LESSON PLAN: Jasmine Breeze 18036116 Page 1

PART A: PREPARATION AND STRATEGIES

Year: 8 Syllabus section:
Music (Stage 4) – Australian Music
Lesson 4/10

Unit Name: Wollongong Botanical Gardens

Aboriginal site: Wollongong Botanical Gardens: “Towri Bush Tucker Garden”

Lesson Topic: Identifying soundscapes connection to place. Duration: 60 minutes

Prior knowledge/skills required
Understanding of the use of Musical
Concepts.
Brief understanding of soundscapes and
the representation of place.
Resources (Attach classroom ready resources/worksheets students will be using,
including relevant pages from textbooks)
Botanical Gardens Site Study Resource Booklet
In-class Assessment Checklist (Site Study)
Pencils
Electronic Devices (Phones: Recording purposes)

Previous Lesson Listening’s and activities

on;
1. Dadirri: Deep Listening
2. B-Town Warriors – ‘People of the Red
sun’.
Quality Teaching Elements (lesson focus) - Highlight relevant items
1. Intellectual Quality 2. Quality Learning Environment 3. Significance
1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students’ self-regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
How are Quality Teaching (QT) elements achieved in the lesson?

QT element/s in the lesson Indicators of presence in lesson

1.3 Problematic knowledge Students undertake problem solving activities that involve exploration of individual
opinions of how sounds contribute to place and how man-made and natural sounds
contribute to various soundscapes.
2.2 Engagement Students will be encouraged to get creative by engaging with the following hands on
activities that will widen the individual’s knowledge of their surroundings and the
context of soundscapes.
From the site-visit activities, students will provide quality recordings of sounds and
images to contribute towards their own soundscape storytelling of the site visit
within the following lesson.
3.4 Inclusivity All students are given the opportunity to be engaged within group and individual
listening tasks related to soundscapes and place. All students have the ability to
individually reflect on each soundscape place as contribution towards identifying
place within soundscapes and in particular the site visit.
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PART B: SEQUENCE OF ACTIVIES IN LESSON

Syllabus outcomes: (number/s and descriptor)
ACARA Syllabus
ACAMUM092 = Experiment with texture and timbre in sound
sources using aural skills.
ACAMUR097 = Analyse composers’ use of the elements of
music and stylistic features when listening to
and interpreting music.
ACAMUR098 = Identify and connect specific features and
purposes of music from different eras to
explore viewpoints and enrich their music
making, starting with Australian music
including music of Aboriginal and Torres
Strait Islander Peoples
Students learn to:
Analyse soundscapes and the elements of music and stylistic
features when listening to and interpreting soundscapes.
(ACAMUR097)
NSW Syllabus
4.4 = Demonstrates an understanding of musical concepts through
exploring, experimenting, improvising, organising, arranging and
composing.
4.6 = Experiments with different forms of technology in the
composition process.
4.7 = Demonstrates an understanding of musical concepts through
listening, observing, responding, discriminating, analysing, discussing
and recording musical ideas.
4.8 = Demonstrates an understanding of musical concepts through
aural identification and discussion of the features of a range of
repertoire.
4.10 = Identifies the use of technology in the music selected for
study.
4.11 = Demonstrates an appreciation, tolerance and respect for the
aesthetic value of music as an art form
4.12 = Demonstrates a developing confidence and willingness to
engage in performing, composing and listening experiences.
LS.6 = A student experiments in representing and recording musical
sounds.
LS.7 = A student experiences music from a variety of social, cultural
and historical contexts.
Students learn about:
The attributes of soundscape composition with reflection on
the musical excerpts from previous lessons that highlight the
significance of place and identity.

