WELCOME BACK ADVENTURERS!

HERE WE ARE, TOGETHER AGAIN! WE’RE OFF TO THE LAGOON SIDE!

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

    Making music and dancing in Kiribati is a community experience.

    As you’ll see in the video below, some people sing, while other people dance.

    • Sit in a circle and place a box or drum in the middle of the circle.

    • Taking turns, tap out a controlled and intended rhythm sequence on the box which everyone repeats.

    • Vary the dynamics and tempo of the sequence to create interest or a particular mood or feeling

    • To make it more challenging, try using a part of your body to add to the rhythm. For example, a clap, click or stomp.

    CURRICULUM LINKS:

    The Arts / Music

    AC9AMU4E01 Explore where, why and how music is composed and/or performed across cultures, times, places and/or other contexts

    AC9AMU4D01 Develop listening skills and skills for manipulating elements of music when singing and playing instruments

  • Theme: All together now

    You rarely sing or dance alone in Kiribati.

    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 dancing together as a class.

    Discuss whether you like to dance by yourself or dancing with other people.

    CURRICULUM LINKS:

    The Arts / Dance

    AC9ADA4E01 Explore, where, why and how dance is choreographed and/or performed across cultures, times, places and/or other contexts

    AC9ADA4D01 Experiment with and practise skills for moving safely and expressively using fundamental movement skills and the elements of dance

WHAT ROLE DOES DANCE PLAY IN KIRIBATI CULTURE?

Here is a video from Marita’s visit to Kiribati. On the night they arrived, they were invited to attend a celebration in the manweaba. Hundreds of people from across the island came together, and each village performed their own song and dance for the visitors.

Take note of the box in the centre, and the way that it used to keep everyone in time.

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

    Discuss as a class:

    • Did you see the box placed in the centre of the floor?

    • Just like you have used a box to create rhythm, what do you think the box in the video was used for?

    • Describe how the dancers used facial expressions, gestures and other ways of moving to communicate their emotions and feelings when they danced?

    • How did you feel when you watched the dancing?

    • What do you think the dancers’ costumes were made from? Can you believe that Kiribati people use coconut to make parts of their costumes? Seriously, is there anything a coconut can’t do?

    • Is there a dance you know that is important to your family and/or culture and is it performed in a special place? If you can, share the dance and/or costume with your class.

    CURRICULUM LINKS:

    Health and Physical Education

    AC9HP6P01 Explain how identifies can be influenced by people and places, and how we can creative positive self-identities

    The Arts / Dance

    AC9ADA6E01 Explore ways that the elements of dance are combined to communicate ideas, perspectives and/or meaning in dance across cultures, times, places and/or other contexts

IT’S TIME TO JUMP BACK IN YOUR CANOES!

EPISODE CHECKLIST:

  1. Set up your canoe

  2. Check everyone is in their place in the canoe

  3. Check your navigation points (North, South, Ocean side, Lagoon side)

  4. Place the speakers on the South Side of the room if you can

  5. Make sure you have Kinoia carefully concealed

  6. Make sure you have your gifts for the Spirit

  7. Practice your magic spinning! Na Ko Ep!

EPISODE THREE

  • 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:

    The Arts / Drama

    AC9ADR6E01 Explore ways that the elements of drama are combined to communicate ideas, perspectives and/or meaning in drama across cultures, times, places and/or other contexts

  • Themes: Strangers are always welcome; All together now

    If you remember, Kiribati has a lot of colourful and fragrant flowers. Kiribati people give beautiful crowns or garlands of flowers to welcome visitors to the island or special events.

    • As a class enjoy a walk through your school. Use your adventure journal to identify, draw or even photograph the flowers and foliage you see on your walk.

    • Smell the flowers and foliage. (Watch out for visiting bees and insects!)

    • Share your discoveries when you return to the classroom.

    • Make flowers from materials you have in the classroom - for example, tissue or crepe paper, or bring in flowers from home or from around the school. Make chains of flowers and foliage to create garlands to present to visitors to welcome them to your classroom.

    CURRICULUM LINKS:

    English

    AC9E5LA01 Understand that language is selected for social contexts and that it helps to signal social roles and relationships

    Health and Physical Education

    AC9HP6P01 Explain how identifies can be influenced by people and places, and how we can creative positive self-identities

    Science

    AC9S5U01 Examine how particular structural features and behaviours of living things enable their survival in specific habitats

    AC9S6U01 Investigate the physical conditions of a habitat and analyse how the growth and survival of living things is affected by changing physical conditions

READY TO MOVE ON TO EPISODE FOUR?

CLICK ON THE CRAB BELOW!