I'm proud of the 40000-plus year history of my ancestors, the Aboriginal and Torres Strait Islander

32 Pages·2015·7.33 MB·English

PUBLICATION & COPYRIGHT
This publication is copyright – NSW Reconciliation
Council, January 2015. Apart from any fair dealing for
the purpose of private study, research, criticism or review
as permitted under the Copyright Act, no part may be
reproduced without permission with the exception of
photocopying for use by teachers with reproduction
maintaining original format and text. This Kit makes use of
material produced by the NSW Board of Studies Teaching
& Educational Standards. The NSW Board of Studies
Teaching & Educational Standards should be consulted
separately on the issues of reproduction.
NOTE TO READER
Aboriginal and Torres Strait Islander readers are
warned that this publication may contain references
to deceased persons.
Effort has been undertaken to ensure that the information
contained in this book is correct, and the NSW
Reconciliation Council regrets any offence that errors or
omissions may cause.
Throughout this publication, the terms Aboriginal and Torres
Strait Islander are used wherever possible. In the interests of
readability we use the terms Indigenous and non-Indigenous
to refer to the relationship between Aboriginal and Torres
Strait Islanders and non-Indigenous Australians. The authors
intend no disrespect.
PARTNERS
The NSW Reconciliation Council would like to thank the
Sydney Harbour Foreshore Authority for their support of
the 2015 School’s Reconciliation Challenge.
Sydney Harbour Foreshore Authority is responsible for
the care, management and interpretation of some of the
nation’s most significant natural and cultural heritage
resources, including The Rocks which is considered to be
the most significant heritage precinct relating to European
settlement in Australia.
shfa.nsw.gov.au/
ACKNOWLEDGEMENTS AND CONTRIBUTORS
Recognise, Recognise This, Bangarra Dance Theatre, AIME
ENDORSEMENTS
DESIGN
alphabetstudio.com.au
ENQUIRIES
Telephone: ([phone]
Email: [email protected],au
Teaching Kit is available online: nswreconciliation.org.au
We acknowledge and pay respect to Aboriginal and
Torres Strait Islander ancestors, Elders and the diversity
of traditional owners across this ancient land.
2 Getting Started
ENTRY INFO
ART & RECONCILIATION
LEARNING OUTCOMES
4 Culturally Appropriate teaching
5 Past Entries
6 Exploring the 2015 Theme
7 What is Reconciliation
8 Primary Toolkit
GETTING STARTED
CONSTITUTIONAL RECOGNITION
HOMEGROWN HERO CASE STUDIES/ACTIVITIES
CREATING ART
16 Secondary Toolkit
GETTING STARTED
CONSTITUTIONAL RECOGNITION
HOMEGROWN HERO CASE STUDIES/ACTIVITIES
CREATING ART
24 Reconciliation Road Map
25 Aboriginal and Torres Strait Islander
Important Dates
26 Further Resources
27 Entry Form
28 Artist’s Statement Template
29 Terms and Conditions
Photo credit: James Hunt
Entry Info Art & Reconciliation
WHAT? WHAT IS RECONCILIATION?
Reconciliation is about
The Schools Reconciliation Challenge is an Reconciliation is a multi-layered process. In
annual art competition for young people. It is Australia it means bringing everyone together improving relationships
designed to engage students in Reconciliation by addressing divisions between Indigenous
between Aboriginal and
and Aboriginal and Torres Strait Islander issues and non-Indigenous Australians that have
through art. been caused by a lack of respect, knowledge Torres Strait Islander people
and understanding. Reconciliation seeks to
WHO? ensure equality in health, education, housing and the broader Australian
All young people in Years 5–9 (or of and justice for Aboriginal and Torres Strait community. The Schools
equivalent age), Indigenous and non- Islander Australians, and the maintenance of
Indigenous, of all abilities. Young people Aboriginal and Torres Strait Islander cultures, Reconciliation Challenge is
may enter the competition through their identities and recognition of our shared history. one way for students to learn
school or independently
WHY USE ART TO EXPLORE about Aboriginal and Torres
WHEN? RECONCILIATION?