Identify place and engage with the site through deep listening as The site “Wollongong Botanical Gardens” and it’s Aboriginal
explored within the previous lesson musical excerpt ‘Dadirri- and Torres Strait Islander contribution within the park and
Deep Listening’. how this place contributes to the soundscape of the learning
place.
Acknowledge soundscape composition through natural and man-
made sound sources conveyed by musical concepts and stylistic Musical appreciation through creativity, story, meaning and
features of the site ‘Wollongong Botanical Gardens’. links to community, place and land.
Timing Lesson content Student activity 8 ways link
Assemble the class into small groups of 3-4 and gather the students
0 - 5 mins Settling of Class within the first appropriately within the circle surrounding. (Refer to Image 4.1 below)
soundscape.
(5 mins
Settling) (Casual teachers refer to circle
setting in notes below: Image
4.1)
Once students are settled and seated.
5 - 10 mins Introduction to Place,
Acknowledgement to Country Teacher to say the Acknowledgement of Country.
(5 mins and Lesson Outcomes (Refer to Casual Teacher Notes Below)
Intro)
Outline Introduce the lesson outline.
1. Recap: What is a Soundscape? 1. Recap on what is a soundscape.
2. Place: ‘Towri Bush Tucker 2. Talk about this place and the Towri Tucker Garden.
Garden’. 3. Deep Listening Activity: Through Multiple Learning Areas
3. Deep Listening Activity 4. Hands On Activity: Recording of sounds and photos.
4. Hands on Activity 5. Site Visit Reflection
5. Reflection
*Highlight to Students*
- This lesson is the building block and the action towards your
(Refer to Casual Teacher Notes: assessment.
Acknowledgement of Country) - You are representing the school and for the best experience from this
site visit good behaviour is required.
10 - 15 mins Ask students “What is a soundscape?”
Recap: What is a soundscape? (Sound, when understood as an environment, is a soundscape: a
(5 mins powerful tool that helps humans relate to their surroundings. [Marinna
Recap) Guzy, 2017)
 LESSON PLAN: Jasmine Breeze 18036116 Page 3

Highlight the importance of “place” through discussion by reflecting on

“Dadirri – Deep listening” and “B-Town Warriors – People of the Red
Sun” from last lesson.

Ask the students how do we recognise ‘place’ within these songs?

- Visual Setting, Cultural Sounds and Lyrical Content.
(B-Town Warriors – People of the Red Sun)
- Spiritual Meaning, Place and Cultural Identity or Storytelling
(Dadirri – Deep Listening)
Behind us is the “Towri Bush Tucker Garden” which means “place of
15 - 25 mins The ‘Towri Bush Tucker Garden’ learning bounded by flowers and trees”. This garden was opened in
2012 as part of the Wollongong City Council NAIDOC week celebration.
(5 mins Originally the Botanical Garden site was inhabited by the Dharawal
Towri Aboriginal people and the creation of the ‘Towri Bush Tucker Garden’
Garden) is to preserve Aboriginal culture & identity within this land. This
learning place provides today’s culture with an understanding of the
flora and fauna that were important to the Dharawal Peoples way of
living.
[Retrieved from Wollongong Botanical Gardens Website]

Encourage students to run their hands along the ground. Ask students
what does it feel like? Does this motion make sound? Does it add to
the sound around us?

Share previous photos taken from the site around the circle and allow
students to witness particular fauna and flora that are significant to
the Aboriginal People of the land in which our meeting is situated
upon.

(5 mins State to the students, “The land that surrounds us provides us all with
Storytelling) a story. It could be a story of motion, movement and development or a
place of nature, the land and the living. There is always a purpose or
meaning beyond what we see.”

Inform students that together we are going explore this place through
deep listening to do this we need to set ourselves into a relaxed mind
set.

To do this we will undertake a series of deep breaths by breathing in,

holding our breath and releasing our breath slowly. (Show students a
visual representation)
When we do this we need to close our eyes and keep them closed the
whole time. There should be no words spoken during this time.

Through this deep listening activity, we are going to listen to the

sounds around us, in search of the story that this ‘place of learning’
offers.

25 – 30 (Start the series of deep listening)

mins Deep Listening Activity (Stop the process of deep listening)

30 – 37 (Refer below to Resource Ask students to pass around the Site Visit Resource booklet and refer
mins Booklet: Music) to the music resource pages.
Inform students that we have all engage with our surroundings today
(2 mins by listening. From this experience we can hear sounds that are natural
Instruction) and sounds that are man-made. These sounds and images allow us to
create a story of this learning place.

Within the music resource page students will use the sound maps
provided to list all the sounds you could hear.

Inform students that they will have 5 mins to complete the first sound
(5 mins map. Then write down a sentence describing the story of this place.
sound map) Is it a home? Is it a passing where animals move throughout? Is it
empty or is it full of sound? This is all part of a story.
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37 - 45 mins (Casual teachers refer to circle Move students to another learning place ‘Rainforest Collection’. Allow
(2 mins setting in notes below: Image students to gather within their groups in the circle setting (refer to
walk) 4.2) image 4.2 below)

(5 mins Inform the class to use the second sound map within the resource
sound map) book to identify sounds they can hear in this learning place.

