© ATOM 2016 A STUDY GUIDE BY EMILY DAWSON

http://www.metromagazine.com.au

ISBN: 978-1-74295-940-5 http://theeducationshop.com.au CONTENTS

1 Indigenous Perspectives

2 Synopsis

3 The importance of language and the need for more projects like Yamani: Voices of an Ancient Land

4 Yamani Artist profiles: language and knowledge holders Music available at: https://wantokmusik.bandcamp.com/albumyamani-voices-of-an-ancient-land a Accompanied by brief introductions to Gunggari, Video available at: https://vimeo.com/140554259 Butchulla, Kalaw Kawaw Ya, Yugambeh and Warrgamay languages INDIGENOUS PERSPECTIVES 5 Queensland Indigenous Languages Advisory This study guide has been written for those Committee committed teachers upholding their responsibility to teach for reconciliation through the use of quality 6 Wantok Musik Fountation of Indigenous content and committed intercultural and cross-cultural pedagogy. 7 National Professional Standards for Teachers, The Melbourne Declaration of Educational Goals National professional standards and curriculum for Young Australians, The UN Declaration on the documents (outlined below) mandate that all Rights of Indigenous Peoples teachers are to teach, and therefore all students 8 Direct curriculum links between Yamani: Voices of across all year levels are to be taught, an an Ancient Land and the Australian Curriculum by Indigenous curriculum. However, it is noted that Primary level. Suggested student activities include: these documents do not provide specific outcomes for teachers and students. As teachers experience a Language and singing Country immense time constraints and often low levels of practical and meaningful intercultural education, b Alternative perspectives and alternate texts the scaffolding aim of these curriculum documents can be lost as teachers juggle the various content c Song/text response they must cover. d Geography and mapping Therefore, this study guide for Yamani: Voices of an Ancient Land hopes to equip teachers with specific e Music exploration and collaboration learning outcomes with clear links to the national Australian Curriculum for the Primary Years. f Information Communication and Technology Providing Aboriginal and Torres Strait Islander throughout the song perspectives within the curriculum is fundamental writing and recording process to strengthening identity and cultural esteem for all © ATOM 2016 Australians. g Contemporary Indigenous understandings

SYNOPSIS 9 References

10 Resources and References Yamani: Voices of an Ancient Land illustrates the 2 power of language, strength of identity and how languages themselves in order to share the songs with others.

The womens’ journey portrays how different stages of the language-learning, story-telling and music- making process was significant to the women in different ways. Joyce found that just writing down a song on paper was special, while Ethel was finally able to witness an old and sentimental songbook come to life at 84 years of age. The power of collaboration is portrayed especially though Leonora workshopping with the other women to turn a poem based on her grandmother into a song. Bridget wrote a song about the Warrgamay pride in Indigenous cultures can be shared through creator, sharing her cultural knowledge of her contemporary song. region.

Yamani, means “rainbow” in the Warrgamay “We each shared songs in our languages with the language and as the name for this group, reflects others. We sing together in five languages, so we the coming together of different people and had to teach our language and learn the other four languages in a rainbow of song. languages. “It has been a wonderful, challenging – Bridget Priman and joyful experience which truly shows the power for music for sharing language.” Knowledge holders, Ethel Munn (Gunggari), – QILAC Chairperson Joy Bonner. Leonora Adidi (Kalaw Kawaw Ya), Joyce Bonner (Butchulla), Faith Baisden (Yugambeh), Melinda All of the women participated in music and Holden and Bridget Priman (Warrgamay) have technology training for twelve months, proving come together to produce eleven songs in five that it is never too late to learn new skills. With the different languages to share the many voices of assistance of a singing coach, Kristina Kelman, Australian country. As this process empowers the women learned how to use muscles and deep each language through the opportunity to share breathing to develop harmonies and find notes Australia’s ancient knowledge, those who continue that they never knew that could reach. They then to speak and share these languages are also learned how to use new technology throughout empowered. the recording process, working with award- winning composer David Bridie and Wantok Musik The six women have collaborated with the vision Foundation to produce a CD. In David’s words, of making Aboriginal and Torres Strait Islander ‘language is cultural identity encapsulated by song’ languages stronger for many years, forming the and Yamani illustrates that it is never too late to Queensland Indigenous Languages Advisory learn new languages through new songs to share Committee (QILAC). this cultural identity.

While some of the women were nervous at the start For tens of thousands of years, the rich and of the project, believing that they couldn’t sing, beautiful sounds of hundreds of different languages read music or let alone write music, that didn’t washed across this land. Over all of Australia it is stop them. Committed to strengthening the many believed there were more than five hundred at one Indigenous languages of Queensland, the women time. use song to help each other learn each of the Teacher Qualities / Quality Teachers possess: • cross-cultural understandings • a sound knowledge of Australia’s vast history • skills in acknowledging their own personal attitudes • the determination and commitment

