Aboriginal Art – Victorian Essential Learning Standards – Pathway 2 Level 5 Sample Unit © VCAA 2012 Page 1

Aboriginal Art Pathway 2 Level 5 - Languages Other Than English: Aboriginal Languages, Cultures and Reclamation in Victorian Schools

Introduction....................................................................................................................................... 2

Establishing the Learning Environment .................................................................................................. 2

Victorian Essential Learning Standards .................................................................................................. 4

Teaching, Learning and Assessment Activities ....................................................................................... 6

Topic 1: An Overview of Aboriginal Art .......................................................................................................... 7

Topic 2: Local Aboriginal Art .......................................................................................................................... 9

Topic 3: Music and Musical Instruments ..................................................................................................... 10

Topic 4: Song and Dance ............................................................................................................................ 12

Topic 5: Sand and Rock Art ......................................................................................................................... 13

Topic 6: Dreaming Stories ........................................................................................................................... 14

Topic 7: Art and Language .......................................................................................................................... 16

Unit Resources ................................................................................................................................ 18

Websites ......................................................................................................................................................... 18

Teacher resources ............................................................................................................................................ 18

Student resources ............................................................................................................................................. 18

Assessment .................................................................................................................................... 19

Aboriginal Art – Victorian Essential Learning Standards – Pathway 2 Level 5 Sample Unit © VCAA 2012 Page 2

Introduction

Note: This unit has been developed specifically for students learning an Aboriginal Language, and should be taught in line with the protocols in the VELS Aboriginal Languages, Cultures and Reclamation in Victorian Schools: Standards P-10 and Protocols. Aboriginal Art presents an overview of the role of The Arts in Aboriginal societies. Students learn about various forms of Aboriginal art, including music and musical instruments; song and dance; sand and rock art and Dreaming stories. Reclamation Languages will be at different stages of revival and the availability of particular words will vary from Language to Language. Assessment This unit provides opportunities for students to demonstrate achievement of elements of Level 5 standards in Aboriginal Languages, Cultures and Reclamation in Victorian Schools. LOTE standards for assessment were introduced at Level 4 but it is suggested that the teacher conducting the class also maintains a journal of observations of student understandings and the efficacy of the activities after each class, with a view to using these for student assessment and lesson plan evaluation at Language Team meetings. Students are assessed on their ability to work with Languages Other Than English. For further information see the Assessment section.

Establishing the Learning Environment

The Language being reclaimed, rather than English, should be used wherever and whenever possible.

A Welcome to Country or Acknowledgement of Country, whichever is appropriate, should be made at the beginning of class.

It is strongly recommended that each student have their own portfolio and online file for this subject.

Cards/posters with Language words can be put around the room, with an appropriate picture/drawing. Laminated cards, both small and large, can be utilised in many activities.

Free teaching resources can be borrowed from the Languages and Multicultural Education Resource Centre (LMERC). Pictures could be sourced from the Koori Mail or similar Aboriginal publications.

Victorian Aboriginal Language materials can be obtained by contacting the Victorian Aboriginal Corporation for Languages, or by going to www.vaclang.org.au.

Parents and community members should be encouraged to participate in the lesson, and students could take their portfolio of work home to share with others, to aid the reclamation process in the community.

Each student could take home a sheet of paper with the new words from each lesson to share. Alternatively, a sound file containing the new words could be emailed to parents and community members, or given to each student on an MP3 player/recorder to take home.

Where available, an interactive whiteboard can store lessons for revision purposes.

Sharing information and resources with other schools teaching the same Language is encouraged. In cases where this involves a primary school and a secondary school, a mentoring program could be undertaken.

Information about Victorian Aboriginal Languages in school programs can be found on the Aboriginal Languages, Cultures and Reclamation in Schools website.

Aboriginal and Torres Strait Islander cultural events should be celebrated throughout the year. It would be valuable for the entire school to be involved in these celebrations.

It is suggested that the Language team liaise with any teacher involved in these areas of study when delivering this unit, to ensure a whole school approach.

