Activity Introduction

Quick summary: In this English lesson, students will encounter the story of Indigenous Australian singer, Rochelle Pitt, who rose to national fame after competing on a television talent show. They will analyse two clips of Rochelle performing to track her artistic transformation. They will then participate in a lyric writing activity, exploring how to express themselves through song. Rochelle’s extraordinary accomplishments are a great source of inspiration for learners to push themselves further in an effort to achieve their full potential as artists, thinkers and advocates of a more inclusive future for all Australians.

Created in partnership with education specialists, OfficeMax and the Teter Mek foundation: a national program around the preservation of Aboriginal and Torres Strait Islander culture. Products purchased from the OfficeMax Teter Mek range contribute to the funding of this program.

 

Learning intentions:

  • Students understand that a multi-media recording of a performance can be viewed as a text.
  • Students understand how to express themselves through the economical use of words by writing song lyrics.
  • Students understand some of the contributions that Aboriginal and Torres Strait Islander artists have made to Australia’s music industry.

21st century skills:

Australian Curriculum Mapping

Content descriptions: 

Year 7 English

  • Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803)
  • Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)

Year 8 English

  • Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735)
  • Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)
  • Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)

Years 7 & 8 Music

  • Experiment with texture and timbre in sound sources using aural skills (ACAMUM092)
  • Develop musical ideas, such as mood, by improvising, combining and manipulating the elements of music (ACAMUM093)
  • Practise and rehearse a variety of music, including Australian music to develop technical and expressive skills (ACAMUM094)

Syllabus outcomes: EN4-5C, EN4-4B, EN4-1A.

General capabilities: Literacy, Critical and Creative Thinking, Personal and Social Capability, Intercultural Understanding.

Cross-curriculum priority: Aboriginal and Torres Strait Islander histories and cultures.

Relevant parts of Year 7 English achievement standards: Students demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. Students listen for and explain different perspectives in texts. Students understand how the selection of a variety of language features can influence an audience. Students create structured and coherent texts for a range of purposes and audiences.

Relevant parts of Year 8 English achievement standards: Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts. Students listen for and identify different emphases in texts, using that understanding to elaborate on discussions. Students explain the effectiveness of language choices they make to influence the audience. Students create texts for different purposes, selecting language to influence audience response.

Relevant parts of Year 7 & 8 Music achievement standards: Students identify and analyse how the elements of music are used in different styles and apply this knowledge in their performances and compositions. They evaluate musical choices they and others from different cultures, times and places make to communicate meaning as performers and composers.

Topic: NAIDOC Week. 

Unit of work: Celebrating Culture – Years 3-10

Time required: 60 mins.

Level of teacher scaffolding: Low – The teacher will present the stimulus video clips then allow students time and space to develop their ideas and refine them into song lyrics. Teachers may find it best to assist students individually at points of need only rather than on a class-wide scale. The task can be simplified for students requiring additional support and extended for those requiring an additional challenge.

Resources required: Student Worksheets – one copy per student. A device capable of presenting a video to the class. Loose leaf, lined paper and pens. Rochelle Pitt Biographical Information.

Keywords: Rochelle Watson, Rochelle Pitt, Rochelle Pitt Watson, X-Factor, Indigenous Australian singer, music, song.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher Preparation

Learning intentions:

  • Students understand that a multi-media recording of a performance can be viewed as a text.
  • Students understand how to express themselves through the economical use of words by writing song lyrics.
  • Students understand some of the contributions that Aboriginal and Torres Strait Islander artists have made to Australia’s music industry.

Success criteria: Students can…

  • ... analyse and compare two performances by the same artist.
  • ... explain how the artist in focus has undergone a transformation over time.
  • ... know the valuable contribution of the artist to the Australian music industry.
  • ... have a go at writing song lyrics.
  • ... work independently and in groups.
  • ... contribute to group discussions.

Teacher content information: This resource was produced in partnership with the OfficeMax who is a proud supporter of the Teter Mek Foundation. The Teter Mek foundation is a national program around the preservation of Aboriginal

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Student Worksheet

Thought starter: What key transformations has Rochelle undergone between the two video clips?

Introducing Rochelle Pitt

1. As a class, you will watch the two clips of Rochelle performing. Pay close attention to the differences between the two performances and make a note of anything you find interesting or important about these clips. 

Once complete, work independently to answer the following questions, recording your answer in Column A of the table below:

Question Column A Column B
What did you see in these clips? What happens in these two clips?
What did you find interesting or important about these clips?
How were these performances similar?
How were they different?
Think about the two performances you watched and record your thoughts on the following: Confidence
Vocal skill
Movement and dancing
Staging
Costume and appearance

 

2. Once complete, team up with a classmate to compare y

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