CRITICAL PERSPECTIVES INDIGENOUS POETRY OVERVIEW These resources include

CRITICAL PERSPECTIVES INDIGENOUS POETRY OVERVIEW These resources include speeches, poems, documentaries, performances, official government documents, articles, songs, film reviews, short stories, essays, art works etc.

Oral Presentation to reinforce the Oral Tradition

The What The How The Why

What does the person see? How does the person respond? Why does the person write the poem? What is the poet’s perspective? How does the poet convey that? What is the reader’s perspective? How does the reader respond to the poet’s perspective?

AIMS OF THE TASK * develop the students’ understanding that a text may be interpreted from a range of critical perspectives * be able to identify the social, historical and political perspectives of the writers of the texts we study * understand that their critical perspective has been informed by their a) b) c) d) e) knowledge and experience of our social institutions and framework, historical context and knowledge their own conscious - or unacknowledged - political attitudes the beliefs, values and ideas they currently hold their capacity to critically examine multiple perspectives

AIMS OF THE TASK * understand the intertextual relationship of the texts and the way each text interacts with the others and with their world view * understand the critical perspectives of the writers and the way they shape, refine and challenge our understanding of our culture, history and political attitudes and actions. Background Artwork: Dedicated to the Vanishing Adelaide Tribe (from Imaginary figurations No. 8) by Nicolas Lang (photographed in 2018 by J. A. Wright at the AGSA)

THE TASK Ø to present an informed, detailed 6 -minute talk based on the socio-historical perspectives observed in Oodgeroo Noonuccal’s poetry Ø to arrive at a critical perspective through close textual analysis of Noonuccal’s poems supported by wider reading and viewing of multiple socio-historical perspectives of the impact of colonisation on the First Australians.

This task satisfies the requirements of the Poetry component as well as the Critical Perspectives and gives the students an opportunity to present their learning as an Oral Presentation. It also gives them the opportunity to include all seven Capabilities and “supports the development of high-quality learning and assessment design that respects the diverse knowledge, cultures, and perspectives of Indigenous Australians. ” (Subject Outline for English Literary Studies, 2019)

IMPACT OF COLONISATION - RESOURCES - POEMS OODGEROO NUNUCCAL JUDITH WRIGHT We are going Bora Ring No More Boomerang The Dispossessed Municipal Gum Time is Running Out Integration Now Assimilation Now KEVIN GILBERT DOROTHEA MACKELLAR The New Anthem My Country CRITICAL READING: Keating’s Redfern Speech SONG: “From Little Things Big Things Grow” by Kevin Carmody and Paul Kelly

KEVIN GILBERT – INTERACTING WITH GILBERT’S POETRY AND DEVELOPING A CRITICAL PERSPECTIVE Read the poems in the booklet. Write a word, phrase and sentence that best describes the poems. Word Phrase Sentence Kevin Gilbert - State Library of NSW - NSW Government image used under creative commons licence Read the poem at the beginning of the chapter from Because a white man will never do it. Write a word, phrase and sentence that best describes the poem. Word Phrase Sentence Write as much as you can in 15 minutes comparing and contrasting these poems. (e. g. tone, message, mood, language, subject matter, rhythm, rhyme, and their purpose, narrative voice, point of view, imagery, symbolism, repetition, allusions, foreshadowing, contrast)

2017 English Literary Studies Examination Paper V 2. indd https: //www. sace. sa. edu. au/documents/ CRITICAL READING ON PAUL KEATING’S REDFERN SPEECH SEE HANDOUT OUTLINING DOT POINTS THAT COULD BE MADE FOR EACH QUESTION.

Aboriginal People Respond To “Australia Day” - You. Tube https: //www. youtube. com/watch? v=G 8 cz. Hl. PYXew SEE HANDOUT REGARDING THE AUSTRALIA DAY PROTEST IN 1938. YES, THIS ISSUE HAS NOT BEEN RESOLVED EIGHTY YEARS LATER.

Mervyn Bishop’s iconic image of Gough Whitlam pouring soil into Vincent Lingiari’s, hand after his marathon 8 -year battle against Lord Vestey for proper work and pay conditions and for the Gurindji people to gain access to their country at Wave Hill Station. The protest led to the Aboriginal Land rights (Northern Territory) Act 1976. (photographed at AGSA in 2018 by J. A. Wright) The Sign Says It by Richard Bell at the AGSA (photo by J. A. Wright) Paul Kelly - From Little Things Big Things Grow - You. Tube

STOLEN GENERATION RESOURCES: DRAMA PRESENTATION of the Stolen Generation from a Year 12 Drama assessment SONG “Took the Children Away” by Archie Roach Took the children away - Archie Roach - LYRICS - You. Tube https: //www. youtube. com/watch? v=aa. AXPq 0 EAr 0 CRITICAL READINGS of two film reviews of Rabbit-proof Fence, giving different critical perspectives on Molly Craig’s experience of being taken by authorities to Moore River Native Settlement and the long walk home with cousins as recounted by her daughter Doris Pilkington in her book. ESSAY by Larissa Behrendt on Doris Pilkington’s biographical book, Follow the Rabbit-proof Fence. DOCUMENTARY Beyond Sorry recounting Zita Wallace’s experience as a member of the stolen generation

Above: Zita Wallace and her auntie, Aggie Abbot, reunited on country. Aggie helped Zita learn her Arrernte language, culture and traditions, when Zita left her white, middleclass life in Alice Springs - at the age of 62 - and camped on her grandfather’s land. Here, she devoted herself to learning everything she had lost as a member of the Stolen Generation who had been sent to Melville Island as an 8 year-old. Right: This is one of her paintings.

F O S S LO ITY IDE LOS NT KN O SO WL F LOSS OF EDG D N FAMILY LOS A R T S OF S N O I DIT LO LAN SS GU OF AG E E A L F LO O S S

Australian Prime Minister Kevin Rudd apology speech - You. Tube ▶ 4: 14 https: //www. youtube. com/watch? v=a. KWfi. Fp 24 r. A SEE HANDOUT FOR FULL TRANSCRIPT OF RUDD’S SPEECH.

INDENTITY SHORT STORY “Meeting My Dad” by Katie Wyatt (including correspondence and police reports) POEMS “The Pain Rains” by Hans Katakarinja “Grade One Primary” by Ali Cobby Eckermann “Sorry for Belonging” by Jenny Fraser

Indigenous Australia: What They Don't Teach You (Part 1) - You. Tube https: //www. youtube. com/watch? v=81 z 8 Fp. ERzr 4 ▶ 10: 53 Jan 26, 2018 - Uploaded by Buzz. Feed News

Thank you for attending my workshop today. If you have any questions, or would like any other resources, or clarification about anything to do with this task, please do not hesitate to e-mail me at julie. wright@tcc. sa. edu. au This artwork is currently on display at the AGSA. Photo by Julie Wright.