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EDN236 Integrated Unit of Work the Arts and HaSS
Revised and updated June 2016
Murdoch University © 2016 School of Education, Murdoch University
School of Education
Date submitted on LMS
EDN236 2016
2: Group Planning Assessment
This form is to be used for your group submission.
Names of Group Members Student ID Signature
1.Jared Smith 31238446 Jared Smith
2. Taryn Jennings 32423229 Taryn Jennings
3. Marissa Totterdell 32239837 Marissa Totterdell
4. Karen Coetzer 32712389 Karen Coetzer
Declaration This collaboratively completed Integrated Planning Unit has been submitted for assessment in EDN236 Teaching the Arts in Primary Schools. This is the original work of the students named above. Except where indicated, this assignment is entirely our own original work and has not been submitted for assessment for this or any other unit. Where appropriate and necessary, all material that is not our own work has been referenced using APA6th. Submission of this assignment is deemed to imply all members of your group have signed this declaration and have contributed collaboratively, sharing comparable collective responsibility for completing this assessment. All members of the group will share the same mark.
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EDN236 Integrated Unit of Work the Arts and HaSS HD D C P F Grad
e Collaboration, engagement, participation and completion
Highly productive collaboration and cooperation evident. Planning assignment completed, well presented, submitted on time.
Planning assignment completed, submitted on time. Effective collaboration evident
Planning assignment completed, submitted on time. Satisfactory collaboration evident
Planning assignment partially complete, and/or submitted with late approval. Little evidence of collaboration
Not complete
8-9-10 7 6 5 4< Integrated planning for connected curriculum
Extensive planning showing high levels of integration between two learning areas (The Arts–Performing and Visual– and one other non Arts). Year group identified with differentiation and extension planned, Student learning outcomes connected. Two or more art forms effectively linked.
Effective integration of two learning areas (The Arts–Performing and Visual– and one other non Arts). Year group identified and learning experiences appropriate to identified student needs, context, and curriculum outcomes. Effective planning for two art forms.
Two learning areas (The Arts–Performing and Visual– and one other non Arts) linked. Year group identified. One art form integrated
Learning areas identified (The Arts–Performing and Visual– and one other non Arts). Year group identified. Low levels of planning and integrated
Criteria not effectively met and developed.
8-9-10 7 6 5 4< Effective student learning experiences
Student learning experiences identified and extensively linked with iSTAR. Learning experiences involve students both as makers and responders each linked to curriculum. Learning experiences are linked and developmental effectively moving students towards success from identified prior knowledge and experience. Arts skills, processes and products feature with arts language explicit.
Student learning experiences effectively linked with iSTAR. Students working as makers and responders . Learning experiences are linked and developmental effectively moving students towards success from identified prior knowledge and experience. Explicit teaching as well as creative discovery evident.
Student learning experiences linked with iSTAR. Students engaged in multi-modal learning opportunities. Explicit teaching evident.
Student learning experiences not well linked with iSTAR. Learning and teaching not well developed. Arts skills and processes unclear.
Student learning experiences unclear and lacking purpose. A disconnect between what students do and what is to be achieved.
8-9-10 7 6 5 4< Assessment linked to student learning outcomes
Feedback points highlighted at strategic points in the unit of work. Feed-forward highlighted. Evidence of student learning outcomes purposeful, clear and well articulated. Strategies for the collection of evidence reflect both the processes and outcomes of student’s learning.
Purposeful assessment strategies planned and enacted. There is coherence between evidence collected and what is to be reported.
Satisfactory use of a variety forms of assessment strategies
Inadequate/low level use of assessment strategies linked to student learning outcomes.
Assessment lacks coherence, focus and is disconnected to purpose.
8-9-10 7 6 5 4< TOTAL
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EDN236 Integrated Unit of Work the Arts and HaSS
Summary of your group working processes
To support your completion of this assessment your group needs to use the Learning Guide for Collaborative Processes provided on LMS. You do not have to submit for assessment the work sheets in the Guide but this summary is to be included in submission for assessment.
When Who participated and how Activities Action list
e.g. Week 3 PW; RP; RW and LP via SKYPE We completed the Audit of Skills and Task Clarification
For the next meeting we agreed to: check the Reader for Content Descriptions for Year 3
15/8 Jared Uploaded Word Document Create an effective communication tool.