The competition runs from 23 February – Art is a great medium through which to explore Strait Islander Australia
22 May 2015. Selected works will be Reconciliation. It has long been used by and contribute positively to
exhibited in Sydney during 2015. It is free to Aboriginal and Torres Strait Islander peoples
enter and selected artists will be sponsored to explore and express ideas, tell stories, and Australian society, whilst
to travel to Sydney for the exhibition launch. pass on information. Using art as a vehicle for expressing themselves
learning assists students to investigate social
HOW? artistically, and meeting the
realities, explore complex themes and issues
1. Register for the competition by emailing
and express their ideas creatively. objectives of the NSW K-6
[email protected] with
your name, school and position and and 7-10 syllabuses.
whether you would like to receive a hard
copy of the Teaching Kit.
2. Then, use the activity ideas, case studies
and other resources in this Teaching Kit to
The NSW Reconciliation Council is a non-
inspire and inform lessons about Aboriginal
government, not-for-profit organisation.
and Torres Strait Islander issues.
It is the peak representative body for
3. Use these lessons to assist students to Reconciliation in NSW. Our purpose is
develop artworks, or one collaborative to advance Reconciliation by promoting
artwork, which reflects their ideas the development of equitable and just
about Reconciliation and the theme communities that acknowledge and respect
‘Homegrown Heroes’. Aboriginal and Torres Strait Islander people,
cultures and values.
4. Submit the artwork/s to the NSW
Reconciliation Council by 22 May 2015.
REMEMBER:
All entries MUST include a complete artist’s Throughout this kit we refer
statement and entry form (found at the
to different Aboriginal and
back of this Kit). The artwork and artist’s
Torres Strait Islander nations
statement are judged together so it is
and language groups. Check
important that the statement is sufficiently
detailed and explanatory. Entries without an out this link to see where
artist’s statement will not be accepted. they all are in Australia:
Artworks should be 2D and a maximum size
mgnsw.org.au/sector/
of A1.
aboriginal/aboriginal-
language-map/
2
Learning Outcomes
This Teaching Kit has been developed with reference to the Aims, Objectives and Outcomes
of the Visual Arts components of the K-6 Creative Arts Syllabus (NSW) and the Visual Arts
Years 7-10 Syllabus (NSW). However, its content is relevant to a range of subject areas,
ages and ability levels.
CREATIVE ARTS/VISUAL ARTS
STAGE 3 (Years 5/6)
Making
• Investigates subject matter in an attempt to
represent likenesses of things in the world
(VAS3.1)
• Makes artworks for different audiences
assembling materials in a variety of ways
(VAS3.2)
Appreciating
• Acknowledges that audiences respond in
different ways to artworks and that there are
different opinions about the value of artworks
(VAS3.3)
• Communicates about the ways in which
subject matter is represented in artworks
(VAS3.4)
STAGE 4 (Years 7/8)
• Use a range of strategies to explore different
artmaking conventions and procedures to
make artworks
• Explores the function of and relationships
between artist-artwork-world-audience.
• Makes artworks that involves some
understanding of the frames
• Recognises and uses aspects of the world
as a source of ideas, concepts and subject
matter in the visual arts
• Investigates ways to develop meaning in their
artworks
• Selects different materials and techniques to
make artworks
STAGE 5 (Years 9/10)
• Develops range and autonomy in selecting
and applying visual arts conventions and
procedures to make artworks.
• Makes artworks informed by an understanding
of the function of and relationships between the
artist – artwork – world – audience
• Makes artworks informed by an understanding
of how the frames affect meaning
• Investigates the world as a source of ideas,
concepts and subject matter in the visual arts
• Makes informed choices to develop and
extend concepts and different meanings in
their artworks
• Demonstrates developing technical
accomplishment and refinement in making
artworks.

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The following section is reproduced in its reference to place, time, people and • Develop an awareness of otitis media and
entirety with permission from the Board events, and draw attention to the rich other health problems affecting learning
of Studies, Teaching and Educational diversity that exists within Aboriginal outcomes for Aboriginal students.
Standards NSW, and provides a guide for societies and the art produced.