Aboriginal Art – Victorian Essential Learning Standards – Pathway 2 Level 5 Sample Unit © VCAA 2012 Page 3

Information for Language Teams

It is important to understand and be sensitive to the fact that Victorian Aboriginal Languages are revival Languages. This means that, initially at least, there may be gaps in the Language that prevent students and teachers from utilizing standard LOTE methodology. For example, in a Language classroom, students are routinely taught how to say I like or I don’t like in the language they are studying, but, in all probability, this will not be possible in most Victorian Aboriginal Languages, particularly those in the early stages of reclamation. This may be due to the amount of Language that was retained in the community and/or recorded in the old sources, or it may be that this was not a concept adopted by Aboriginal people at the time of colonisation. This is not to say that the concept cannot be expressed. It may be that a construction like that is good or that is not good will be used to convey the same message. However, it is critical that Language team members and school staff ask the local Aboriginal community to advise on appropriate Language via the accepted protocols. An early discussion on this topic is recommended, inclusive of some realistic examples that are likely to be needed in the classroom. An agreement about the most appropriate source dictionary or wordlist to use is essential to a full understanding of the range and variety of Language already documented. Any words or constructions required for the purpose of teaching in the reclamation classroom must come from the local Aboriginal Community. Language reclamation is an important endeavour, and all concerned, including teachers, school principals and other education community partners, need to respect the agreed protocols and conventions at all times. The recommended channel for seeking information about Language is through the Aboriginal community members on the school’s Language team. They will have been approved by the community as their representatives and, as such, should be able to ascertain whether or not there is language sanctioned by the community; or, should the community decide that there is a need to develop such an alternative, they will work with the community to develop it. Should any member of the teaching team or education community fail to respect the agreed protocols, it could have an impact on the program ranging from a reminder that protocols have not been followed to jeopardising the future of the program. For information on the protocols relating to the establishment and implementation of Aboriginal Language programs, please see page 14 of the VELS Aboriginal Languages, cultures and reclamation in Victorian Schools: Standards P-10 and protocols and/or the protocols section on the ALCV website. FUSE

FUSE stands for Find, Use and Share Education. FUSE is a DEECD website that delivers a range of teaching and learning content and Web 2.0 tools to support the work of all educators. These new digital resources will allow you to use Web 2.0 technologies in authentic and collaborative ways; think differently about where and how learning can take place; and create, collaborate, experiment, contribute and communicate for understanding.

If you find a good resource, you can upload it to FUSE so that other language teams can access it also.

Aboriginal Art – Victorian Essential Learning Standards – Pathway 2 Level 5 Sample Unit © VCAA 2012 Page 4

Victorian Essential Learning Standards

Aboriginal Art provides opportunities to observe students against elements of the Standards for Aboriginal Languages, Cultures and Reclamation in Victorian Schools: standards P-10 and protocols (p55) and The Arts as detailed below:

Strand Domain Dimension Standards at Pathway 2 Level 5

Discipline-based learning

Languages Other Than English

Communicating in a Language other than English

Reproduce and extend Language models Introduce themselves Exchange information on prepared topics Participate in greetings Participate in question-answer routines Respond to instructions and visual clues Describe and compare features of the structures in languages Begin to explain the issues for translation between languages Identify, record and/or pass on the key ideas from spoken passages Demonstrate reclamation skills through various strategies including direct learning from the Language team and investigation of dictionaries and wordlists Research and document the Language being studied through personal interview and other strategies including the use of ICT Students contribute to developing a ‘welcome to country’ or ‘acknowledgement of land’…and can explain the significance of this practice Demonstrate an understanding of the process by which the sounds of the Language are represented in community spellings Adapt familiar written words for use in spoken communication in a variety of settings Use the Language to retell a short story significant to the local Aboriginal community

Discipline-based learning

Languages Other Than English

Intercultural knowledge and Language awareness

Identify Aboriginal Languages in their region Present an overview of the diversity of languages and cultures within Victoria and Australia Appreciate the roles of language in maintaining culture, identity and knowledge Explain how the Language and culture help promote the sustainable care of the environment Develop knowledge of protocols and skills of working ethically with each other and with Aboriginal communities Relate their language learning to other areas of the curriculum Demonstrate knowledge of the richness of vocabulary concerned with family ties and country in Aboriginal Languages

Aboriginal Art – Victorian Essential Learning Standards – Pathway 2 Level 5 Sample Unit © VCAA 2012 Page 5

