SUBJECT OUTLINE

Name of Subject Indigenous Australians in Film and other Text HU7315

SECTION 1 – GENERAL INFORMATION

1.1 Administrative details Associated higher Duration Level education awards (for example, one (for example, introductory or (for example, Bachelor) semester, full year) advanced level)

Bachelor One semester advanced

1.2 Core or elective subject core subject elective subject

1.3 Subject weighting Subject credit points Total course credit points Example: 10 credit points Example: 320 credit points 6 credit points 96cps

1.4 Student workload

No. timetabled hours per No. personal study hours Total workload hours per week* per week** week*** 3 6 9 * Total time spent per week at lectures, tutorials, clinical and other placements etc. ** Total time students are expected to spend per week in studying, completing assignments, etc. *** That is, * + ** = workload hours.

1.5 Delivery mode Tick all applicable delivery modes for the subject: Face to face on site e-learning (online) Intensive (provide details)

As the texts are short enough to watch/read in class/workshop setting, it is reasonable to run this class as an intensive, over 6 days: two days, with a three-day break, and four days—so students have time to locate texts they would like to share with their peers, and to do some independent reading

Other (please specify)

As the teaching strategy used in delivering this subject is process-oriented, the assessment reflects an accumulation of knowledge (practical and theoretical) and skills through a workshop approach to textual analysis. The research journal is designed to encourage students to track their research journey, focusing on how they located useful resources, and pursued texts and ideas that interested them, whilst participating in class workshops facilitated by the lecturer demonstrating close reading strategies, and how knowledge of the period and the genre,

SUBJECT OUTLINE

and the culture from and into which the author is writing, and discerning aspects of the sensibility embedded in the text, are integral to the in-depth cognitive and technical skills, and critical reasoning skills undergirding the academic and research skills in the contemporary study of English language texts. The course reflects the hermeneutic process involved in understanding how texts work: ideas about text  reading text ideas & insights from text reshape/review/refining ideas reading text ideas & insights...

Consequently, the assessment strategy reflects the understanding that the academic essay, and the oral assessment, are possible only when a student has accumulated the academic, analytical, synthesising and independent research skills required to produce a ‘coherent and scholarly written argument’ and participate in an ‘informed discussion’ about the ‘sensibilities and textual strategies and practices of writers, in culturally and socially diverse settings, periods and genres’, with close reference to text/s.

The weighting of the research journal reflects that an effective understanding of how a piece of literature works, and communicating this understanding, requires research skills in locating, analysing and critiquing texts and commentaries, and engagement with ideas in texts written by writers to entertain, inform, provoke, teach, persuade…readers, and nuanced understandings of how textual strategies and practices are influenced by the sensibilities, cultural and social contexts of writers of texts, and their readers.

* As the films viewed in this subject are considered major texts, we are ‘reading’ the text cf doing a focused and specialised film study; nevertheless, an understanding of the language of film and how it operates as a genre as well as visual text is encouraged and fostered.

1.6 Pre-requisites and co-requisites Are students required have undertaken a prerequisite or co-requisite subject for this subject? Yes No

Usually, students would take this subject after successfully completing several units of English in the BA Humanities program, and after successfully completing Literature and the Christian faith; however, in consultation with the lecturer, a student may study an English subject without this prerequisite. The study of literature at Tabor is process-oriented and involves cyclical hermeneutical reflection; each subject in the literature specialisation introduces and builds on key aspects of literary analysis and close reading of texts— including an introduction to theoretical approaches to reading texts. As noted above, while knowledge of film studies is an asset, it is not a prerequisite for this subject.

1.7 Other resource requirements Do students require access to specialist facilities and/or equipment for this subject (for example, special computer access, physical education equipment)? Yes No

Students studying externally who wish to participate in regular on-line conversation (eg Adobe connect, Skype) facilitated by the lecturer need to have appropriate equipment (eg a suitable headset with microphone and computer access) to participate in the ‘live’ conversation effectively; they will also need to access films via local DVD hire/download.

As in contemporary English literature studies, ‘texts’ are understood to include visual texts and graphic novels, students may require access to technical equipment for viewing, and making visual texts, and access to internet and other e-resources.

SUBJECT OUTLINE

SECTION 2 – ACADEMIC DETAILS

Learning outcomes for subject:

1. Identify the distinctive cultural voice in, and respond to, the work of Indigenous Australian writers, actors and text producers. 2. Critically discuss the challenges of interpreting visual and other texts written by Indigenous Australians 3. Demonstrate a nuanced appreciation of the distinctive contribution of Indigenous perspectives to contemporary film and other texts 4. Apply critical reasoning, creativity and close reading skills to explain and demonstrate selected literary and visual characteristics of selected texts written by Indigenous Australians 5. In light of topic knowledge and independent learning, provide a personal reflection on how Indigenous texts contribute to non-Indigenous understandings of Indigenous culture

Assessment tasks

Type * Learning When assessed – year, Weighting (see examples noted below this Outcome/s session and week (% of total table) assessed (for example, year 1, semester marks for 1, week 1) subject)