• Acknowledge that some Aboriginal
teachers to develop inclusive and culturally
• Recognise how contemporary Aboriginal students will need time for family
appropriate activities.
art can adapt Western art forms and commitments, cultural traditions and
• Discourage students from copying or new technologies and media, and still events that affect their daily lives.
using Aboriginal signs or symbols in their communicate cultural knowledge and
• Encourage the Aboriginal Education
own artmaking. This not only causes express Aboriginality.
Assistant to participate in classroom
great offence to Aboriginal people, but
• Keep informed of significant activities; they are able to offer support for
also infringes copyright. Students should
developments and innovations in the the students and teachers.
be encouraged to develop their own
ways Aboriginal art practice, forms
symbolic visual language when learning and media change over time. There TERMINOLOGY
about the systems of symbolic meaning are numerous magazines, catalogues Terminology changes over time within
in Aboriginal artworks. and newspapers that have current Aboriginal culture and communities. The
• Ensure that all resources used are information. following is a selection of terms to help
culturally sensitive and appropriate. If in teachers with the sensitive implementation of
doubt, consult with Aboriginal people or STRATEGIES FOR TEACHING the units of work.
the NSW Reconciliation Council. ABORIGINAL STUDENTS • ‘Aboriginal people’ is the preferred term.
• Wherever possible employ an Aboriginal
• Integrate other aspects of Aboriginal art Aborigine is an outdated term and can
artist, dancer or storyteller to work with the
and culture, such as the oral tradition, often offend some Aboriginal people.
students in the classroom.
the performing arts, song, and dance • In any writing activity, the word Aboriginal
wherever possible. • Acknowledge that Aboriginal students should always be written using a capital ‘A’.
will not necessarily be well informed
• Avoid aspects of Aboriginal art containing about all aspects of their cultural heritage. • It is unacceptable to use the terms
sacred or secret or ‘inside’ information. Some will know a great deal while others half-caste or full blood when referring to
It is inappropriate to address this area might know little. Aboriginal people. This is highly offensive.
in classroom situations; most Aboriginal
people would find it offensive. However, • Enrich the classroom environment by • Use terms such as group, nation,
it is important that students are informed displaying positive affirmations of Aboriginal language group or cultural group rather
about this issue and learn to respect it. and Torres Strait Islander culture and art. than the word tribe, as it is now outdated
terminology. Some Aboriginal people refer
Aboriginal artists or advisors may provide • Provide Aboriginal students with
to themselves as traditional, not tribal.
some background to this issue. opportunities to enrich and affirm their
• Encourage an understanding of Aboriginal cultural identity if they choose to do so. • Avoid using words such as legends and
culture as a dynamic living culture, which, Do not assume that all students will have myths when referring to the Dreaming or
like all cultures, adjusts to change and the desire to do this. Teachers need to Dreaming stories. Dreaming is preferred
has a history. recognise that Aboriginal students, like to Dreamtime as the latter refers to the
other students, learn in a variety of ways, past, and is not inclusive of the present
• Avoid reference to traditional Aboriginal have special needs and come from and the future.
culture as ‘primitive’, ‘Stone Age’, or
cultures with very rich and diverse creative • Torres Strait Islanders do not consider
‘simple’, as these terms are highly
arts traditions. Teachers need to be flexible themselves Aboriginal people. There
offensive.
in their delivery of programs and in the way are similarities and differences between
• Follow correct protocols when using they respond to Aboriginal and Torres Strait Aboriginal and Torres Strait Islander cultures.
works by an Aboriginal artist who has Islander students’ learning styles.
• Torres Strait Islanders refer to their
died. Students should be aware that
• Avoid stereotyping Aboriginal students by traditional stories as legends rather than
in some communities the mentioning
their physical attributes or the way they Dreaming stories.
of names and display of photographs
learn, as this will have negative effects
of people who have died are signs of • Aboriginal people will often refer to
on them. It is best teaching and learning
disrespect to them and their families. themselves as Koori, Murri, Noonga etc.
practice to meet the needs of all students
Permission must be sought from families These names refer to a particular group
as learners from a variety of cultural
to show images of the deceased. or area to which they belong. They are
backgrounds.
not general terms and should not be
• Discourage generalised or stereotypical
• Acknowledge and recognise Aboriginal used as such.
characterisations of Aboriginal art, artists,
English as the home language of many
culture or communities. Make specific
Aboriginal students; use it as a building
block within the classroom.
