a guide for teachers - stors.tas.gov.au · pdf file2 cultural jewels tasmanian aboriginal...

CULTURAL JEWELS TASMANIAN ABORIGINAL SHELL COLLECTING AND STRINGING – A GUIDE FOR TEACHERS 1

TASMANIAN ABORIGINAL SHELL COLLECTING AND STRINGING

A GUIDE FOR TEACHERS

2 CULTURAL JEWELS TASMANIAN ABORIGINAL SHELL COLLECTING AND STRINGING – A GUIDE FOR TEACHERS

Images:

• Eye tooth kangaroo bone courtesy of Lola Greeno (Page 5)

• Animal sinew courtesy of Lola Greeno (Page 5)

• Werreners – 3 images courtesy of Freda Spotswood (Page 7)

• Scamander River courtesy of Rocky Sainty (Page 10)

• The Landing of Lt. Bowen at Risdon Artist Gregson (Page 11) Black & White Glass Lantern Slide

A painting of several long boats in a cove off the river and others

on land with a group of Aboriginals watching from a hill in the foreground Courtesy of Tasmanian Museum and Art Gallery (TMAG)

• Flora’s Necklace (Page 12) M8699 Plownneme (Flora) (c1809-60)

Shell necklace c1850

Maireeners, cotton

Collected Oyster Cove 1854

Courtesy of Tasmanian Museum and Art Gallery (TMAG)

• Tasmanian Aboriginal Shell Necklace Display (Page 13) Ningenneh Tunapry

Courtesy of Tasmanian Museum and Art Gallery (TMAG)

• Healing Garden – Risdon Cove (Page 14) Courtesy Aboriginal Land Council of Tasmania (ALCT)

An electronic copy of associated Learning Sequences can be accessed at:

http://www.student.education.tas.gov.au/sites/AboriginalPerspectives/

If you would like more information about Cultural Jewels or would like to share your teaching approaches to using the resource, please contact:

Theresa Sainty Aboriginal Cultural Programs Coordinator Aboriginal Education Services Email: [email protected] Phone: 03 6233 7953

© Aboriginal Education Services 2010


This Teachers Guide is a companion to the DVD Resource Cultural Jewels. The DVD explores the history of shell stringing and explains the importance of passing on cultural knowledge from one generation to the next. It examines the variety of shells that are now used for stringing by Aboriginal women in Tasmania, describes how shells are formed and investigates their habitat.

Additional teaching resources have been developed to enhance and extend learning opportunities and Tasmanian Aboriginal perspectives relating to shell stringing and Tasmanian Aboriginal culture.

IntroductionThese materials include a set of readers about shell collecting and stringing and jigsaw puzzles suitable for younger students.

The materials have been designed to support teachers and students in learning about Tasmanian Aboriginal culture – specifically Shell Collecting and Stringing.

This topic provides opportunities for student learning in many areas of curriculum.

For example:

Science

Society and History

Health and Wellbeing

The Arts

English – literacy.

This resource package contains:

A set of A3 cards to support discussion activities and learning opportunities;

A set of A5 cards to support discussion activities and learning opportunities;

A copy of the DVD Cultural Jewels: Tasmanian Aboriginal Shell Collecting and Stringing;

A short DVD of Tasmanian ocean and coastal scenery; and

This Teachers Guide.

These resources, along with the earlier DVD resource package about mutton birding, The Big Dog Connection (recommended for upper primary/secondary students) are available from the Aboriginal Education Resource Library.


The DVD is called ‘Cultural Jewels’: What do you think the DVD is about?

What is a ‘jewel’? (Brainstorm)

What does the word ‘jewel’ mean to different people?

What do you think a ‘cultural jewel’ is?

Teachers – Ask this question again after students have viewed the DVD and compare their before and after responses.

Tasmanian Aboriginal women traded shell necklaces. What did they trade them for?

Read the poem My mother, the shell necklace maker, written by Karen Brown.

Teachers – You might also like to have the class listen to the poem as read by Karen at the beginning of the DVD. (Refer to Keeping Culture: Aboriginal Tasmania for print copy)

What do you think the poem is about?

What might Karen mean by ‘Gone but not forgotten’?

