DOCSLIB.ORG

Integrated Learning – Innovative Pedagogy for Cross-Curricula Inquiry

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Integrated Learning – Innovative Pedagogy for Cross-Curricula Inquiry Integrated Learning – innovative pedagogy for cross-curricula inquiry. Traditional Custodians. I respectfully acknowledge the traditional custodians of this land where we meet today, the Cammeraygal people of the Guringai tribe of the Eora nation. Silkwood School is part of Kombumerri country and the wider Yugambeh language region, which includes the Gold Coast, Scenic Rim and Logan regions. At Silkwood School we have explored the notion that in order to protect and sustain the environment, people have to connect with it in physical and emotional ways, through direct experience. The respect and intuition our traditional owners have for the land and the interconnectedness of all elements is an inspiration for us. By getting in touch with our local indigenous communities we hope to inspire young people build deeper connections to themselves, others and their local environments in meaningful and authentic ways. Learning Intention. This interactive workshop will explore how integrated learning can deliver the Australian Curriculum to students in cross-curricula ways that keep enthusiasm and curiosity for learning alive. How to: ➢ Work through interdisciplinary modalities - incorporating cross-curriculum priorities and general capabilities; ➢ Create learning opportunities that are developmental and differentiated, authentically contextualised and individualised; ➢ Negotiate the creation of meaningful and relevant learning artefacts that can be mapped to achievement objectives across various curriculum strands; ➢ Integrate inquiry and project-based learning principles; ➢ Focus on creative and critical thinking processes to intentionally enhance each student’s learning adventure; ➢ Reflect on student engagement through learning process. Check In: Is there anything else you were expecting from today, that’s not listed here? Silkwood School Vision Statements. School Vision A community supporting young people to realise their potential; forever learning, forever teaching, in the service of humanity. School Mission To provide a unique learning environment offering a student-centred and developmental educational approach with a focus on the processes of learning how to learn. Through meaningful student engagement in learning, we aspire to develop interpersonal, reflective, physical, and cognitive competencies empowering young people to lead purposeful and fulfilling lives… this is The Silkwood Way! School Motto What is the spirit of Silkwood? Be Inspiring. Get Connected. Make a Difference. Individualisation of Learning. “We learn best when we care about what we are doing, when we have choices. We learn best when the work has meaning to us, when it matters. We learn best when we are using our hands and our minds. We learn best when the work we are doing is real and relevant.” Dennis Littky, The Big Picture: Education is Everyone’s Business Silkwood is a Big Picture Academy - this means that: - Students work in a spirit of inquiry, not just learning specific subjects; - Students are encouraged to follow their passions and interests; - Students explore opportunities, find mentors and get connected to the community; - Project Based Learning is a feature of the program; - Learning is differentiated - one person at a time; - The Academy is small by design, to get high-level personalisation of learning. Years 9-12 students are enrolled in the Big Picture Academy. The Australian Curriculum is integrated. Students have Individual Learning Plans and project plans to set goals and track their progress. They exhibit their learning journey each semester. https://youtu.be/uZVxlsTX4QY Sample Timetable – Years 9-10. 2017 Timetable Year 9/10 Year 9 Students- 30 + 1 A/S Year 10 Students - 34 Time Monday Tuesday Wednesday Thursday Friday 8.30 – 9.15 Group Advisory 8.30 – 9am Maths / English Maths / English Maths / English Group Advisory 8.30 – 9am Personal Project Personal Project 9.15 – 10.00 English / Maths English / Maths English / Maths 10.00 – 10.20 Break Break Break Break Break 10.20 – 12.20 Personal Project Integrated Unit Integrated Unit Integrated Unit Personal Project 12.20 – 1.00 Break Break Break Break Break 1.00 – 1.30 Personal Project Maths/English Town Hall English / Maths Personal Project Experiential 1.30 – 3.10 HPE Experiential Experiential Visual Arts / Performing Arts / STEAM/SEED/CCL CCL 3.10 – 3.15 Classroom clean-up Classroom clean-up Classroom clean-up Classroom clean-up Classroom clean-up 3.25 – 3.35 Drop off Drop off Drop off Drop off Drop off Integrated Learning Frame. The goal of our Integrated frame is to foster a ‘love of learning’, expand student interests and deepen knowledge by introducing new curriculum content in ways that generate curiosity, enjoyment, and enthusiasm for learning. Concepts from the Australian Curriculum are contextualised in developmentally themed, student-centred ways. Using learning approaches that include: • interdisciplinary, • integrated themed units of work, • active learning styles, • inquiry and project based learning These units or projects vary in length and engage students for an extended time most days. They culminate in student- led or created assessment pieces that demonstrates an understanding of the concepts taught & engagement in the content. Indigenous Science – they came, they saw, they sustained. The Flight of the Boomerang https://vimeo.com/87139018 Developmental Stage. (Age 14-16, Years 9-10) At this stage of development, teens are becoming more comfortable in their own skin and know the ropes as to the life around them. They’ve learned much about themselves in the past few years and are able to see when they are at their best and when they are at their worst. You begin to get a glimpse of the