INFUSION, No No Sound - Years 5 - 9 Movement - Sydney Opera House
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Sydney Opera House Teacher Resources Sydney Opera House presents a JAMESTOWN COLLECTIVE production INFUSION, No Movement No Sound Years 5 – 9
INFUSION, No Movement, No Sound
Contents
Welcome ................................................................................................................................................. 2
Introduction.............................................................................................................................................. 3
Visiting the Sydney Opera House ........................................................................................................... 4
Sydney Opera House Creativity Framework........................................................................................... 6
Performance description and synopsis ................................................................................................... 7
Pre-Viewing Activities Stage 2,3,4 & 5 .................................................................................................... 8
Music ................................................................................................................................................... 8
Dance .................................................................................................................................................. 9
Drama ................................................................................................................................................ 10
Post-Viewing Activities Stage 2,3,4 & 5 ................................................................................................ 12
Music ................................................................................................................................................. 12
Dance ................................................................................................................................................ 13
Drama ................................................................................................................................................ 14
Extra Resource Materials ...................................................................................................................... 15
Classroom Context and Curriculum Links............................................................................................. 17
1
Welcome to the “House”
Sydney Opera House is one of the indisputable masterpieces of human creativity and has long been
a place for learning and sharing knowledge.
Tubowgule: where the knowledge waters meet
The history of performance at Bennelong Point stretches back thousands of years.
The land on which Sydney Opera House stands was known to its traditional custodians, the Gadigal
people of the Eora Nation, as Tubowgule, meaning "where the knowledge waters meet." A stream
carried fresh water down from what is now Pitt Street to the cove near Tubowgule, a rock promontory
that at high tide became an island. The mixing of fresh and salt waters formed a perfect fishing
ground. Middens of shells were a testament to Tubowgule's long history as a place where the Gadigal
gathered, feasted, sung, danced and told stories.
Did You Know…?
1. More than 8.2 million people visit the Opera House every year.
2. Sydney Opera House is cooled using seawater taken directly from the harbour. The system
circulates cold water from the harbour through 35 kilometres of pipes to power both the
heating and air conditioning in the building.
3. Sydney Opera House was opened by Queen Elizabeth II on 20th October, 1973. She has
since visited four times, most recently in 2006.
4. The Sydney Opera House Digital Creative Learning program allows students from all over the
world to access the Sydney Opera House and learn about its history and culture, while also
developing skills in literacy, drama and creative writing. Schools in remote locations, interstate
or even overseas are able to connect with the Opera House from the comfort of their own
classroom, and it’s completely free.
2
Introduction These Creative Learning Resources have been prepared to help you get the most out of INFUSION, No Movement, No Sound. These resources have been collated to help prepare your students unpack the performance and gain the most from their attendance at the production. You should use and adapt these Resources to suit the student age and stage of your class and the curriculum foci and outcomes used in your school. These Resources are written as a creative document for you to bring to life. If you have questions about exercises or provocations please feel free to make contact to talk it through. We are always open to feedback, comments and working with you to assist and learn from you. Contact details are on the back page. Some websites are suggested throughout this resource. It is recommended that you first visit the sites and assess the suitability of the content for your particular school environment before setting the activities based on these. Sydney Opera House has a bank of Creative Learning Resources for you to access and use. Please have a look around our website for other resources and activities that could support your classroom learning program. Acknowledgements Grateful thanks are extended to the artists and the Jamestown Collective. 3
Visiting the Sydney Opera House
Arrive early
Please ensure that your group arrives at the venue 25 minutes prior to the performance start time.
Latecomers may only be admitted to a performance during a suitable break, and in some cases may
be excluded. Call Front of House on 9250 7770 to notify us if you are running late.
School bags
The safety and security of our guests is paramount to the Opera House. We require all items larger
than the dimensions of a standard A4 piece of paper to be cloaked. As our cloakrooms have limited
space, we request that teachers and students do not bring large bags/backpacks with them to the
performance.
Food and beverage
Food outlets are located on the lower level of the concourse. Please note food and drink are permitted
inside the foyers, but not in the venues.