Tuning In

How does the poem make you feel?

The DVD has a dedication. What does it mean to ‘dedicate’ something?

Can you think of other examples of resources that have a dedication? Why do you think this DVD has one?

The knowledge of shell stringers is described as “irreplaceable”. What do you think this means? Give reasons for your answer.

Shell stringing is described as a tradition. What is a tradition?

What Tasmanian Aboriginal traditions can you think of?

What are the different ways that knowledge can be preserved, shared and passed on from generation to generation (e.g. oral tradition, stories, art, observation)?

What traditions can you think of, both in Australia and other parts of the world?

What is your preferred method of learning a practical skill? Why?

Teachers – Give concrete examples for students to share their preferred styles.

Maireeners


Collecting and Stringing ShellsCollecting Shells

One of the Shell Stringers in the DVD talks about collecting dry shells found on the beach, and only some from the water. Why do you think the Shell Stringer does this?

Why is it important?

Teachers – Maireeners can be collected when there is a ‘Spring tide’.

What is a ‘Spring tide’?

Stringing Shells Name the shells used in

necklaces pre-invasion.

Stringers originally used the eye tooth of a kangaroo bone to make a hole in the shell. What do Stringers use today?

Teachers – Shells were threaded on sinew from a kangaroo tail.

What is sinew?

List and compare any differences between how Tasmanian Aboriginal women strung shells in the past, and how they string shells today.

Shell stringing is described as an ‘evolving cultural practice’. What do you think this means?

What other types of shells are used by Tasmanian Aboriginal Shell Stringers?

In Tasmania shell stringing is the cultural responsibility of women. Can you think of other aspects of culture that are reserved for only one gender? Why is this? What is your view of gender-based responsibilities or activities?

Look for examples of shell stringing in other cultures.

Eye tooth of kangaroo bone

Animal sinew

Compare these examples with Tasmanian Aboriginal shell stringing.

The Aunties in the DVD are described as Senior Stringers – what do you think this means in the context of Tasmanian Aboriginal Culture?

Research – ‘Tasmanian Aboriginal Shell Necklaces’ Choose a Shell Stringer and write a short biography about her.

Collecting shells


Cultural ResourcesIn the DVD –

What type of string do the women use in the workshop?

What types of grasses are used?

Why do you think both native and introduced plants are now used?

Why are some grasses better than others for making string?

What other materials can be used to make string?

What is meant by the term ‘cultural resources’?

How does a natural resource become a cultural resource?

Make a list of the following ‘natural’ resources that are also ‘cultural’ resources, e.g:

Grasses

Shells and shellfish

Other marine animals/resources

Animals.

Seasonal movements

How do the seasons (and climatic change) affect culture and traditions?

Why is the sustainability of cultural practices considered important?

What strategies can be put in place to ensure the availability of natural and cultural resources for future generations of the Tasmanian Aboriginal community?

Cultural knowledge

In many countries, the rights of particular sections of the community, (e.g. Tasmanian Aborigines) to practise culture and access cultural resources and places are prescribed by law. Why is this? What advantages and disadvantages are there with this system? What is your opinion?

What are some of the barriers that prevent Tasmanian Aborigines from practising their culture today e.g. legislation, private and government land ownership, environmental changes?

Why do you think cultural knowledge is closely guarded?

Cultural resources


Examine the shells depicted on the A5 cards

Name the shells.

Investigate how shell mobiles or shell buttons can be made.

Make a necklace using a single large shell and twine (made from grass, raffia or similar material).

Other uses for shells

Cooking limpets in coals

Werreners

Werreners cooking

Shell mobile Necklace of twine and shells

Identify other uses for shells (e.g. decoration for baskets; doilies; in art works, and as a food source for Tasmanian Aborigines and other cultures).

Identify ways that shellfish can be consumed.

Werreners

Investigate issues about sustainable harvesting of shellfish and other marine life/resources (e.g. legislation, community attitudes – Aboriginal and non-Aboriginal).


Middens What is a midden?

How are middens made?

Make a list of different types of middens.

Look at the images of middens. What might you see evidence of in a midden (e.g. animal bones, shellfish, marine animals)?

Where are middens likely to be found? Why is this the case?