Understand the importance of maintaining the cultural values, beliefs and knowledge associated with the chosen Language by comparing and contrasting various ways of life including their own Demonstrate knowledge and understanding of the impact on and involvement of Aboriginal peoples in the history of Australia from the time of colonisation onwards Discuss the influence of Aboriginal Languages and cultures on Australian life and culture in general Analyse how the shared history of colonisation in Australia helps Australians to understand their present and shape their future Participate in culturally relevant events and experiences and articulate the meanings of this participation and learning Demonstrate an awareness of Language revival and maintenance efforts and can discuss the importance of this process Demonstrate understanding of local stories contained in oral passages, artworks and literature by Aboriginal and Torres Strait Islander people through the production of responses in oral, artistic and literary forms

Discipline-based learning

The Arts Creating and making

Independently and collaboratively, plan, design, improvise, interpret, evaluate, refine, make and present arts works that represent and communicate ideas and purpose Experiment with, select and use appropriate skills, techniques, processes, media, materials, equipment and technologies across a range of arts forms and styles … Generate and develop ideas that explore particular concepts, techniques and issues when making arts works Combine and manipulate arts elements, principles and/or conventions to represent and communicate ideas and develop imaginative solutions to set tasks. Maintain a record of the creating and making of their arts works and explain their decisions about how they present arts works for specific purposes and audiences

Discipline-based learning

The Arts Exploring and responding

Research, observe and reflect on their explorations to develop, discuss, express and support opinions about their own and others’ use of arts elements, principles and/or conventions, skills, techniques, processes, media, materials, equipment and technologies. Compare, analyse, evaluate, and interpret the content, meaning and qualities in arts works created in different social, cultural and historical contexts, offering informed responses and opinions using appropriate arts language. Describe aspects and requirements of different forms, audiences and traditions, and identify ways that contemporary arts works, including their own, are influenced by cultural and historical contexts. Use appropriate arts language.

Aboriginal Art – Victorian Essential Learning Standards – Pathway 2 Level 5 Sample Unit © VCAA 2012 Page 6

Teaching, Learning and Assessment Activities

Note: This unit has been developed specifically for students learning an Aboriginal Language, and should be taught in line with the protocols in the VELS document. This unit focuses on the longevity and breadth of Aboriginal Culture and life, and the use of appropriate greetings and farewells in Language. The sample Language used in this unit is Woiwurrung, Boon Wurrung, and/or Taungurung, with words in standardised spelling from the Aboriginal Languages of Victoria Resource Portal. Communities will have their own spelling system for their Language, and this should be used in the Language program. Available words will vary from Language to Language. The activities below are suggestions only. Teachers should choose those activities that are suitable for their students. The topics include:

Topic 1 An Overview of Aboriginal Art

Topic 2 Local Aboriginal art

Topic 3 Music and Musical Instruments

Topic 4 Song and Dance

Topic 5 Sand and Rock Art

Topic 6 Dreaming Stories

Topic 7 Art and Language

Aboriginal Art – Victorian Essential Learning Standards – Pathway 2 Level 5 Sample Unit © VCAA 2012 Page 7

Topic 1: An Overview of Aboriginal Art

Overview Activities Sample Languages (Boon Wurrung

/Woiwurrung /Taungurung)

Comments

Greeting routine

Learn greetings in Language and practise. o Greet the students in

Language o Students return the

teacher’s greeting o Students greet any

guests in Language o Students greet each

other in Language

This routine should be used at the beginning of every lesson.

Introduce new words connected with the world of art

Practise saying new words about art, song, music and dance, modeled by the teacher.

Rainbow: birnbial Green: wurrwarrin Blue: korran gorra or

wurrkarrin Hand: marnang Feather: gangan Stick: galk Grass: bowatj Skin: marrok or dhaap Fire: winy Sap: duanu

What are The Arts?

Why do people produce art? Why did Aboriginal people paint stories? Ask students where they have seen Aboriginal art forms, e.g. museums, on TV, in their homes etc. Discuss.

Discuss available materials in the local environment that conditioned different Aboriginal art forms in the past. Elicit ideas about modern developments.

Invite an Aboriginal artist to speak about their work. Students take notes.

Invite a community member to talk about particular local Aboriginal artwork in their area.

Visit a site, museum or cultural organisation in your area to see real

Possum: walert Possum skin rug:

dhadhowul To draw: braka- Paint (noun): mirribagat Who (singular):

winharrup What: winha Which: winha What for: winharra When: ngarroie How: nhurra How many/much:

nunggudbuddin Where: winydha

See your school’s copy of Meerreeng-an Here Is My Country: The Story of Aboriginal Victoria Told Through Art

Artist William Barak

Refer to the art heritage for your local area – try your local council’s website

Try your local Aboriginal Cooperative for artwork

Indigenous Art in Victoria

Aboriginal cultural centres, eg, the Koorie Heritage Trust has tours of the Trust and of Melbourne for school groups, a changing art

Aboriginal Art – Victorian Essential Learning Standards – Pathway 2 Level 5 Sample Unit © VCAA 2012 Page 8

Show understanding that art works stem from particular cultural and historical contexts

examples.