to develop a culturally inclusive © ATOM 2016 curriculum for all students

3 As the English language swept across the country in Australian schools is that they are the original around two hundred years ago powered by the languages of this country. Through learning pervasive wave that was colonisation, languages them, all students gain access to knowledge were silenced and ‘faded to a whisper in some and understanding of Australia that can only places’. come from an Aboriginal or Torres Strait Islander perspective. The languages by their nature embed Since the custodians of Australia’s different this perspective. Learning about and/or how to use languages and places took action to fight for their these unique languages can play an important part right to speak and be heard in their traditional in the development of a strong sense of identity, tongues, a treasury of knowledge continues to be pride and self-esteem for all Australian students. unlocked and appreciated. (Source: http://www.ourlanguages.net.au/ languages/education.html) LANGUAGE FAMILIES YAMANI ARTIST PROFILES: A language family is a group of related languages, LANGUAGE AND KNOWLEDGE HOLDERS usually these languages have a common ancestor. For example the Romance languages are a Over the years, this dynamic group of women subset of the Italic language family. The Romance realised that they also had a collective passion for languages have all derived from Latin; and the music and song. Some just love to sing and others group includes the separate languages Italian, wants to see her songs passed on the younger Spanish, Catalan, Portuguese, Galician, French women. and Romanian. "This is what it’s all about-sharing and caring for our language and how we as the carriers, preserve TEACHING LANGUAGE IN SCHOOLS in many media’s where it can be showcased for others”. The overall rationale for learning Aboriginal languages and Torres Strait Islander languages GUNGGARI LANGUAGE

Mrs Ethel Munn is an Elder of the Gunggari people of South Queensland. For forty years she has had a copy of the Gunggari Songbook, a collection © ATOM 2016

4 Suy which is about her totem. This bird (a black- winged stilt) is very rarely seen in her region.

Kalaw Kawaw Ya is spoken in the Torres Straits, particularly the top Western Islands group of Saibai, Dauan and Boigu. It is also spoken in the communities of Bamaga and Seisia at the tip of Cape York, which were originally settled by people from Saibai in the 1950s.

Kalaw Kawaw Ya is a dialect of Kalaw Lagaw Ya, one of the two traditional languages of the Torres Strait, the dialects of this language are spoken in the Western and Central regions of Torres Strait. The other traditional language is Meriam Mir and it's spoken in the Eastern Islands.

Kala Lagaw Ya the parent language of Kalaw of songs that were documented from around the Kawaw Ya is classified as a mixed language, with campfires of her people, but has never heard characteristics of both Aboriginal, Papuan and the songs inside. Until this project started. She Austronesian (the family of languages of South East selected the songs Mumma Warrunno, Maranoa Asia and Pacific Islands.) For example the personal Lullaby and Jabbin Jabbin a song about birds rising pronouns are Aboriginal, most kinship terms are in the morning. Papuan, sea and agricultural vocabulary are mostly Austronesian. Eighty percent of its vocabulary is The Gunggari language is spoken in the Mitchell Papuan and Austronesian. (Source: Leonora Adidi) region of South-West Queensland and extends north to Morven and Mungallala, East towards Roma and South along the Maranoa River. It is part of the Bidjara language family. (Source: Ethel Munn.).

KALAW KAWAW YA LANGUAGE

Leonora Adidi has taken a diverse approach to find ways to promote her Kalaw Kawaw Ya language of the Torres Strait Islands, from teaching and translating to running cooking classes in language. © ATOM 2016 She has always had a love of singing and was a great encouragement to the other group members to sing up and find their voices. Leonora wrote the beautiful Aka as a tribute to her Grandmother and 5 WARRGAMAY LANGUAGE

Bridget Priman is a Warrgamay Djambi (Elder), who has completed a Degree in Linguistic and Languages to help ensure that the languages are learnt and used by her large extended family in North Queensland and the Bundaberg area.

BUTCHULLA LANGUAGE Melinda Holden shares her sister Bridget’s passion and backs it with creative ideas that regularly bring Joyce Bonner (Narawi), is a driving force groups of community members together to share, behind inspiring projects that are breathing new enjoy and use their languages. The women have life into the Butchulla language of the Hervey Bay Warrgamay, like developed teaching materials that can also be region. A number of her projects have involved used by people in language communities around children, music and songs, and this is reflected many Australian Australia. in the two songs Joy has on the CD. Yunma-n Aboriginal walalbai walbai yunma-n is a song that was sung languages, has a Melinda and Bridget have two Warrgamay songs to Joy by her own mother and she has translated it from their mother's country. Yamani, which is free word order. about the creator who lives in the Herbert River In contrast to Gorge, and Buulunggu Malanda – the Blue River English, this Song. means that the Warrgamay country is Ingham and west of Ingham order of words in towards the range. It's neighbours are Nywaigi to a sentence does the south, Girramay to the north, Warungu to the not change the west, and Biyay to the east. Map this region on your language map. meaning of the sentence. It is situated in North Queensland in the region known as the Wet Tropics and includes the Shire of Hinchenbrook. Significant features of the region include the Herbert River floodplain, Wallaman Falls and Hinchenbrook Island.

There are 3 dialects to the Warrgamay language family, Warrgamay, Halifax Biyay and Hinchinbrook Biyay. into Butchulla. Ghundu Mundjar (Happy Children) is a lovely tune written by Joy about little children Warrgamay, like many Australian Aboriginal learning, looking, singing, dancing, laughing and languages has a free word order. In contrast to being happy together. English, this means that the order of words in a sentence does not change the meaning of the sentence. © ATOM 2016