Getting here
Sydney Opera House is a 10-minute walk from Circular Quay, the closest station for public transport
via train, bus and ferry. To view timetable information and ensure your public transport needs can be
met, please contact Transport NSW on 131500 or transportnsw.info
Coach parking
Buses and coaches cannot park onsite at Sydney Opera House. Large buses must disembark
passengers on Macquarie Street. Please contact City of Sydney to confirm bus and coach set down
areas. We recommend allowing an additional 10 minutes for walking from Macquarie Street.
At the Theatre
We’d like to welcome you to the experience of attending a live performance – while we know you get
all the etiquette stuff, here’s a reminder of some simple information you can pass on to your students.
1. We ask you to get involved in the performances by applauding and laughing at appropriate
moments. If you have a question – ask your teacher at the interval/end of the show or one of
the cast, if you have a chance for a Question & Answer session.
2. Food and drink is not permitted in the theatre
3. Live theatre is different to TV – the actors on stage can hear and see you and there are other
members of the audience to think about. If you need to leave the performance for any reason,
please ensure this is done quickly and quietly at an appropriate break in the action.
4. Switching your phone to silent isn’t the only thing to do. Please ensure that you switch off your
mobile phone and leave it in your bag before the performance begins. The glow of an iPhone
screen is obvious to others and is very distracting!
The Creative Learning Journey
BEFORE YOU ARRIVE
Begin your Creative Learning Journey
Have your students think about the themes of the performance with information and activities in these
Creative Learning Teachers Resources.
Preparing for your Visit
Prepare students for your visit with a Digital Tour of the Sydney Opera House prior to your theatre
excursion. Introduce the story of this place so that your students begin engaging before they arrive.
Free for all Australian Schools and offered throughout the year.
4
ON THE DAY Explore the House Book a Guided Tour, for before or after your performance, and explore the venues and spaces of the iconic Sydney Opera House with one of our expert tour guides. Question the Creatives Enjoy the event and be ready to get involved in the Post-Show Q&A session after our schools performances with our education specialists, performers, directors and producers. Delve Deeper For some events, students are able to participate in Artist Workshops with the artists and the creatives at the Opera House. Check out each performance to see what is available – but space is limited! Make a Day of It Don’t forget we are located close to a range of cultural institutions. The Royal Botanic Gardens, Museum of Contemporary Art, Museum of Sydney, State Library of NSW, Art Gallery of NSW and Australian Museum offer exhibitions, workshops and more for schools, all within walking distance of the Sydney Opera House. BACK IN THE CLASSROOM Continue the Creative Exploration Bring the creatives to you and participate in one of Digital Workshops or Digital Author Talks to further extend the learning journey of your students. Free for all Australian Schools and offered throughout the year. Listen and Watch Use our digital content pieces on our social media channels in your classroom. Our podcast The Kids Life, Sweet Skills ‘How To’ videos, and Would you rather be…? on YouTube gives you more insight into world of the Sydney Opera House and the exciting things that happen here. 5
Sydney Opera House Creativity Framework These Creative Learning Resources have been written using the Sydney Opera House Creativity Framework as the pedagogy. The Framework aims to define the creative process in a way that educators can use to teach and be inspired by. At a glance this Creativity Framework is: Buy in: Presence and Enthusiasm Convincing students that they want to be there Ensemble: Presence and Enthusiasm Collaboration and intimacy Imagine: The Fertile Unknown Exploring a subject through arts practice. Using form to uncover content. Allowing uncensored expression to reveal new ways of seeing a subject Question: Analysis, investigation and revelation Creating new understanding by analyzing what just happened when honing the imagination Make: forging form from content Putting shape to content and moving towards a project; scripts, composition, choreography, project design Show: Commit, frame, judgement Performing and presenting the work Reflect: Remembering, Processing, exiting Creating understanding and healthy memories from the creative process and product. Whilst written as a sequence, the Sydney Opera House Creativity Framework is not a method or system but a way of articulating the creative process. As the Framework is applied it becomes apparent the sequence dissolves and many of the specific sections live in one exercise. These resources have been written with this in mind. This Framework underpins the Sydney Opera House Creative Leadership in Learning program that sees schools partner with the House for three years in a program of teacher professional learning, student projects and performances. For more information please see the Sydney Opera House website. 6
