Songs of the Tasmanian Aborigines As Recorded by Mrs
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House of Assembly Wednesday 11 November 2020
PARLIAMENT OF TASMANIA HOUSE OF ASSEMBLY REPORT OF DEBATES Wednesday 11 November 2020 REVISED EDITION Wednesday 11 November 2020 The Speaker, Ms Hickey, took the Chair at 10 a.m., acknowledged the Traditional People and read Prayers. QUESTIONS Launceston General Hospital - Commission of Inquiry into Child Abuse Claims Ms WHITE question to MINISTER for HEALTH, Ms COURTNEY [12.02 p.m.] Former LGH nurse, Jim Griffin, was charged with heinous child sex offences in October last year. You have been aware of this deeply disturbing case for nearly a year. Why was an independent inquiry only established last month? ANSWER Madam Speaker, I thank the member for her question. As I outlined yesterday to the parliament the safety of our children is the highest priority of this Government and, I would hope, the Tasmanian community. The Premier and I have announced an independent investigation into this matter. As I have outlined both to the parliament and also publicly the terms of reference for this investigation have been informed by expert advice. I am advised that the terms of reference are broad enough to give the investigator the scope she needs to be able to investigate these matters. I know that I, the secretary of the Department of Health, and the Premier are fully committed to ensuring this matter is thoroughly investigated and acting upon the findings of this investigation. With regard to the matter of when information was provided, in terms of advice to the LGH around the suspension of this individual's working with vulnerable people provision, on that day I am advised the staff member was directed to not attend work, and access to the hospital and its information systems were blocked. -
Voices of Aboriginal Tasmania Ningina Tunapri Education
voices of aboriginal tasmania ningenneh tunapry education guide Written by Andy Baird © Tasmanian Museum and Art Gallery 2008 voices of aboriginal tasmania ningenneh tunapry A guide for students and teachers visiting curricula guide ningenneh tunapry, the Tasmanian Aboriginal A separate document outlining the curricula links for exhibition at the Tasmanian Museum and the ningenneh tunapry exhibition and this guide is Art Gallery available online at www.tmag.tas.gov.au/education/ Suitable for middle and secondary school resources Years 5 to 10, (students aged 10–17) suggested focus areas across the The guide is ideal for teachers and students of History and Society, Science, English and the Arts, curricula: and encompasses many areas of the National Primary Statements of Learning for Civics and Citizenship, as well as the Tasmanian Curriculum. Oral Stories: past and present (Creation stories, contemporary poetry, music) Traditional Life Continuing Culture: necklace making, basket weaving, mutton-birding Secondary Historical perspectives Repatriation of Aboriginal remains Recognition: Stolen Generation stories: the apology, land rights Art: contemporary and traditional Indigenous land management Activities in this guide that can be done at school or as research are indicated as *classroom Activites based within the TMAG are indicated as *museum Above: Brendon ‘Buck’ Brown on the bark canoe 1 voices of aboriginal tasmania contents This guide, and the new ningenneh tunapry exhibition in the Tasmanian Museum and Art Gallery, looks at the following -
The Aborigines of Tasmania
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Questions for Discussion 26Th June 2018
Episode 18 Questions for discussion 26th June 2018 Gaming Addiction 1. What was the main point of the story? 2. What organisation has recently listed game addiction as a mental health disorder? 3. When is a person considered addicted to gaming? Give an example. 4. How does the chemical dopamine make us feel? 5. How do kids that are addicted to gaming react when they stop playing? 6. Just because you play a lot of games doesn’t mean you an addict. True or false? 7. How many kids around the world are affected by gaming addiction? a. 6% b. 16% c. 60% 8. How often do you play video games? 9. Do you think playing too many games can affect your mental health? Explain. 10. What did you learn watching the BTN story? Write a message about the story and post it in the comments section on the story page. Get your class involved in BTN’s Ask A Reporter! This week’s topic is Gaming Addiction. World Cup Coverage 1. Discuss the BTN story with another student. 2. Who holds the exclusive broadcast rights to most games at this year’s World Cup? 3. What happened to Optus’ streaming service of the World Cup? 4. How did people react to Optus’ broadcast problems? 5. What did the Prime Minister do? 6. The World Cup is not a very big sporting event. True or false? 7. How does buying the rights to an event like the World Cup help broadcasters? 8. What is an anti-siphoning scheme? 9. How much did SBS pay for the rights to broadcast the World Cup a few years ago? a. -
The Man and the Woman and the Edison Phonograph: Race, History and Technology Through Song