Online, research different Victorian Aboriginal art forms e.g. finger painting, rock art, dance, artefacts, music, song, dance, weaving - make notes.

Research Aboriginal Art websites (video clips not art galleries) and select one as a basis for your journal. Make written notes about what you liked and why. Discuss your findings in class.

Art works stem from particular cultural and historical contexts. Research the different styles of Aboriginal art across Australia. Note some of the features of each group’s artwork.

With mime, put simple questions to the class in Language about the work of an artist of your choice.

exhibition, and a small cultural museum. Brambuk Bunjilaka Birrarung Marr

Aboriginal Art at Museum Victoria

Tourism Victoria

National Gallery of Victoria

Aboriginal Art

Awaye!

Speaking Out

ABC Indigenous

Message Stick

Ochre Making pigments

Look at the various colours of ochre available in your area. What are their names and colours in Language?

Discuss the use of ochre as paint and for body decoration, and how the different colours were obtained by trading.

Ask a community member to demonstrate the use of ochre.

Find out where ochre is located in your area.

Use ochre to make a finger painting on paperbark or leaves.

Clay: bigurn Red ochre: nurru-nurru White ochre: ngarrambel Ochre: wurrap

Aboriginal use of rocks and minerals

Ochre Net

Timeline of sites where ochre has been found

Aboriginal Victoria – Aboriginal Art

Aboriginal Art – Victorian Essential Learning Standards – Pathway 2 Level 5 Sample Unit © VCAA 2012 Page 9

Farewell routine Farewell the students in Language

Students return the teacher’s farewell

Students farewell any guests in Language

Students farewell each other in Language

This farewell routine should be used every day.

Topic 2: Local Aboriginal Art

Overview Activities Sample Language (Boon Wurrung

/Woiwurrung /Taungurung)

Comments

Greeting routine

See Activity 1.

Rock art

Research Victorian rock art sites online. Visit any rock art sites in your area. Add your findings to the class blog.

What legislation protects rock art in Victoria?

To draw: braka-

Types of Rock Art

Rock Art Research Centre - Legislation

Weaving

What items do Aboriginal weavers create? What were their uses? Who does the weaving? What material do they use to weave?

Invite an Aboriginal community member to give a weaving demonstration, then students practise weaving an item.

Grass basket: binak Grass bag: bilang Fishing net: wiirap Long fishing net: kayarr Small fishing net: djaal Grass: buath

Need site.

See Twined Together ISBN 064644088 by Kunnadj Ngalenghalehen – also see

Reclaiming culture in south-eastern Australia

An Australian Fibre Tradition

Contemporary Aboriginal Art

Who designed the official Aboriginal flag?

Using an artistic medium, reproduce the flag, labeling the colours in Language. What do the colours signify for Aboriginal people?

Research contemporary Indigenous art, including digital photography, new media applications, textile

History of the Aboriginal flag

Indigenous Australian flags

Aboriginal flag symbolic meaning

Koori Heritage Trust

Contemporary Aboriginal Art

Aboriginal Art – Victorian Essential Learning Standards – Pathway 2 Level 5 Sample Unit © VCAA 2012 Page 10

design and print making, film, performance art, and the making of contemporary artefacts such as boomerangs, clap sticks, and shields. Choose a contemporary artist and write about them in the class blog.

View a contemporary painting by an Aboriginal artist, and discuss how the organisation of signs and symbols communicates connection to country, family, story, ideas and feelings.

Indigenous art in Victoria

Art Education Victoria

Images from contemporary Aboriginal artists

Vocabulary revision.

Revise words by looking at terms used in Victorian Aboriginal art.

See your school’s copy of Meerreeng-an Here Is My Country: The Story of Aboriginal Victoria Told Through Art

Farewell routine See Activity 1.

Topic 3: Music and Musical Instruments

Overview Activities Sample Language (Boon Wurrung

/Woiwurrung /Taungurung)

Comments

Greeting routine See Activity 1.

