Making Visible Aboriginal Perspectives in the Victorian Curriculum
Making Visible Aboriginal Perspectives in the Victorian Curriculum F-10 The Arts – Secondary • • • Overview of The Arts – Aboriginal Perspectives Performing Arts Visual & Media Arts Protocols Resources 08 -09 -20
Acknowledgment of Country I would like to acknowledge the traditional custodians of the many lands across Victoria on which each of you are living, learning and working from today. For me I would like to acknowledge the traditional custodians of the Wadawurrung people and their ancestral lands that I am speaking to you from today. When acknowledging country, we recognise Aboriginal and Torres Strait Islander people's spiritual and cultural connection to country. We acknowledge the continued care of the lands and waterways over generations and celebrate the continuation of a living culture that has a unique role in this region. And as we share of our knowledge in teaching and learning, may we pay our respects to Elders past, present and emerging, for they hold the memories, traditions, culture and hopes of all Aboriginal and Torres Strait Islander peoples across the nation, and hope they will walk with us on our journey.
Victorian Curriculum | F-10 Overview Aboriginal Perspectives in the Curriculum Cross-curriculum priority: Aboriginal and Torres Strait Islander histories and cultures Localised and Victorian context
Overview of The Arts – Aboriginal Perspectives
The Arts – Overview of Content Descriptions & Elaborations The Arts Content Descriptions & Elaborations Secondary Dance 8 4 Drama 10 4 Music 10 4 Media Arts 13 7 Visual Arts 18 11 Visual Communication Design 4 4
Aboriginal Perspectives across The Arts • • • Create cultural representations Traditional to contemporary perspectives, viewpoints and issues Cultural protocols Deconstructing representation of Aboriginal and Torres Strait Islander peoples – challenging stereotypes Traditional beliefs and values Knowledge, skills and Cultural contexts understanding Transmitting cultural information Historical influences Unique way of seeing, Local, national and international context understanding and engaging with the world
Overview of The Arts: Visual Arts Media Arts Visual Communication Design Kathy Hendy-Ekers | Curriculum Manager
Visual Arts – 7 – 10 Level 7 and 8 Levels 9 and 10 Respond and Interpret Elaboration Example Content descriptions
Viewpoints in Visual and Media Arts The Australian Curriculum - The Arts
Responding activity Key elements • Analyse, interpret and evaluate. • Cultural, historical and contemporary contexts • Viewpoints National Gallery of Victoria Collection Webpage Indigenous Art https: //www. ngv. vic. gov. au/explore/collection/curatorial/indigenous-art/
Making and responding VCAA Visual Arts and Creative & Critical Thinking resource Discussion • What is the main concept behind Sorry? • How do you think the artist has expressed the idea? • Consider the materials and techniques the artist has used to make the work and why he chose those materials. • Describe how the artist has expressed the concept using visual conventions.
Making and responding Level 7 and 8 Explore and Express ideas • Students identify a concept that is important to them such as immigration policies, refugees, asylum seekers. • Collect articles about the issue and identify key words that represent the issue. • Collect objects that represent the issue. Visual Art Practices • Using the objects and selected words in different font and texts create a significant word about the issue out of the objects and font. • Students base the work on the use of art elements and principles that are symbolic to the issue. Present and Perform • The work can be photographed from above. • Ask students to evaluate their work. • Describe how your selection of materials and visual conventions express the concept behind the work. • Explain how Albert’s work influenced your work.
Assessment Achievement indicators 1 Students identify, analyse and evaluate how other artists use materials, techniques, technologies, processes and visual conventions to express ideas and convey meaning. 2 Students plan and make their art works in response to exploration of techniques, technologies and processes used in the work of other artists. 3 They demonstrate the use of materials, techniques, processes, visual conventions and technologies to express ideas and convey meaning in their artworks. 4 Students identify and describe artworks and exhibitions from different cultures, times and places and how ideas are interpreted by audiences.
Media Arts – Exploring stories ABC - In my blood it runs ABC - Black Comedy • • Explore the stories and viewpoints represented. • What are some of the ideas students could develop using these stories as inspiration? What is the purpose of the stories? Who are they for? How would you teach these stories in Media Arts using Aboriginal perspectives.
Media Arts Level 7 and 8 Respond and Interpret Level 9 and 10
Media Arts – Key words • • • What are some of the protocols that should be Characters observed when discussing this production with Settings the students. Story principles Genre Audience Social, cultural and historical contexts Technical elements Symbolic elements Viewpoints Media technologies
Making and responding Level 9 and 10 Explore and Represent ideas • Review a series of photographs by contemporary Aboriginal photographers, discussing the technical and symbolic elements of the images and how they present a story using particular genres and settings. • Consider the purpose of the images, the context in which they are shown and the specific audience. • The students review the photographs to consider the viewpoints expressed, the cultural values and beliefs. Media Arts Practices Plan a series of photographs based on the images that the students have viewed that depict a story around a similar theme.