adult they may become. Associated with this comes a healthy and valuable idealism which, if not nurtured, can quickly descend into cynicism and, combined with the extreme sensitivity of this age-group can make for great vulnerability. Young people at this time are looking for role models and need to be surrounded by positive, compassionate mentors who can connect meaningfully with them and offer experience, wisdom and inspiration. This is a time of moral and ethical exploration for them - in their interactions and relationships, their media and their world. In transitioning to late adolescence, the teen’s ways of thinking about self, others and the world, shifts to a much more adult level. There is still a focus on things that can be experienced in the here and now, however a sixteen-year old is able to imagine the range of possibilities life holds. Year 9 Integrated Units Australian Curriculum Integration Explorations: https://www.australiancurriculum.edu.au/reso urces/curriculum-connections/ Year 10 Integrated Units Integrated Learning - General Capabilities / Cross-Curriculum Priorities. Essentially, indigenous engagement is much more than a curriculum priority. It’s all about building meaningful connections and deeper understandings to self, others and place through authentic, purposeful and integrated learning modes & experiences. Sustainability – Systems Model. This holistic view of the ‘environment’ is a reflection of what is called ‘systems thinking’ – a way of thinking that sees all aspects of the world inter- related through patterns of interdependent systems. http://www.unesco.org/education/tlsf/mods/theme_ a/mod04.html?panel=1#top Sustainable development has been defined as development that meets the needs of the present without compromising the ability of future generations to meet their own needs. Indigenous Social Justice. (Integrated Unit) Silkwood School authentically embeds Aboriginal and Torres Strait Islander peoples, cultures and histories into learning spaces and initiatives. For example, Year 9 students undertake an integrated unit study titled: Indigenous Social Justice – Resistance, Rights and Recognition. Reconciliation involves building positive, respectful relationships between the broader Australian community and Aboriginal and Torres Strait Islander peoples for the benefit of all Australians. It is a fact that Aboriginal and Torres Strait Islander peoples continue to be overrepresented in every negative socio- economic indicator. Students explore the four social justice principles of equity, access, participation and rights through a case study approach. They investigate the complexities of Australia’s history for Aboriginal and Torres Strait Islander peoples through cultural engagement, research, dialogue, collaboration and creative expression. Ignite Course – Online platform for students to access course content (intranet) Australian Curriculum Connections – Linking / Embedding Weekly Planner – Unit and Daily Plans created Embedding – Pedagogy in Action. https://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510 073/8-Aboriginal-ways-of-learning-factsheet.pdf http://8ways.wikispaces.com/ • Tell a Story • Make a Plan • Think and Do • Create It • Take it Outside • Try a New Way • Watch, then Do • Share it with Others Cultural Etiquette - Key Points. • Welcome and/or Acknowledgement of Country (refer student examples) • Make it visible! Look for opportunities to increase A&TSI visibility in your school and community. • Community Connections – building mutually beneficial relationships founded on respect and trust. • Sharing stories and taking the time to find out who people are from and where they belong. Learn local language! • Including indigenous community members in decision making that impacts them and/or where cultural value is a priority. • Exploring
Load more

Recommended publications
  • 01 Principal's Report 20 P&C
    CAMMERAYGAL HIGH SCHOOL | PH: (02) 9954 7100 ISSUE #70 1 APRIL 2021 Cammeraygal High School Empowered to Achieve 01 PRINCIPAL’S REPORT 20 P&C MESSAGE FROM THE PRINCIPAL The delivery of our grand piano this week has CALENDAR been a wonderful way to end a very successful TERM 2 | WK 1 | 19 – 23 APRIL Term 1 here at Cammeraygal. Our first opportunity to showcase the grand piano for all students will be Monday Staff Development Day at our Anzac Day ceremony which will be our first Tuesday All students return for Term 2 on site whole school assembly since the start of Friday ANZAC Day Ceremony COVID, restrictions permitting, in Wk 1 of Tm 2. TERM 2 | WK 2 | 26 - 30 APRIL Student Safety in the Community Tuesday Cross Country We have been advised that there have been Wed - Fri Combined HS Swimming several cases in our region lately of students being approached by strangers while walking to and from UPCOMING EVENTS: school and in some cases of those strangers trying Careers Expo Incursion (Yrs 10/11 & 12) | 7 May to persuade students to get into vehicles. With the Y12 Parent Teacher | 11 May holidays upon us please continue to regularly Y11 Geography Excursion | 12 May speak with your children about the importance of Y8 Medieval Incursion | 13 May being aware of their surroundings (and not immersed in their phones!) while out and about Zone Athletics | 14 May and of seeking help from local businesses and Zone Cross Country | 20 May residents if they feel threatened. Y11 Parent Teacher | 27 May Cammeraygal Represented at the Regional Cross Country | 4 June Australian National Rowing Championships Queen’s Birthday Public Holiday | 14 June Lili H (Y12 )again demonstrated her outstanding Y7 Parent Teacher | 21 June rowing prowess at the Australian National Rowing Y10 Work Experience | 21 – 25 June Championships in Tasmanian this past weekend, Y8 & Y9 Parent Teacher | 24 June competing in the finals of the Schoolgirl Single Last Day Term 2 | 25 June th Scull for Cammeraygal and placing 5 overall.
