|The Dreaming. – a definition and explanation: Dreamings give us our history, our origin, where we started from. They are not made up stories, they are factual events from long ago. Our people have made them into stories so that they are easier for children to understand.
Towards a New Dreaming
|It forms the body of knowledge that guides all Aboriginal societies.
|The Dreaming means our identity as people. The cultural teaching and everything, that's part of our lives here, you know?… it's the understanding of what we have around us.
Merv Penrith Elder, Wallaga Lake, 1996
During the Dreaming, ancestral spirits came to earth and created the landforms, the animals and plants. The stories tell how the ancestral spirits moved through the land creating rivers, lakes and mountains. Today we know the places where the ancestral spirits have been and where they came to rest. There are explanations of how people came to Australia and the links between the groups throughout Australia. There are explanations about how people learnt languages and dance and how they came to know about fire.In essence, the Dreaming comes from the land. In Aboriginal society people did not own the land it was part of them and it was part of their duty to respect and look after mother earth.
The Dreaming did not end with the arrival of Europeans but simply entered a new phase. It is a powerful living force that must be maintained and cared for.
The Dreaming, Spirituality
The Dreaming and Dreaming Stories Aboriginal Dreaming Stories Online Games Lesson ideas Dreaming Stories in the Classroom – A lesson plan by Jackie Miers and Loraine Turner
What is the Dreaming?
The Dreaming – Origins
The Dreaming. An introduction to the Dreaming and Dreaming stories
Defining Aboriginal stories.
Stories of the Dreaming – Introduction
Dust Echoes – This website contains “a series of twelve beautifully animated dreamtime stories from Central Arnhem Land, telling stories of love, loyalty, duty to country and aboriginal custom and law.” (From the Dust Echoes web page)
There are 12 animated stories altogether, each accompanied with information about the story, activities and study guides.
Indigenous Australia – Numerous Stories of the Dreaming
Aboriginal Dreaming Stories – Three stories – The emu, The wombat and the Kangaroo, and The cockatoo
Adnyamathanha Dreaming Story – The Eagle and the Crow. (Click on the footprints to go to the next page)
Adnyamathanha Dreaming Story – We Came From The Land. (Click on the footprints to go to the next page)
Adnyamathanha Dreaming Story – How The Moon Got In The Sky. (Click on the footprints to go to the next page)
Adnyamathanha Dreaming Story – Mother's helper. (Click on the footprints to go to the next page)
Adnyamathanha Dreaming Story – The seven sisters. (Click on the footprints to go to the next page)
Adnyamathanha Dreaming Story – The Euro and the Kangaroo (Click on the footprints to go to the next page)
Six different stories about bunyips. Select the Aboriginal Stories options in the menu.
Online Trail. This online trail that mirrors an exhibition about the Ngarrindjeri, the Aboriginal people of the Lower Murray River, Lakes and Coorong, at the South Australian Museum. The story of the Ngurunderi Dreaming is used in the exhibition to introduce different aspects of Ngarrindjeri culture.
Dreamtime stories. Click on Water, Sky, Land, People, or Instruments to read these stories.
Aboriginal dreaming stories: Developing a narrative
Dreamtime stories – online research module
Thukeri – A Ngarrindjeri Dreaming Story – A transcript of the story as told by Leila Rankine as well as a lesson plan by Carolyn Gyss
Aboriginal dreaming stories, birds and the local environment. A Strategy for Early and Primary Years R-5 by Trefor Barnes. This lesson plan incorporates learning based on the R-3 Aboriginal studies units Thukeri, the Bony bream, Mar the cockatoo, Winda, the Owl, Urrakurli, Wakarla and Wildu and other Dreaming stories.
Dust Echoes – Study Guides for the 12 animated stories are available from the Dust Echoes website
Lesson plan – Aboriginal Dreaming
Kondili the whale – A dreaming story set near Victor Harbor, South Australia. Includes teacher support materials.
Aboriginal Dreaming Stories – Lesson plan K-4
Astronomy and Australian indigenous people by Adele Pring
Australian Aboriginal art and storytelling
Hive alive. Can you get the lost sugar bag fly back to its hive alive
Wagalak garden. Create your own garden.
