In this unit of work you will explore the nature of communication, learn about how language is connected to culture and think about your own culture while exploring the culture of the Adnyamathanha people.

Watch

As a class, view the Wadu Matyidi animation and the Mini Doc: Who We Are - Inhaadi Utyu Ngarlpurla.

Explore Communication

Discuss the three main characters in the animation and the way they communicate with one another. Ask the following questions to stimulate the discussion:

a.     Other than talking, how do people communicate with each other?

b.     What forms of non-verbal communication did the children use?

c.      How did the characters react when they saw the man on the horse?

d.     Why was it important for the characters to communicate without verbal communication?

On an IWB or board, write the following communication forms as main headings: verbal and non-verbal. Ask students to brainstorm ideas about why each form of communication is important and have them suggest a definition for each.

Refer students to the Background Information Sheet Communication to further research the suggested forms of communication.

Shape Game

Divide the class into pairs and have them play the Shapes Game (Activity Sheet: MM1.1). Through this game, students should begin to realise their reliance on non-verbal cues (e.g. body gestures and touch) as much as verbal cues. It is anticipated that students will experience some frustration in relying on only verbal communication skills.

After each player has had a turn, ask the class to assess how they performed in the game and what they may have learned about communication throughout the process. Ask students to complete ‘Part 1’ of the Reflection Sheet: Communication (Activity Sheet: MM1.2).

Mime

Introduce students to the Mime Activity (Activity Sheet: MM1.3). Ask students what they know about mime and what they believe to be the important features of mime. Divide students into pairs to complete their activity sheet and play the Mime Game. Have students demonstrate their action to the class.

Ask students to complete ‘Part 2’ of the Reflection Sheet: Communication (Activity Sheet: MM1.2).

Emoticons

Instruct students to complete the Emoticon Drawing Activity (Activity Sheet: MM1.4), whereby they use a digital drawing program (such as Microsoft Paint) or paper and pencils to draw what the emotions of ‘happy’, ‘sad’, ‘anger’ and ‘fear’ look like. If students have a mobile phone, they may wish to emulate the emoticons from their phone.

Reflect

Ask students to complete ‘Part 3’ of the Reflection Sheet: Communication (Activity Sheet: MM1.2). Follow this up with a class discussion asking the students what they have learnt about communication:

• What interesting things have you learnt about communication?
• Which type of communication do you think is most important? Why?

Watch

As a class, view the Wadu Matyidi animation and the Mini Doc: Who We Are - Inhaadi Utyu Ngarlpurla.

Explore Language

As a class, discuss what the students observe about the three main characters of the animation and the way they use language to communicate with one another. Ask the following open-ended questions to stimulate students thoughts and opinions about language:

a.     What do we know about the language that the three main characters were speaking?

b.     Was the language style of the characters formal or informal?

c.      Do you think it is important for different cultures to speak their own language?

Ask students to individually complete the questions in Language (Activity Sheet: MM2.1).

Explore Language and Culture

Split the class into 3-6 small groups. Ask each group to read the Background Information Sheet Language and Culture and then discuss one of the following topics:

                i.         How can language give us a sense of belonging?

               ii.         How might language create culture?

              iii.         How can different languages be preserved over time?

Each group should have a recorder and a reporter to capture the main points of their discussion on the Language Enquiry (Activity Sheet: MM2.2) sheet provided, for reporting back to the class.

Follow on from the activity with a class discussion about the Adnyamathanha Language class students represented in the Mini Doc: Who We Are - Inhaadi Utyu Ngarlpurla and their project Wadu Matyidi.

                i.         How has the language class given these students a sense of belonging?

               ii.         How has the Wadu Matyidi project helped to preserve culture?

You may wish to refer to the Press Kit for additional background information about the Wadu Matyidi project.

Reflect

Ask students to reflect on their small group discussion by completing the Reflection Sheet: Language and Culture (Activity Sheet: MM2.3).

Watch

As a class, view the Wadu Matyidi animation and the Mini Doc: Who We Are - Inhaadi Utyu Ngarlpurla.

Explore Culture

Guide students in using a dictionary, either online or in book form, to look up the definition of ‘culture’. There are many different definitions so focus students on the definition relating to social or ethnic groups, rather than on the arts and education definitions. You might like to use the Background Information Sheet Language and Culture to assist them with their research.

Direct students to individually create a concept map, or another visual brainstorm, demonstrating their understanding of the word ‘culture’. This can be done using mind mapping software, Microsoft Word or by hand using the provided Concept Map: Culture (Activity Sheet: MM3.1). Their map should include:

• The word ‘culture’ in the centre of the page
• Any words or sentences they have learned that help to define the word ‘culture’
• Any images to match the words and sentences that they have included.

Ema's Profile

Ask students to individually answer the questions on Ema’s Profile (Activity Sheet: MM3.2). Students may need to re-watch the Mini Doc: Who We Are - Inhaadi Utyu Ngarlpurla as a class or online in order to help them to answer the questions.

Explore Cultural Identity

With the class, discuss the cultural aspects of the Adnyamathanha people in the Mini Doc: Who We Are - Inhaadi Utyu Ngarlpurla. You might like to use the framework and example provided in the Background Information Sheet Cultural Identity. Ask the class the following questions and note the students’ answers on the whiteboard:

• What sorts of things have helped the Adnyamathanha people develop their culture over time? e.g. stories, the flora and fauna of their country.
• What do you think the word heritage means?
• Tell me one thing about your family’s culture?
• How does your family’s heritage help develop a certain culture? e.g. Italians will often have a passion for cooking Italian food, and perhaps call an elderly member of the family Nona (grandmother).

Who We Are

In the classroom, have students complete ‘Part 1’ of Inhaadi Utyu Ngarlpurla - Who We Are (Activity Sheet: MM3.3), asking students to select one storyteller from the Mini Doc: Who We Are - Inhaadi Utyu Ngarlpurla. Direct students to complete ‘Part 2’ and ‘Part 3’ as a home based assignment. These activities will require them to speak to an elder within their own family, such as mum, dad, a grandparent or an older family friend, in order to complete the two profiles.

Once each student has returned their assignment, you might like to collectively share these in the classroom as a community tree wall or combine into a scrapbook titled “Who We Are”.