Students must acknowledge all sounds even if heard in another

learning place.
45 - 53 Mins Instruct the class to form the groups as divided into at the start of the
Group Work: Hands on Activity lesson.

(3 mins Students will have 5 mins to record sound and photos of the current
instructions) (Refer to Assessment Checklist learning place: The Rainforest Collection. Students can follow the
below) Assessment checklist to ensure effective progress of resource
(5 mins collection.
recording)
**It is suggested that with a group of four people. Two people should
be recording the sounds and images of the learning place while the
other two members record the details of the space and description
within the reflection part of the worksheet. *
Whether this may be the waterfall or the sound of the rainforest, birds
chirping or steps along the footpath.

* Students must be respectful of the park site and stay along the paths
created. *

53 - 57 mins Students will then move to the ‘Towri Bush Tucker Garden’. Where
(5 mins they will be given the opportunity to record sound and take photos
record and whilst moving throughout the garden.
walk)
57 - 60 mins Students will progress through the park as a class and make their way
Reflection to the Rose Garden where if time allows groups will have the chance
to discuss their creativity for the development of the assessment next
lesson.

(Refer to Resource Booklet: Students will reflect on the use of recordings and images for their story
Music) of the site. By creating a graphically notated sound map that identifies
the musical scope of their piece.

The musical scope will detail the musical concepts attributes within
the piece and essentially how the groups plan and put to action in
delivering their story.

*Students will need to bring their resource booklets to class and

upload all images and recordings to the google classroom drive before
class.*
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PART C: ANALYSIS AND SELF-REFLECTION
How have the outcomes been achieved?
Learning outcome Method of measuring and recording
ACAMUM092 Students demonstrate experimentation with sound sources through deep listening and sensory
experiences.
ACAMUR097 Students show understanding of musical concepts within soundscapes by listening and
interpreting musical concepts use within reflection of the lesson.
ACAMUR098 Students explore Australian Music through the viewpoint of Aboriginal and Torres Strait Islander
music that draws focus on the purpose of the musical piece; relating to specific features like
storytelling, identity and place.
4.4 Students demonstrates an understanding of musical concepts through exploring, experimenting
and organising sounds of a particular soundscapes.
4.6 Students experiment with technology throughout the recording of compositional content in
regards to documentation of sounds and images for composition.
4.7 Students displays musical understanding through listening, observing, reporting and recording
surrounding soundscapes, and reflecting on the use of musical concepts for further assessment.
4.8 Students interact with the musical concepts through aural identification at the beginning of the
lesson and reflect through group discussion at the end of the lesson.
4.10 Students recognise the use of technology within capturing soundscape for musical composition.
4.11 Students demonstrated respect, tolerance and appreciation of music as an arrangement of
aesthetically pleasing art, throughout the site visit by appreciating the environment, learning
place and viewpoint of Aboriginal and Torres Strait Islander people.
4.12 Students show the willingness to participate and engage in listening and composing experiences.
LS.6 Students experiment by recording musical sounds.
LS.7 Students gain minimal links to historical, cultural and social aspects of Aboriginal and Torres
Strait Islander people.
Links to next lesson
Lesson 10 Music: Students will create a soundscape that represents the experience the student had of the “Wollongong Botanical
Gardens’. In this soundscape students among their small groups will reflect and create a multi-modal presentation with cross-
curriculum reference to English for lyrical content and Geography for images towards Graphic Notation. Each soundscape will
portray qualities of discovering identity and place through the event of storytelling and highlighting the significance of land and
community links as well as imagery.