15/8 Taryn, Jared, Karen Agreed on creating IUW for year one students
Next is to decide on the learning area we will focus on.
25/8 Jared Created ‘Hang Outs’ for the group We will use this to communicate ideas and decide on dates to work collaboratively on assignment.
12/9 All via Hangouts Group discussion of assignment Decide on learning area, IUW and lesson focus
13/9 Jared, Karen, Taryn Draft of document Plan and draft the activities listed
18/9 Jared, Karen, Taryn Discussed assessment strategies and sequence of learning experiences
Complete learning experiences
20/9 All Discussing Experiences further, completing all experiences.
Complete learning experiences
21/9 All Discussed catering for diversity Add to learning experiences
21/9 Jared, Karen Discussed some parts of learning experiences that needed changing
Add appendices
21/9 Taryn Completed checklist Finalise IUW
22/9 All Review Check references are added, spelling and grammar, all sections completed
Remember that any material that is not your own original material needs to be referenced. Include any references using APA6th
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EDN236 Integrated Unit of Work the Arts and HaSS
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Background Information
Year level One
Learning area The Arts & Humanities and Social Sciences (HaSS)
Subject/context Year 1 Humanities and Social Sciences connected through Visual and Performing Arts
Title of Integrated Unit of Work
NAIDOC week: An introduction to Aboriginal and Torres Strait culture and artwork
Program Details
Purpose of assessment
To assess students’
● Understanding that different cultures have different types of artwork ● Understanding of dreamtime stories and that they represent a culture ● Ability to explore with different techniques to interpret and draw a character ● Understanding of Aboriginal art by using dot painting ● Ability to create a performance using terms such as ‘a long time ago’ and ‘then and
now’ ● Use of dramatic action to perform the play they created
Description of task
Students will …
● (Day one): Be introduced to the Aboriginal guest speaker ● Listen to a dreamtime story about “How the Kangaroo got her pouch” ● Given the opportunity to ask questions and discuss their favourite character ● Listen to how Aboriginals used to hunt for food and what weapons were used ● Be given the opportunity to ask questions about Aboriginal history ● Be introduced to dot painting and basic meanings and purposes of some symbols ● Be presented with a demonstration of dot painting and different styles and techniques
used ● (Day two): Be instructed by the teacher to each take an A3 sheet of drawing paper and
with a lead pencil draw their favourite character out of the four characters ● Write two sentences about why they chose this character ● (Day three): Select the size of the stick they want to use to make the dots ● Select the colours they want to use to paint the dots ● Create the dot painting with the drawings prepared on day two ● (Day four): Be placed into groups of four and they will create a performance with their
characters to perform on the last day of NAIDOC week to the class ● (Day five): Perform the play they created ● Have the artwork pinned on the wall in the HaSS Aboriginal and Torres Strait peoples
section of the classroom
Assessment strategy
● Questions asked about Aboriginal art and history ● Application of learnt techniques to create drawings and dot paintings about the
dreamtime story ● Participation in group discussions and decision-making about the performance ● Demonstration of sequencing events to create their performance and using past,
present and future terms ● Consideration of appropriate ways to display their art and the culture behind the
artworks created
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EDN236 Integrated Unit of Work the Arts and HaSS
Evidence to be collected
Process:
Students will be assessed using a recording tool to annotate work to be stored under each student’s portfolio. This assessment tool is called ‘Three Ring’ and is an application that gives teachers an online archive to record comments, photos, videos and assess progress (See Appendix 1).
The incursion will be assessed through teacher observations and collected with annotated notes. Product:
To conclude this learning experience, a summative assessment of the students’ final product of the artwork and performance will be carried out to capture students’ understanding of Aboriginal art and the basic symbols and purposes behind it.
Suggested block of time
One hour block over four consecutive days during NAIDOC week, which is the first full week in July.
Prior learning in two learning areas
Students have been completing units of work in the Arts where they have been investigating:
Performing: How to represent a character through voice, movement, role and use of stage. How to tell a story through performing. Students also need to know how to perform a story through sequencing to communicate a message and story. Visual: How different materials create different types of art. How to display artwork. Students have been experimenting with crayon, pencil and collage to create different types of artwork. This learning experience will further improve their skills by introducing them to use everyday things such as sticks. They will also learn how different cultures use artwork to tell stories and make representations.
