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Taba Naba - Song

http://www.youtube.com/watch?v=C0TabPy6AVo

Analysing the resource in accordance with the YARNS evaluation tool as cited in Shay & Oliver (2021:144) exhibits it to be appropriate to be used in the classroom. The resource was produced in 2020 and is up to date. The resource was created by Allie wiggle (non-indigenous) featuring Christine Anu, identified as from Torres Strait Islander heritage along with the Wiggles and a group of children. Christine Anu is known as a very popular singer, songwriter and actress from Torres Strait Islander heritage. However, the video does not specifically introduce/identify her. The video recognises the contribution of Torres Strait Islander people stating that Taba Naba is a traditional Indigenous song from the eastern Torres Strait Islands and it is in the Meriam Mir language. The video uses the word ‘comes’ which shows the users that Torres Strait Islander people are the owners of the knowledge in the resource. The resource does not use any racist terms. The resources do not depict any deceased Aboriginal or Torres Strait Islander people therefore no warning is being provided. The resource can be used for 3-5 year children during group time, quiet time, or music and movement time in the kindergarten.

The resource addresses AITSL Focus area 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians. It will allow the teachers to provide children with an opportunity to gain an understanding of the meaning of place for Torres Strait Islander people and respect for their language, culture and music and help them to learn about the traditional 'sit-down' dance as they do the traditional movements corresponding to the lyrics.

The resource caters to Learning outcomes 5.2 Children engage with a range of texts and gain meaning from these texts (DET 2019: 44) and 2.2 Children respond to diversity with respect (DET 2019: 30). The children will get to sing/chat the song with actions. The children will also learn about Torres Strait Islander’s perspectives and language enabling them to develop an appreciation towards linguistic diversity.

The resource links to the theme of Country and Belonging. The resource shows the importance of place for Torres Strait Islander people and the sense of belongingness to their place. Torres Strait Islander people when identify themselves to other people they prefer to use their home Island’s name (AIATSIS:2020). The song celebrates life by the water. First Nation people believe that Country includes land, sea and sky (Rose 1996:8). Wells, rivers, reefs, lakes and other waterways all are an integral part of their sacred geography (Rose 1996:52). Rose (1996) also says that there is no place that has not been creatively embraced through song, dance, and stories by the First Nations people which shows their connectedness to place.

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Acknowledgement of Country poster: Colouring sheet https://museumsvictoria.com.au/media/14104/reconcilweek_poster.pdf

After evaluating the resource in the light of the YARNS evaluation tool as cited in Shay & Oliver (2016:144) it is inferred that the First Nation people are consulted and properly recognised in creating the resource. The resource is up to date. It is created by Museums Victoria, an organisation that works in partnership with the First Peoples of Victoria. The children need to know the appropriate language group to fill in the acknowledgment (teachers can help the children find it before the activity). The resource has the acknowledgement of the country written on it and is titled ‘Bunjilaka’ which means ‘the place of Bunjil', bringing a sense of ongoing creation. However, the resource cannot be used as a stand-alone lesson. It can be included as a part of a sequence of lessons. The children can watch a video by Di-Di about the importance of National Reconciliation Week and Acknowledgements of Country (https://museumsvictoria.com.au/melbournemuseum/at-home/play/acknowledgement-of-country-poster/) before the colouring activity. The resources can be used for the Reconciliation Week celebration with preschoolers.

The resource relates to AITSL Focus area 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians. The teachers will be able to help the children to learn more about the country they live on with the Acknowledgement of Country activity.

The resource attends Learning outcome 2.1 Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation (DET 2019: 29). As the children get to further extend their understanding of the world they live in and Learning outcome 3.2 Children take increasing responsibility for their own health and physical well-being as the children are expected to use their fine skills, hand and eye coordination and correct finger grip to colour the sheet.

The resource connects with the theme of identity. Connection to land is key to the identity and ways of life for many First Nation People (AustraliaTogether 2022). Acknowledgment to the Country recognises an ongoing relationship between Aboriginal and Torres Strait Islander peoples and their Country. It is a way to pay respect and acknowledge Aboriginal and Torres Strait Islander ownership and custodianship of the Australian land. Australian Together (2022) also states that for many First Nations people, colonisation was not just the land being stolen from them but also their very identities which shows that connection to the land is fundamental to First Nation people’s identity.