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
2.2: Content Selection & Content selection and organisation was based on the ‘learning place’ being the Towri Bush
Organisation Tucker Garden. This garden provided a brief story for students to develop on with their own
perspective of the garden through soundscapes of various learning spaces throughout the
Botanical gardens.
1.4: Strategies for teaching Strategies that were used within the structure and layout of this lesson and unit involve the
Aboriginal and Torres Strait ideology of the 8 ways pedagogy and in particular for music the use of circle solutions and Deep
Islander Students. listening. These strategies allow students to view the Aboriginal and Torres Strait Islander
people’s perspective on storytelling, creativity and meaning. As shown through the use of
storytelling and narrative of the musical excerpts that convey an 8ways approach of place
through land links, the action of creating soundscapes and the connectedness of community and
images towards story creation.
2.4: Understand and respect Through the engagement of the site Wollongong Botanic Gardens and in particular the ‘Towri
Aboriginal and Torres Strait Bush Tucker Garden’. The students are given the ability to understand and respect the Aboriginal
Islander people to promote and Torres Strait Islander people by recognising their ways of identifying learning places, the land
reconciliation between and its environment including flora and fauna of the surrounding learning environments.
Indigenous and non- Teachers also allow students the chance to engage in Aboriginal and Torres Strait Islander
Indigenous Australians. peoples culture by selecting appropriate learning content that provides an understanding
towards the importance of connectedness to curriculum and creating reconciliation between
Aboriginal and Non-Aboriginal people.
WHS considerations
Appropriate Footwear and school uniform.
Record of anyone who is Anaphylactic to insect bites.
Onsite First Aid kit.
Caution with bush tracks in relation to trips, falls and injuries.
LESSON PLAN: Jasmine Breeze 18036116 Page 6
Casual Teacher Notes:
Acknowledgement of Country
“I’d like to begin this lesson by paying my respect and acknowledging the Traditional Custodians of the land on which we meet
today the Dharawal people, and pay my respects to Elders past, present and future. I would also like to extend my respect to
Aboriginal and Torres Strait Islander people present here with us today.”

Circle Solutions
Image 4.1 : Towri Bush Tucker Garden

Image 4.2 : Rainforest Garden

Additional Teaching Content: Poem for the Stolen

Generation within the Rose Garden.

Start a discussion about the place and setting of this garden

Wollongong Botanical Garden Map and whether this symbol belongs here?

What sounds are present in this place? Are there many

differences between the other learning environments?

You could also offer students to use parts of this poem as a

stimulus towards lyrical content for the multimodal
soundscape presentation.

There is also possibly to reflect on the idea of a learning

place between the Indigenous and non-Indigenous.

Teacher Resources:
8ways Wikispace. (2018). 8ways.wikispaces.com. Retrieved 23 January 2018, from http://8ways.wikispaces.com/

B-Town Warriors - 'People of the Red Sunset'. (2016). YouTube. Retrieved 23 January 2018, from https://youtu.be/Widykor9c5Y

DADIRRI (Official Miriam-Rose Ungunmerr Video) :: 3 minute promo. (2017). YouTube. Retrieved 23 January 2018, from
https://youtu.be/tow2tR_ezL8

Davis, J. (2018). Dadirri: An Indigenous Approach To Healing Trauma. The Art of Healing. Retrieved 23 January 2018, from
http://theartofhealing.com.au/news_dadirri.html

Guzy, M. (2017). The Sound of Life: What Is a Soundscape? | Smithsonian Folklife. Smithsonian Center for Folklife and Cultural
Heritage. Retrieved 23 January 2018, from https://folklife.si.edu/talkstory/the-sound-of-life-what-is-a-soundscape

Rhonda’s poem – The Secret « Circle Solutions. (2016). Circle Solutions Network. Retrieved 23 January 2018, from
http://www.circlesolutionsnetwork.com/rhondas-poem-the-secret/

Towri Bush Tucker Garden. (2016). Wollongong.nsw.gov.au. Retrieved 23 January 2018, from
http://www.wollongong.nsw.gov.au/botanicgarden/gardencollections/Pages/bushtucker.aspx

Using Dadirri as a research methodology | The Lowitja Institute. (2012). Lowitja.org.au. Retrieved 23 January 2018, from
http://www.lowitja.org.au/using-dadirri-research-methodology.
 LESSON PLAN: Jasmine Breeze 18036116 Page 7
Towri Bush Tucker Garden: Soundscapes to identify place.
“Place of learning bounded by flowers and trees.”- Traditional Owners of the land the
Dharawal people.

What is a Soundscape?
“Sound, when understood as an environment, is a soundscape:
a powerful tool that helps humans relate to their surroundings.” - Marinna Guzy, 2017.