AJE: Australasian Journal of Ecocriticism and Cultural Ecology, Vol. 1, 2011/2012 ASLEC-ANZ The Man and the Woman and the Edison Phonograph: Race, History and Technology Through Song BRUCE WATSON, Songwriter Victoria As a child I was fascinated by this photograph. The elderly, dignified Aboriginal woman singing into a large brass horn attached to an Edison phonograph, while a distinguished gentleman dusts the loose wax off the cylinder with a fine brush. The photo was taken on 10 October 1903 at Barton Hall in Sandy Bay, a suburb of Hobart, Tasmania. The woman is Fanny Cochrane Smith. The man is Horace Watson. Fig. 1 Fanny Cochrane Smith and Horace Watson Source: Personal collection, Bruce Watson But it wasn’t until, as an adult, I saw the photo in the Tasmanian Museum and Art Gallery that I realised just how extraordinary it is. Tasmania’s and Australia’s history reverberate through it. It is the story of cultural contact, genocide and reconciliation, of tradition and modernity. And it is the act of folklore collection at its most poignant. This is the story of these two people, their lives and their legacies. It is also the story of the legacy of the event depicted in the photograph and its meanings beyond these two people. The woman in the photo is Fanny Cochrane, born in Wybalenna on Flinders Island in early December 1834. The Aboriginal settlement (originally ‘Pea Jacket Point’) was renamed Wybalenna, meaning ‘Black Man’s houses’ (Plomley 65), and by 1834 there was an indigenous population of ‘about one hundred and thirty men, women and children’ (Plomley 75). -
Cultural Transmission
OCHRE Cultural Transmission Tasmanian Aboriginal people continue to teach and pass on cultural knowledge and practices. The following article provides evidence of the ongoing transmission of culture. CROSS CURRICULUM PRIORITIES KEY CONCEPT Aboriginal and Torres Strait Cultural transmission is the process Islander Histories and Cultures through which cultural elements, in the form of attitudes, values, beliefs [and practices]… CONTENT AREAS are passed on to and taught to individuals and groups. Civics and Citizenship Encyclopaedia of Child Behaviour and Development HPE English SUPPORTING CONCEPTS Geography culture ڇ Science identity ڇ connection to place ڇ GENERAL CAPABILITIES Intercultural Understanding GUIDING QUESTION Critical and Creative Thinking How does cultural transmission occur Ethical Understanding over time? Personal and Social Capability This printed material is to be used with Ochre – a Living Cultures multimedia curriculum resource that can be found at www.theorb.tas.gov.au The Living Cultures Ochre resource and this supplementary printed material have been designed to foster culturally responsive practice when learning about Tasmanian Aboriginal Histories and Cultures. THE ORB → LIVING CULTURES → OCHRE → UNBROKEN RELATIONSHIP → CULTURAL TRANSMISSION Introduction Rodney Dillon and Sharnie Everett discuss the importance of country/place to the process of cultural transmission. Here they are talking about Murrayfield on Bruny Island. Rodney says: Sharnie responds: You know you go to some places and you say, Yeah, right in this very location. Where we are well, our families could have been here and right now there’s a guarantee we’re doing the could have been there. But you walk around same thing, talking and sharing stories and here and, you know, there’s all the old oysters, feeling the ochre. -
Tasmanian Aboriginality at the Tasmanian Museum and Art Gallery
Article Type: Original Article Corresponding author mail-id: [email protected] “THIS EXHIBITION IS ABOUT NOW”: Tasmanian Aboriginality at the Tasmanian Museum and Art Gallery Christopher Berk UNIVERSITY OF MICHIGAN ABSTRACT This article focuses on the design and execution of two exhibits about Tasmanian Aboriginality at the Tasmanian Museum and Art Gallery. The first is a Tasmanian Aboriginal group exhibit from 1931, which was heavily informed by ideologies of Tasmanian primitivity and extinction. The second is the 2008 tayenebe, a celebration of the resurgence of fiber work among Tasmanian Aboriginal women. In each instance, the Tasmanian Aboriginal people are on display, but the level of community control and subtext is notably different. This article builds on discussions of cultural revitalization and reclamation by showing the process and how it is depicted for public consumption. [cultural revitalization, representation, indigeneity, Tasmania, Australia] Australia’s Aboriginal peoples have been central to how anthropologists have historically thought about progress and difference. Tasmania’s Aboriginal peoples receive less attention, both in Australia and in discussions of global indigenous movements. Before and after their supposed extinction in 1876, they were considered the most “primitive” culture ever documented (Darwin 2004; Stocking 1987; Tylor 1894; among many others). Ideologies of primitivism have historically been perpetuated and disseminated by cultural institutions around the world. James Clifford (1997) recounts a 1989 community consultation meeting with Tlingit representatives at the Portland Museum of Art during which the Tlingit Author Manuscript people told politically motivated tales about community concerns like land rights. The story of This is the author manuscript accepted for publication and has undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record. -
Submission to Finance and Public Administration References Committee