Key Vocabulary students will focus on in this unit:
● Dot paintings ● Culture ● Aboriginal and Torres Strait Islander peoples ● Dreamtime ● Artwork display
Content Description and Achievement Standard
Content from the Western Australian Curriculum/Australian Curriculum
Specify specific content descriptions – include both words and code
● Use of dramatic action to sequence events to communicate an idea or message (ACADRM027)
● Exploration of, and experimentation with, a variety of materials, techniques and technologies when creating artworks (ACAVAM107)
● How the present, past and future are signified by terms indicating time (e.g. 'a long time ago'; 'then and now'; 'now and then'; 'old and new'; 'tomorrow') as well as by dates and changes that may have personal significance (e.g. birthdays, holidays, celebrations, seasons) (ACHHK029)
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EDN236 Integrated Unit of Work the Arts and HaSS
Connected Curriculum
● Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106)
● Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109)
Achievement standard (SCSA)
By the end of year 1 students pose questions, locate, sort and record collected information and/or data from provided sources. They identify and process relevant information and/or data by categorising, sequencing events and exploring points of view. Students use different formats to represent their information, and draw simple conclusions. They participate in decision-making processes by contributing to group discussions. Students share their findings in a range of ways, and develop simple texts, using some relevant terms. They reflect on what they have learnt using oral and/or written forms. Students consider where the artwork should be appropriately displayed and the culture behind the artworks created.
Sequence of Learning
NB: A learning experience will vary by time depending on what is age appropriate, AND can be a series of lessons
PREPARATION
EXPLOR ING
Summary of Learning Experience 1 (One hour)
● The first hour long lesson will be in the format of an incursion.
● The class will have an Aboriginal guest speaker visit the school and tell the class the dreamtime story of “How the Kangaroo Got Her Pouch”.
● Students will be encouraged to prepare questions about the story, aboriginal history, and one of the characters.
Resources
Guest organised through Dreamtime Workshops
Displayed dot paintings
Dreamtime picture books
Cultural music
Inform: The learning outcome is
● For students to learn the significance and the importance of Aboriginal history.
● To make students aware of different kinds of questions and to identify characters.
● To develop higher order thinking skills by asking questions about the hunting history and Aboriginal culture.
The student will be successful when they:
● Listen attentively and pose relevant questions at the end of the story.
● Participate and demonstrate a basic understanding of how the past is signified by terms such as ‘a long long time ago’ and ‘back then”.
● Reflect on what they have learnt using oral language.
What is being Assessed?
1) Students participating by asking different kinds of questions.
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EDN236 Integrated Unit of Work the Arts and HaSS
2) Students’ understanding of significance of Aboriginal history.
3) Students’ ability to orally reflect on what they have learnt.
Inspire:
● An introduction to the class will be made introducing the Aboriginal Elder and his importance and the significance of NAIDOC week.
● The students are told by the guest speaker what tribe he belongs to, what area the tribe is local to and what the land is like to live in.
● During the dreamtime story there will be dot paintings displayed, the story will be told in a theatrical way to captivate students’ attention.
● Afterwards picture books will be displayed and background music will be played to inspire, engage students and immerse students into the culture of the Aboriginal and Torres Strait Islander peoples.
Show/Share:
● The Teacher will prepare a question for the guest, demonstrating what style of questions students will be required to prepare.
● The teacher will address the question chart on the board and demonstrate a question addressing a question style illustrated on the chart. (What, Where, When, Why, How - attached as appendix 2).
● The guest will demonstrate a number of different native words for the dreamtime and names of different tribes and areas of which they are local.
How is it being Assessed?
1) Observation and checklist will be used as a Formative assessment tool
2) Annotation will be added to student's portfolio on ‘Three Ring’.
3) Questions recorded for reflection.
Try/Transfer:
● After the demonstration from the teacher, students will discuss possible ways to pose a question using the ‘question chart’ as guidance.
● Students also get an opportunity to reflect on what they have understood from the story.
● Direction and acknowledgement will be given during this time.
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EDN236 Integrated Unit of Work the Arts and HaSS
Apply/Action:
● After listening to the dreamtime story students will have time to ask their question.
● The teacher will make note of questions asked and annotate the results.
● Students will then listen and observe the demonstration of dot painting and again be able to prepare more questions.
