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Making connections
Discuss with students what they understand an ‘icon’
to be. Have they heard the word before? If so, how was it used?
(Computer icon, sporting icon, etcetera). What do they think a
cultural icon might be? Could a cultural icon be a person, place,
structure, food, plant, a film or an item of clothing? What other
categories can students think of?
Explain that some Indonesian young people were
asked to nominate Indonesian cultural icons. They had to select
something that they felt represented their country; something
recognisably Indonesian. Two Indonesian learning objects were made
featuring seven of the icons they suggested. Explain to students that
they will be working with one of those, Pintu Indonesia, an
Indonesian search engine.
Task 1
Indonesian icons
In pairs, have students complete the quiz, Indonesian cultural icons
(PDF).
How many of the Indonesian icons do the students recognise? Can they
give a little information about any of them?
Have pairs share what they know about any of the icons. Information can
be collated onto one larger sheet for display as an indicator of how
much knowledge students had about the icons at the beginning of the
topic, compared to later on.
Task 2
Australian icons
Ask each student to suggest an idea for an Australian icon. Students
might like to think about how Australia is portrayed overseas. Encourage
students to think about whether icons can be personal, regional or
should they be significant for all Australians?
Make a class collage of Australian cultural icons. The collage could
contain magazine pictures, drawings, computer generated images,
newspaper articles, words, colours, or even small objects such as a
leaf. Remind students of the categories discussed previously to
encourage a diversity of icons.
This is a pre-teaching activity designed to stimulate ideas and
discussion. The collage need not be a polished piece of work.
Ask each student to give a reason for choosing their icon.
There are several websites about Australian icons (see the
Online Resources section). Once the
class have created their collage, refer them to a website such as
http://www.durackss.eq.edu.au/ifiles/ifaust.htm and discuss:
How many of the cultural icons on this website are the students
familiar with?
Did any of the students choose icons mentioned on the website?
Giving opinions and reasons
In suggesting Australian cultural icons some students may have disagreed
with other choices. Discuss with students the idea that what is
significant to one person may not be significant for another. What is
important is to be able to give reasons for our own choices and
articulate our ideas.
Ask students: What language do we use when giving opinions in
English? What language do we use when giving reasons in English? What
words or phrases did you need when justifying your choice of Australian
icon to the class? Compile a list of these words and phrases as
students suggest them.
Using one of the Indonesian student’s writing from the Pameran
scripts, Tanda Ketut (in
Word or
PDF),
discuss with students the language he / she used to give their opinions
and reasons when choosing their icon. Can
students find words or phrases used by Ketut that
match those they suggested in English? Collate
students' ideas, correcting or expanding language as necessary, then
display it as a class resource. A list of language useful for giving
opinions and reasons is included here (in Word
or PDF).
Have students introduce their own choice of Australian icon and give
their reason for choosing it in Bahasa Indonesia.
See the Reflection section for some ideas for generating reflection on
cultural icons.
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