Do you remember how to spin magic?

Do you remember which side is the ocean side and the lagoon side?

Have you got your canoe? Have the teachers set up a different kind of canoe?

All sitting in your canoe and ready to go?

WHERE IS KINOIA? Did she get put into something?

  • DANCING STATUES

    • Students find a space on their own in the room where they can safely dance/move.

    • Play music and as soon as the music stops, students must stop dancing and stay frozen.

    • Last student you see freeze or if a student breaks from their frozen position they are out.

    • Keep playing until one student remains. This student is the winner of the game!

  • Theme: We use the things we have in reach; All together now

    Read postcard 6 from Nei Kinoia to understand and appreciate the cultural and social importance of the dance to Kiribati people

    As a class take up Nei Kinoia’s suggestion and choose a dance everyone knows. For example, a dance learnt in a performing arts unit, a cultural dance or something like the chicken dance or the Macarena.

    • Enjoy the dance as a class. Ask the students whether they like to dance by themselves or dancing with other people.

    Using the link, watch the video Nei Kinoia has sent the class exploring:

    • The importance of dance to Kiribati communities.

    • The making of costume and preparing to dance

    • How dancing makes Kiribati people feel:

    • How do Kiribati people use facial expressions, gestures and other ways of moving to communicate their emotions and feelings?

    • How students feel when they watch Kiribati dancing.

    • Invite students to share how and why dance might be important to their family and/or culture. If possible, students may like to show dances and/or costumes significant to their culture.

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EPISODE THREE

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Tia nako!

Let’s go!

  • In their ‘The Flying Canoe’ adventure journal, students draw and/or write an immediate response to the episode.

    Share with teacher, elbow buddy, table group, and class.

    CURRICULUM LINKS:

    English

    AC9EFLE02 Respond to stories and share feelings and thoughts about their events and characters

    Elaborations: using drawing and beginning forms of writing to express personal response to stories, poems or films

    Health and Physical Education

    AC9HPFP03 Express and describe emotions they experience

    The Arts / Drama

    AC9ADRFE01 Explore how and why the arts are important for people and communities.

  • Themes: Strangers are always welcome; Kiribati singing in the best sound in the world; All together now

    Ask students why the spirit was cranky with them when they arrived at the south side of the island?

    • Share with students: that when visitors first arrive in Kiribati, they are taught how to be a good visitor to the region with a welcome ritual.

    • it is also important that when people meet each other in Kiribati they explain where they are from and if they know anyone in common.

    • Using (link) share with students the Welcome ritual of Kiribati and:

    • Identify and describe elements of music, drama and dance used within the ritual.

    • What were the visitor protocols?

    • What is the language used as a good guest?

    Create a welcome ritual for classroom visitors.

    Consider:

    • how do you want visitors to your classroom engage with you in your classroom?

    • what language will you require your visitors to use in your classroom?

    • how will music, symbols/props, song and dance be part of your ritual?

    Share your Welcome Ritual with visitors to your classroom.

    This learning experience could be complementary to or in conjunction with the class’s exploration of Welcome to and Acknowledgement of country First Nations Australians’ rituals.

TABUIA’S HOUSE

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  • As a class watch interview and tour of Tabua’s house.

    As a class make a table to discuss and document the differences and similarities between students’ family life and dwellings and family life and dwellings in Kiribati.

  • In small groups or as a class, students:

    • Think of a job they have at home. For example, emptying the dishwasher, putting the bins out for collection, or cleaning their room.

    • Taking a turn at a time using no words (but can use sound effects!), students act out their job for other students to guess.

    • The Student who correctly guessed the job can have the next turn.

READY FOR EPISODE THREE?

Click on the crab and head right through!