Performance Description and Synopsis A collaboration of world music and dance Bringing together a global collective of dancers Lucky Lartey (Ghana) , Pepsie Magonya (Zimbabwe) and Sally Dashwood (Australia) accompanied by musicians Maharshi Raval (India), Byron Mark (Australia) and percussionist Yacou Mbaye (Senegal) INFUSION, No movement, No sound is an explosion of ancient West African rhythms infused with contemporary and traditional dance. INFUSION, No movement, No sound is a powerful demonstration of the vibrancy and diversity of music and dance, a uniquely African story told against a contemporary Australian backdrop. The landscape of rhythm and music infuses original sounds that will inspire and excite audiences of all ages. Through ritual, games and music INFUSION, No Movement, No Sound reinvents rhythm and seeks to inspire cross-cultural connections and relationships. A 15-minute Q&A will follow directly after the performance. Presented by Sydney Opera House and Jamestown Collective 7
Pre-Viewing Activities Stage 2,3,4 & 5
Music
Stage 2
1. Lucky Lartey’s work draws from his connection to Africa. A lot of his work features
drums. Conduct research on the different types of drums used in traditional African
music: djembe, talking drums, bougarabou, water drums and ngoma drums. Write a
report about the drum which describes its origins, where it is played and how it is
played, include an image, and describe the tone colour of the drum.
2. Lucky Lartey’s work uses music and dance. Watch this clip that showcases some of
his work: https://www.youtube.com/watch?v=2h2-QO6Ki-
Q&feature=youtu.be&ab_channel=LuckyLartey
In your music books write a reflection on what stood out to you about his work. In
addition to this comment on structure of the music.
Stage 3
1. African drumming features in Lucky Lartey’s work. Watch the Africultures Festival clip
https://www.youtube.com/watch?v=ShGLCFCmWOo&ab_channel=AfriculturesFestiv
al.
By conducting research into African drums identify the drums on stage and then write
reflective response on the duration, pitch, dynamics, tone colour and structure of the
music.
2. What do you know about African music? There are eight predominant types of music
in Africa. Conduct research on these and write a description of each in your music
book.
Stage 4
1. Conduct research on the five elements of African music. Present your findings to the
class.
2. Gumboot dancing/Isicathulo features in Lucky Lartey’s INFUSION and it is a style of
dance that is polyrhythmic. After watching this clip
(https://www.youtube.com/watch?v=aMjN92Casyg&ab_channel=LuckyLartey)
Describe how rhythm is created in these dances.
3. As a class create your own polyrhythm by dividing into three different groups. Each
group will be assigned a different part of the body to create a sound: clapping with
hands, slapping knees and stomping feet. Using four beats, assign each group a
different beat and then perform your piece.
e.g.,
Group Beats
1 2 3 4
1. Clapping X X X
hands
2. Slapping X X X
knees
3. Stomping X X X
feet
8Stage 5
1. African music has become more popular now. Watch the DW News’ Segment on
African music emergence afro beats
(https://www.youtube.com/watch?v=Fob6YS0gBdo&ab_channel=DWNews). Using
this clip create a news report on what African music sounds like today and how/why it
is becoming more popular.
2. How much do you know about music around the world? Using the website: Better-go-
now’s World’s compilation of World Music: Best traditional and modern songs of each
country https://better-go-now.com/en/best-modern-traditional-music-countries-world/
navigate through three different countries listening to their traditional and modern
music. Create a series of blogs for each country reflecting on your impressions of the
music, as well as commenting on the duration, pitch, dynamics, tone colour and
structure of the music.
Dance
Stage 2/3
1. Watch the Art Unit’s video where Lucky Lartey teaches the Kpanlogo from Ghana
(https://digital.artsunit.nsw.edu.au/art-bites/african-dance-3-kpanlogo-dance-from-
ghana) follow along with the workshop and after you have completed the workshop
write a reflection in your dance book about your experience of the Kpanlogo: Have
you seen this type of dance before? Have you experimented with this form before?
What did you find challenging? Was there a particular movement that stood out to
you?
