Welcome to the
Papunya School book of country and history book rap

Dates
Coordinators
Joining the rap
Book rap support materials
Rap points
Rap lingo
Rap maps
Additional resources
Visual elements
Credits

This book rap is suitable for Stage 4 (Years 7 and 8). It supports achievement of selected outcomes and cross-curriculum content for the new English Years 7-10 syllabus.

Dates

*Rap live for subscription	From 17 May 2004 (T2 Wk4)
*Introductions from	25 May 2004 (T2 Wk5)
*Rap point 1	31 May 2004 (T2 Wk6)
*Rap point 2	7June 2004 (T2 Wk7)
*Rap point 3	15 June 2004 (T2 Wk8)
*Rap wrap up	21 June 2004 (T2 Wk9)

Joining the rap

From 7 April 2003, you can view the support material for this rap and prepare to participate by entering your email address in the boxes below and clicking the ‘Submit’ buttons. Please ensure you have registered the email addresses before doing so.

You will receive confirmation emails for your Class group and the Teacher support listserv. Please save these messages as they contain important email addresses, and simply follow the instructions these contain when posting messages.

Archives of the class email discussion

Gallery of student work

Book rap support materials

Introductory activities
Rap points
Program and planning Stage 4
Rap sheets (for use with Rap points)
Additional resources
Rap maps
Rap lingo
Implementing a rap (Book rap FAQs)
Email – Instruction sheet for students
Rap reflection sheet
Parent information letter

Rap points

These discussion questions guide the book rap. The question for the week is posted to the rap at the beginning of that week by the coordinators. Class groups post their answers and can respond via the rap to other school's replies during the relevant week for that rap point.

Rap point 1
Rap point 2
Rap point 3

Rap point 1 (For related class activities see Program and planning)

Term 1, Week 6: week beginning 31st May 2004

We learn about our history and our country from our elders and our community. We learn by going to our country, by living there and being there…But as well as learning in this traditional way, we can also find out about our country and our history by putting some of the pieces of the story in a book. (Papunya School book of country and history, p 2)

Rap point 1: The stories told in this book are non fiction. Explain why the composers chose to tell their stories in two ways, the Anangu way and Tjulkura way.

Post a class response to the rap. Your answer should be an extended piece of writing consisting of at least four paragraphs. Your class might wish to respond to the comments from other rappers via the rap.

Rap point 2 (For related class activities see Program and planning)

Term 2, Week 7: week beginning 7th June 2004

One of the white teachers, called Geoffrey Bardon, was different from most of the others… As they came to the big wall at the entrance, Kaapa Tjampitjimpa began to paint honey ants.

‘Are these proper Aboriginal honey ants?’ Geoffrey Bardon asked. ‘Nothing is to be whitefeller.’

‘Not ours,’ Kaapa replied. ‘Yours.’

‘Paint yours,’ the teacher said. ‘ Anangu honey ants.’ (Papunya School book of country and history, p 32)

Rap point 2: How does this book represent the cultural and personal experiences of the Anangu? In your response discuss how the composers use oral and visual elements to achieve their purpose.

As a class or group, share your ideas and feelings with other rappers by p osting your class answer to the rap. Your answer should be an extended piece of writing consisting of at least four paragraphs.

Rap point 3 (For related class activities see Program and planning)

Term 2, Week 8: week beginning 15th June 2004

Through seeing Anangu stories told on canvas, some whitefellers started to understand a little bit about why land is so important to Aboriginal people.

… Now we want to show our paintings to everybody; show them to the world.”
(Papunya School book of country and history, p 37)

Rap point 3: How do the visual representations support the idea of two way learning?

In your response you should consider the different visual forms and techniques that connect the Anangu to their Country and Dreaming.

As a class or group, post your conclusions to the rap in the form of an extended piece of writing or a short essay.

Once you have posted your class response you may wish to respond to one or more of the responses from other class groups. You can do this by posting your comments to the rap so all rappers can share your ideas.


Rap sheets

Rap maps

Find examples of maps and tally sheets. Students may use these to identify and locate schools participating in the book rap. Use these or create your own based on ideas from these examples.


Rap lingo

Book rap:	an online discussion about a book
Rappers:	the people involved in the book rap
Rap map	a map marking other rappers’ locations
Rap point	a topic, issue or event from the book to discuss
Rap record	print out of messages responded to
Rap reflections	sheets for rappers to reflect on their experiences and skills
Rap rep	the person typing the responses
Rap reporters	the people relaying rap news to others
Rap rules	guidelines of a book rap discussion
Rap wrap up	final message about a book rap

Ready to rap (for rappers to reflect on prior learning and expectations)
Rap reflection 1 (for rappers to reflect on the experiences and skills they have gained)
Rap reflection 2 (for rappers to reflect on the experiences and skills they have gained)

Thank you to Lynne Marsh, Head Teacher English, and Jenni Grant, teacher-librarian of Fairfield High School for developing the programming and support material.

This rap is a joint project of the Library and Information Literacy and English Units, Curriculum K-12 Directorate and the Aboriginal curriculum team.