Musical instruments

How did Aboriginal people make music long ago? Where did they get their instruments?

Invite an appropriate community member to talk about and/or play an Aboriginal musical instrument. How was their instrument made? Write about the instrument in your journal.

Students make their own instruments under the guidance of a community member.

Stick: galk Boomerang: wan.gim To sing: yinga Leaf: djerrang or marran

Traditional Aboriginal Musical Instruments

Australian Aboriginal Musical Instruments

Traditional Aboriginal Music

Didjeridoo video and other instruments

Aboriginal Art and Instruments

Australian Music Centre The didgeridoo was

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Students form their own musical groups using Aboriginal instruments they have made themselves and beatboxing, that is, a combination of the old and new.

Perform in a school concert showcasing both traditional and modern Aboriginal music, eg, clapsticks, boomerangs.

Research words relating to music and musical instruments in the Language you are studying. Enter them into your personal wordlist.

How was a drumming sound produced, eg, beating on a possum skin rug? Compare this with rhythm in other cultures.

Students collect images, labelled in language, for a classroom poster celebrating Aboriginal music and musical instruments.

Watch Uncle Herb Patten play the gumleaf. Students practise playing the gum leaf in class and at home.

introduced into Victoria through trading. It originated in the north of Australia.

Uncle Herb Patten plays the gumleaf

Significant music Discuss the cultural events and ceremonies where music was played. What is the social role of music, both today and in the past?

What are songlines, and why are they important to Aboriginal people?

Listen to songs in Language and consider the melody in terms of colours and light and dark.

Listen to a song about an event or issue and discuss its meaning and the impact of the event or issue, eg, Archie Roach’s Took the children away.

Aboriginal music http://www.aboriginalartonline.com/culture/amusic.php

Living Songs: Music, Law and Culture in Aboriginal Australia

Yanyuwa Tiger Shark Dreaming song line

Songlines Aboriginal Music

Black Arm Band

Kutcha Edwards

Aboriginal music clips

Aboriginal Art – Victorian Essential Learning Standards – Pathway 2 Level 5 Sample Unit © VCAA 2012 Page 12

Students view movies about the issue or event that is captured in the song.

Students investigate the issue or event depicted in the song, and present their findings in the form of a presentation.

Gurrumul

Rabbit Proof Fence

Stolen Generations and the apology

The Sapphires

Farewell routine

See Activity 1

Topic 4: Song and Dance

Overview Activities Sample Language (Boon Wurrung

/Woiwurrung /Taungurung)

Comments

Greeting routine

See Activity 1.

Stories in songs and dances

Invite an appropriate community member to talk about the cultural importance of song and dance to Aboriginal people. Why do people create songs and dances?

Watch a film of an Aboriginal dance or invite local dancers to perform, and discuss its meaning.

Play current contemporary Aboriginal music, and allow the students to sing along. What is the meaning of the song?

Students revise vocabulary used in songs.

To beat: dhilba- To go: yana- To jump: yuli- To swim yawa- Corroboree: ngarga Sing: yinga- Dance: ngarrga-

Explore the Little Red Yellow Black Site

Melbourne Aboriginal Dance Troupes

Aboriginal Dance Troupe

Bangarra

The Chooky Dancers

For example, Dan Sultan, Casey Donovan, Warumpi Band, George Rrurrambu, Blackfire, Deadheart, Briggs,

List of Indigenous Australian musicians

Participation in songs and dances

Students learn a song and/or dance from an appropriate community member.

Seek the community’s permission for the students to decorate themselves in an appropriate way to

Aboriginal Art – Victorian Essential Learning Standards – Pathway 2 Level 5 Sample Unit © VCAA 2012 Page 13

practise the dance learned from the community member. Perform at assembly or elsewhere.

Language Team assists students to write a song in Language about an animal from their community. Students practice regularly in preparation for a performance for the community, accompanied by clapsticks.

In Language students practise a traditional or modern Aboriginal song and record for younger students to hear.

Students perform a song and/or dance, eg school assembly, family, parent group, etc. Film this to show in class and to revise the associated learning.