6 (Source: Bridget Priman). WANTOK MUSIK FOUNDATION

YUGAMBEH LANGUAGE Music is what we all share. It’s our history, our lore, it’s our future, our education, it’s our hurts, Faith Baisden country reaches across the scenic it’s our joys, it’s our injustices, our struggles, it’s rim south of Beenleigh to the Tweed Coast and our future, our love, and our hope. This is how it west to the hills around Beaudesert. Faith has been is for all cultures, this is common, and it’s through involved in making resources around languages for music that we hear, share and learn these things. over twenty years and has dabbled in childrens’ Music can and has crossed every cultural barrier songs and stories for her Yugambeh (South east imaginable and will continued to do so. Queensland) and other Aboriginal languages. For this CD, Faith wrote Kali Nalu, a song about the Drawing on the rich musical talent of our region, darkness of the midnight sky, and translated the the Wantok Musik Foundation, an Australian-based well known Waltzing Matilda into the song that can not-for-profit organisation, promotes and facilitates be heard on the album as Ngarila Matilda. various cultural exchanges and a greater level of economic empowerment for Melanesian and THE QUEENSLAND INDIGENOUS Indigenous artists and their communities. LANGUAGES ADVISORY COMMITTEE The Wantok Musik Foundation aims to generate The Queensland Indigenous Languages Advisory and foster various cultural exchanges between Committee (QILAC) was formed in 2005 by Australia and our neighbours throughout Oceania Language Centre representatives and other by establishing a leading, not-for-profit Music Label Language workers, including the women in the film. representing Indigenous and world music groups of The committee recognised the need for a state- this unique region, that: wide body to advocate for Indigenous languages. • Record, release and promote music from ‘Change in Queensland in much needed. From Indigenous Australia and Melanesia addressing the basic lack of knowledge that many • Raise the local and international profile of people in this state display around the existence of so many diverse and ancient languages, to motivating people in positions of power within governments and major corporations to address their responsibilities towards the preservation of what is the cultural heritage of all Queenslanders, QILAC is committed to informing, listening and engaging the involvement of an expanding team of partners and colleagues who will join in the task of keeping the languages of our land alive.’

‘This committee aims to set priorities for the effective use of the resources that are available and is working to support the development of new resources as the need for these continues to grow. It is also engaging with a range of organisations to support the shared goals that are identified © ATOM 2016 in discussions between project teams operating throughout the state.’ (http://www.qilac.org.au) 7 Indigenous and world music groups based in Aboriginal and Torres Strait Islander students while the region focus area 2.4 mandates teachers to ‘understand • Provide greater economic opportunity for and respect Aboriginal and Torres Strait Islander artists and long-term career sustainability people to promote reconciliation between by providing a viable outlet, and distributing Indigenous and non-indigenous Australians’ (AITSL royalties/profits through equitable and 2015). These requirements are interwoven and culturally appropriate mechanisms, While place expectations on all teachers to be committed simultaneously managing various initiatives to challenging colonial paradigms surrounding the to: delivery of education. • Address various social issues with creative, culturally focused approaches The National Professional Standards for Teachers • Increase Australians’ understanding and states (AITSL, 2011b, p. 11) that: appreciation of the diverse cultures of their region • At Graduate Level that a teacher can: • Cultivate ‘capacity building’ for music recording within the region Demonstrate broad knowledge of, understanding • Increase the cultural exchange between of andt respect for Aboriginal and Torres Strait Australia and countries within the region Islander histories, cultures and languages.

Website: http://www.wantokmusik.org/ • At Proficient Level that a teacher can: Music: https://wantokmusik.bandcamp.com/ album/yamani-voices-of-an-ancient-land) Provide opportunities for students to develop understanding of and respect for Aboriginal NATIONAL PROFESSIONAL STANDARDS and Torres Strait Islander histories, cultures and FOR TEACHERS languages.

Focus Area 2.4: Understand and respect Aboriginal • At Highly Accomplished Level that a teacher and Torres Strait Islander people to promote can: reconciliation between Aboriginal and Torres Strait Islander and non- Indigenous Australians. Support colleagues with providing opportunities for students to develop understanding of and respect The National Professional Standards for Teachers for Aboriginal and Torres Strait Islander histories, (launched in February 2011) have been an cultures and Languages. important response by an educational system © ATOM 2016 wherein the problems of Indigenous education are • At Lead Level that a teacher can: critical. Lead initiatives to assist colleagues with Focus area 1.4 provides strategies for teaching opportunities for students to develop 8 understanding of and respect for Aboriginal Intercultural understanding stimulates students’ and Torres Strait Islander histories, cultures and interest in the lives of others. It cultivates values languages. and dispositions such as curiosity, care, empathy, reciprocity, respect and responsibility, open- This is arguably a more complicated Focus Area mindedness and critical awareness, and supports to measure and address because it is predicated new and positive intercultural behaviours. in the personal understanding of, and respect for, Aboriginal and Torres Strait Islander societies held (Source: http://www.australiancurriculum.edu.au/ by each teacher and how this translates into their generalcapabilities/intercultural-understanding/ professional practice in promoting reconciliation introduction/introduction) (Monash University, Edith Cowan University and Charles Sturt University 2013, p. 23) THE MELBOURNE DECLARATION ON EDUCATIONAL GOALS FOR YOUNG THE AUSTRALIAN CURRICULUM AUSTRALIANS

Through the Australian Curriculum, students will The Melbourne Declaration on Educational Goals understand that contemporary Aboriginal and for Young Australians also encourages students to: Torres Strait Islander communities are strong, resilient, rich and diverse. Understand and acknowledge the value of Intercultural understanding involves students Indigenous cultures and possess the knowledge, learning about and engaging with diverse cultures skills and understanding to contribute to, and in ways that recognise commonalities and benefit from, reconciliation between Indigenous differences, create connections with others and and non-Indigenous Australians [and in doing so] cultivate mutual respect. become active and informed citizens (Ministerial (Source: ACARA 2015) Council on Education, Employment, Training and Youth Affairs 2008, p. 8). The Australian Curriculum now also recognises the need for reconciliatory epistemological By holding Indigenous knowledge in esteem perspectives and practices. Curriculum documents and teaching learning outcomes from alternate now recognise intercultural understanding as viewpoints, students and teachers can work toward a general capability and Aboriginal and Torres attaining these educational aims. Using these Strait Islander histories and cultures as a cross- curriculum outcomes in partnership with mandated curriculum priority for all students to achieve professional standards contracts teachers to recognise how Aboriginal and Torres Strait Islander http://www.acara.edu.au/curriculum/ education allows for students to transmit cultural cross_curriculum_priorities.html heritage and self-empowerment.