Why are middens important today (e.g. culturally, scientifically, historically)?

Do you think it is important to protect Aboriginal sites such as these? Why or why not?

What alternatives are available to protect, stabilise or rehabilitate Aboriginal heritage sites?

Compare the similarities and differences regarding the protection of Aboriginal heritage and colonial heritage.

How does this apply in your local community (e.g. churches, listed heritage buildings)?

What alternative views are portrayed in the media about the issue?

What are the solutions to resolve competing views?

What is your own opinion?

Develop a case for and against the issue.

For more information about middens and other resources related to Aboriginal heritage, contact the Tasmanian Aboriginal Land and Sea Council (TALSC).

Tasmanian Aboriginal Shell Midden – North-West Tasmania



Teachers – Invite an Aboriginal community member with knowledge about Aboriginal heritage to the class as a guest speaker.

Find an example of a current or recent Aboriginal heritage site requiring protection or assessment. For example, a midden that has been found in an area marked for new road works, infrastructure or buildings.


Natural ScienceWrite, draw and match images to explain and describe the following:

Mollusc

What is a mollusc?

List examples.

Gastropod

What is a gastropod? List examples.

What are the features of gastropods?

Where would you find gastropods? Describe their habitat.

Bivalve

What is a bivalve? List examples.

What are the features of bivalves?

Where would you find bivalves? Describe their habitat.

Carnivorous

What does ‘carnivorous’ mean?

Give examples of carnivorous marine animals, including shellfish.

Give examples of other animals that are carnivorous.

Grazer

What does ‘grazer’ mean?

Give examples of grazing marine animals, including shellfish.

Give examples of other animals that are grazers.

Tidal Zones

What is a tidal zone?

Name and map different tidal zones in different climates.

Why are tidal zones important?

How might changes to climate affect tidal zones and culture?

Shells occur in different tidal zones – in which tidal zone do you think the following shells would be found:

Toothies

Oat shells

Penguins

Gull shells

Black crows

Maireeners

Cockles.

Create a beach environment using whatever medium you wish (e.g. drawing/collage, using graphics and or images, scale model) depicting tidal zones and types of sea animals that occur in them.

Toothies

Oat shells

Penguins

Gull shells

Black crows

Maireeners

Cockles

Identification Guide

Natural Science – Black crows


Environment

What types of landscapes and seascapes are depicted in the DVD Cultural Jewels?

Teachers – Identify any differences/similarities between environments in various locations and at different times of the day or season (e.g. oceans/creeks/rivers/landscapes).

What sorts of sounds did you hear?

What types of animals did you see?

What types of vegetation did you notice?

What other elements or objects did you see and/or hear?

How did the different sounds and images make you feel?

Brainstorm a list of words to describe the varying shades of colour within the environment.

Using the list of words write a poem, draw or produce a digital postcard or other visual presentation.

What sorts of natural places do you like to visit, value and spend time in? Why?

Watch the themed DVD and compare the different seascapes:

View the scenery carefully.

What words would you use to describe what you see? Describe each different type of ocean/scene.

Now watch the DVD again – do the descriptive words you used match the footage?

Sustainability Why do you think Maireeners

are proving harder to find today?

What is climate change?

How might this impact on:

- The availability of cultural resources for cultural practices?

- Marine environments?

- Coastal landscapes?

- Other areas?

Environment – North-East Tasmania Environment – North-East Tasmania

Environment – Scamander River


Discovery

Contact

Settlement

Colonisation

Invasion

Teachers – These words are used to describe the history of Australia and the relationship between Australia’s Aboriginal and Torres Strait Islander peoples and European people.

What does each word mean?

What do they have in common?

How are they different from each other? For example, use a graphic organiser – e.g. a Venn diagram – to discuss similarities and differences; you could place the words on a continuum from ‘least emotive’ to ‘most emotive’ or ‘least accurate’ to ‘most accurate’ and share opinions.

What do you think these words mean to Tasmanian Aborigines?

History

Which groups (e.g. Aborigines or Europeans) might be more likely to use which words, and why?

Which word do you think is the most accurate to describe the history of Australia? Tasmania?

Give reasons for your view.

Teachers – This could form a good topic for extended writing, discussion or debate. Encourage students to research widely, respect alternative views and explain their views.