Making and responding Level 9 and 10 Present and Perform • Students create a series of similar photographs based on the same theme as the photographs they have viewed. • They consider the ethical and regulatory issues associated with presenting the images in different contexts. Respond and interpret • View documentary photographs of Aboriginal people from earlier periods of time. Discuss where the photographs are located and the audiences that the photographs have been produced for. • Discuss the representation of Aboriginal people and the ethical, legal and cultural issues associated with the representation. • Discuss the technical and symbolic elements are used in the images to represent Aboriginal people. • Compare these photographs with the photographs produced by contemporary photographers.
Media Arts - Representation Leah King Smith - Vizard Collection Untitled #5 (from the patterns of connection series) 1991 Direct colour composite photograph Destiny Deacon Over the fence, 2000 polaroid print Christian Thompson Black gum 3 (from the Australian Graffiti series) 2008 Digital image 150 x 150 cm Tracey Moffatt Self portrait, 1999 Digital image Christian Thompson Untitled (Marcia Langton) 2002 Digital image 150 x 150 cm Brooke Andrew Sexy and dangerous, 1996 Digital print on transparency with resin coating
Assessment Achievement indicators 1 The student can analyse the values and alternative viewpoints in a series of images of Aboriginal people. 2 Students plan a series of artworks of portraiture using the viewpoints and values of the images they have viewed. 3 Students can use intent, structure, settings, characters and media elements in a media artwork with a focus on Aboriginal people considering the cultural protocols of representation. 4 Students create a media artwork that communicates ideas about Aboriginal people and culture to an audience. They consider the purpose and context of their presentation.
Contact Kathy Hendy-Ekers Visual Arts | Media Arts| Visual Media Communication| Curriculum Manager | Curriculum Division | VCAA Kathryn. Hendy-Ekers@education. vic. gov. au
Overview of The Arts – Performing Arts Dance Drama Music Margaret Arnold | Curriculum Manager
MUSIC Levels 7 and 8 - Respond and Interpret Identify and connect specific features and purposes of music from contemporary and past times including the music of Aboriginal and Torres Strait Islander peoples, to explore viewpoints and enrich their music making (VCAMUR 039) • locating and exploring specific examples of contemporary Australian or Asian music, through questions such as ‘How does this music relate to its social context, its makers and audiences? What are the protocols for performing Aboriginal and Torres Strait Islander music and other culturally specific performances? What historical forces and influences are evident in the music? How does this style of music vary from those seen in other traditions or other locations?
DRAMA Levels 7 and 8 – Respond and Interpret Identify and connect specific features and purposes of drama from contemporary and past times, including the drama of Aboriginal and Torres Strait Islander peoples to explore viewpoints and enrich their drama making (VCADRR 039) • considering the cultural context in which the drama they view was made, for example, what are the protocols for viewing Aboriginal and Torres Strait Islander drama and other culturally specific performances? What historical forces and influences are evident in the drama? How does this style of drama vary from drama that is typical of other traditions or other locations?
DANCE Levels 7 and 8 – Respond and Interpret Identify and connect specific features of dance from different times and locations, including the dance of Aboriginal and Torres Strait Islander peoples, to explore viewpoints and enrich their dance-making (VCADAR 039) • Investigating the role of dance in transmitting cultural information, such as sharing stories from a Koorie community or advocating for change in relation to contemporary issues that face the Aboriginal and Torres Strait Islander community
DANCE – DRAMA - MUSIC Levels 7 and 8 RESPOND AND INTERPRET - elaborations DANCE The role of dance in transmitting cultural information, such as sharing stories from a Koorie community or advocating for change in relation to contemporary issues DRAMA What are the protocols for viewing Aboriginal and Torres Strait Islander drama and other culturally specific performances? What historical forces and influences are evident in the drama? MUSIC How does this music relate to its social context, its makers and audiences? What are the protocols for performing Aboriginal and Torres Strait Islander music and other culturally specific performances? What historical forces and influences are evident in the music?
Protocols in Performing Arts https: //ilbijerri. com. au/event/new-resource-teachers-firstnations-content-and-concepts-in-schools/ Embed First Nations awareness in your everyday classroom Explore different people’s histories and cultures, including First Nations Start local- explore local and touring performances, possible incursions
DRAMA Levels 9 -10 Explore and Express Manipulate combinations of Ideas the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles (VCADRE 04) • • • social context in which it was created? culturally symbolic movements are evident ? historical influences evident in contemporary drama created by Aboriginal and Torres Strait Islander Peoples? Coranderrk - We will show the Country About the Coranderrk Project Minutes of evidence - coranderrk-we-will-show-the-country-book/ Ilbejerri Coranderrk Teacher Resource_2017 -Tour. pdf A verbatim-theatre re-enactment of the 1881 Parliamentary Coranderrk Inquiry that brings its key justice themes before a broad audience.