Review/Revise:
● At the end of the lesson the students will be able to recount the dreamtime story in sequence, and reflect on the main storyline and the characters involved
● The students will be developing their understanding of what dreamtime is, what it includes and what it represents to the Aboriginal and Torres Strait peoples
● Students will be able to recognise dot paintings as being part of the Aboriginal and Torres Strait Islander culture and is part of their history
● Students will also be able to recognise basic meanings and purposes of Aboriginal symbols
PREPARATION
EXPLOR ING
Summary of Learning Experience 2 (One hour)
● During day two of the learning experience the students will be instructed to draw one of the four characters using drawing paper and a lead pencil
● Students will be informed that these pictures need to fill the A3 sheet as it will be used in the performance
● The students are told to make the pictures big enough for dots to go inside the outline
● Students will start drawing their chosen dreamtime character using pencil in preparation to start the dot paint the following lesson
● After the drawing, students will write two sentences about why they have chosen this character
● More advanced students will be encouraged to draw two different characters that will form two parts of the performance
● Students are reminded to put their names on the back of their pictures
Resources
Scrap paper for practise
A3 drawing paper
Each student needs a 2b pencil
Aboriginal dot paintings
Dreamtime books
Cultural music
Inform: The learning outcome is:
● For students to create a visual artwork using their imagination
● To explore with different drawing techniques ● To respond to visual artwork
The student will be successful when:
● They have completed a stencil drawing of their character
● Different drawing techniques have been used to create an A3 sized character
● They have successfully responded to their visual artwork by explaining why they have chosen their characters
What is being Assessed?
1) Creativity when drawing the character
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EDN236 Integrated Unit of Work the Arts and HaSS
2) Different techniques used
3) Reasons for choosing the character
Inspire:
● Dot paintings from famous Aboriginal artists will be displayed around the room
● The storybook used will be displayed for students to look through if needed. The front cover of this book is attached as Appendix 3.
● Aboriginal music will be played in the background to inspire the students
● The students are asked to choose their favorite character from the story
Show/Share:
● Students are shown by the teacher how big to draw the character on the page by doing an example on the interactive whiteboard
● The students are instructed to only use a 2B pencil as they may need to erase any lines
How is it being Assessed?
1) Observation will be used as a Formative assessment tool
2) Annotation will be added to student's portfolio on ‘Three Ring’.
Try/Transfer:
● Students get the opportunity to draw their character using the storybook and teacher’s example as guidance
● Talk time is allowed for students to share ideas and ask for help where needed
● Feedback is given by the teacher to encourage students to try different drawing techniques
Apply/Action:
● Students use lead pencils to draw their favourite character
● The teacher uses formative assessment to guide encourage the use of different drawing techniques
● Students are encouraged to help one another and give advice during the drawings
Review/Revise:
● By the end of this lesson students will feel confident to show their creative drawings to the class
● Different techniques have been used to complete drawings
● Students are encouraged to explain which character they chose to do and why they wanted to draw it
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EDN236 Integrated Unit of Work the Arts and HaSS
PROCESS
&
SKILL
DEVELOPMENT
&
FEEDBACK
SKILL DEVELOPMENT
Learning Experience 3 (One hour)
● The students will be completing their artworks by adding dots and symbols to their dot paintings
● Students will be able to choose what materials they want to use
● Different colours of paint will be available for students to choose what colours they want to use
● Time will be allowed for students to explain what culture their dot paintings belong to
Resources
Different size sticks for painting
Completed drawing
Aboriginal dot paintings
Dreamtime books
YouTube video: Aboriginal art dot painting
Inform: The learning outcome is:
● To experiment with a variety of materials to design artwork
● For students to consider the culture behind Aboriginal and Torres Strait Islander artwork
The student will be successful when:
● They have experimented with a variety of materials, including sticks, to complete their dot painting
● They successfully connect some meanings and purposes to basic symbols
● The students can explain what the character does in the Dreamtime story
What is being Assessed?
1) The use of different materials
2) Students’ understanding of basic Aboriginal symbols
3) Students’ ability to orally reflect on their work
Inspire:
● Students are reminded of the dreamtime story again by the teacher
● Students are shown how the dots are created by showing a short YouTube video of a dot painting being created by an Aboriginal person
● Dot paintings will be displayed in the classroom
Show/Share:
● The teacher will show students how to dip the end of the stick in the paint and then how to carefully put the end on the paper starting from the edge of the stencil and working their way out
● Students are shown how to clean the stick before using a different colour
How is it being Assessed?
