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Turkish / Year 9 and 10 / Communicating / Creating
Version 8
Curriculum content descriptions
Respond to a range of traditional and contemporary creative and imaginative texts, describing settings, identifying key themes and values and discussing the representation of characters and events
[Key concepts: expression, themes, representation, values; Key processes: comparing, analysing, explaining, narrating; Key text types: stories, song lyrics, films, poetry, dance, diaries]
(ACLTUC108)
Elaborations
- comparing themes, representation of characters, moral messages and social commentary in contemporary texts such as TV programs and popular song lyrics with those embodied in traditional texts such as fables or epic poems by Karacaoğlan and Köroğlu
- viewing and listening to television series or songs, such as Türk dizileri, Türkçe pop şarkılar ve türküler, describing settings, identifying key events and themes and noticing elements that reflect cultural views or contexts
- comparing their own life experiences with those depicted in traditional texts such as Nasreddin Hoca, Hababam Sınıfı filmleri, Aşık Veysel türküleri, identifying elements of human experience that apply across time, such as family, love, truth
- discussing concepts such as courage, loyalty and social justice embodied in characters such as Karaoğlan, Köroğlu, Kara Murat, considering the relevance of such concepts and portrayals to their own lives
- providing a live commentary of dance performances such as Silifkenin Yoğurdu, Harmandalı, Horon, Kıbrıs Çiftetellisi, interpreting movements, commenting on the significance of costume and adornments and interpreting messages conveyed through the performance
- telling the story of Türk halıları ve kilimleri in their own words, comparing their individual interpretations of the design, symbols and colours in the rug
- viewing performances of Mevlevi Dervişleri, using descriptive and expressive language to describe the rhythms and movements, commenting on the significance of costumes and interpreting key ‘messages’ of the performance
- comparing responses to authentic texts related to Gelibolu and Çanakkale, such as songs, movies, photos, stories, diaries or letters, which reflect soldiers’ experiences from either Australian or Turkish perspectives
- identifying how cultural traditions and beliefs are communicated through visual and creative arts, including traditions of oral storytelling, for example, by comparing representations of animals or landscapes in Indigenous Dreaming stories with Turkish mythologies, art and dance
- responding to different genres of verse, drama and song lyrics, discussing how imagery, rhythm and rhyme create mood and effect, and experimenting with imaginative and expressive language to create their own texts in these genres
General capabilities
Cross-curriculum priorities
ScOT terms
Turkish language