• Imagine this is the learning place you are currently in. Use this drawing as a sound map and follow the key provided to
show the difference between Natural, Man-made and other sounds. Students can either use symbols or names to identify
the sounds. (Example: ‘Bird flying’ or >;<)

High

Middle

Low

Animals in the Bush.ChezzyEm. DeviantArt.

htps://www.deviantart.com/art/Animals-in-the-
Key Natural Sounds Man-Made Sounds Other Sounds Bush-702434879

In a sentence or dot points what story can you hear? You can link the sounds you heard to animals or something that may explain
itself? (e.g. Birds = Family, Home)

__________________________________________________________________________________________
Follow the same steps from the sound map above for the new learning place sound map below.

High

Middle

Low
SARF Jungle Background: abigbat. DeviantArt.
https://www.deviantart.com/art/SARF-Jungle-
Background-134472883

In a sentence or dot points what story does this place hold? Write below.
 LESSON PLAN: Jasmine Breeze 18036116 Page 8
Wollongong Botanical Gardens: Recording Sounds & Photos.
As part of your assessment due next week. You will be required to in small groups today. Record sounds and capture photos
that will represent your experience of the site visit through a story representation.

GROUP MEMBER NAME ROLE (PHOTOS/ SOUND)

Two members of the group will be expected to record sounds and photos. Whilst the other two members record details and
descriptive information in the table below.

Towri Bush Tucker Garden Rainforest Collection

Sounds

Photos

Reflection
What story are you trying to tell? Create a learning map below by graphically notating your soundscape. You will need to
demonstrate where the photos and sounds will be played through a key. If sounds are doubling you will need to show how.
Try to express the musical concepts throughout your composition through symbols. An example is shown on the right.

Beginning of Final Graphic Notation/ Sound Map by

soundscape. Rebecca Civil
https://rebeccacivil.wordpress.com/category/
sonic-soundscape
LESSON PLAN: Jasmine Breeze 18036116 Page 9

Multi-Modal Presentation: Soundscape Checklist.

Below is a marking criteria for students to follow to ensure that they have all the requirements for the soundscape part of the
multi-modal assessment.

Marking Criteria (Grade: B) Student Roles Check List Notes

Students have acquired more than 4 sounds across the
various soundscapes to contribute to their group
composition.

Students have taken a series of photos that represent their

story of the site visit and what it means to them.

Students have recorded their story for the composition and

show a visual representation through the graphically
notated sound map.

Students reflect on their work and how sounds contribute

towards learning places.

Students acknowledge and respect the Traditional

Custodians of the land and participate within Aboriginal
and Torres Strait Islander Teaching strategies.

(e.g. circles, yarning and deep listening)

Students work within their groups and show individual and

group participation throughout the composition process.

Students provide creative insight to the value of the site

visit through cross-curriculum activities and
LESSON PLAN: Jasmine Breeze 18036116 Page 10
Community Consultation or Protocols to be considered.

As referred to within the Working with Aboriginal Communities: A guide to Community Consultation and Protocols (NSW
Government, 2000) Teachers must identify a process to undertake that involves identifying the local Aboriginal Community
which can include acknowledge of country and making contact with a member of the local Aboriginal community to get to know
the community and follow suitable protocols.

Within this lesson, identification of the local community was considered and acted upon through an acknowledgement of
country to the Traditional custodians of the land in which the lesson takes place upon. Protocols consisted of expressing the
purpose of our site visit by highlighting the importance of creating a place-based learning experience that valued Aboriginal and
Torres Strait Islander culture, history and society within a unit outline that meets the specific curriculum outcomes, Quality
Teaching Framework and upholds the Aboriginal Education Policy.

Making contact with the Aboriginal Community consisted of communication with the Wollongong Botanical Gardens through the
Administration Officer Amanda Jones and Western Sydney University Education lecturer Shirley Gilbert. Both consultants
assisted in the planning and making of this lesson plan and can be contacted through the details among our group poster.

Other References
Roffey, S., & McCarthy, F. (2013). Circle Solutions, a philosophy and pedagogy for learning positive relationships: What promotes
and inhibits sustainable outcomes. The International Journal of Emotional Education, 5 (1), 36-55.

Yunkaporta,T., & McGinty, S. (2009). Reclaiming Aboriginal knowledge at the cultural interface. Australian Educational
Researcher, 36 (2), 55-72.