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'Artists in Our Community' (Arts: Live, 2022)

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Arts: Live (2022) Artists in Our Community F-2, https://create.artslive.com/explore/deadly-arts-noongar-country/artists-in-our-community-f-2, The Song Room, accessed 5/10/22.

'Artists in Our Community’ (Arts: Live, 2022) is a three-minute video resource which explores Tyrown Waigana’s artworks and aspects of his identity. This online resource acknowledges that Tyrown is Aboriginal and Torres Strait Islander and acts as a platform for him to speak on his own artworks which represent his culture, history and identity. As the speaker of this resource is Tyrown, there are no inappropriate terms used and there is a warning at the beginning of the video for if there are any deceased peoples shown within the resource. Therefore, this video passes all of the requirements listed in the YARNS First Nations resource evaluation tool (Marnee Shay and Rhonda Oliver, 2021) and is a suitable resource for students to use.

This video resource follows the theme of identity as it shows many connections between Tyrown Waigana’s art and his culture, family and self. Tyrown states that creating art makes him feel connected to his culture, therefore an aspect of his identity, because he often makes “culturally appropriate graphics” for organizations, he recognizes that in his culture knowledge is passed down through generations via art, and he is able to work with the community to keep his culture alive. Tyrown also uses art as an outlet to express himself and reflect life, therefore he is tapping into parts of his identity to create artworks. One other reason why this resource follows the theme of identity is because Tyrown discusses how he began making art because he grew up watching his family members draw, paint and decorate didgeridoos. This further demonstrates how identity has shaped Tyrown’s art and therefore this learning resource.

This video fulfils the Victorian Curriculum and Assessment Authority’s [VCAA] (2015), year 1-2, Visual Art elaboration where students can discuss ‘why artworks are made, by whom and for what purposes’ (VCAVAR024). This is accomplished through this resource as Tyrown Waigana explains the reasons he creates artworks, such as to connect with his culture and express his identity. Through completing this elaboration, students are meeting part of the levels 1 and 2 Visual Art achievement standards where they can ‘describe artworks… including where and why the artworks were made’.

The Australian Institute for Teaching and School Leadership’s [AITSL] (2017) standard 2.4 is also met within this video where the resource provides ‘opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories [and] cultures’. This is accomplished as students are able to listen to an Aboriginal and Torres Strait Islander artist describe aspects of his culture and how it influences his art.

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Fuse (2016) My Grandmother’s Lingo, https://www.sbs.com.au/mygrandmotherslingo/, Special Broadcasting Service, accessed 5/10/22

'My Grandmother’s Lingo’ (Fuse, 2016) is a ten-minute interactive animation where Angelina Joshua narrates stories about her grandmother’s language, Marra, and students are given the opportunity to speak the lingo. According to the Narragunnawali (n.d.) evaluating resource guide, this online activity is suitable for students to use as it passes many of the requirements. This resource is relatively new as it was published by Fuse in 2016, it is also produced in collaboration with Angelina Joshua, an Aboriginal woman, therefore it presents Indigenous perspectives within the activity. This resource also represents Marra, the lingo being taught, as ‘longstanding and continuing’, therefore it does not perpetuate problematic ideas within twentieth century education texts.

This resource follows the theme of identity as Angelina explains how important her language is to her identity, the identity of her family and the Ngukurr community, “the language, it’s our identity”. Within the online resource, Angelina states her grandmother and uncle were working in the language center when she was a teenager, this is when she began volunteering and becoming involved in teaching, sharing and preserving the endangered language. From this, the connection the language has to Angelina’s identity is apparent, it is part of her family’s history and a vital part of her childhood. It is said in the animation that there are only three fluent speakers of Marra left in the world, thus expressing the importance of sharing and teaching this lingo to students in order to keep it alive.

This interactive animation follows many of the VCAA (2015), foundation to year two, Victorian Aboriginal Languages elaborations. Within the activity, students are given the opportunity to recite key words about Country and Place in the language of Marra, such as the words for black crow, river and fire. From this, students are successfully ‘listening to respected community members sharing knowledge about Country/Place, identifying and recording key words and vocabulary’ (VCLVC133). Students are also given the opportunity to recognise ‘the relationship between language, place and family in the formation of identity in Aboriginal communities’ (VCLVC139). This is accomplished where Angelina explains how her language connects her to her family and the community in Ngukurr, as well as deepens her sense of identity.

In relation to the AITSL standard 2.4 (2017), this online resource achieves a ‘broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages’. This is achieved as the resource allows students to respectfully engage with the history and culture of Ngukurr and the language, Marra. The AITSL standard 1.4 is also achieved as there is a broad ‘understanding of the impact of… linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds’, this is achieved as Angelina discusses her difficulties with not being able to learn her language at school and how that had impacted her.

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‘Aunty Edna and Aunty Muriel on A Unique Connection to Country’ (Deadly and Proud, 2021)

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Deadly and Proud (2021) Aunty Edna and Aunty Muriel on A Unique Connection to Country, https://deadlyandproud.vic.gov.au/storytellers-and-advocates, Victoria State Government, accessed 6/10/22.

'Aunty Edna and Aunty Muriel on A Unique Connection to Country’ is an online video through Deadly and Proud (2021). This resource follows some of the 8 Ways (n.d.) pedagogies for teaching Aboriginal and Torres Strait Islander knowledge in a culturally responsive way. To start off, this video resource follows ‘story sharing’ where they approach ‘learning through narrative’ in order to educate and share knowledge to students. This video also links ‘content to local land and place’ which aligns with the ‘land links’ pedagogical approach as they mention areas within Victoria that students may recognize, such as Mt Bogong.

