Totem Poll creates a digitally unique experience.

Transcription

1 Teacher Notes

2 INTRODUCTION TO TOTEM POLL Contents Creative Rationale 1 About totem poles 2 Classroom Integration Mathematics 3 Civics & Citizenship 4 Visual Arts 5 Creative Writing 6 Appendices Learning Outcomes 8 The Team 10 References 11 Totem Poll creates a digitally unique experience. Students from across South Australia can take an interactive journey through the online Totem Poll to create an icon that best represents them. They will be asked questions such as what superpower would you choose for yourself or if legs weren t invented, by what means would you move around? Every answer becomes embedded in their own personalised segment of a digital totem pole that comes together to represent a school class or community group. These poles can be viewed online, becoming a digital bridge for students from across the state to see and share the variety of answers, comparing totems and responses to see how we are all connected in surprising ways. totempoll.com.au

3 CREATIVE RATIONALE 1 The idea Personal totems, idols and familiars are prevalent in cultures across the globe. Tiwi islander Pukumani and Indigenous Australian memorial poles, Assyrian, Egyptian and Roman obelisks and the totem poles of the Native American tribes these poles have represented commonalities between people and cultures in the past and present. They are generally compiled from individual segments representing individuals, ideas, ancestors or objects. Following the digital revolution, representations of the self and our commonalities are projected online. From the early days of BBS boards clustered around topics, to the Facebook like and hashtag, we aggregate around ideas, products, personalities and services as a means of building solidarity, community and self-expression. We want to refocus this idea, and create a creative ecosystem that consciously transcends many of the seemingly-immutable demographics that limit our ability to create communities. The experience We want to create an experience that is digitally native. We wish to develop a set of questions on unusual characteristics or preferences to which students will respond. Their answers will generate a personalised segment of a totem pole, in which all of their answers are embedded. These segments will be collated into a totem pole that represents a school class or community group. The outcomes To participate in the Totem Poll, you must be a student. Initially the individual totem poles are only viewable and comparisions made by school classes. There will be two outcomes during the Come Out Children s Festival. The first: classes can see other schools and their classes and find interesting and surprising connections between each other. The second: we will also develop a site-specific installation at the Festival Centre to display and play with the totem poll. The general public will be able to interact with a large video installation through a kiosk. The rationale The impetus behind Totem Poll is multi-facted. The pre-adolescent age we are targeting (8 12 years) marks the development of complex empathy, and the recognition that others have the same rich inner life. It also marks the beginning of complex analysis we start to recognise the elements of story, and remix them into personal expression. We want to explore these ideas, give students a structured introduction to creative self-expression, and promote broad and innovative ideas of community to give children the tools to look beyond traditional silos of demography with a view to a more tolerant, diverse and vibrant society.

4 A totem pole is a monumental sculpture carved from trees by tribal peoples. The carvings have designs that are symbolic of beliefs, ceremonies, legends, family and community, memorable events, supernatural experiences and meanings seen in flora and fauna. ABOUT TOTEM POLES Symbolic content on totem poles The meanings of the designs on totem poles are as varied as the cultures that make them. Here is a list of visual expressions that have been made on totem poles: People Totem poles were made to serve as emblems, kinship, depicting family crests and clan membership, households as well as symbols of status and lineage. They were also commemorative of historic or important people. Values & Beliefs Totem poles acknowledged character values. Strengths and beliefs were etched as reminders and affirmation. Flora & Fauna Connections to an animal, their character traits and also symbolic connection to the land; plants, sun, earth. Stories & History Totem poles may recount familiar legends or notable events. Scenes of every day life have been seen to be visually told. Culture Some totem poles celebrate cultural beliefs. Certain types of totem poles are part of mortuary structures. Supernatural forms Found on totem poles are magical beasts, sky symbology and shamanic powers. A totem pole is visual storytelling The story of a totem pole is passed down from generation to generation. Having these stories documented will help keep many tribal traditions alive. A totem pole is a reminder of the thread that unites people through story and makes heartfelt connections to animals and the land. Who made totem poles? Various artistic expressions of totem poles can be seen across cultures. Tiwi islander Pukumani and Indigenous Australians created memorial poles. Assyrian, Egyptian and Roman created obelisks. And many tribes of the Native American people are the originators of the totem pole. Picking a tree for a totem pole Carving a totem pole requires not only artistic skill, but an intimate understanding of forest ecology. In America totem poles are made from Western red cedar. Before a tree is picked to be a totem pole, indigenous people will perform a ceremony of gratitude and respect in honour of the tree. Several trees may be inspected before a particular tree is chosen for its beauty and character. It is said that every tree has its own unique individuality. 2

5 CLASS ROOM INTEGRATION 3 Mathematics After completing the Totem Poll and receiving your individual and class totem, there are various opportunities to use them as a visual representation of everyday mathematics. The class can work through activities as a group under direction or individually from a worksheet. The comparative data can be used to compare student-tostudent or student-to-class. Make comparisons between students and the class. By using facial features on the totem head, find other people who have the same feature as yours. For example, I have an elephant trunk and so do three others. With this data, students can calculate the percentage of the class with the same attribute. With this data students can calculate the ratio of the class with the same attribute. Students can create graphs; pie charts or bar graphs of the data. All-of-class analysis. Students could work as a class to collate the information. Percentages, ratios and graphs could be calculated per attribute. This information can be compared to that of another class during the festival.

