Activity 4 (Part two of three): Learning about techniques of orality and memory

Activity 4 (Part two of three): Learning about techniques of orality and memory

It is suggested that students source a personal story from a family member or special friend prior to this activity.

Focus: This activity explores orality and memory techniques. It highlights the role and importance of storytelling in Aboriginal and Torres Strait Islander life.

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: Introduction to Orality and Memory

• Step 2: Personal narrative exploration

• Step 3: Interactive Memory Exercise

• Step 4: Reflective discussion and connection

Required Resources:

• Teacher Support Material

• Picture Story Book "The Seven Sisters" by Reggie Sultan (Kaytja)

• Personal narrative template, example and annotated text

Step 1: Introduction to Orality and Memory

It is not expected students fully understand the concept of Orality at this age. However, this activity provides an opportunity to introduce the concept, which will be explored more explicitly in later year levels. This information has been provided to develop your understanding as an educator.

Provide a basic understanding of oral tradition, explaining how stories, histories, and knowledge are conveyed through spoken word, songs, and other oral expressions. Share a brief, age-appropriate example of an Aboriginal or Torres Strait Islander story or songline that has been passed down orally, such as "The Seven Sisters" by Reggie Sultan (Kaytja), emphasising its importance in maintaining cultural heritage and connection to the land.

Help students make the connection between these oral traditions and the ways stories, histories, and knowledge are conveyed. Refer to the anchor chart and examples from Activity 2 Exploration Stations to support this discussion.

Create a list of elements that help people remember stories or events, which can serve as a scaffold for the next step. Examples could include rhyme, rhythm, humour, landmarks, objects, repetition, and descriptive language.

Step 2: Personal Narrative Exploration

Note: A template, example and annotated text has been provided to support this part of the activity.

Encourage students to recall a family story or significant memory shared with them by a relative or family friend. If possible, have them prepare in advance by asking their relative or friend for a story. You may like to send the students home to collect an example of ‘oral history’ using a voice recorder or similar tool to note down this story.

Facilitate a session where students share these stories in small groups or pairs, focusing on the details that make them memorable and the elements that help them recall and connect with these narratives. You could refer to the list created earlier to support students with this task.

Step 3: Interactive Memory Exercise

Engage students in an interactive activity where they attempt to remember and recount each other's stories, emphasising the role of listening and memory in oral tradition – making connections with the generated list of elements.

Facilitate a discussion where students reflect on the challenges and strategies for remembering oral narratives, drawing parallels to how songlines and other cultural stories are learned and remembered.

Step 4: Reflective Discussion and Connection

Conclude with a discussion on the significance of oral tradition in maintaining cultural and personal identities.

Revisit the anchor chart to add any new insights or reflections, linking back to the overarching question and reinforcing the continuity of learning and connection between lessons.

Ask students to reflect on how they think they might use the knowledge they’ve learnt about making things memorable in their school life, and their home life.