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Taba Naba Style by The Wiggles feat. Christine Anu

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Taba Naba Style by The Wiggles feat. Christine Anu

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Taba Naba Style music video was created in 2018 by The Wiggles, making it a contemporary resource. For context, children would need to know where this language group is located, if not, explain to the children the context and that First Nations peoples have many different language groups depending on which Country they are from.

Taba Naba Style is sung by Christine Anu in collaboration with The wiggles. Christine Anu is one of the most iconic Indigenous entertainers. She has Torres Strait Islander heritage from her father’s people from Mabuiag Island (Bangarra Dance Theatre, n.d.). The Wiggles are one of the most famous children’s entertainers and The Wiggles have collaborated with many Indigenous entertainers in their music videos.

The lyrics of the song are matched by the dancers’ traditional movements in this music video, which is performed in the language of Meriam Mir (Torres Strait Islanders’ Regional Education Council, 2021-2023). There are no ignorant and racist terms used.

This music and movement video is sung in Meriam Mir language and describes the everyday activity of heading out to fish at the reef, with easy-to-follow traditional movements that represent the song lyrics (TSIREC, 2021-2023). Taba Naba Style video is designed for children to learn the Meriam Mir language, the meaning of the lyrics, and the traditional movements that convey a narrative.

The transmission of languages and culture was severely impacted by the injustices of the past. Children had little or no knowledge of their first language in many communities (Australian Institute of Aboriginal and Torres Strait Islander Studies, n.d.). Therefore, children need to learn the language and gain an understanding that First Nations peoples have many different language groups depending on which Country they are from. ACARA (2014) stated that children start to engage and show respect and appreciation for literature by Aboriginal and Torres Strait Islanders.

There are 250 Indigenous languages including around 800 dialects in Australia and every language has a unique place and people it belongs to (AIATSIS, n.d.). Language is more than just a communication tool; it contributes significantly to First Nations peoples’ Identity and serves as a platform for passing down knowledge and heritage (AIATSIS, n.d.). Thus, language is significant to First Nations peoples’ Identity. AITSL (2017) teacher standards 2.4 states that proficient teachers require to provide children with the chance to learn about and respect the histories, cultures and languages of Aboriginal and Torres Strait Islanders.

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Taba Naba Style! 🌴 The Wiggles feat. Christine Anu 🌊 Kids Songs

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Seasonal Calendars For the Melbourne Area

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Seasonal Calendars For the Melbourne Area

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On the Herring Island website, you can find Seasonal Calendars for the Melbourne area. The website is written by Stanley Barker in Notepad from August 1997 until now, making it a contemporary resource. For context, children require to know about the seasons and that the Aboriginal or Torres Strait Islander People’s seasonal calendars are different compared to the four seasons calendar derived from Europe.

The Seasonal Calendars For the Melbourne Area is compiled by Dr Beth Gott in collaboration with Stanley Barker and Damian Curtain. There isn’t any background information for Stanley Barker and Damian Curtain. However, Dr Beth Gott was an Ethnobotanist. Dr Goth has played an important role over many years in recording and preserving Indigenous biocultural knowledge and heritage, collaborating and sharing the results of her research with Indigenous people in a culturally sensitive manner Dr Goth was thanked by the Elder and the members of the Wurundjeri people for her contribution to the Indigenous communities (Monash University, n.d.).

The Seasonal Calendar for the Melbourne area uses contemporary language and images and there are no ignorant and racist terms used.

The Seasonal Calendars For the Melbourne Area, explain the seasons in a number of ways such as the weather, hunting seasons or seasonal changes through plants, animals and the sky etc. The Seasonal Calendars For the Melbourne Area demonstrated the reciprocal relationships that the Aboriginal people have with the environment and the animals. Children would develop an understanding of the season, the weather, the plants and the animals and will be able to identify the season by recognising the weather and the changes in the plants and animals (VAEAI, n.d.). Children also learn how to interact with the environment around them and the use of natural resources. AITSL (2017) teacher standards 2.4 states that proficient teachers require to provide children with the chance to learn about and respect the histories, cultures and languages of Aboriginal and Torres Strait Islanders. ACARA (2014) stated that children will have the chance to discover that Aboriginal and Torres Strait Islander Peoples have a long history of scientific knowledge and have built their worldview by drawing generalisations from specific contexts, such as the use of food, natural resources, navigation, and environmental sustainability.

The Seasonal Calendars For the Melbourne Area demonstrated the reciprocal relationships that the Aboriginal people have with the environment and the animals such as only taking what they need and in return, protecting the environment and the animals.

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Climb aboard the "Parks Victoria" ferry and take a trip to Melbourne's environmental sculpture park - Herring Island SUMMER ART PROGRAM About Herring Island | Getting to and What's on | Island Map | Artworks | Plants | Flowering Plants | Birds | Sir Edmund Herring | 6 seasons | Other Sculpture Parks To join the Friends | Annual Reports | Planting Days | Our other Friends

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Somebody’s Land by Adam Goodes and Ellie Laing

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Somebody’s Land by Adam Goodes and Ellie Laing

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The book was first published by Allen & Unwin in 2021, making it relatively new. Children would need to understand what Acknowledgement means and why we do it. If not, this is a good book to introduce to children the injustices of the past, First Nations cultures and connection to Country.