http://www.australiancurriculum.edu.au/ crosscurriculumpriorities/aboriginal-and- torres-strait-islander-histories-and-cultures/ overview © ATOM 2016

9 DIRECT CURRICULUM LINKS BETWEEN YAMANI: VOICES OF AN ANCIENT LAND AND THE AUSTRALIAN CURRICULUM

Take the time to read through the suggested class and student activities below. Some activities are suitable for many year levels and up to the individual teacher’s discretion. For ease of reference, direct links to the relevant year level i - short sound that bina - ear content descriptions from the Australian Curriculum rhymes with 'bin' have been listed below each activity. i: - a longer sound that dji:dji: - bird Use the suggested activities below as a starting rhymes with 'feet' point to tailor classes to the required year level. u - short sound that bugan - forest, 1. LANGUAGE AND SINGING COUNTRY rhymes with 'put' grasslands ACTIVITIES u: - longer sound that Activity 1.1: Practice Warrgamay sounds rhymes with 'pool'

uy - rhymes with 'boy' muyma - boy Warrgamay, a language of the Townsville region, like many Australian Aboriginal languages has a b - as in 'but' Bagirr - Ingham free word order. In contrast to English, this means that the order of words in a sentence does not d - as in 'day' dubi - worm change the meaning of the sentence. dj - as in 'jump' djambi - old woman a - short sound as in bama - aboriginal man English 'above' g - as in 'go' gabul - forest carpet snake a: - a longer sound that dja:bu - fish rhymes with 'father' l - as in 'leg' yilgan - moon

ay - rhymes with 'why' gudjagay - crocodile m - as in 'moth' ma:l - man © ATOM 2016

10 the complexity and difference between the many Indigenous cultures, languages and peoples of Australia.

n - as in 'new' nuba - ark water container

Students will begin to understand to be specific, ng - as in 'sing' ngugu - mopoke owl local and to always contextualise the language, people, culture or country they are referring to. ny - as in 'onion' nyalmu - large nulla nulla Print out a large Indigenous Languages Map to display in your classroom, discuss with your r - as in 'run' students and provide them with a visual of the incredible complexity of different groups. rr - as in ' butter' yirra - teeth Look at Gambay languages map with your class. w - as in 'wood' wadja - crow Discuss with your students and provide them with a visual of the incredible complexity of different y - as in 'yellow' Yamani - rainbow groups. serpent NB: Gambay contains additional teachers notes (Source: Bridget Priman) that may be useful.

Activity 1.2: Understanding Australia’s Source: Gambay: Australiam First Languages Map, Diversity First Languages Australia, http://gambay.com.au. Further Class Discussion Questions: The sheer diversity of different Indigenous language groups throughout Australia is one of the most important lessons for primary aged students. • Why is language important to people? • How many languages do students in your As this is understood, students then break an class speak? Map these on a world map. all-encompassing idea of Indigeneity and realise • Do you learn an additional language at school? How do you make sure you do not forget what you have learnt already? • What have been the best, or the most fun ways to learn this additional language? • What year was Australia invaded? • How many languages were believed to be spoken prior to colonisation? • In what ways do you think the many languages of Australia were silenced? • What are the potential dangers of certain languages not being spoken anymore to those who speak it? © ATOM 2016

11 Relevant primary content descriptions: Understand that different social and geographical FOUNDATION LEVEL - ENGLISH: dialects or • Understand that English is one of many accents are used languages spoken in Australia and that in Australia different languages may be spoken by family, in addition classmates and community (ACELA1426) to Standard LEVEL 2 - ENGLISH Australian English. • Identify language that can be used for appreciating texts and the qualities of people Understand and things (ACELA1462) that English is LEVEL 2 - GEOGRAPHY one of many languages spoken • The ways in which Aboriginal and Torres in Australia and Strait Islander Peoples maintain special connections to particular Country/Place that different (ACHASSK049) languages may be spoken by family, Australia’s colonial past and how do we know? LEVEL 3 - HEALTH AND PHYSICAL EDUCATION classmates and • Who lived here first and how do we know? • How has our community changed? What • Research own heritage and cultural identities, community. features have been lost and what features have and explore strategies to respect and value been retained? diversity (ACPPS042) • What is the nature of the contribution made by different groups and individuals in the LEVEL 4 - ENGLISH community? • How and why do people choose to remember • Understand that Standard Australian English significant events of the past? is one of many social dialects used in Australia, and that while it originated in England it has Activity 2.2: Play the game ‘Whispers’ been influenced by many other languages (ACELA1487) • One student starts with a short message about what they did on the weekend and LEVEL 6 - ENGLISH whispers it to their neighbour • The neighbour whispers the message • Understand that different social and onto the next neighbour and so on, until the geographical dialects or accents are used in message reaches the original storyteller Australia in addition to Standard Australian • Compare the original message with the one English (ACELA1515) that eventuates at the end of the game • Was it the same? What changed? Discuss 2. ALTERNATIVE PERSPECTIVES AND why? ALTERNATE TEXTS ACTIVITIES • Who changed the story along its journey and why? Activity 2.1 Understanding my position • Who do we believe? in the world and how I came to this • Go through each player in succession and try and find out where the story went awry understanding • Hopefully this simple game puts forward the idea that students should always find out the Individual student inquiry questions: origins of stories or information they are told and whether they are reliable