2. There are several sequences that Lucky Lartey shares in his workshop
(https://www.youtube.com/watch?v=gB5-dVs04qM&ab_channel=LuckyLartey).
Watch the workshop and select one sequence, rehearse it, and then perform it to the
class.
Stage 4
1. Lucky Lartey’s training includes Traditional African dance, Afro Contemporary and
Salsa. Conduct research into these three styles. In your books describe each of the
styles and movements. Choose one of these styles and film a short video explaining
a movement in the style.
2. In this clip Lucky Lartey and Chima perform an Afro Contemporary Dance
(https://www.youtube.com/watch?v=h7Yl74-qfOM&ab_channel=LuckyLartey). Watch
this clip and breakdown the movements to create your own inspired piece of work.
3. Rehearse this piece:
https://www.youtube.com/watch?v=O8DI9ZAmuag&ab_channel=LuckyLartey that
Lucky Lartey has taught to his online students through zoom. After completing the
movements, add your own movements to the sequence and chose an appropriate
song before performing it to the class.
9Stage 5
1. Watch Settlement Services International’s interview where Lucky Lartey is
interviewed (https://youtu.be/cKNs74jRIq4?t=337) Description of Lartey’s dance
practice and how it has led to his conceptual work. Write a reflection on Lucky
Lartey’s dance practice. Is his practice similar to yours? Does it differ? Explain why.
2. During COVID-19 Lartey produced created a piece which can be viewed on the
Settlement Service’s interview: https://youtu.be/cKNs74jRIq4?t=2642 (44:02) where
he explores dance and architecture. Watch this piece and write a reflection on how
the elements of dance (time, space, relationships, and structure) were used in the
performance.
Drama
Stage 2
1. What does Drama look like around the world? There are many types of theatre from
around the world. In pairs conduct research on some different types of theatre and
present what they look like. Suggestions: Yoruba Theatre, Kathakali, Wayang, Noh,
Sarsuwela etc.
2. Lucky Lartey’s work explores and celebrates his African culture. Conduct research
into an African folklore and legends by using the website: https://www.victoriafalls-
guide.net/african-folklore.html As a class read the stories, and chose one to stage.
As a class write a script using the story. Read the script out loud in class.
Stage 3
1. Lucky Lartey choregraphed the African Ensemble in 2019 for the School spectacular
(https://www.youtube.com/watch?v=wOxTQZqstgM&ab_channel=LuckyLartey)
Watch the performance and write a log book entry that comments on how the
elements of drama were used to tell the story.
2. Poster design – what makes an effective poster for a show? Using the information on
the Sydney Opera House website for INFUSION
(https://www.sydneyoperahouse.com/schools/whatson-
schools/liveperformances/2021/infusion.html) create a poster that would encourage
young audiences to come and watch the show. Makes sure you include: The title,
time, location, how to book and an evocative image. The images that you use on the
poster must reflect the show – they may be hand drawn or computer rendered.
10Stage 4
1. In his work Lucky Lartey explores body and space to tell stories. Below is an image
of his self-portraits “Made in Isolation. 2020 that he posted on Instagram. As a class
discuss how space is being used to tell a story.
2. Using this as a stimulus work in pairs to create a series of 4 tableaus that explore
isolation. Present your series of four tableaus to the class. Reflect on this experience
and on the performance of at least one other pair in the class.
(Image taken from Luckylartey’s Instagram page: https://www.instagram.com/luckylartey/?hl=en)
Stage 5
1. Lartey’s work centres around Social and political issues. Conduct research into the
social and political issues that his work addresses. Watch a snippet of one of his
previous works: Unik Afro, Jamestown! 2015, Long Walk 2015, Exotic Bodies 2018,
Full Circle 2019 (https://www.luckylartey.com.au/choreography) and explore how the
elements of drama are used in one of the short clips to present social and/or political
issues. Present your findings to the class.
2. Lucky Lartey is a multidisciplinary artist. In this talk with WAO:
https://www.youtube.com/watch?v=iHPIB2GDTO8&ab_channel=LuckyLartey he
discusses how he fuses together dance, art, architecture, and human relationships.