This book is written by Adam Goodes and Ellie Laing and illustrated by David Hardy. Adam Goodes is an Adnyamathanha and Narungga man and community leader and Ellie Laing is a political adviser, she collaborates with Adam Goodes on a series of books to support families with young children to talk about Australia’s First Nations history (Goodes et al, 2021). David Hardy is a Barkindji man, he is an author and artist (Goodes et al, 2021). This book acknowledges the traditional lands where this book was edited, designed and published.

This somebody’s land read-aloud video is presented by the Deadly Kindies YouTube channel. The Deadly Kindies program collaborates with the Institute for Urban Indigenous Health and the Queensland Government Department of Education and Training.

The language in this book is contemporary, explaining that it was Aboriginal Land, it is Aboriginal Land and always will be Aboriginal Land. This shows the user of the book that the land is Aboriginal Land and will always be Aboriginal Land. There are no ignorant and racist terms used.

Somebody’s land talks about the injustices of the past in terms that children can easily comprehend. Children will develop an understanding of the land was, is and will always be Aboriginal land and the meaning of Acknowledgement to Country. AITSL (2017) teacher standards 2.4 states that proficient teachers require to provide children with the chance to learn about and respect the histories, cultures and languages of Aboriginal and Torres Strait Islanders. ACARA (2014) stated that children investigate how Aboriginal and Torres Strait Islander Peoples have shaped the physical feature of Australian places as well as the various representations of geographic locations. Meeting the Organising Ideas OI.2 that Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place.

Somebody’s land talks about the Aboriginal Peoples’ relationship and connection between the land, the water and the sky, which are significant for Country and belonging. Martin and Mirraboopa (2003, p, 3, cited Shay and Oliver, 2021, p, 1991) describe Country as including “the land, skies, waterways, animals, plants, and all the elements such as wind or fire. Taking First Nation Peoples’ perspectives on Country can help educators gain a deeper understanding and use this to change the way they teach (Shay and Oliver, 2021).

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Despite the fact that Sam Wark produced this video in 2014, this creation story is thousands of years old. This creation story video has been expressed through storytelling from an Elder, Aboriginal music, art and photography. Children would need to know what creation stories are and what it means to First Nations peoples’ connection to their Country and their Identity. If not, explain to the children the context and that First Nations peoples’ creation stories are expressed through their Dreamings.

This video is uploaded by Sam Wark on Vimeo. Sam Wark is a Director and he collaborated with many First Nations peoples in his videos and films.

This video is created by Brodie McCrossin the illustrator/animator, Alana Teasdale the producer, Mandy Nicholson, a Wurundjeri woman and an artist, Uncle Ian Hunter, a Wurundjeri Elder, Gary Moore the photographer, Kmart the client and Justin Astbury the sound designer (Wark, 2014).

The language in this video is contemporary, showing the Aboriginal peoples’ spiritual connection to the land, which is part of Aboriginal people’s Identity. There are no ignorant and racist terms used.

This video talks about a Dreaming story of Bunjil the eagle as the God and the creator of all living things for the Wurundjeri people of the Kulin Nations through animation and in terms that children can easily comprehend. Rose (1996) stated that the Dreamings tracks reveal that the great creator ancestral beings travelled across the continent, connected while forming the land and the water and creating all species. Thus, this Dreaming story will support the children to develop an understanding of Aboriginal peoples’ spiritual connection to the land, what creation stories are and what it means to First Nations peoples’ connection to their Country and their Identity. The Australian Institute for Teaching and School Leadership [AITSL] (2017) 2.4 stated that graduate teachers that proficient teachers require to provide children with the chance to learn about and respect the histories, cultures and languages of Aboriginal and Torres Strait Islanders. The Australian Curriculum, Assessment and Reporting Authority [ACARA] (2014) OI.3 stated that through exploration of the ideas of self-exploration, children can develop an understanding of Identity-related to Aboriginal and Torres Strait Islander Peoples’ distinctive belief systems and their spiritual connection to the land, sea, sky and waterways.

Part of the Identity of Aboriginal People is their spiritual connection to their Country. Grant (2004) indicated that Aboriginal spirituality serves as the core foundation of Aboriginal peoples’ Identity. Every aspect of life is giving meaning, including interactions with others and the environment. Therefore, it demonstrates that everything in the world is alive and shares the same spirit and soul as Aboriginal people.

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To ignite the imaginations of all Kmart staff for their annual company conference a theme based on the Bunjil creation story was chosen. Bunjil the eagle was the creator of all living things for the Wurundjeri people. These people are the traditional owners of the greater Melbourne area that spans from the mountains to the ocean.