• What is my history and how do I know? Activity 2.3: Understanding that ‘texts’ • What stories do other people tell about the do not have to be written past? © ATOM 2016 • How can stories of the past be told and shared? • Have a class discussion about different kinds • What do we know about the lives of people in of texts, which include oral - and therefore song. 12 FOUNDATION LEVEL - MEDIA ARTS

• Explore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054)

LEVEL 1 - ENGLISH

• Respond to texts drawn from a range of cultures and experiences (ACELY1655) • Understand that people use different systems • Is one kind of text ‘more reliable’ than of communication to cater to different needs another? Why/why not? and purposes and that many people may use • If you did not have any books, pens, pencils, sign systems to communicate with others writing devices - how would you teach each (ACELA1443) other? • Discuss the different songs students have LEVEL 2 - ENGLISH learnt throughout their schooling. Do they still remember them? Is song an effective way to • Understand that spoken, visual and written learn? forms of language are different modes of communication with different features and their Relevant Primary content descriptions: use varies according to the audience, purpose, context and cultural background (ACELA1460) • Listen to and respond orally to texts and to FOUNDATION LEVEL - ENGLISH the communication of others in informal and structured classroom situations (ACELY1646) • Understand that texts can take many forms, can be very short (for example an exit sign) or LEVEL 2 - MEDIA ARTS quite long (for example an information book or a film) and that stories and informative texts • Explore ideas, characters and settings in the have different purposes (ACELA1430) community through stories in images, sounds and text (ACAMAM054) FOUNDATION LEVEL - HISTORY • Respond to media artworks and consider where and why people make media artworks, • How the stories of families and the past starting with media from Australia including can be communicated, for example, through media artworks of Aboriginal and Torres Strait photographs, artefacts, books, oral histories, Islander Peoples (ACAMAR057) digital media and museums (ACHASSK013) © ATOM 2016

13 It keeps its nest hidden in the marshes from predators and prying eyes. Hence her eggs are like hidden treasure and no one can see them except by accident or stealth.

Suy is the totem of the Suy-Baydham clan of Saibai Island.

There is a story of how suy was created. She was once a woman who fled the island after ill- treatment by her mother. She turned into a bird, the suy.

It is the custom of Saibailgal or Saibai Islanders to LEVEL 3 - ENGLISH boast or sing the praises of their totems.

• Understand that languages have different This song "Suy" is the totem Suy praising herself, written and visual communication systems, saying how beautiful she is and describing her different oral traditions and different ways of characteristics. constructing meaning (ACELA1475) Further information on the Black-winged stilt from: LEVEL 3 - MEDIA ARTS Queensland Wader Study Group

• Identify intended purposes and meanings of http://waders.org.au/about-waders/shorebird- media artworks, using media arts key concepts, identification/waders-regularly-seen-in-australia/ starting with media artworks in Australia black-winged-stilt/ including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR061) Birds in Backyards

LEVEL 3 - HISTORY AND SOCIAL SCIENCES http://www.birdsinbackyards.net/species/ Himantopus-himantopus • Interact with others with respect to share points of view (ACHASSI059) (Source: Leonora Adidi)

LEVEL 5 - HISTORY AND SOCIAL SCIENCES Further questions:

• Examine different viewpoints on actions, events, issues and phenomena in the past and {{ What do you think the purpose of this song present (ACHASSI099) is? {{ What topics/people/animals/places are LEVEL 6 - HISTORY AND SOCIAL SCIENCES sung about? {{ What do you think the knowledge holder/ • Examine different viewpoints on actions, song writer is trying to convey? events, issues and phenomena in the past and present (ACHASSI127) FOUNDATION LEVEL - MEDIA ARTS

3. SONG / TEXT RESPONSE ACTIVITIES • Respond to media Activity 3.1: Suy - Kalaw Kawaw Ya language

• Read the accompanying story to Leonora’s song ‘Suy’ sung in Kalaw Kawaw Ya language • Listen to the song: http://wantokmusik. bandcamp.com/track/suy-kalawkawawya

Suy is the Kalaw Kawaw Ya word for Black-winged © ATOM 2016 stilt. It is quite rarely seen on Saibai Island, Torres Strait and usually found striding along the pupu or swamps and mudflats. 14 artworks and consider where and why people social, cultural and historical contexts, including make media artworks, starting with media Aboriginal and Torres Strait Islander media from Australia including media artworks of artworks (ACAMAR065) Aboriginal and Torres Strait Islander Peoples Suy is the Kalaw (ACAMAR057) Kawaw Ya word LEVEL 6 - MEDIA ARTS