John Green's evidence Coranderrk minutes of evidence Introduction Thomas Bamfield's evidence Uncle Jack Charles on Coranderrk Narrative – shaping through contrast, juxtaposition, dramatic symbol, etc. Viewpoints – playwright, actor, audience Histories, traditions, conventions Elements – e. g. role, character/relations hips, situation, voice and movement, focus, tension, mood and atmosphere
Respond and Interpret - Levels 7 and 8 Archie Roach: A musical storyteller Took the Children Away I started putting together chord progressions and lyrics. I worked on that song until I crashed out, then woke with the sun and worked on it some more. By mid-morning the song was finished. The song had a repeating refrain…. addressing what had happened in those days on the mission, and what had happened to the mothers and fathers and uncles and aunties after the children were taken. Archie Roach Took the Children Away 2009 Schools spectacular 2016 Took the Children Away - orchestra and soloist social context, protocols, historical forces and influences Compare interpretations How do they communicate composers’ intentions?
Uncle Jack Charles on Stolen Generation Adam Briggs (Briggs – rapper) The Children Came Back Adam Briggs The Children Came Back Briggs said it encouraged the effort towards reconciliation between First Peoples and non-Indigenous Australians. "This is a history lesson, a monologue, a celebration and an education in one song, " he said. Identifying context – social, historical or cultural. Role of music in culture elements of music, performance techniques, composition devices
Music Practices Levels 9 -10 Plan, develop, and notate compositions with an understanding of style and convention (VCAMUM 043) composing and arranging music using the elements of music to communicate style and genre, considering contemporary Australian styles and emerging genres e. g. Aboriginal hip-hop, mash-up and classical fusion of instrumentation such as orchestral instruments and the didgeridoo DANCE Respond and Interpret Levels 9 -10 Analyse a range of dance from contemporary and past times, including dance of Aboriginal and Torres Strait Islander peoples, to explore differing viewpoints and develop understanding of dance practice across local, national and international contexts ABC Education Dance Resources Bangarra Learning Resources
Contact Margaret Arnold Dance | Drama| Music| Performing Arts Curriculum Manager | Curriculum Division| VCAA Margaret. Arnold@education. vic. gov. au
Protocols & Resources in The Arts
Resources for Protocols in The Arts Koorie Cross Curricular Protocols for Victorian Government Schools (https: //victoriancurriculum. vcaa. vic. edu. au/static/docs/Koorie%20 Cross. Curricular%20 Protocols. pdf) • • • Principles & Guidelines Working with Koorie Community Using cultural expression in the classroom Potentially sensitive issues Advice on cross-cultural communication Indigenous cultural and Intellectual property (ICIP)
Aboriginal Resources for The Arts Victorian Aboriginal Education Association Incorporated (VAEAI) (https: //www. vaeai. org. au/documents/) VAEAI is the peak state-wide body Aboriginal community-controlled organisation and provides support and advice for education and training sector in Victoria. VAEAI provides advice, support and general resources for early years, primary and secondary schools to provide a culturally inclusive and supportive learning environment for Koorie students. Koorie Education Resources: • Koorie Education Calendar • Koorie Perspectives in the Curriculum Bulletins • Briefs and Features – But Can They Paint Dots? • Protocols for Koorie Education in Victorian Primary and Secondary Schools (2016)
Resources • Koorie Heritage Trust • Culture Victoria (https: //koorieheritagetrust. com. au/) (https: //cv. vic. gov. au/) • Tuckerbag Indigenous perspectives (https: //www. datta. vic. edu. au/sites/default/files/ 2 nd%20 Ed. %20 Tuckerbag%20 Indigenous%20 P erspectives%20%28002%29. pdf) • Melbourne Museum (https: //museumsvictoria. com. au/melbournemu seum/) • The Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) (https: //aiatsis. gov. au/)
Keep up to date Subscription services at the VCAA include: • VCAA Bulletin • F 10 Update https: //www. vcaa. vic. edu. au/Footer/Pages/Subscribe. aspx Contact Vaso at VAEAI to receive the Koorie Perspectives in the Curriculum newsletter vaso@vaeai. org. au
Q&A
Series of webinars - Secondary Webinars Dates The Humanities Wednesday 9 th September STEM Thursday 10 th September
Contact Zeta Wilson Aboriginal Perspectives Project Manager |Curriculum Unit F-10 VCAA Zeta. Wilson@education. vic. gov. au
- Slides: 41