Example: Possum Song Windh-arr, walert, walert? Where-you possum, possum? Possum, Possum where are you? Mani galka wilama gubi Here tree-loc house-loc above Here in the tree above the house Winh-arr munggunh mangu walert, walert? What-you make-pres there possum possum? Possum, Possum what are you doing there? Yumin-unh-an, yumin-unh-an Sleep-pres-I, sleep-pres-I Yalingbu today I’m sleeping, I’m sleeping the day away

Example: Possum Song Possum, possum where are you? Here in the tree above the house Possum, possum what are you doing there? I’m sleeping, I’m sleeping the day away. (by Auntie Fay Muir)

Farewell routine

See Activity 1.

Topic 5: Sand and Rock Art

Overview Activities Sample Language (Boon Wurrung

/Woiwurrung /Taungurung)

Comments

Greeting routine

See Activity 1.

Revision and introduction of new words

Revise and practise words in Language.

Invite a community member to talk about Aboriginal people using natural resources to express their

Gagurruk: sand Yalamburrnin: rough Maniyanin: smooth Stone: lang Small: garrabim or wayigurrk Big: wurrdha or wurrdhabu

Aboriginal art explained

Australian Aboriginal Art

Aboriginal Art and

Aboriginal Art – Victorian Essential Learning Standards – Pathway 2 Level 5 Sample Unit © VCAA 2012 Page 14

ideas, e.g. feet, hands, clap sticks, boomerangs, gum leaves.

Sand drawing is an integral part of Aboriginal story telling. Invite a knowledgeable community member to demonstrate story telling through sand drawings. Ask the students to tell a story using sand drawings.

Ask an Aboriginal artist to show how and why people made hand prints on rocks using ochre.

What does rock art tell us about the history of the people who made it? What do the drawings mean? Students make an entry in their journal about the meaning behind rock art, eg, at Gariwerd.

Game – students take turns at holding up flashcards, and asking: What is this? Class responds with the name of the the item.

To revise words learned earlier, play a card game e.g. Snap. Students create the cards to be used in the game.

Good: burrndap or bundap or manamidh Tree: darrang or galk Mud: dagik What is this? Winha?

Culture Centre

Urban Aboriginal Art

Sand talk

Aboriginal Art Symbols

Farewell routine

See Activity 1.

Topic 6: Dreaming Stories

Overview Activities Sample Language (Boon Wurrung

/Woiwurrung /Taungurung)

Comments

Greeting routine

See Activity 1.

Revision Revise vocabulary

Discussion of oral histories or stories

Discuss oral histories or stories that fall into one of the following categories:

Aboriginal Art – Victorian Essential Learning Standards – Pathway 2 Level 5 Sample Unit © VCAA 2012 Page 15

o collective histories - group

stories o spiritual narratives - law,

family relationships, relationships to the land and sea, food

o cultural practices - handed down from generation to generation

o life histories - biographical stories of important individuals. 1

Dreaming Stories

What are Dreaming stories? Students make a journal entry about Dreaming stories.

Survey Community members for Dreaming stories and ask permission to record the person’s story. Make notes in your journal for a class discussion.

Students create a presentation of the Dreaming story they learned. Students share their presentations with the rest of the class.

Read the Boon Wurrung story told by Auntie Carolyn Briggs, a Boon Wurrung Elder. What is the intended inner meaning of the story? Discuss in class, then make an entry on the class wiki.

Using a wordlist, students

translate the following words

from Auntie Carolyn, then

write them with their

translation in their journal:

Womin Jeka mirambeek beek. Boon Wurrung Nairm derp Borderupton uther willam.

Eagle(hawk): Bundjil Crow: Waang Frog: ngarrat or ngarrerd Emu: barraimal Turkey/bustard: warn-murn Water: baan or baany Earth, ground, country: biik or nirrap

Stories and Voices

The Dreaming

Dreaming Stories

Tiddalick the Frog, an Aboriginal Dreamtime Story

The Rainbow Serpent

Boon Wurrung Story by Auntie Carolyn Briggs

Australian Dreamtime Stories for Kids

Why the Stories are Told by Auntie Beryl Carmichael

The old and the new

Research stories about the

filling of Port Phillip Bay from

Indigenous Creation Stories

1 1 Quoted from the Queensland Studies Authority www.qsa.qld.edu.au who used the following two sources:

Barwick, D, Mace, M & Stannage, R (Eds) 1979, Handbook for Aboriginal and Islander History, Aboriginal History Inc, Canberra.

“Aboriginal Histories: Source problems in methodology”, in Black Voices, Vol. 3, No. 1, Loos, N & McDonald, H (Eds) (1987) James Cook University, Townsville.