Dreaming Stories in the Classroom
A Unit of Enquiry
By Jackie Miers and Loraine Turner
Magill and Norton Summit Primary Schools
Local Educator Professional Development Network.
Work samples by the Norton Summit Primary School's Year 2/3 class.
UNIT OUTLINE LEARNING ACTIVITIES Learning Areas and Strands Introductory Lesson Key Ideas Thinking Hat Activities Outcomes Assessment Key Competencies Resources Essential Learnings Links
This integrated unit of work has been developed to increase the understandings of students in the Primary Years Band about Aboriginal culture as seen through Dreaming stories. The Unit is aligned with the SACSA Framework and is intended to provide learning in the areas of Society and the Environment, The Arts and English, leading towards outcomes in Standard 2. Student learning activities have been developed to engage students in a variety of learning and thinking tasks and designed using de Bono’s Six Thinking Hats model to achieve a differentiated and inclusive learning environment for all students.
TOPIC : Aboriginal Dreaming Stories
BAND : Primary YearsTIMELINE : 3-6 weeks
LEARNING AREAS AND STRANDS :
LEARNING AREAS STRANDS SOCIETY AND ENVIRONMENT Society and cultures ARTS Arts practice Arts in contexts ENGLISH Texts and contexts Strategies
KEY IDEAS : SOCIETY AND ENVIRONMENT
Society and cultures
- Students discuss and examine the cultural heritage of Aboriginal people in Australian society and the way that their culture is passed on, maintained and developed.
KEY IDEAS : ARTS
- Students explore and adapt Dreaming stories and present them as dramatic performances and art works, showing an understanding of Aboriginal culture.
Arts in context
- Students explore the ways in which Aboriginal environments, beliefs and practices generate artworks.
KEY IDEAS : ENGLISH
Texts and contexts
- Students understand and respond to the ideas and viewpoints presented in Aboriginal Dreaming stories and extract specific information when listening to them.
- Students compose a range of written texts, which contain some interrelated ideas about Aboriginal Dreaming stories. They understand that Aboriginal Dreaming stories are associated with particular purposes and audiences and adjust their writing accordingly.
- Students receive, share and respond to a range of Dreaming stories and listen attentively to ideas and information and draw conclusions.
LEADING TO OUTCOMES : SOCIETY AND ENVIRONMENT
Society and cultures
- 2.7 – The student understands how practices, traditions and stories of Aboriginal people are passed on maintained and developed by families, groups and communities .
LEADING TO OUTCOMES : ARTS
- 2.3 – The student presents and performs artworks in Drama and Visual Arts using Aboriginal Dreaming stories as inspiration.
Arts in context
- 2.6 – The student considers different styles and forms of Aboriginal art works and identifies the purposes for which these artworks were made.
LEADING TO OUTCOMES : ENGLISH
Texts and contexts
- 2.1 – The student listens to a range of Aboriginal story texts to identify specific information and responds to the views and ideas presented in the stories.
- 2.4 – The student composes a range of texts that include interrelated ideas on features of Dreaming stories and information about Rules for Living, Environment and Spiritual World.
- 2.9 – The student uses strategies for listening attentively to ideas, information and viewpoint in a range of Dreaming stories.
- K.C. 1 – Collecting, analysing and organising information.
- K.C. 2 – Communicating ideas.
- K.C. 3 – Planning and organising activities.
- K.C. 4 – Working with others in teams.
Students develop understanding of patterns and connections within systems (Students understand the difference and similarities between written and oral traditions.)Identity:
Students develop understanding of self, groups and others. (Students gain this through literature and art and gain an appreciation and of Aboriginal culture and its group identity.)Interdependence:
Students develop understanding of cultural and global connections.
Students develop understanding of what is needed for sustainable social and physical environment. (Aboriginal connection with land and sustainable use of the natural environment.)
Students develop the ability to act co-operatively.Thinking:
Students develop the ability to use a wide range of thinking modes.
Students develop the ability to draw on thinking from a range of times and cultures. (Aboriginal attitude to the land.)Communication:
Students develop an understanding of the complexity and power of language and its pivotal role in communication. (The power of Aboriginal oral traditions over 1000s of years.)