LEVEL 1 - MEDIA ARTS for Black-winged • Explain how the elements of media arts stilt. It is quite and story principles communicate meaning • Respond to media artworks and consider rarely seen on by comparing media artworks from different where and why people make media artworks, Saibai Island, social, cultural and historical contexts, including starting with media from Australia including Aboriginal and Torres Strait Islander media media artworks of Aboriginal and Torres Strait Torres Strait and artworks (ACAMAR065) Islander Peoples (ACAMAR057) usually found striding along the LEVEL 6 - ENGLISH LEVEL 4 - MEDIA ARTS pupu or swamps • Compare texts including media texts • Identify intended purposes and meanings of and mudflats. that represent ideas and events in different media artworks, using media arts key concepts, ways, explaining the effects of the different starting with media artworks in Australia This song “Suy” approaches (ACELY1708) including media artworks of Aboriginal and is the totem Suy • Use comprehension strategies to interpret Torres Strait Islander Peoples (ACAMAR061) praising herself, and analyse information and ideas, comparing content from a variety of textual sources YEAR 5 - ENGLISH saying how including media and digital texts (ACELY1713) beautiful she is • Understand how to move beyond making and describing 4. GEOGRAPHY AND MAPPING bare assertions and take account of differing her characteristics. ACTIVITIES perspectives and points of view (ACELA1502) • Clarify understanding of content as it unfolds 4.1: Interactive language map in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699) • Working in small groups or pairs, students go • Understand how texts vary in purpose, to http://gambay.com.au. structure and topic as well as the degree of • Ask students to find each of the languages formality (ACELA1504) outlined above on the map • Allow students time to watch accompanying LEVEL 5 - MEDIA ARTS videos to learn more about specific languages • Ask student to report back to the class with: © ATOM 2016 • Explain how the elements of media arts {{ Name of language and story principles communicate meaning {{ Geographic location by comparing media artworks from different {{ Three facts they found out from watching the video 15 LEVEL 3 - HISTORY AND SOCIAL SCIENCES

• The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area (ACHASSK062)(This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied)

LEVEL 3 - GEOGRAPHY

4.2: See Activity 1.2 for further • The representation of Australia as states and Language Map activities territories and as Countries/Places of Aboriginal and Torres Strait Islander Peoples; and major places in Australia, both natural and human Further class discussion questions: (ACHASSK066) • The similarities and differences between • Find the coordinates of the language places in terms of their type of settlement, and country outlined in each of the artist’s demographic characteristics and the lives biography above. Try and map each country on of the people who live there, and people’s a map of Australia. perceptions of these places (ACHASSK069) • What other languages can you map? • How does your new way of mapping LEVEL 4 - GEOGRAPHY Australia compare with the ways that you knew before? • The custodial responsibility Aboriginal and • What is a place? Torres Strait Islander Peoples have for Country/ • How are people connected to their place and Place, and how this influences views about other places? sustainability (ACHASSK089) • What factors affect my connection to places? Relevant Primary content descriptions: LEVEL 5 - GEOGRAPHY

FOUNDATION LEVEL - GEOGRAPHY • The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the • The Aboriginal or Torres Strait Islander environmental characteristics of Australian Country/Place on which the school is located places (ACHASSK112) and why Country/Place is important to Aboriginal and Torres Strait Islander Peoples LEVEL 6 - GEOGRAPHY (ACHASSK016) • The reasons why some places are special • The effects that people's connections with, to people, and how they can be looked after and proximity to, places throughout the world (ACHASSK017)

LEVEL 2 - MATHEMATICS

• Interpret simple maps of familiar locations and identify the relative positions of key features(ACMMG044)

LEVEL 2 - HISTORY

• The importance today of a historical site of cultural or spiritual significance in the local area, and why it should be preserved (ACHASSK045)

LEVEL 2 - GEOGRAPHY

• The connections of people in Australia to © ATOM 2016 people in other places in Australia and across the world (ACHASSK050)

16 have on shaping their awareness and opinion of - Verse) those places (ACHASSK142) • What are the most distinctive features of the • The world’s cultural diversity, including that of song for you? Why? its indigenous peoples (ACHASSK140) 5.3: Improvising new song 5. MUSIC EXPLORATION AND COLLABORATION ACTIVITIES • Write lyrics for a song about something, someone or somewhere that is special to you. If 5.1: Learning New Languages Through it helps, you can start by writing a poem. Song • What language you would like your song to be sung in? • Who would you like to sing your song? Bridget, Melinda and Faith collaborated to write • Who is the audience for your music? Our Land Song – as a tune which can be easily • What sort of instruments would you like to translated for any language. The call and response accompany your song? List them. in the lines is a way to help young ones learn, • Reflect on the development of your song. and for people to share the sounds of their own Does the music reflect your story? language with others. On the CD the song is heard as a medley with the verses sung in four different 5.4: Improvise an accompanying languages. movement sequence to your song:

• Go to: https://wantokmusik.bandcamp.com/ album/yamani-voices-of-an-ancient-land) • What kinds of movement helps tell the story • Listen to Our Land Song and read through of your song? the lyrics • Plan a sequence of dance moves to • Research the languages sung in the song to accompany your song. improve your pronunciation • Can you hear the differences between the FOUNDATION LEVEL - MUSIC languages sung? • Sing and play instruments to improvise, 5.2: Music Response practise a repertoire of chants, songs and rhymes, including songs used by cultural • With a partner, listen to each of the songs at: groups in the community (ACAMUM081) https://wantokmusik.bandcamp.com/album/ • Respond to music and consider where yamani-voices-of-an-ancient-land) and why people make music, starting • Pick your favourite and discuss why with Australian music, including music of • What language is the song written in? Aboriginal and Torres Strait Islander Peoples • How many voices can you hear? (ACAMUR083) • What instruments can you hear? • Create compositions and perform music • What structure is the song? (Verse - Chorus to communicate ideas to an audience © ATOM 2016

17 (ACAMUM082) (ACADAM007)