Draft P–12 Guidelines and Framework, A Teachers Handbook designed to be used with the Trial Syllabus in Aboriginal Studies and Torres Strait Islander Studies, Queensland Education

Department, 1995. www.qsa.qld.edu.au

Aboriginal Art – Victorian Essential Learning Standards – Pathway 2 Level 5 Sample Unit © VCAA 2012 Page 16

the various groups around the

bay. What do you notice?

Research the scientific

explanation for the filling of the

bay. Discuss and compare the

Dreaming stories and the

scientific explanation.

Alternatively, hand out photocopies of the English story about the filling of the bay as well as a Language word list. Tell the story in English, then reread it with some words in Language to familarise students with the content and the Language. Read the story a third time with a silence to prompt students to call out the missing word in Language.

Use Cartoon Story Maker to create a story about the filling of the bay. Students share their stories with others.

of the Kulin Nation

Victorian Aborigines

Cartoon Story Maker

Analyse a Dreaming Story

Analyse a Dreaming Story message using a table with the headings Key Elements of the Story and Message/Moral of the Story

Students complete a cloze exercise for homework, that is, a story with some words in Language omitted. Students fill in the blanks from the list of missing words given in a jumbled order. Students identify the correct word for each blank in the text.

Farewell routine

See Activity 1.

Topic 7: Art and Language

Overview Activities Sample Language (Boon Wurrung

/Woiwurrung

Comments

Aboriginal Art – Victorian Essential Learning Standards – Pathway 2 Level 5 Sample Unit © VCAA 2012 Page 17

/Taungurung)

Greeting routine

See Activity 1.

Discuss the systematic nature of music or art and compare with Language

Beat a drum or clap sticks – what happens when you miss a beat or beat irregularly? The rhythm is upset. Just as there is pattern in music, there is a pattern in art and in Language. It is important to look for the patterns or designs in music and art. It is also important to look for patterns in Language. Look at or listen to a Dreaming story already discussed, and identify any patterns in the Language.

Language is a system. Words in Aboriginal Languages are made up of suffixes (bits added to the end of a word) in a specific order. With the assistance of the linguist, develop some exercises that identify the suffixes used in the Language being studied.

Aboriginal Languages have a very different pattern than that of English. The linguist on the Language Team can assist with and explain the patterns in the Language used. The ownership pattern: (Note that genitive means owner.) Badjurral wulunhu means ‘a woman’s yamstick’. Badjurr -al Woman–genitive Wulunh -u yamstick –her ‘A woman’s yamstick’ Here is the pattern for gulinydhal wan.gimu ‘a man’s boomerang’. Guliny-dhal Man -genitive wan.gim -u boomerang-his ‘a man’s boomerang’

Farewell routine See Activity 1.

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Unit Resources

Websites

At the time of publication the URLs (website addresses) cited were checked for accuracy and appropriateness of content. However, due to the transient nature of material placed on the Internet, their continuing accuracy cannot be verified. Teachers are strongly advised to prepare their own indexes of sites that are suitable and applicable to this unit of work, and to check these addresses prior to allowing student access. For information on the Department of Education and Early Childhood Development’s Principles of Learning and Teaching (PoLT) follow this link.

Teacher resources

A comprehensive list of teacher resources is available under the resources tab on the Aboriginal Languages, Cultures and Reclamation in Victorian Schools website. This site provides links to other states’ Language programs, and to a wide range of resources.

Student resources

A comprehensive list of student resources is available under the resources tab on the Aboriginal Languages, Cultures and Reclamation in Victorian Schools website. This site provides links to other states’ Language programs, and to a wide range of resources.

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Assessment

The Victorian Essential Learning Standards support a combination of assessment practices:

Assessment of learning (summative)

Assessment for learning (formative)

Assessment as learning (ongoing) Further information on these can be found at: http://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/ Additional information is provided on the Languages Other Than English domain page. Although Aboriginal Languages are included in the Roman alphabetical languages category, the standards specific to Aboriginal Languages can be found in the VELS Aboriginal Languages, Cultures and Reclamation in Victorian Schools: standards P-10 and protocols. When assessing student achievement, assessment criteria can be developed from relevant standards and associated tasks or activities. The table below shows a range of assessment criteria, tools and strategies applicable to this unit. Teachers could choose to use some or all of these or use the unit to assess other standards.