Choose an image from his website https://www.luckylartey.com.au/about as a
stimulus to create a 5-7 group devised piece. In your piece try to incorporate at least
two of the following: dance, art, architecture, and human relationships.
11Post-Viewing Activities Stage 2,3,4 & 5
Music
Stage 2
1. In INFUSION, the Indian tabla was used. Conduct research about the Indian Tabla.
Write a report which describes its origins, where it is played and how it is played,
include an image, and describe the tone colour of the tabla.
2. Brainstorm: As a class, brainstorm the things that stood out to you about the music in
INFUSION. Collate these ideas on jamboard (https://jamboard.google.com/).
3. Using the responses in the brainstorm write one minute speech about the music in
INFUSION. In your speech you may want to include what you found interesting about
the music in the show, which instruments stood out to you, which instruments you
have played before, how music was used in the performance.
Stage 3
1. Gumboot dancing featured in INFUSION, as a class use gumboots to create a
polyrhythmic piece that can be performed on assembly. You may want to take
inspiration from more of Lucky Lartey’s work which can be found on his YouTube
channel: https://www.youtube.com/channel/UCeTNZ-fbeNHwEICjY_0NUlw
2. Write an extended response about how the music in INFUSION is used to tell a
cultural story.
Stage 4
1. In INFUSION a variety of music can be found, as Lucky Lartey states the
performance includes “urban sample beats, recorded sound from everyday social
activities in Ghana, and live music based on Ghanaian polyrhythms and Indian tabla
using percussion instruments, drums and keyboard”
(https://www.luckylartey.com.au/single-post/2017/10/16/introducing-my-latest-
collaboration-infusion-no-movement-no-sound). Comment on each of these sounds
and how they were used in INFUSION in your music book.
2. Record your own piece of sound from everyday activities – this could range from an
individual activity, a group setting or in the wider school. Use this piece as a starting
point to create your own piece of music.
Stage 5
1. In INFUSION, Lucky Lartey has used minimalistic polyrhythms, specifically “6/8
rhythms from the Ewe tribe of Ghana as well as how to generate music and
movement from social games, chants, tongue twisters and rhymes from Ghana,
Zimbabwe and India.” (https://www.luckylartey.com.au/single-
post/2017/10/16/introducing-my-latest-collaboration-infusion-no-movement-no-
sound). Write an essay analysing how music was used in INFUSION. You may
choose to discuss traditional and/or contemporary music, the cultural context of
music, the fusion of styles, stylistic features, notation and/or music for dance in your
response.
122. From your experience of INFUSION work as a class to create a performance that
celebrates a culture of your own choosing. You must conduct extensive evidence
before attempting the practical.
Dance
Stage 2
1. What is gumboot dancing? In pairs conduct research on the origins and present your
findings to class.
2. Put on your gumboots and work in groups to create your own gumboot dance that
could be presented at an assembly. You may explore some of Lucky Lartey’s work
(https://www.youtube.com/channel/UCeTNZ-fbeNHwEICjY_0NUlw) before doing
this. After you perform this, write a reflection in your music book on the experience of
creating the piece, performance and the audience response.
Stage 3
1. In his blog (https://www.luckylartey.com.au/single-post/2017/10/16/introducing-my-
latest-collaboration-infusion-no-movement-no-sound) Lucky Lartey writes about his
work INFUSION saying “I wanted to share with people how everyday forms of music
making have been embedded into everyday life communicate about who we are and
how we connect with one another through voice and movement.” Did you see this on
stage? Write your own blog about your reaction to the performance. After you have
published your blog, view the blogs of your classmates and comment on their post.
2. There were a mixture of movement styles used in INFUSION including body
percussion, tap dance, and gumboot dance. Create your own performance which
combines a mixture of movement styles and present this to the class.
Stage 4
1. Watch the Arts Unit’s creative class with Lucky Lartey to learn the movement
sequence of West African Dance: https://vimeo.com/438062308/9f9699366c
Using this and what you have seen in INFUSION to create your own short dance.
Teach this dance to the class.
2. Write a reflection in your music book on INFUSION commenting on the elements of
dance: action, dynamics, time, space, relationships, and structure.