The Landing of Lt. Bowen at Risdon


History (continued)

NFURNEAUX ISLANDS

CAPE BARREN ISLAND

BANKS STRAIT

FLINDERS ISLAND

Babel Island

Outer Sister Island

Inner Sister Island

BASS STRAIT

Prime Seal Island

Little Green IslandPot Boil Point

WYBALENNA

Big Dog Island

Vansittart Island

Little Dog Island

Tin Kettle IslandMt Chappell Island

Goose IslandLittle Goose Island

Badger Island

Long Island

Preservation Island

Swan Island

Cape Portland

Wybalenna Island

WHITEMARK

THE CORNER

TROUSERS POINT LADY BARRON

Clarke Island

Research and list foreign expeditions that visited the shores of what is now known as Tasmania before 1803.

What was the purpose of these expeditions?

What were some of the consequences of these expeditions?

Bass Strait Islands and Wybalenna

List and map some of the main islands with which the Tasmanian Aboriginal community has connections.

Where is Wybalenna? (locate on a map).

What was Wybalenna used for?

What does the word ‘Wybalenna’ mean?

Name other places in Tasmania that are significant to the Tasmanian Aboriginal community. Where are they? Why are they important?

This could lead to a unit/discussion about the history of naming places.

Plownneme

Teachers – The oldest necklace on display in the Ningenneh Tunapry Gallery, Tasmania Museum and Art Gallery, was made by Tasmanian Aboriginal woman, Plownneme.

Plownneme was born c1809 into the Ben Lomond nation. She was stolen from her family when she was a young girl, by Thomas Mason, a sealer.

Mason later sold her to another sealer named Jack Brown. In December 1830, Plownneme and another ten Aboriginal women were taken from sealers by James Parish. Parish had been in charge of George Augustus Robinson’s whaleboat on his north-east expedition.

It was Robinson who ‘gave’ Plownneme the English name of Flora. In 1831 Plownneme helped Robinson in his search for Aboriginal people in north-east Tasmania. Plownneme was taken to Wybalenna on Flinders Island and then later to Oyster Cove, where this necklace was made. Plownneme died at Oyster Cove in 1860.

Flora’s (Plownneme’s) necklace

Furneaux Islands

Who was George Augustus Robinson? Why was he searching for Aborigines in north-east Tasmania?

Why did Robinson change Plownneme’s name?

Was Robinson’s search for Aborigines confined to the north-east of Tasmania?

When and where did Plownneme make the necklace?

What questions about Plownneme do you have?


Preservation and RepatriationIn the DVD we see some of the TMAG’s collection of Tasmanian Aboriginal Shell Necklaces.

How are the necklaces stored in the museum?

Non–acidic tissue paper is used – what is this and why is it used to wrap the shell necklaces?

Why is this process so important?

What is meant by a ‘controlled’ environment?

Why is Zoe Rimmer wearing gloves while handling the necklaces?

What is ‘provenance’? Why is it important?

Is it important to know who made the shell necklaces? Give reasons for your answer.

There is more than one view about who should have the shell necklaces and other cultural objects.

Who do you think should have them?

Should they be kept in institutions such as museums, or should they be returned to the families of the makers or the Tasmanian Aboriginal community?

Give reasons for your argument.

Teachers – Museums around the world are changing the way they approach the maintenance of Indigenous collections, including repatriation of secret and sacred objects and human (skeletal) remains.

What is the role of museums in our world today?

Are museums important? Why?

How are museums changing? Give examples.

What is meant by ‘secret, sacred objects’?

How did museums acquire their collections? (Compare past and present practices). What do you think of these practices?

What cultural or scientific purposes do some museum collections serve?

What is ‘repatriation’? Why is it important? Why is it controversial to some people? How can competing views around this be resolved today?

List different types of museums in Tasmania.

Visit a local or virtual museum and consider its displays and role. How could it be improved?

Teachers – Arrange a class excursion to a local museum.

Visit the Tasmanian Museum and Art Gallery (TMAG) to see the Ningenneh Tunapry Aboriginal Gallery, and/or visit the website.