LEVEL 1 - MUSIC LEVEL 4 - MUSIC

• Sing and play instruments to improvise, • Practise singing, playing instruments and practise a repertoire of chants, songs and improvising music, using elements of music rhymes, including songs used by cultural including rhythm, pitch, dynamics and form in groups in the community (ACAMUM081) a range of pieces, including in music from the • Respond to music and consider where local community (ACAMUM085) and why people make music, starting • Identify intended purposes and meanings as with Australian music, including music of they listen to music using the elements of music Aboriginal and Torres Strait Islander Peoples to make comparisons, starting with Australian (ACAMUR083) music, including music of Aboriginal and Torres • Create compositions and perform music Strait Islander Peoples (ACAMUR087) to communicate ideas to an audience • Create, perform and record compositions (ACAMUM082) by selecting and organising sounds, silence, tempo and volume (ACAMUM086) LEVEL 2 - MUSIC LEVEL 4 - DANCE • Sing and play instruments to improvise, practise a repertoire of chants, songs and • Perform dances using expressive skills to rhymes, including songs used by cultural communicate ideas, including telling cultural or groups in the community (ACAMUM081) community stories (ACADAM007) • Respond to music and consider where and why people make music, starting LEVEL 5 - MUSIC with Australian music, including music of Aboriginal and Torres Strait Islander Peoples • Explain how the elements of music (ACAMUR083) communicate meaning by comparing music • Create compositions and perform music from different social, cultural and historical to communicate ideas to an audience contexts, including Aboriginal and Torres Strait (ACAMUM082) Islander music (ACAMUR091) • Rehearse and perform music including music LEVEL 2 - DANCE they have composed by improvising, sourcing and arranging ideas and making decisions to • Present dance that communicates ideas to engage an audience (ACAMUM090) an audience, including dance used by cultural groups in the community (ACADAM003) LEVEL 5 - DANCE

LEVEL 3 - MUSIC • Explore movement and choreographic devices using the elements of dance to • Practise singing, playing instruments and choreograph dances that communicate improvising music, using elements of music meaning (ACADAM009) including rhythm, pitch, dynamics and form in • Perform dance using expressive skills a range of pieces, including in music from the to communicate a choreographer’s ideas, local community (ACAMUM085) • Identify intended purposes and meanings as they listen to music using the elements of music to make comparisons, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR087) • Create, perform and record compositions by selecting and organising sounds, silence, tempo and volume (ACAMUM086)

LEVEL 3 - DANCE © ATOM 2016

• Perform dances using expressive skills to communicate ideas, including telling cultural or community stories 18 including performing dances of cultural groups Relevant Primary content descriptions: in the community (ACADAM011)

LEVEL 6 - MUSIC LEVEL 2 - HISTORY

• Explain how the elements of music • How changing technology affected people’s communicate meaning by comparing music lives (at home and in the ways they worked, from different social, cultural and historical travelled, communicated and played in the contexts, including Aboriginal and Torres Strait past) (ACHASSK046) Islander music (ACAMUR091) • Rehearse and perform music including music LEVEL 5 - ENGLISH they have composed by improvising, sourcing and arranging ideas and making decisions to • Use a range of software including word engage an audience (ACAMUM090) processing programs with fluency to construct, edit and publish written text, and select, edit LEVEL 6 - DANCE and place visual, print and audio elements (ACELY1707) • Explore movement and choreographic • Re-read and edit student’s own and others’ devices using the elements of dance to work using agreed criteria for text structures choreograph dances that communicate and language features (ACELY1705) meaning (ACADAM009) • Understand the use of vocabulary to express • Perform dance using expressive skills greater precision of meaning, and know that to communicate a choreographer’s ideas, words can have different meanings in different including performing dances of cultural groups contexts (ACELA1512) in the community (ACADAM011) LEVEL 5 - HISTORY AND SOCIAL SCIENCES 6. INFORMATION AND COMMUNICATION TECHNOLOGY IN SONG WRITING AND • Reflect on learning to propose personal and/ RECORDING ACTIVITIES: or collective action in response to an issue or challenge, and predict the probable effects 6.1: Music and language organisations (ACHASSI104) research: 7. CONTEMPORARY INDIGENOUS CULTURE AND CHALLENGES Find out more about the organisations ACTIVITIES: that supported the Yamani: Voices of an 7.1: Write a proposal: Ancient Land project.

{{ Who are they? The Queensland Government supported this {{ Where are they based in Australia? project through various departments. What were {{ Write two sentences explaining the work they? that they do. Research whether there are organisations Write a proposal to your local or state government supporting similar work in your state or territory. to fund a project similar to Yamani: Voices of an Ancient Land. Once you have found two, answer questions 1-3 for each and then share what you have found with Make sure that you include: the class. • The local languages of your chosen area that 6.2: Draft your own song: you believe should be supported • Why you believe that your project is so important • Using word processing programs on your • Possible benefits to your school chosen ICT device, write your own song about • The benefits that the project will have to your something that is close to you. community • Produce a first, second and final draft of your • How this project fits with your school’s lyrics following editing procedures Reconciliation Action Plan: http://www. © ATOM 2016 • Swap with a fellow student to edit each reconciliation.org.au/schools/ other’s drafts • Include an audio or video clip of you or a friend performing your final piece of work 19 7.2: The UN Declaration on the Rights 7.3: The Queensland Indigenous of Indigenous Peoples: Languages Advisory Committee:

For upper year levels only, if deemed appropriate. Ask students to read the information on the Queensland Indigenous Languages Advisory • Discuss what it means that Australia is a Committee above and research further on their signatory of the United Nations Declaration on website: www.qilac.org.au the Rights of Indigenous Peoples. • Specifically in relation to languages, discuss INDIVIDUAL STUDENT QUESTIONS: what Australia’s responsibilities are outlined in the Articles below. • Is change needed in your state of territory • Is Australia delivering the services it has too? promised to provide? • What are the diverse and ancient languages in your local area? ARTICLE 14 • When and where have you heard Indigenous languages spoken? 1. Indigenous peoples have the right to establish The importance of and control their educational systems and Country/Place to THINK/PAIR/SHARE STUDENT institutions providing education in their own ACTIVITY: languages, in a manner appropriate to their Aboriginal and/ cultural methods of teaching and learning. or Torres Strait • Think of resources that you think might Islander Peoples support the languages in your local area ARTICLE 28 who belong to a • How will these help keep local languages strong? 1. Children belonging to the peoples concerned local area (This • Write recommendations to your local shall, wherever practicable, be taught to read is intended to be government proposing your ideas for resources and write in their own Indigenous language or a local area study to keep Indigenous languages in your area in the language most commonly used by the strong and vibrant. group to which they belong. When this is not with a focus on • Present your recommendations to the class. practicable, the competent authorities shall one Language undertake consultations with these peoples group; however, FURTHER CLASS DISCUSSION with a view to the adoption of measures to QUESTIONS: achieve this objective. if information 2. Measures shall be taken to preserve and or sources are • What are the local Indigenous languages in promote the development and practice of not readily your community? the Indigenous languages of the peoples available, another • What experiences have you had learning concerned. through an Indigenous perspective? representative • What did you learn? ARTICLE 31 area may be • How can we learn more about Aboriginal and studied) Torres Strait Islander identities? Educational measures shall be taken among all sections of the national community, and particularly TPerform RELEVANT PRIMARY CONTENT among those that are in most direct contact dance using DESCRIPTIONS: with the peoples concerned, with the object of eliminating prejudices that they may harbour in expressive skills Year 3 - History and Social Sciences respect of these peoples. To this end, efforts shall to communicate be made to ensure that history textbooks and other a choreographer’s educational materials provide a fair, accurate and • How the community has changed and informative portrayal of the societies and cultures of ideas, including remained the same over time and the role that these peoples. performing dances people of diverse backgrounds have played of cultural groups in the development and character of the local (Source: United Nations. (2008). Declaration on the in the community community (ACHASSK063) Rights of Indigenous Peoples. [Online] Available at: http://www.un.org/esa/socdev/unpfii/documents/ Year 3 - Civics and Citizenship DRIPS_en.pdf. Accessed on 9th October, 2012). • Reflect on their cultural identity and how it might be similar and different from others (ACHCS010) © ATOM 2016

20 Year 3 - Health and Physical Education Aboriginal and Torres Strait Islander Peoples, migrants, women and children (ACHASSK135) Find out about resources available in your state: • Describe how respect, empathy and valuing diversity can positively influence relationships (Source: Gambay: First Languages Map, http:// (ACPPS037) gambay.com.au

Year 4 - History and Social Sciences Queensland

• Interact with others with respect to share Aboriginal and Torres Strait Islander Languages points of view (ACHASSI080) • The diversity of Australia's first peoples P-10 Queensland Syllabus and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to http://www.qcaa.qld.edu.au/12798.html Country/Place (land, sea, waterways and skies) (ACHASSK083) New South Wales

Level 4 - Civics and Citizenship Quality Aboriginal Languages Teaching

• How a person’s identity can be shaped by the http://www.curriculumsupport.education.nsw.gov. different cultural, religious and/or social groups au/secondary/languages/languages/aboriginal/ to which they may belong (ACHCK014) abl_qt/index.htm • Reflect on their cultural identity and how it might be similar and different from others Victoria (ACHCS021) Aboriginal Languages resources Level 5 - Health and Physical Education http://www.vcaa.vic.edu.au/Pages/alcv/resources_ • Examine how identities are influenced by langteams_teachers.aspx people and places (ACPPS051) South Australia Level 6 - History and Social Sciences Languages (Australian Indigenous) • Reflect on learning to propose personal and/ or collective action in response to an issue or http://www.sacsa.sa.edu.au/index_fsrc. challenge, and predict the probable effects asp?t=LA&ID=EYINTROCONTEXT (ACHASSI132) Western Australia Level 6 - History and Social Sciences © ATOM 2016 Aboriginal Languages of Western Australia • Experiences of Australian democracy and citizenship, including the status and rights of http://wace1516.scsa.wa.edu.au/languages/ 21 References:

ACARA http://www.australiancurriculum.edu.au/ generalcapabilities/intercultural-understanding/ introduction/introduction

ACARA http://www.australiancurriculum.edu. au/crosscurriculumpriorities/aboriginal-and- torres-strait-islander-histories-and-cultures/ overview#

AITSL Standards 2015: http://www.aitsl.edu.au/ australian-professional-standards-for-teachers

Australian Curriculum: http://www.australiancurricu- lum.edu.au

Gambay: First Languages Map, http://languages- map.com

Melbourne Declaration on Educational Goals for Young Australians: http://www.curriculum.edu.au/ verve/_resources/National_Declaration_on_the_ Educational_Goals_for_Young_Australians.pdf

Monash University, Edith Cowan University and Charles Sturt University, (2013). A unit outline and content for professional learning units to sup- port teachers in meeting Focus Areas 1.4 and 2.4. February 2013.

Queensland Indigenous Languages Advisory Committee http://www.qilac.org.au

Wantok Musik Foundation: http://www.wantok- musik.org/

Yamani CD: https://wantokmusik.bandcamp.com/ album/yamani-voices-of-an-ancient-land)

This study guide was produced by ATOM. (© ATOM 2016) ISBN: 978-1-74295-940-5 [email protected] To download other study guides, plus thousands of articles on Film as Text, Screen Literacy, Multiliteracy and Media Studies, visit .

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