Submission to Finance and Public Administration References Committee on Indigenous Funding in Tasmania Terms of Reference Commonwealth funding of Indigenous Tasmanians, with particular reference to whether hundreds of millions of dollars in Commonwealth funds over the last decade were unfairly, unjustly, or illegally allocated to, and spent on, only 6,000 Indigenous Tasmanians, rather than almost 26,000. I am making this submission on behalf of myself and my family. I have been involved with the Tasmanian Aboriginal Centre (TAC) since 1975. I have seen many changes over that time both within the TAC and within the Aboriginal community. In 1980 we thought there were about 4000 Aboriginal people in Tasmania and that number was quoted in an Education Department booklet printed to educate school children about Tasmania Aborigines. At that time too many of our children and indeed all children were being taught in schools that there were no Aborigines in Tasmania. Today no-one is certain just how many Aboriginal people there are in Tasmania. In 2012 the ABS estimated the Aboriginal population to be 24,165 persons. That may be right. What we know is that many people who today are members and clients of organisations who purport to be Aboriginal organisations and registered by the Office of Indigenous Corporations, are not Aboriginal. Many people who are Aboriginal may not claim to be Aboriginal at Census time. While many people say that being Aboriginal is a matter of self-identification, and many of the Commonwealth programs are based on self-identification, such as the Medicare payments made to GPs for chronic disease services, people who attend services at the TAC need to show that they do have Aboriginal ancestry and that they identify as Aboriginal. -
Tasmanians for Constitutional Recognition of Aborigin
RECEPTION TO MARK THE JOURNEY TO RECOGNITION RELAY ON BEHALF OF RECOGNISE (TASMANIANS FOR CONSTITUTIONAL RECOGNITION OF ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLES) REMARKS BY HER EXCELLENCY PROFESSOR THE HONOURABLE KATE WARNER AM GOVERNOR OF TASMANIA MONDAY 27 JUNE 2016 Good evening and welcome to Government House for this historic event bringing us together to mark the Journey to Recognition Relay in Tasmania. Ladies and gentlemen, there will be a number of speakers and performers at this event. Before then may I acknowledge among you: The Honourable Will Hodgman MP, Premier of Tasmania; The Honourable Elise Archer, Speaker of the House; Cassy O’Connor MP, Leader of the Tasmanian Greens; Tanya Hosch, RECOGNISE Joint Campaign Director; Tasmanian Aboriginal Elders; Mr Darren Hine, Tasmania Police Commissioner; Mr Bill Lawson and Lea Lawson; Michael Field AC. I now have the honour to invite Ms Alison Overeem to Welcome us to Country. [Alison Overeem provides Welcome to Country] [Dewayne Everettsmith, Singer-Songwriter, performs] Thank you Dewayne. In the 18 months or so that I have been Governor, I have been pleased to be involved in a number of events with our Tasmanian Aboriginal People, including the launch of Heather Sculthorpe’s Keeping Our Children With Us, a report to Government and the Aboriginal Community about changes needed to the child protection system in Tasmania. We were also privileged to be part of the smoking ceremony to cleanse the old Orphan School at St John’s Park, now occupied by Kickstart Arts. The purpose of the smoking ceremony, led by Uncle Jim Everett, was to cleanse the building of bad spirits and unhappiness, a very moving ceremony in a place with such a dark past for both Aboriginal children, such as Mathinna and Fanny Cochrane Smith,1 and non-Aboriginal children in the nineteenth century. -
Tasmanian Aboriginal Place Names
palawa kani Language Program Tasmanian Aboriginal Centre June 2020 Tasmanian Aboriginal place names There are no living speakers of the original Tasmanian languages. Spoken records of the original sounds are limited to a few sounds that can only just be heard when Fanny Cochrane Smith spoke on the wax records of her songs in 1899. So to attempt to recover the original sounds and meanings, we have to start from written records made by early Europeans of the sounds they heard, and the meanings they thought they understood when they heard our ancestors speak. Those Europeans are the recorders of our original Tasmanian languages, and there are over 20 of them, including convict labourers, published scientists, sailors, soldiers, farmers, doctors, writers and clergymen. They were Scottish, Polish, French, Danish and mostly Englishmen, from different regions and social classes. Each one of them used the familiar spelling of their own language to write down something that approximated to the unfamiliar sounds they were hearing in our Aboriginal languages. Their spellings are what we call ‘recordings’ and ‘spelling variants’. Different recorders gave different spellings for the same word, and one recorder can even give several different spellings for the same word, if he heard it on different occasions and from different people. Those spellings of words made by the recorders, which have become familiar through repeated use in publications by Plomley, Ryan, and other historians and writers, are not Aboriginal words. They are a part of the smorgasbord of recordings from European scribes of many nationalities, writing down what they heard spoken by Aborigines, and attempting to capture unfamiliar Aboriginal sounds in their own European spellings. -
God's Own Country?