Students develop an understanding how communication works in many forms. (Various forms of painting, message sticks, dance, stories)
LEARNING ACTIVITIESINTRODUCTORY LESSON :
- Teacher records students’ prior knowledge on board or in Inspiration.
- Teacher discusses and explains purposes of Dreaming Stories.
THINKING HAT ACTIVITIES :
Students may select from the following activities.WHITE HAT ACTIVITIES
Read the Dreaming Story Thukeri.
Discuss what the story is telling the listener.
Introduce the Rules for Living, Environment and Spiritual World.
Students work in groups and use a data retrieval grid to record their ideas and grasp of the information.Activity 2
Read and show videos of a variety of Dreaming stories to students.
Students select one of the stories that has been read to them or that they have seen on video and construct a story sequence using paper or KidPix.
GREEN HAT ACTIVITIES
Students retell the Aboriginal Dreaming story Thukeri or one of their own choice that they have read or seen on video.
Available in both Word and PDF formatsActivity 2
Groups of students make up a play based on a Dreaming story of their choice. They write a script and perform it for an audience.
Available in both Word and PDF formatsActivity 3
Students examine different examples of Aboriginal visual artworks.
Read the story The narool (grass), the gargarra (new moon) and the meedin (possum) from Jirrbal.
They use the art form of dot painting to represent an idea from this story.
BLUE HAT ACTIVITIES
Read The echidna and the shade tree.
Students re-write the ending of the story showing what might have happened if the animals had behaved differently. Activity 2
Revise the features of Dreaming stories.
Students plan and write their own stories.
RED HAT ACTIVITIES
Read Dunbi the owl.
Students write down as many words as they can think of to describe how Dunbi would have felt when the children were mean to him.Activity 2
Discuss with students how they feel about the illustrations in the Dreaming stories that they have been introduced to, all of which have been illustrated in a naive, unsophisticated style.
Students select an event in their favourite story to illustrate, using a style similar to that of the illustrator.
BLACK HAT ACTIVITIES
Read Fishing story about us from the book Jirrbal.
Students discuss and record all the things that the children, Yarra and Garjin, did wrong in the story, using paper, KidPix or Inspiration.
Read The water story from the book Jirrbal.
Students discuss and record all the problems that a lack of water would have caused for the animals.
YELLOW HAT ACTIVITIES
Read the Dreaming story How the birds got their colour.
Students discuss and demonstrate, using paint, crayons, textas or KidPix, the good things that happened to the birds because they were kind.
Read The buni (fire) story from the book Jirrbal.
Students brainstorm and record all the good things that a fire would have provided for the animals, using paper, Inspiration or KidPix.
ASSESSMENT STRATEGIES :
Student complete a self-evaluation based on the Six Thinking Hats.WHITE HAT (Society and Environment Learning Outcome 2.7)
Write what you now know about the purpose of Aboriginal Dreaming stories in Aboriginal culture.
GREEN HAT (Arts Learning Outcome 2.6)
Draw a scene from one of the stories you have heard, using one of the Aboriginal art styles you have learnt about.
BLACK HAT (English Learning Outcome 2.1)
What would be the disadvantages of learning about rules and how to behave from stories, like the Aboriginal children did?
RED HAT (Arts Learning Outcome 2.3)
What were your feelings about your play?
What was most interesting part?
What was the most difficult part?
YELLOW HAT (English Learning Outcome 2.9)
What was your favourite story and why did you enjoy it?
BLUE HAT (English Learning Outcome 2.4)
Design a front cover for an Aboriginal Dreaming story. Include a title and a picture showing either a rule for living, information about the environment or spiritual world.
RESOURCES :Barlow, Maisie (2001) Jirrbal, rainforest dreamtime stories.
Green, Mona (1984) The echidna and the shade tree, Ashton Scholastic, Sydney.
Lofts, Pamela  Dunbi the owl, Ashton Scholastic, Sydney.
Lofts, Pamela  How the birds got their colours, Ashton Scholastic, Sydney
Thukeri: a Ngarrindjeri Dreaming story (1988) Education Department of South Australia, Adelaide.
The Goori goori bird, Thukeri, How the mopoke came to be, and The dolphin, in The Dreaming
Education Department of South Australia, Adelaide.