Based on their experience in the bush, each tribe will create a story to perform as a group. Students in each tribe will interpret their story through a variety of dance movements both individually and as a group. Each tribe will be encouraged to show awareness of their body in space and in relation to objects around them. They will be given an opportunity to develop awareness of their different body parts and how they can isolate these parts of the body to make specific actions and gestures to assist in telling their story. Each tribe will gain an understanding of the ways in which movement can be used to explore a variety of dance ideas by controlling and combining different dance movement qualities including cross lateral movements. Embedded in the Arts, this activity links to the ACARA Dance Curriculum whereby students engage in understanding the dynamics, time and space involved in creating and performing their own dance stories based on their experiences at camp.
Using seed pods, bush pegs and other natural products found in the bush, students will experiment with the different sounds made from their organic instruments. Engaging with a variety of time signatures, pitch, dynamics and texture, each tribe will create their own unique rhythms using their chosen instruments. In their tribes students will then play with words that match the rhythm to create a song based on their experiences in the bush. One tribe at a time will perform their vocal and instrumental composition which will ultimately be blended together to create a variety of instrumental and vocal sounds in unison. Students will then reflect on both their tribes’ individual response and the overall musical composition created as a group. This activity links to the ACARA Music Curriculum whereby students will gain an understanding of rhythm, pitch, dynamics and texture using organic products fund in the bush. They will explore the idea of composing and performing using both vocals and instruments.
Artesian Basin Music
As part of the Water Survivor activity or a stand-alone activity, students will explore the meaning and interpretation of Banjo Patterson’s ‘Song of the Artesian Water’. This song is about the discovery of artesian water in Queensland in the late 1880s which captivated the imagination of poets, scientists and people in general at the time. The Great Artesian Basin consists of alternating layers of water bearing sandstone wedged between impermeable mudstones and siltstones. Covering approximately one fifth of the Australian land mass, water has been obtained from depths of up to 2000 metres with temperatures varying from 30 to 100 degrees Celsius in the deeper areas.
During the late 1800s Queensland residents rejoiced at the discovery of abundant water supplies in a landscape dominated by drought, however there was considerable uncertainty where the water came from and more importantly, how long it would last. By 1897, 541 bores had been drilled, or were in the process of being drilled across Queensland, the majority on privately managed leasehold land. On pastoral runs, bores were left to flow into dry creeks and earth drains and within a few years there were alarming signs of diminishing bore pressure.
Penned in 1896, A.B. (Banjo) Paterson’s ‘Song of the Artesian Water’, celebrated human triumph over nature as well its hidden treasures ‘down below’. Forsaken by drought, people turn to ‘Canadian Bill’, a steam powered drilling rig. Plugging ‘downwards at a thousand feet of level’, Paterson suggested that artesian water came from the very gates of hell where, ‘knocking on the roof of satan’s dwellin’, people seemed to be entering an uncertain pact. This activity links to ACARA Music Curriculum whereby students will explore meaning in the song and interpret the historical context of the words penned by Banjo Patterson.