Standards Evidence

Aboriginal Languages, Cultures and Reclamation in Victorian Schools Ability to: Reproduce and extend Language models Participate in greetings Respond to instructions and visual clues Describe and compare features of the structures in languages Demonstrate reclamation skills through various strategies including direct learning from the Language team and investigation of dictionaries and wordlists Research and document the Language being studied through personal interview and other strategies including the use of ICT Demonstrate an understanding of the process by which the sounds of the Language are represented in community spellings Appreciate the roles of language in maintaining culture, identity and knowledge Explain how the Language and culture help promote the sustainable care of the environment Develop knowledge of protocols and skills of working ethically with each other and with Aboriginal communities

Teacher observations and records of students’ skills in: Learn new words (all topics) Use greetings and farewells daily (all topics) Follow instructional words and Identify patterns, colours and art forms (all topics) Compare harmony between language and art (topic 7) Use words appropriately following instructions; research Aboriginal Art websites and written evidence (all topics) Participate in games and investigate different art forms, music, song and dance (all topics) Learn new words and understand spellings for words in the Language under study (all but especially topic 4) Learn about Aboriginal Art, its cultural origin and propagating it on the global stage (all topics but especially 1, 6) Victorian Aboriginal Art forms raise awareness of the need to protect artefacts (topic 1, 2, 5, 6) Respect to Elders, acknowledge Aboriginal art and the culture it springs from (all topics)

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Relate their language learning to other areas of the curriculum Understand the importance of maintaining the cultural values, beliefs and knowledge associated with the chosen Language by comparing and contrasting various ways of life including their own Discuss the influence of Aboriginal Languages and cultures on Australian life and culture in general Analyse how the shared history of colonisation in Australia helps Australians to understand their present and shape their future Participate in culturally relevant events and experiences and articulate the meanings of this participation and learning Demonstrate an awareness of Language revival and maintenance efforts and can discuss the importance of this process Demonstrate understanding of local stories contained in oral passages, artworks and literature by Aboriginal and Torres Strait Islander people through the production of responses in oral, artistic and literary forms

Relate Aboriginal life through comparison with art, history, science (all topics) Value and respect Aboriginal heritage and uniqueness (all topics but particularly topics 2 and 6) The impact of Aboriginal music and art (topics 3, 4, 6, 7) Study of a song relating to an event or issue (eg Took children away). (topic 3) Participation in songs and dances, production of artworks, weaving, music, sand drawings and presentation of a Dreaming story (all topics) Word lists of the Language being studied and discussions about Language and art (topics 3, 4, 6, 7) All activities but especially the Dreaming stories (all topics but especially 6)

The Arts Ability to: Independently and collaboratively, plan, design, improvise, interpret, evaluate, refine, make and present arts works that represent and communicate ideas and purpose Experiment with, select and use appropriate skills, techniques, processes, media, materials, equipment and technologies across a range of arts forms and styles … Generate and develop ideas that explore particular concepts, techniques and issues when making arts works Combine and manipulate arts elements, principles and/or conventions to represent and communicate ideas and develop imaginative solutions to set tasks.

Students make their own instruments (topic 3) Use ochre to make a finger painting on paperbark or leaves (topic 1); weave an item (topic 2); create a presentation of a Dreaming story (topic 6) Research the different styles of Aboriginal art across Australia (topic 1) Students create a presentation of the Dreaming story they learned (topic 6)

Research, observe and reflect on their explorations to develop, discuss, express and support opinions about their own and others’ use of arts elements, principles and/or conventions, skills, techniques, processes, media, materials, equipment and technologies. Compare, analyse, evaluate, and interpret the content, meaning and qualities in arts works created in different

View a contemporary painting by an Aboriginal artist, and discuss how the organisation of signs and symbols communicates connection to country, family, story, ideas and feelings. (topic 2) Research contemporary Indigenous art, including digital photography, new media applications, textile design and

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social, cultural and historical contexts, offering informed responses and opinions using appropriate arts language. Describe aspects and requirements of different forms, audiences and traditions, and identify ways that contemporary arts works, including their own, are influenced by cultural and historical contexts. Use appropriate arts language.

print making, film and performance art. Choose a contemporary artist and write about them in the class blog. Art works stem from particular cultural and historical contexts. Research the different styles of aboriginal art across Australia. Note some of the features of each group’s artwork. (topic 1) Discuss available materials in the local environment that conditioned different Aboriginal art forms in the past. Elicit ideas about modern developments. (topic 1)