for a contemporary Australian audience? What stories or messages does the film hold for students studying the HSC EAL/D course? In what ways does the film represent and maintain Aboriginal and Torres Strait Islander Peoples cultural heritage in Australia? Students view the ABC Lateline program about 12 Canoes
personal, social and academic contexts Students: analyse and evaluate links between verbal and nonverbal elements of texts and interactions participate in and manage collaborative discussions and presentations in a range of contexts develop, use and integrate language for making connections, questioning, affirming, challenging, speculating and generalising EAL12-2 uses, evaluates and justifies processes, skills and knowledge necessary for responding to and composing a wide range of texts in different media and technologies Are other examples of storytelling within the film? What are these stories used for? Students read the ‘Yolngu storytelling in Ten Canoes’ by Thomas Caldwell (Screen Education 54, Winter 2009) They discuss the following questions and make notes: In what ways does the film reflect and fit into the tradition of oral storytelling in Aboriginal and Torres Strait Islander cultures? What are the differences between Aboriginal and Torres Strait Islander, and Western storytelling conventions and practices? Do they share the same purposes? Exploring Ten Canoes as a cultural artefact In their groups, students consider the film as a cultural artefact. They discuss the following topics and questions and make notes on each point: There are three versions of the film available on the DVD: ‘All Aboriginal Language without subtitles’, ‘All Aboriginal Language with English subtitles’ and ‘Theatrical version: English storytelling with subtitled dialogue’. What are the differences in the three versions? For what audience(s) has each version been produced? Compare Rolf de Heer’s use of colour and and white cinematography to distinguish between the two narrative timeframes with David Gulpilil’s use of past, present and future tense forms in his voice-over narration. What do the different approaches to storytelling reveal about the different linguistic and cultural backgrounds of the two composers? Are de Heer and the Storyteller both telling the same stories, and to the same audiences? What stories or messages does the film hold for a contemporary Australian audience? What stories or messages does the film hold for students studying the HSC EAL/D course? In what ways does the film represent and maintain Aboriginal and Torres Strait Islander Peoples cultural heritage in Australia? Students view the ABC Lateline program about 12 Canoes
stage-6-english-eald-support-material-module-b-language-identity-and-culture.docx