1) Observation and checklist for the process. Annotations
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EDN236 Integrated Unit of Work the Arts and HaSS
● Students are told they can change the size of their sticks in different parts of their artwork
added to ‘Three Ring’.
2) Using a summative form of assessment, the teacher will take a copy of the completed artwork to add to student’s ‘Three Ring’ profile.
Try/Transfer:
● Students are encouraged to collect a stick and practice making some dots on scrap paper before beginning
● Students are told to hold their arm high so they do not rub the paint with their elbows just like the artist does in the video
Apply/Action:
● Students work individually on their artwork ● Students are encouraged to change the colours on their
pictures to represent the character for example, black dots for the eyes and yellow/white for teeth
Review/Revise:
● Students are asked how they went completing their dot paintings and what problems they encountered
● Students discuss if they are happy with their pictures and what they needed to do to be successful
● Students can decide where they want to display their work when it is dry
● The teacher encourages students to explain the symbols they used to complete their dot paintings
● Discussions start about how much work is involved in making the professional artwork that is displayed around the classroom, the colours they used etc
PLANNING
Learning Experience 4 (One hour)
Creating dreamtime performance
● Students to be put in groups of four by teacher ● The students will work together to retell the dreamtime
story ● The students will delegate and share roles amongst one
another (decide on one person per character in the story - Hunter, Mother Kangaroo, Joey and Wombat)
● Students to go outside and find any props from the bush such as gun nuts scattered around, sticks as spears etc that they will use in their performance on day five
Resources
Aboriginal dot paintings
Dreamtime books
Props found in nature
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EDN236 Integrated Unit of Work the Arts and HaSS
Inform: The learning outcome is:
● For students to participate in decision-making processes by contributing to group discussions
● To sort and identify relevant information that will be included in their story
The student will be successful when:
● Students participate in decision-making appropriately ● Have retold the dreamtime story including all significant
events ● The groups create their performance without problems ● Groups work collaboratively to find props for their
performance
What is being Assessed?
1) Participation in decision-making and collaboration
2) Students’ ability to sort information
Inspire:
● Time is allowed to share ideas before the activity ● The teacher observes and assists where needed ● Students work in groups
Show/Share:
● Teacher shows examples of how to use body language (Crouched, standing tall, sitting, etc)
● Teacher discusses and demonstrates different voices with class for - Hunter, Mother Kangaroo, Joey and Wombat (changing tone, pitch, volume)
● Students share ideas with each other and discuss events
● Students share the props, decide what to use
How is it being Assessed?
1) Observation and checklist - recorded on ‘Three Ring’
2) Feedback to encourage higher order thinking skills
Try/Transfer:
● Students work in groups to create their performance ● They need to include any ideas relevant to their story ● Each student will have an opportunity to contribute to
the story by creating a storyline
Apply/Action:
● Students add in props to storyline ● Students rehearse dreamtime story ready to share with
the class the following lesson
Review/Revise:
● By the end of this lesson students will have successfully participated in group work
● They will share their successes and challenges with the class
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EDN236 Integrated Unit of Work the Arts and HaSS
● The teacher will have knowledge of students’ ability to sort data and use this for future planning
SUMMATIVE
SHARING Learning Experience 5 (One hour)
Performance of dreamtime story
● Students will take turns to present their rehearsed dreamtime performances for their peers
● Students will use dramatic action to tell their story in the same sequence
● Students will use verbal and nonverbal communication appropriately during role play
● Students are reminded to use voice manipulation, use all the stage space and language
● Students are reminded of the story told by the guest speaker
● Students reminded not to block when doing improvisation and to accept what the characters say
● Students will work collaboratively to perform their work ● To conclude NAIDOC week, students will display their
dot paintings in the library
Resources
Collected props
Completed art work
A digital camera for recording
Aboriginal dot paintings
Aboriginal music
Dreamtime books
Inform: The learning outcome is:
● Students have a clear understanding of the sequence of events in the story
● Students use and understand Aboriginal terms
● For students to consider where it is appropriate for their artwork to be displayed
The student will be successful when:
● Students have recalled and re-enacted the events that occurred in the dreamtime story
● The correct sequence of the performance was followed ● They have used dramatic action to present their
performance in front of their peers ● They have reviewed each group’s performance and
their own (peer feedback) ● The rules of improvisation are followed ● The artwork is displayed in the library
What is being Assessed?