6 Civics and Citizenship CLASS ROOM INTEGRATION 4 Students can learn about the nature of totem poles and what they represent. This could include information such as what are totem poles, where are they from and how are they created? Cultural differences can also be integrated throughout this activity. The students can explore differences such as food, dress and religion. These differences can then be revisited after the creation of their individual totem and explored further. Some information about totem poles is on page 2. Further research can be done in order to discuss the following: Explore totem content to tell students own histories; Where does their family come from? What were they good at? Have occupations been handed down through generations? Are there any physical family traits that are common; like auburn hair or dimple in the chin? What kind of totem symbology might be in/on an Australian totem? Discuss a variety of cultural expressions such as foods, dress, religions, ceremonies, living spaces how these are similar and how these are different. What is important inside the family unit such as kindness, discipline, rules, respect and money? Are these family values the same as societal values?

7 CLASS ROOM INTEGRATION 5 Visual Art After completing the Totem Poll digital engagement, students will receive a printable image of their totem segment. This will allow the students to use their totem throughout further classroom activities. Having a hard copy of the totem segment, students can: Stick onto cardboard boxes and stack. Create a box template and make little 3D boxes that can be stacked. Use as drawer / locker labels for the 2015 school year. Create a body for their totem head and create a spirit animal. Make a personal moodboard: On a canvas or board invite students to collect and make a collage of elements that best represents them such as: Colours Animals Limbs Cars Trees Gem stones Emotions Use photos/images from magazines, newspapers, pencils, found objects, drawing/ marking media, coloured paper and whatever else takes their fancy.

8 CLASS ROOM INTEGRATION 6 Creative Writing Students will have created a totem that represents them; their characteristics, strengths and hopes for the future. Students can use their totem as a character and create narrative around this. They could also write about hopes and dreams for the future, or stories about tools that they had selected during Totem Poll. Write a story about how your totem came to be. Write an adventure story involving you and your totem powers. Imagine when could you use your totem powers to save the world. Choose a classmates totem and write a story about how/why you are interesting to each other and/or what you see as being different about each other. Write a collective story about the class totem pole.

9 Appendices

10 LEARNING OUTCOMES 8 Totem Poll is very compatible with the school curriculum. Within the following subjects, we have identified these topics as relevant to Totem Poll s learning outcomes. Health and physical education Describe personal strengths and achievements and those of others, and identify how these contribute to personal identities (ACPPS015) Describe ways to include others to make them feel that they belong (ACPPS019) Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected (ACPPS024) Examine how success, challenge and failure strengthen personal identities (ACPPS033) Investigate how emotional responses vary in depth and strength (ACPPS038) Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042) Explore personal and cultural identities and how they change and adapt to different contexts and situations (ACPPS051) Practise skills to establish and manage relationships (ACPPS055) Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057) Civics and Citizenship Examine why people participate within communities and how students can actively participate and contribute (ACHCK003) Use information to develop a point of view (ACHCS006) Interact with others with respect, share views and recognise there are different points of view (ACHCS007) Reflect on cultural identity and how it might be similar and different from others (ACHCS010) How a person s identity can be shaped by the different cultural, religious and/or social groups to which they may belong (ACHCK014) Interact with others with respect, identify different points of view and share personal perspectives and opinions (ACHCS031) Reflect on personal roles and actions as a citizen in the school and in the community (ACHCS034)

11 LEARNING OUTCOMES 9 Mathematics Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030) Identify practical activities and everyday events that involve chance. Describe outcomes as likely or unlikely and identify some events as certain or impossible (ACMSP047) Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048) Create displays of data using lists, table and picture graphs and interpret them (ACMSP050) Conduct chance experiments, identify and describe possible outcomes and recognise variation in results (ACMSP067) Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069) Interpret and compare data displays (ACMSP070) Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (ACMNA058) Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095) Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values (ACMSP096) List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions (ACMSP116)

12 ABOUT THE TEAM BEHIND TOTEM POLL 10 Freerange Future At Freerange Future we create amazing interactive engagement platforms. We use pioneering storytelling and interactive tools to create authentic, considered and highly effective digital experiences. Our online documentary project Big Stories, Small Towns was awarded the prize for the Best Community Site of 2012 at the South by Southwest Interactive Awards in Austin, Texas. Stereopublic, an app that featured in the 2013 Adelaide Festival, received a TED Prize, in the City 2.0 initiative. The mobile app that we created for the Wheatsheaf Hotel received an award at the 2012 Australian Design Biennale and was recently an honoree at the 17th Annual Webby Awards the Oscars of the internet. We re a multidisciplinary team of designers and developers led by creative vision and backed up by a strong technical foundation. Thorough and diligent, we ll create an experience that is trustworthy, inspiring and fun. freerangefuture.com

13 ABOUT TOTEM POLES: REFERENCE LIST