God’s Own Country? THE ANGLICAN CHURCH AND TASMANIAN ABORIGINES JAMES BOYCE God’s Own Country? THE ANGLICAN CHURCH AND TASMANIAN ABORIGINES JAMES BOYCE God’s Own Country? Contents The Anglican Church and Tasmanian Aborigines ©James Boyce 2001 Foreword v Reprinted 2014 This work is copyright. Apart from any use permitted under the Author’s Preface vii Copyright Act 1968 no part may be reproduced without the written permission of the author. CHAPTER 1 The Early Years 1 ISBN CHAPTER 2 The Tasmanian War 11 Paperback: 1-86459-069-6 Online: 978-1-921267-38-3 CHAPTER 3 Partners in Plunder 25 CHAPTER 4 Institutional Meeting Points: The Orphan Schools, Wybalenna and Oyster Cove 37 For further information contact: Rev Dr Chris Jones CHAPTER 5 Mission to the Islands 57 Anglicare Tasmania GPO Box 1620 CHAPTER 6 Montgomery and the Cape Barren Hobart 7001 Island ‘Problem’ 77 1800 243 232 www.anglicare-tas.org.au CHAPTER 7 Church Withdrawal 1901-1939 87 CHAPTER 8 Assimilation and its Aftermath: 1939 to the Present 99 Conclusion How Shall We Sing the Lord’s Song in a Strange Land? 115 References 122 ii iii Acknowledgements Foreword This work was initiated and overseen during the first quarter of AftER ONLY six months in Tasmania, I found myself in 2001 by a Committee comprising Chris Jones, Alister Palmer, John a meeting with Aboriginal Elders. The meeting was held Harrower and Jo Flanagan. My thanks to them all for their vision, at the time of the State Government’s attempt to return positive input and encouragement. -
Tasmanian Aboriginal Studies
PDF generated on: 2021-09-11 11:52:41 AEST https://www.tasc.tas.gov.au/ Tasmanian Aboriginal Studies 15 LEVEL 2 TCE CREDIT POINTS COURSE CODE TAS215118 COURSE SPAN 2018 — 2026 COURSE STATUS LIVE READING AND WRITING STANDARD YES MATHEMATICS STANDARD NO COMPUTERS AND INTERNET STANDARD NO The course aims to develop the knowledge, dispositions and understanding necessary for learners to gain an awareness of Tasmanian Aboriginal historical & contemporary experiences as they apply to place, culture and people The course aims to develop learner understanding of the complexity and differing cultural perspectives of Tasmanian Aboriginal history and identity. It provides learners with the opportunity to develop reflective and culturally sensitive responses to the Tasmanian Aboriginal narrative. The course further provides all learners, Indigenous and non-Indigenous, with understandings which will benefit them by exploring shared histories and involve themselves in active reconciliation. Rationale Tasmanian Aboriginal Studies Level 2 provides learners with an opportunity to study the histories, cultures, values, beliefs, lifestyles and contributions of Tasmanian Aboriginal people in past and present contexts. The course aims to develop the knowledge, dispositions and understanding necessary for learners to gain an awareness of Tasmanian Aboriginal historical and contemporary experiences as they apply to place, culture and people. The course aims to develop learner understanding of the complexity and differing cultural perspectives of Tasmanian Aboriginal history and identity. It provides learners with the opportunity to develop reflective and culturally sensitive responses to the Tasmanian Aboriginal narrative. The course further provides all learners, Indigenous and non-Indigenous, with understandings which will benefit them by exploring shared histories and involve themselves in active reconciliation.