1) Students’ ability to retell a story in sequence
2) Dramatic action used to tell the story
Inspire:
● A video of an Aboriginal Dreamtime performance is played on the interactive whiteboard
● Aboriginal and Torres Strait Islander music is played in the background
Show/Share:
● Students’ individual dot paintings are displayed on a large pin board in the library
● A CD of the performance will be sent home for parents to watch
How is it being Assessed? 1) The play is recorded, checklist and annotations are added on ‘Three Ring’
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EDN236 Integrated Unit of Work the Arts and HaSS
2) Peer-feedback
Try/Transfer:
● Students get into their groups and wait their turn ● They work together to get their ‘set’ ready ● Students are encouraged to continue with the
performance even if there is a mistake
Apply/Action:
● Performances all take around 2-5 minutes ● All students applause at the end ● Performances follow the sequence of their stories ● Students are encouraged to have fun
Review/Revise:
● Question and answer time at the end of each performance for peer feedback
● Students can explain what their props are representing ● The performance is recorded and played to students for
reflection ● The teachers makes notes of students’ ability to
perform the story and provide constructive feedback ● Students have an opportunity to identify areas they can
improve on and areas that they feel they were successful in
Success Criteria (Assessment Rubric)
The student can: Sometimes
(1)
Often
(2)
Consistently
(3)
Consistent and being extended (4)
Making
Use creativity to draw a character
Reflect and consider different cultures and how it has an impact on art
Create a dot painting using different materials
Choose a range of appropriate colours to create symbols for the dot paintings
Develop a sequenced storyline for a production
Skills
Represent the characters in the story with their drawings
Explore with different techniques to interpret and draw a character
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EDN236 Integrated Unit of Work the Arts and HaSS
Use a variety of dot painting techniques
Sort information to perform a production
Work collaboratively as a group
Improvise by using props from nature
Production
Perform a production to an audience
Engage their audience
Use dramatic play during performance
Use movement (facial expressions,body language, gesture) to portray character
Use voice to express (volume, pace, pitch)
Apply performance conventions such as applauding and taking bows
Responding
Listen to the Dreamtime story
Ask appropriate questions to the guest speaker
Recreate performance of dreamtime story
Show an understanding of Aboriginal history and culture
Have their artwork appropriately displayed
Create a performance using terms such as ‘a long time ago’ and ‘then and now’
Understand and use the elements of voice and movement
Moderation Processes to be used
● Educators to review SCASA for student achievement standards. ● Teachers to collaborate on the students products to ensure the teachers are marking fairly. ● Continuity for educators by using the same assessment tool.
Reporting to Parents Processes to be used
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EDN236 Integrated Unit of Work the Arts and HaSS
Parent will have access to their child's profile on ‘Three Rings’, with this access they will be able to view progress and homework due.
Students will bring home their artwork at the end of the semester.
Parents will be informed of their child’s progress during parent/teacher conferences.
Parents will be able to view their child’s performance via the CD sent home.
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EDN236 Integrated Unit of Work the Arts and HaSS
Appendix I - Assessment Tool: “Three Ring”
Website link: https://threering.com/tour/the-platform/
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EDN236 Integrated Unit of Work the Arts and HaSS
Appendix II - Question Chart
Website link: http://kidspressmagazine.com/misc/infographics/misc/question-words-free-poster.html
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EDN236 Integrated Unit of Work the Arts and HaSS
Appendix III - Front Cover of the Storybook
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EDN236 Integrated Unit of Work the Arts and HaSS
References: Figure 1.0 Kidspress Magazine (2016). Question Chart. Retrieved from: http://kidspressmagazine.com/misc/infographics/misc/question-words-free-poster.html on 22 September 2016.
Incursion will be organised through:
http://www.findschoolworkshops.com/Education-Group/dreamtime
School Curriculum and Standards Authority (2014). Western Australian Curriculum.
http://k10outline.scsa.wa.edu.au/home/p10curriculum/curriculumbrowser
Three Ring. (2016). Retrieved from https://threering.com/ on 22 September 2016.
YouTube. (2012). Aboriginal Art Dot Painting. Retrieved from:
https://www.youtube.com/watch?v=4JQkinXVd1s on 22 September 2016.
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