Stage 5
1. Create a vlog that expresses your reaction to INFUSION. In your vlog comment on
the elements of dance and describe a moment that stood out to you in the storytelling
by breaking down the scene.
2. Improvisation - in this performance (https://youtu.be/cKNs74jRIq4?t=2642 58:14)
Lucky is given the concept of “courage” and improvisation occurs in a limited space
2x2 meter space. Measure out 2x2 meters in the classroom and using the concept
“courage” perform a one-minute improvisation that is inspired by the movements in
INFUSION. After you have completed your improvisation, reflect on your movements
in your book.
1. Writes about his own dance journey in his blog. What does your dance journey look
like? Read his blog and write your own blog reflects on Lucky Lartey’s journey and
details your journey: https://www.luckylartey.com.au/single-post/2017/04/24/dance-
13found-me-my-journey-my-voice-looking-for-ways-to-decolonise-my-dance-practice-
on-th
Drama
Stage 2
1. After watching INFUSION, write deliver a short speech about what you stood out to
you in the performance.
2. How did the action take place in the performance? Sketch the stage in your books
and write about how the stage was used in the piece to tell the story.
Stage 3
1. Storytelling is at the heart of INFUSION. In groups pick out four movements that
stood out to you in INFUSION. Create a series of tableaus that reflect the story told in
INFUSION. Sketch your images in your logbook and explain why these images
remain with you.
2. What is a cultural story you have to tell? In groups, conduct research and discuss
cultural stories that you identify with. Pick one idea and create a piece of the theatre
that tells this story. In your performance consider how music and movement could be
incorporated to reinforce your message(s) to the audience.
Stage 4
1. After watching the show write a reflection in your logbook about the performance.
Describe the elements of drama, dramatic forms, performance styles, techniques,
and conventions in drama that you saw on stage, providing an example from the
show for each one.
2. Lucky Lartey has said that his work centers around social and political issues. In
groups discuss what issues you saw on stage and how were they conveyed. Taking
inspiration from his work create a short piece of theatre that delves into social and
political issues that concern you. Perform this to the class and then write a reflection
detailing your process.
Stage 5
1. Write a review on the show INFUSION that evaluates elements of drama, dramatic
forms, performance styles, dramatic techniques, and theatrical conventions.
2. Lucky Lartey released a space exploration/stop motion/contrast photography clip
earlier this year which explores his negative and positive use of space:
https://www.youtube.com/watch?v=CW9jj5VK0rw&ab_channel=LuckyLartey Watch
this clip and comment on how space was used to convey meaning. Using this as
inspiration work in pairs to create a short piece of theatre that explores space.
14Extra Resource Materials
African dance – 3. Kpanlogo Dance from Ghana | @The Arts Unit – Art Bites.
https://digital.artsunit.nsw.edu.au/art-bites/african-dance-3-kpanlogo-dance-from-ghana
Africultures Festival. (2014). Live African Drumming: Lucky Lartey and Yacou
Mbaye [Video]. Retrieved from
https://www.youtube.com/watch?v=ShGLCFCmWOo&ab_channel=AfriculturesFestival
DW News.
(2020). https://www.youtube.com/watch?v=Fob6YS0gBdo&ab_channel=DWNews [Vide
o]. Retrieved from http://Afrobeats: African music takes the world by storm | DW News
Africa
INFUSION, No Movement No Sound. (2021).
https://www.sydneyoperahouse.com/schools/whatson-
schools/liveperformances/2021/infusion.html
Lartey, L. (2017). Lucky African Dance [Video]. Retrieved from
https://www.youtube.com/watch?v=2h2-QO6Ki-
Q&feature=youtu.be&ab_channel=LuckyLartey
Lartey, L. (2019). Lucky African Dance workshop in Melbourne hosted by Melbourne
Djembe. [Video]. Retrieved from https://www.youtube.com/watch?v=gB5-
dVs04qM&ab_channel=LuckyLartey
Lartey, L. (2019). Lucky African Dance. Rope Dance [Video]. Retrieved from
https://www.youtube.com/watch?v=Ekk4tmmiCgc&ab_channel=LuckyLartey
Lartey, L. (2019). Lucky African Dance/ Performance Gumboot south Africa [Video].