4
In schools across NSW, young people are speaking up about Reconciliation, and telling their stories. Below are some of the outstanding
and inspiring artworks from the 2014 Schools Reconciliation Challenge. The theme these students were given was “Our Journey”.
Min Min Lights Reconciliation is in the Operation Refugee
Palm of Our Hands
YEAR 5 & 6 CLASS MAX MORAN
TUNCURRY PUBLIC SCHOOL REDDAM HOUSE
BEN BRENNAN AND
First Prize, Primary School ALEXANDER HORDER First Prize, Secondary School
TACKING POINT PUBLIC Murrumbidgee
Our artwork is about the min min My work explores the idea
lights that appear in the night Second Prize, Primary School of refuges and the journey of
sky. The different colours mean hardship that people have gone
Our artwork is about our KRISTIAN MARTIN GIBBS
we have brought traditional through. I have juxtaposed ideas
difference and how we have WILLIANS HILL SPECIAL
and modern ideas together. of the First Fleet as ‘refugees’
united as a country. It relates to EDUCATION SCHOOL
We decided to paint green and with today’s constant debate on
reconciliation because it shows
Third Prize, Secondary School
purple min min lights. We think “boat people’. The labels refer to
how things along the timeline
these colours represent changes change and it brings people government policies on refugees Our journey of learning. In our
in society about closing the gap together. It relates to our journey and explores the idea of seeking class we have learnt there are
between Aboriginal and non- because the road shows the asylum as a human right. Here some students of Aboriginal
Aboriginal people. twists and turns on life. The grass the past becomes part of the descent. We have also learnt that
has many different sizes showing present as we as Australians try other students are from India. We
our diversity. The hand is a sign of to work towards a solution for have learnt about our river, listened
power telling a story. this issue and find reconciliation. to the didgeridoo, spoken some
Aboriginal words and listened to a
Dreaming story. We learn together.
Our class is the best.
Patchwork: n- something
made of various bits
YEAR 5 & 6 CLASS
LEURA PUBLIC SCHOOL
Third Prize, Primary School
This artwork is a patchwork of
decorated squares that represents the
diversity of our individual life journeys.
Different materials and images were
used to symbolise aspects of our lives.
Each journey is unique, living side by
side, yet connected. The connecting
yellow, red and black threads represent
how we strive to recognise the
importance of unity and Reconciliation.
These connections form a network
that promotes mutual understanding,
respect and equality between
Indigenous and non-Indigenous
Australians.

5
Exploring the 2015 Theme
This year, the Schools Reconciliation Through the case studies included in this kit
BRAINSTORMING QUESTIONS:
Challenge will be based around the theme of (we also encourage teachers and students
Homegrown Heroes. In this teaching kit, we to find examples of their own homegrown
will explore the different types of heroes that heroes), we hope to provide a foundation
exist and examine the ways that everyday from which students can develop ideas
Australians are working towards a reconciled about the nature of heroism and the roles PRIMARY
Australia. With the theme of Homegrown of heroes in reconciliation. This Teaching
Heroes we hope to inspire students to Kit also explores the current campaign for What is the definition
engage with the idea of heroism and constitution recognition in the hopes that
of a hero?
questions such as ‘what does it mean to be a this will prompt further discussion about the
hero?’ and ‘why do we need heroes?’ in the progress of the reconciliation movement Is there a difference
broader context of reconciliation. over time and into the future. The Recognise
between a hero and a leader?
campaign is featured as an example of a
Heroes come in all shapes and sizes. Unlike
group of homegrown heroes who are working
the heroes of comics, they don’t always What does a hero do?
in communities all around the country to
wear capes and unlike the heroes of fairy
promote reconciliation and encouraging
tales, they don’t always charge in on white Why is it important to
others to become involved.