This online resource falls under the themes of Country and reciprocity as the Wiradjuri women, Aunty Enda and Aunty Muriel, speak about their connection to specific areas of Country and how caring for the land is essential as it takes care of them too.  As stated by Aunty Edna, “Wiradjuri people have always been river people”, therefore demonstrating their deep connection to Country as it is part of who they are. Following this, Aunty Muriel says to “never destroy anything along the river, look after it because the river looks after us”. This represents how there is reciprocity between the land and the people where they exchange care for one another.

This video resource follows the VCAA (2015), foundation to year two, Geography elaborations where students are ‘describing the connections of the local Aboriginal or Torres Strait Islander peoples with the land, sea, sky and animals of their Country/Place’ (VCGGK066). This is accomplished as the speakers explain to audience how they are one with the river and why they feel this connection. Another foundation to year two Geography elaboration this resource achieves is it discusses ‘different ways people care for their special places’ (VCGGK069). As stated earlier, this is achieved in the video where there is reciprocity between the river and people as they protect one another.

This video resource supports the AITSL standard 2.4 (2017) where there are ‘opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages’. This is done through the video as there is discussion of two Aboriginal individual’s family histories and there are opportunities for students to further develop their knowledge of Indigenous words and names.

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'Understanding the Importance of Land' (Australians Together, 2016)

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Australians Together (2016) Understanding the Importance of Land, https://australianstogether.org.au/discover-and-learn/our-cultures/the-importance-of-land/#video, accessed 6/10/22.

'Understanding the Importance of Land’ (Australians Together, 2016) is a two-minute online video resource which shows a combination of interviews with First Nations people from Victoria, Queensland and the Northern Territory. According to the Queensland Studies Authority (2007), this video is appropriate for students to use as an educational resource as it is not out-of-date, therefore doesn’t promote any harmful outdated views, and there are no insensitive terms used within the video. Another reason why this video passes the requirements stated by the Queensland Studies Authority is because perspectives of Aboriginal and Torres Strait Islander peoples is the basis for the entire video and it is narrated by them, therefore the material taught is valid.

This resource is about Country, the connection Aboriginal and Torres Strait Islander peoples have with Country, the reason why Country is important, and why it is relevant for everyone living on the land today. Throughout the video, it is said multiple times that people do not own the land, rather they belong to it, and that without the land people die, “land gone, we are dead” as stated by Djapirri Mununggirritj. This confirms to the audience how essential Country is to Aboriginal and Torres Strait Islander peoples, and why it is so important for all Australians to care for the land as it cares for us. Within the video, Dhanggal Gurruwiwi relates people dying of heartbreak to people destroying the land, from this it is clear to viewers the deep connection Indigenous Australians have with their Country.

This video follows VCAA’s (2015) foundation to year two Geography elaborations, such as students being able to discuss ‘how places provide people with their basic needs’ (VCGGK069), this is achieved in the video resource as it is discussed how people cannot survive without the land as it supplies people with everything they need to live. Another elaboration this resource supports is one where students become capable of ‘discussing how some people are connected to one Country’ (VCGGK066). This is supported within the resource as most of the interviewees give their own personal justifications as to why they feel connected to the Country.

The AITSL (2017) standard 2.4 is met within this resource as it gives the chance for students to deepen their ‘understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages’. By allowing students the opportunity to listen to multiple different Aboriginal and Torres Strait Islander individuals speak on their history and connection to Country, students will gain a greater sense of respect for Indigenous Australians’ history and culture.

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Arts: Live (2022) Artists in Our Community F-2, https://create.artslive.com/explore/deadly-arts-noongar-country/artists-in-our-community-f-2, The Song Room, accessed 5/10/22.

Australian Institute for Teaching and School Leadership (2017), Australian Professional Standards for Teaching, https://www.aitsl.edu.au/standards, accessed 5/10/22.

Australians Together (2016) Understanding the Importance of Land, https://australianstogether.org.au/discover-and-learn/our-cultures/the-importance-of-land/#video, accessed 6/10/22.

Deadly and Proud (2021) Aunty Edna and Aunty Muriel on A Unique Connection to Country, https://deadlyandproud.vic.gov.au/storytellers-and-advocates, Victoria State Government, accessed 6/10/22.

Fuse (2016) My Grandmother’s Lingo, https://www.sbs.com.au/mygrandmotherslingo/, Special Broadcasting Service

Marnee Shay and Rhonda Oliver (2021) Indigenous Education in Australia: Learning and Teaching for Deadly Futures, Taylor and Francis Group.

Narragunnawali (n.d.) Evaluating Resources Guide, https://www.narragunnawali.org.au/storage/media/page/225pl-evaluating-resource-guide-280722_txo5d.pdf, adapted from Queensland Curriculum and Assessment Authority, accessed 6/10/22

Queensland Studies Authority (2007) Selecting and Evaluating Resources, https://www.qcaa.qld.edu.au/downloads/approach2/indigenous_g008_0712.pdf, Queensland Government, accessed 6/10/22.

Victorian Curriculum and Assessment Authority (2015) The Victorian Curriculum F-10, https://victoriancurriculum.vcaa.vic.edu.au/, accessed 5/10/22.

8 Ways (n.d.) Aboriginal Pedagogy – Every Place, Every People, has its Own Unique Pedagogies, https://www.8ways.online/about, accessed 6/10/22.