Retrieved from
https://www.youtube.com/watch?v=aMjN92Casyg&ab_channel=LuckyLartey
Lartey, L. (2019). School Spec 2019 African Ensemble [Video]. Retrieved from
https://www.youtube.com/watch?v=wOxTQZqstgM&ab_channel=LuckyLartey
Lartey, L. (2020). Africa Dance -Virtual Edition on Zoom. [Video]. Retrieved from
https://www.youtube.com/watch?v=O8DI9ZAmuag&ab_channel=LuckyLartey
Lartey, L. (2020). Afro Contemporary Dance with a Lucky Lartey and Chima. [Image].
Retrieved from https://www.youtube.com/watch?v=h7Yl74-
qfOM&ab_channel=LuckyLartey
Lartey, L. (2021). Instagram - Lucky Lartey. https://www.instagram.com/luckylartey/?hl=en
Lartey, L. (2021). Lucky Lartey [Video]. Retrieved from
https://www.youtube.com/watch?v=i0GyJ2-ZkI0&ab_channel=LuckyLartey
Lartey, L. (2021). Negative&Positive space exploration/Stop motion / Contrast
photography. [Video]. Retrieved from
https://www.youtube.com/watch?v=CW9jj5VK0rw&ab_channel=LuckyLartey
Lartey, L. Dance found me: my journey, my voice, looking for ways to decolonise my dance
practice on the way to [Blog]. Retrieved from https://www.luckylartey.com.au/single-
post/2017/04/24/dance-found-me-my-journey-my-voice-looking-for-ways-to-decolonise-
my-dance-practice-on-th
15Lartey, L. Introducing my latest collaboration - INFUSION No Movement No Sound [Blog].
Retrieved from https://www.luckylartey.com.au/single-post/2017/10/16/introducing-my-
latest-collaboration-infusion-no-movement-no-sound
Lucky Lartey Photo talk with Shane Rozario from WAO. (2020). [Video]. Retrieved from
https://www.youtube.com/watch?v=iHPIB2GDTO8&ab_channel=LuckyLartey
Luckylartey. (2019). https://www.luckylartey.com.au/home-2
Parsons, D. (2015). Lucky Lartey | Iconic African dancer [Video]. Retrieved from
https://www.youtube.com/watch?v=R8slezQpWss&ab_channel=DaneParsons
Peel, T., & Peel, B. (2008). African Folklore, Myths and Legends. https://www.victoriafalls-
guide.net/african-folklore.html
The Arts Unit. (2020). Creative Classes - West African dance - 01. Lesson 1 - Learn the
movement sequence [Video]. Retrieved from https://vimeo.com/438062308/9f9699366c
Welby, A. (2019). Lucky Lartey’s Full Circle Explores The Relationship Between Hip Hop
And West African Storytelling [Blog]. Retrieved from https://scenestr.com.au/arts/lucky-
lartey-s-full-circle-explores-the-relationship-between-hip-hop-and-west-african-
storytelling-20190527
Wombat Radio. (2018). lucky lartey [Podcast]. http://Wombat Radio
World Music: Best traditional and modern songs of each country. (2021). https://better-go-
now.com/en/best-modern-traditional-music-countries-world/
16Classroom Context and Curriculum Links
Key Learning Area Objective Outcomes
Stage 2 Stage 3 Stage Stage 5
4
Creative Arts Music Listening MUS2.4 MUS3.4
Creative Arts Dance Appreciating DAS2.3 DAS3.3
Creative Arts Drama Appreciating DRAS2.4 DRAS3.4
Drama Appreciating 4.3.1 5.3.1,
4.3.2, 5.3.2,
4.3.3 5.3.3
Dance Dance Appreciation 4.3.1, 5.3.1,
4.3.2 5.3.2
Music Listening 4.7 5.7
Values and 4.11, 5.11,
attitudes 4.12 5.12
17Let’s keep in touch
Sydney Opera House
Creative Learning
Bennelong Point
Sydney NSW 2000
Australia
sydneyoperahouse.com
Call us 02 9250 7770
or email creativelearning@sydneyoperahouse.com
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and Educators Facebook Page
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& Creative Learning LinkedIn Page
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