horses. There are plenty of people who work
have heroes?
tirelessly to make a positive difference in the We have deliberately chosen case studies
world who are everyday heroes. We often of homegrown heroes which are both
hear about heroes from other counties, such age-appropriate and engaging. We hope
as Nelson Mandela, Malala Yousafzai and the classes developed from this kit help to SECONDARY
Martin Luther King Jr. All of these people are motivate students to become homegrown
certainly deserving of the ‘hero’ title, but it’s heroes themselves. Included are a number What is the definition of a hero?
worth remembering that Australia also has of suggestions for classroom exercises
What is heroism?
some homegrown heroes of its own. Many designed to assist teachers in translating
men and women have dedicated their lives the ideas of Homegrown Heroes and
What are the qualities of a hero?
to reconciliation and the promotion of a more reconciliation into artwork. Please keep in
inclusive Australia. mind that in order for an artwork to be eligible What are the actions of a hero?
for the School’s Reconciliation Challenge,
students must explore reconciliation and the Why is it important to have
theme Homegrown Heroes and, using the
heroes?
Artist’s Statement on page 29, explain how
their artwork links to the theme.
2
What is Reconciliation? Yarri from Wiradjuri:
Homegrown Hero for Reconciliation
In Australia, reconciliation means bringing
BRAINSTORMING QUESTIONS: everyone together by addressing divisions Yarri was a Wiradjuri man who, in 1842,
between Indigenous and non-Indigenous
rescued 49 people from flood waters in the
Australians. The relationships between
town of Gundagai on the Murrumbidgee River.
these groups have not always been positive
At this time, the Wiradjuri people (the
and Aboriginal and Torres Strait Islander
Aboriginal people who were from this area)
people have not always been treated fairly.
and the non-Indigenous people of the town
These issues have been caused by a lack
lived very different lives. There was not a lot
of respect, knowledge and understanding.
of trust or respect between the two groups
Reconciliation seeks to ensure equality of
and they even lived separately, with the
health, education, housing and justice for
non-Indigenous people living in houses in the
Aboriginal and Torres Strait Islander people,
town and the Wiradjuri people living in their
and increase awareness and understanding
own camps outside of the town. One night
about their history and culture.
in June 1842, there was an incredible rain
Reconciliation is best understood as a
storm. The river that ran next to the town
journey. We take important steps towards
flooded and became so dangerous, that even
reconciliation every day but it is a long
the ferry that was trying to rescue people
and slow process. There have been
from their flooded houses ran aground. The
some significant events that stand out in
floods raged on and many of the town’s
Australia’s journey to reconciliation, such as
people were stranded on their rooftops. To
the Reconciliation Walk in 2000 when over
their surprise, Yarri appeared on his canoe
250,000 people marched across the Sydney
and, working through the night, he rescue
Harbour Bridge to show their support for
people one-by-one. Yarri ended up saving
Aboriginal and Torres Strait Islander people
49 people’s lives that night and the town of
and their desire to see a reconciled Australia.
Gundagai never forgot it. His bravery not only
While big events such as this are vital in the
saved lives, it also helped to build trust and
journey to reconciliation, it’s also important
friendship between the Wiradjuri people and
to remember that even small actions in
the non-Indigenous people living in the area.
local communities, such as acknowledging
There is still a memorial there today
Traditional Owners at school’s assemblies,
that commemorates Yarri’s life and his
are meaningful steps towards reconciliation.
contribution to reconciliation.
There are many homegrown heroes been
involved in reconciliation campaigns and
acitivities in Australia. It is important to
celebrate these people and to honour their
work by sharing their stories.
DISCUSSION QUESTIONS /
BRAINSTORMING ACTIVITY:
1. What do you think reconciliation means?
2. Why is reconciliation important?
3. Can you think of an example of another way
that people have tried to achieve reconciliation
in Australia recently? (Examples: Kevin Rudd’s
apology to the Stolen Generations; NAIDOC Week)
4. Can anyone think of ways we could contribute
to reconciliation in Australia?

7
Photo credit (left): James Hunt