Activity 4 (Part three of three): Applying techniques of orality and memory to map/pathway

Activity 4 (Part three of three): Applying techniques of orality and memory to map/pathway

Focus: This activity combines mapping skills with oral storytelling techniques. Students create memorable narrative journeys, reinforcing the connection between land, culture, and communication. 

Possible overarching question: How do songlines help us understand the connection between land, culture, and communication in Aboriginal and Torres Strait Islander cultures? 

Step by step guide 

• Step 1: Integrating maps with orality and memory techniques 

• Step 2: Creating oral narratives  

• Step 3: Practicing and sharing oral narratives and making modifications 

• Step 4: Presenting oral narratives 

• Step 5: Reflection 

• Step 6: Synthesis and Action 

Required Resources: 

• Teacher Support Material 

• Personal maps created by students in part one of the activity 

• The list of orality and memory techniques created in part two (e.g., rhyme, rhythm, song, movement, humour, descriptive language)

Step 1: Integrating maps with orality and memory techniques  

Have students use their personal maps created in part one and incorporate orality and memory techniques learned in part two (e.g., song, movement, rhyme, humour). 

Facilitate a brainstorming session where students discuss various orality and memory techniques they can use to help someone navigate their map from start to finish. Record their ideas, referencing the memory elements created in part two. 

Step 2: Creating Oral Narratives 

Students create an oral narrative that guides someone from the start to the end of their personal map. Encourage students to use techniques such as: 

• Rhyme and Rhythm- Incorporate rhyming phrases or rhythmic patterns to make directions memorable. 

• Song- Create a simple song or chant that includes key landmarks and directions. 

• Movement- Use gestures or movements to represent different parts of the journey. 

• Humour- Add humorous elements to make the narrative engaging and memorable. 

• Descriptive Language- Use vivid descriptions to bring the landmarks and directions to life. 

Step 3: Practicing and Sharing Oral Narratives 

Have students pair up and practice their oral narratives, giving each other feedback on clarity and memorability, what worked and did not work.  

Allow time for students to make modifications from sharing and feedback. 

Step 4: Presenting Oral Narratives 

Organise a session where students present or share their maps and oral narratives with the class, explaining their creative choices and the significance of the featured landmarks or elements.  

If possible, organise a space where all these presentations can be shared, allowing students to experience and interact with each other's work, whether it is navigating a digital map, viewing a series of artworks, or watching a performance. 

Step 5: Reflection 

Lead a discussion on the experience of creating and sharing maps and oral narratives, asking students to reflect on how this process deepened their understanding of songlines and personal narratives.  

Relate back to the unit's overarching questions, prompting students to articulate how this experience has informed their understanding of the relationship between land, culture, and communication.  

Step 6: Synthesis and Action 

Invite students to add final thoughts or insights to the anchor chart, synthesising key learnings from the lesson and the unit as a whole.  

Encourage students to think about how they can preserve and pass on their maps and oral narratives, reflecting on the role of these narratives in maintaining a sense of place and history.