Research e-journal: a record of 1, 2, 3, 4, 5, personal learning demonstrating:  critical reasoning skills  close reading skills and understandings of how texts work  understandings of the challenges of reading and interpreting texts in translation  understanding of genres and contexts Informal feedback before the  understandings of end of first term; final 30% theoretical approaches to assessment end of semester reading texts  academic and research skills  understandings of Indigenous Australian cultures and experiences  capacity to identify and locate, engage with and analyse, critique, and synthesise information from various sources

SUBJECT OUTLINE

Assessment tasks

Type * Learning When assessed – year, Weighting (see examples noted below this Outcome/s session and week (% of total table) assessed (for example, year 1, semester marks for 1, week 1) subject)

Academic essay 2500 words: a 1, 3, 4, & 5 coherent and scholarly written argument demonstrating close reading and literary and visual analysis of selected texts written End of semester 40% by Indigenous Australians, and the implications of this reading for your understanding of Indigenous cultures and experiences Oral assessment—student with 2,3 & 5 lecturer; 30–45 mins: a set of notes and an annotated resource list (20 resources) to support an oral literary analysis of a text involving close reading, critical Week 9-10 30% analysis and personal reflection on the way this text written by Indigenous Australians engages your understanding of Indigenous cultures and experiences * Examples of types of assessment tasks include: assignments; examinations; group projects; online quiz/test; presentations; work-based projects; and reflective journals.

SUBJECT OUTLINE

2.1 Prescribed and recommended readings NB As this course is designed to foster key principles and skills undergirding lifelong learning, students are encouraged to read widely, establish contact with local public and more specialised libraries, and use the internet and databases, and diverse e-resources… to access knowledge in the form and style suitable for their purposes. Therefore, the required reading is usually restricted to a textbook, and recommended reading may be limited, and include texts that, though they are not contemporary (published within the last 10 years), represent key texts in the development of the theoretical approach/genre/subject area.

Recommended textbooks Edwards, W. H. (2005). An introduction to Aboriginal societies. South Melbourne: Cengage Learning. Heiss, A. (Ed.). (2008). Macquarie PEN anthology of Aboriginal literature. Macquarie: Macquarie University Press.

Key resource: NITV SBS 34: Indigenous television station—programs esp. news, promos & ‘stings’ Possible film texts See http://www.creativespirits.info/resources/movies/ for list of films with Aboriginal & Torres Strait Islander content and directed by Indigenous Australians in chronological order Australia Babakiueria Black and white Blackfellas Bran nue dae Burned bridge Bush mechanics Dead heart First Australians Gulpilil: one red blood Here I am Heartland Jedda Jindabyne Kanyini Mabo One night the moon Rabbit proof fence Redfern now Sacred ground Samson & Delilah September Stolen generations Storm boy Ten canoes The chant of Jimmy Blacksmith The circuit The fringe dwellers The last wave The naked country The tall man

SUBJECT OUTLINE

The Sapphires The tracker Toomelah Tudwali Walkabout Where the green ants dream Yolngu boy

Recommended readings Ackerman, A. L. (2011) Seeing things: from Shakespeare to Pixar. Toronto: University of Toronto Press. Ascher, S., Pincus, E. (2007). The filmmaker’s handbook: a comprehensive guide for the digital age: 2008. New York: Plume. Baudy, L., Cohen, M. (Eds.). (2009). Film theory and criticism. Oxford: OUP. Corrigan, T. (Ed.). (2011). Film and literature. Routledge. Denzin, N. K. (2013) The cinematic society. e-text. Thousand Oaks, CA: Sage. Edwards, W. H. (2005). An introduction to Aboriginal societies. South Melbourne: Cengage Learning. Faithfull, D. (2007). Adaptations: a guide to adapting literature to film. Sydney: Currency Press. Geiger, J., Rutsky, R. l. (Eds.). (2005). Film analysis. New York: Norton. Horton, D. (Ed.) (1884.The encyclopedia of Aboriginal Australia. Canberra: Aboriginal Studies Press. Kuhn, A., Westwell, G. (2012). A dictionary of film studies. Oxford: OUP. Lankow, J., Crooks, R., Ritchie, J. (2011). Inforgraphics: the power of visual storytelling. Hoboken, NJ: John Wiley & Sons. Mercado, G. (2010) The filmmaker’s eye. Waltham, MA: Focal Press. Nowell-Smith, G. (Ed.). (1997). The Oxford history of world cinema. Oxford: OUP. Scarratt, E. (2005). Teaching analysis of film language. London: BFI Publishing. Truby, J. (2007). The anatomy of story. New York: Faber & Faber. Trudgen, R. (2000). Why warriors lie down and die. Darwin: ARDS. Van Sijll, J. (2005) Cinematic storytelling: the 100 most powerful film conventions every filmmaker must know. Studio City, CA: Michael Wiese. Villarejo, A. (2013). Film studies: the basics. Abingdon: Routledge.

Recommended Literary Theory texts Barry, P. (2009). Beginning theory. Manchester: Manchester University Press. Culler, J. (2011). Literary theory: very short introduction. Oxford: OUP. Nealon, J. T., Giroux, S. S. (2011). The theory toolbox. Lanham, ML: Rowman & Littlefield Publishers.