Bullying and Harassment links to The Arts

Advice & problem solving

Advice & problem solving - pages 42-43

Sample questions - pages 43-44

Alternatives - page 43

Workbook activities - page 44

Role cards (template) - page 45

Arts Practice

4.1 Explores arts practice and knowledge of style, form and genre, to create/re-create arts works within each arts form that present imaginative solutions and responses to ideas and issues. 

4.2 Selects from adapts, combines and refines appropriate conventions and technologies to create/re-create arts works that purposefully convey meaning and address intended function.

4.3 Works as an individual or in groups to refine and shape presentations/performances for a specific purpose and for different groups of audiences/viewers.

Identity

3. Relating effectively to others regardless of their identities

Identifies actions taken individually or structurally to address issues around identity, eg harassment, racism, sexism, homophobia, employment/unemployment.

Uses personal skills and institutional structures to deal with issues affecting identity, eg harassment, grievance procedures, conflict resolution.

Speaking up

Exploring the options - page 46

Standing up for yourself - pages 47-48

Ingredients of an apology - pages 48-49

What can the bystander do? - page 50

Teacher Talk

Use students' real names when addressing them. Avoid nicknames as they are often outwardly welcomed but reinforce negative self-thoughts and may add to a particular bullying incident.

Arts Practice

4.1 Explores arts practice and knowledge of style, form and genre, to create/re-create arts works within each arts form that present imaginative solutions and responses to ideas and issues.

4.2 Selects from adapts, combines and refines appropriate conventions and technologies to create/re-create arts works that purposefully convey meaning and address intended function.

4.3 Works as an individual or in groups to refine and shape presentations/performances for a specific purpose and for different groups of audiences/viewers.

Identity

3. Relating effectively to others regardless of their identities

Identifies actions taken individually or structurally to address issues around identity, eg harassment, racism, sexism, homophobia, employment/unemployment.

Uses personal skills and institutional structures to deal with issues affecting identity, eg harassment, grievance procedures, conflict resolution.

Communication

1. Understanding the complexity and power of language and data and their pivotal role in communication

Is aware of the power and function of different discourses and adapts communication to different people and contexts.

Is aware of the ways in which language and data can be used for change or social control, exclusion or inclusion, equity or inequity.

Designing a friendly environment campaign

Designing a friendly environment campaign - page 51

Teacher Talk

Advertise the results of bullying surveys in local newspapers. The results may initiate the inclusion of the broader community.

Arts Practice

4.1 Explores arts practice and knowledge of style, form and genre, to create/re-create arts works within each arts form that present imaginative solutions and responses to ideas and issues.

4.2 Selects from adapts, combines and refines appropriate conventions and technologies to create/re-create arts works that purposefully convey meaning and address intended function.

4.3 Works as an individual or in groups to refine and shape presentations/performances for a specific purpose and for different groups of audiences/viewers.

Identity

3. Relating effectively to others regardless of their identities

Identifies actions taken individually or structurally to address issues around identity, eg harassment, racism, sexism, homophobia, employment/unemployment.

Uses personal skills and institutional structures to deal with issues affecting identity, eg harassment, grievance procedures, conflict resolution.

Develops personal and cultural resilience to maintain and support aspects of identities that are valued.

Thinking

1. Using a wide range of thinking modes

Takes risks in thinking, uses creative and imaginative processes, is independent and interdependent and shares thinking processes with others.

Rejects 'quick fix' thinking and appreciates the role and value of time and conflict itself, in generating new solutions, directions and understandings.

Reading activity - let's tell a story

What is the message? - pages 68-69

How is it said? - page 69

Brainstorm - page 70

Writing for purpose & audience - let's make a story

Discussing bullying - pages 71-72

Getting started - page 72

Let's make a story (handout) - page 73

Brainstorm! (record sheet) - page 74

Let's make a story

Developing their story - page 75

Completing the story - page 75

There are no specific outcomes related to these KLAs. However, the activities and sessions opposite would be useful in the classroom.

Thinking

1. Using a wide range of thinking modes

Knows how to learn in a range of contexts and for different purposes.

Understands and knows oneself as a thinker and learner (Metacognition).

Understands that meaningful learning develops through questioning, the recognition of patterns and the creation of relationships.

3. Demonstrating enterprising attributes

Uses enterprising thinking to identify areas for change, growth, innovation or future development.

What do the newspapers say?

Improvise a play about it! - page 78

Improvise a play (scenarios handout) - page 80

Teacher Talk

Administer surveys to the wider community. Have students analyse and compare the results from different groups.

Status

Warm-up games - pages 90-91

Power pairs - pages 91-92

Human Guinea Pig' scenarios - page 92

Sample questions - page 93

Teacher Talk

Remember, everyone has an obligation to challenge bullying behaviour - in the classroom, yard or staffroom.

Scenes from stories

Warm-up games - pages 94-95

Storytelling - pages 95-96

Collecting material - page 96

Making a scene from a story - pages 96-97

Coaching for liberation - page 97

Workbook - page 98

Belonging 

Warm-up games - page 99

Gang greetings game - page 100

Conflict of wants - acting exercise - pages 100-101

Enter new kid - small group improvisation - pages 101-102

Mask it, move it - page 102

The Inside story

Warm-up games - page 103

Inside by bully - subtext exercise - page 104

Inside/outside - creating tableaux and a text collage - page 105

Creating a text collage - page 105

Sample questions - page 106

Standing up for yourself

Warm-up games - pages 107-108

Paired protests - pages 108-109

Hidden thoughts - a technique for exploring subtext - page 109

Teacher Talk

Use students' real names when addressing them. Avoid nicknames as they are often outwardly welcomed but reinforce negative self-thoughts and may add to a particular bullying incident.

Fantasy - reality - nightmare

Warm-up games - pages 110-111

Nightmare-fantasy-reality - page 111

Group project - design a drama

Group project - design a drama - pages 112-113

Ideas for student feedback - page 113

Teacher Talk

Use student learning about bullying as a topic for cross-age work with a local primary school.

Arts Practice

4.1 Explores arts practice and knowledge of style, form and genre, to create/re-create arts works within each arts form that present imaginative solutions and responses to ideas and issues.

4.2 Selects from adapts, combines and refines appropriate conventions and technologies to create/re-create arts works that purposefully convey meaning and address intended function.

4.3 Works as an individual or in groups to refine and shape presentations/performances for a specific purpose and for different groups of audiences/viewers.

Communication

2. Understanding how communication works

Appreciates that all communication involves issues of power, equity and control and can ask critical questions, (eg who benefits? What is left out?) to identify underlying power structures.