Tasmanian Aboriginal Shell Necklace Display – Ningenneh Tunapry Gallery TMAG


Note: This poem was written by a young Tasmanian Aborigine on 14 July 2007, after the Tasmanian Aboriginal community welcomed home the remains of Ancestors from the United Kingdom. A private cleansing and welcome home ceremony was held at Risdon Cove, Tasmania.

Repatriation

Read the poem

What do you think the poem is about?

What does the author mean by ‘massacred land’?

Where do you think this place is?

Risdon CoveA short walk away from where the two pyramids stand,

now a place for healing was once a massacred land.

Reclaimed by my people, standing strong for our rights,

which used to be nothing but dreams that caused fights.

Political battles for hours on end,

for this place to be given back for us to mend.

While now some of our ancestors are there at rest,

there are still remains out there under scientific tests.

Even today, our rights have caused some commotion,

and each step of our journies are filled with emotion,

Some people say it’s a step forward at last,

But for us, it’s a step back to learn more of our past.

M.J. Sainty 14/7/07

What do you think the author means by ‘…a step back to learn more of our past’?

Prepare your own artistic or creative response to Cultural Jewels.

Extension: Repatriation

Many institutions, including museums, retain important Aboriginal cultural objects and remains of Aboriginal peoples (e.g. universities, royal societies).

Investigate these and the steps that are currently being taken by the Tasmanian Aboriginal community (also Australian Aboriginal and Torres Strait Islander communities and other Indigenous communities around the world) to repatriate cultural material. e.g. How did these institutions acquire the collections?

Why is the repatriation of cultural material such an important issue for Aboriginal and Torres Strait Islander peoples?

in Tasmania?

in Australia?

around the world?

Healing Garden – Risdon Cove

The Pyramids – Risdon Cove


Other ResourcesThe Aboriginal Education Resource Centre, 16B Elmsleigh Road, Derwent Park TAS 7009. A resource library available to all Tasmanian teachers: http://library.eliz.tased.edu.au/collections/AbEd/

Tasmanian Aboriginal Land & Sea Council (TALSC) http://talsc.net.au/

Tasmanian Aboriginal Education Resource Set 2: Tasmanian Aboriginal shell stringers/Tasmanian Aboriginal shell necklaces/Learning to string shells: 2009, Aboriginal Education Department of Education. Geon, Tasmania

tayennebe Tasmanian Aboriginal women’s fibre work: 2009, Tasmanian Museum & Art Gallery, Geon, Hobart

Keeping Culture: Aboriginal Tasmania, 2006, Reynolds, A (ed), National Museum of Australia Press, Canberra.

Collection, 2007, Tasmanian Museum and Art Gallery, Hobart.

Useful Websites:

http://www.student.education.tas.gov.au/sites/AboriginalPerspectives/

Stolen Remains: Politics and Hope’ reproduced, courtesy of The Koori Mail newspaper. http://www.student.education.tas.gov.au/sites/AboriginalPerspectives/

Education Place: Classroom Resources - Graphic Organisers http://www.eduplace.com/graphicorganizer/

Marine Education Society of Australasia http://www.mesa.edu.au/ http://www.mesa.edu.au/resources.asp

Tasmanian Shell Necklace Research http://tasmanianshellnecklaceresearch.blogspot.com/2009/09/tasmanian-necklace-shells-aboriginal.html

Found & made in Tasmania: (Tasmanian) Aboriginal Shell Necklaces http://archive.amol.org.au/foundmade/shells.asp

Tasmanian shells http://www.mariagrist.net/shells/

the M.A.D. pages: Tasmanian Shells http://www.jandmgrist.com/shells1.htm

Tasmanian Museum and Art Gallery websites:

What’s on: Tasmanian Museum and Art Gallery http://www.tmag.tas.gov.au/index.aspx?base=1085

learning and discovery:Tasmanian Museum and Art Gallery http://www.tmag.tas.gov.au/index.aspx?base=2751

voices of aboriginal Tasmania ningenneh tunapry education guide http://www.tmag.tas.gov.au/file.aspx?id=2771

tayenebe (Tasmanian Aboriginal Women’s Fibre Project & Exhibition) http://static.tmag.tas.gov.au/tayenebe/

(Links accessed 28 June 2010)

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