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My Grandmother’s Lingo - Online interactive game
https://www.sbs.com.au/mygrandmotherslingo/

Evaluating the resource using the YARNS evaluation tool as cited in Shay & Oliver (2016:144) it is displayed that the resource is appropriate to embed indigenous perspective in classroom learning. The resource was produced in 2016 and is fairly recent. It is launched by SBS non-indigenous group but was created by First Nation people Angelina Joshua who identify herself as an Aboriginal woman from the community of Ngukurr. In the resource, the animation and the stunning soundscape are also done by the First Nation people. The resource acknowledges the Traditional owners of the Country throughout in the footnotes. Capital letters are appropriately used in the resource. The resource contains no cultural information that may not be appropriate to re-present. The resources can be used by grade 6 children during secondary language or media art classes.

The resource underpins Focus Area 1.4: Strategies for teaching Aboriginal and Torres Strait Islander Students as it helps to develop an understanding of languages spoken by First Nations people and Focus Area 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians. It will enable the teachers to develop an appreciation for the enduring importance of languages to Aboriginal and Torres Strait Islander histories, cultures and identities in non-indigenous children.

The resource links to ACELA1515 of the Australian Curriculum Elaboration: recognising that there are more than 150 Aboriginal languages and two Torres Strait Islander languages and that they relate to geographic areas in Australia as the children through this resource get to explore and learn Marra one of the language spoken by First Nation people, through storytelling understand that many of Australian First Nation languages are endangered in Australia and develop cross-cultural awareness.

The resource correlates with the theme of identity as language plays a crucial part in sense of identity of Aboriginal and Torres Strait Islander people. It forms the basis of understanding First Nation people about themselves and their place in the world (identity). Language is the mean through which they communicate their culture in stories and songs. United Nations (2012) study on the role of languages and culture in the promotion and protection of the rights and identity of indigenous peoples states that language is innately related to Indigenous people’s life, culture and identity. Purdon (2008:32) also states ‘The most important thing is to know our language. When we know our language then we can sing, then we can dance, then we can know our kuruwari (law), know our land and the jukurrpa (dreaming)’.

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Tiddalik - Creation Story https://museumsvictoria.com.au/bunjilaka/about-us/creation-stories/

Evaluating the resource using the YARNS evaluation tool as cited in Shay & Oliver (2016:144) it is derived that the resource is meaningful and appropriate to embed Aboriginal and Torres Strait Islander knowledge and perspective in teaching. The resource is produced by Bunjilaka Museums Victoria. An organisation that was planned in collaboration with many Aboriginal people and shares the story and celebrates the First Nations cultures through performances, storytelling, and artwork. The resource acknowledges that the story belongs to the Gunnai Kurnai people of Gippsland. It is narrated by Uncle Herb Patten a Ganai-Kurnai, Yorta Yorta and Wiradjuri. However, the resources do not introduce him as a Ganai-Kurnai, Yorta Yorta and Wiradjuri. The resource can be used for grade 3 children to help them engage with First Nation people’s stories and understand how cultural beliefs and traditions are important to First Nation people, during English Literature class or introduce as a part of the NAIDOC Week celebration.

The resource associates with Focus Area 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians. It helps the teachers in understanding the Aboriginal people’s beliefs of how the land, the waters and the sky were created and enable the children to see the beauty of the people that created them and their traditional culture to gain reconciliation between Indigenous and non-Indigenous children.

The resource cover ACELTI1596 of Australian Curriculum Elaboration: drawing on literature from Aboriginal, Torres Strait Islander or Asian cultures, to explore commonalities of experience and ideas as well as recognising difference in lifestyle and world view as the children learn the traditional beliefs held by First Nation peoples.

The resource focuses on the theme of identity as it celebrates the beliefs, histories, culture and knowledge of First Nation peoples. Dreaming/Creation stories are the beliefs that ancestral beings created important locations that become part of the landscape. Dreaming stories play a crucial part in Aboriginal and Torres Strait Islander people's cultural heritage as it weaves traditional values and spiritual beliefs into them (Connor & Atkinson, 2016).