    [Show full text]
  • Fishing Malgun
    Aboriginal Heritage Office Yarnuping Education Series Ku-ring-gai, Lane Cove, North Sydney, Northern Beaches, Strathfield and Willoughby Councils © Copyright Aboriginal Heritage Office www.aboriginalheritage.org Yarnuping 9 - Women and Salt Water Country – Fishing Karen Smith & Phil Hunt Sydney Aboriginal women are too often forgotten in the stories of Bennelong and other Sydney men of the late 1700s, early 1800s. I wanted to bring them to the fore in this Yarnuping about Saltwater Women. You will note that the commentators are largely men, which adds further imbalance to the story, so we must take things with a grain of salt. Malgun The Aboriginal custom of female finger- tip removal – 'malgun', “the finger is taken off by means of ligature (generally a sinew of a kangaroo) tied so tight as to stop the circulation of the blood, which induces mortification and the part drops off. I remember to have seen Colbee’s child, when about a month old, on whom this operation had just been performed by her mother.” Watkin Tench 1788 page 248 For example, Captain Arthur Phillip, of the First Fleet, interpreted finger tip removal as follows: “It was now first observed by the Governor that the women in general had lost two joints from the little finger of the left hand. As these appeared to be all married women, he at first conjectured this privation to be part of the marriage ceremony; but going afterwards into a hut where were several women and children, he saw a girl of five or six years of age whose left hand was thus mutilated; and at the same time an old woman, and another who appeared to have had children, on both of whom all the fingers were perfect.
    [Show full text]
  • TAFE NSW Innovate Reconciliation Action Plan 2020 -2022
    Innovate Reconciliation Action Plan 2020–2022 November 2020 – November 2022 tafensw.edu.au Acknowledgement of Country TAFE NSW acknowledges Aboriginal Peoples as the Traditional Custodians of the lands on which our campuses are located and where we conduct our business. We pay our respects to past, present, and emerging Elders, and we are committed to honouring Australian Aboriginal and Torres Strait Islander Peoples’ unique Cultural and spiritual relationships to the land, waters, and seas, as well as their rich contribution to society. We recognise that Aboriginal Cultures and Communities form the foundation of Cultural diversity within New South Wales. Hundreds of Cultures, Languages, and Kinship structures have long been embedded in the lands of Aboriginal Countries throughout the state. We acknowledge and celebrate these diverse Traditions, Customs, and Cultures that have existed for more than 60,000 years. TAFE NSW is committed to support Closing the Gap targets for Aboriginal and Torres Strait Islander Peoples, by identifying opportunities to increase their learning potential and by helping them to achieve their goals and flourish. TAFE NSW will continue to value Aboriginal and Torres Strait Islander Cultures and promote their rights and interests. In doing so, we acknowledge the wrongs of the past, respect the Cultural diversity of Aboriginal and Torres Strait Islander Peoples, and commit to embedding equality and equity throughout all areas of TAFE NSW by integrating inclusive and innovative opportunities that will result in stronger relationships built on respect and trust. Disclaimer: For the purposes of this document, use of the term ‘Aboriginal’ is inclusive of Torres Strait Islander Peoples and has been written and formated in accordance with the TAFE NSW Aboriginal and Torres Strait Islander Protocols for Appropriate Language and Referencing Guide.
    [Show full text]
  • Radiocarbon Dating of Archaeological Material at Present-Day Cammeray Indicates That Aboriginal People Were Living in the North
    Radiocarbon dating of archaeological material at significant enough for Carradah to ‘exchange’ names of the city. Indigenous people were employed as and adopt the title Mr Ball for himself. He may well gardeners and grooms on the larger estates of North present-day Cammeray indicates that Aboriginal have assisted European exploration of north shore Sydney. people were living in the North Sydney area at areas. Balls Head was named in the Englishman’s The physical evidence of the first inhabitants of the least 5,800 years ago. By this time the last ice age honour. The Aboriginal name for the area was North Shore can be found in fire-charred caves, apparently not recorded. had ended and water levels had risen to create stencilled hands painted on stone, engravings of Sydney Harbour and its river valleys. The Barangaroo was also identified as a Cammeraygal animals and weapons on rocks, and middens of landforms and waterways familiar to these people woman in these early accounts. She was a wife of the whitened seashells from thousands of meals. Wongal man Bennelong and a strong willed figure would have differed little from those that Balls Head has some of the most significant who did not approve of her husband’s consorting with remaining Aboriginal sites in North Sydney. The European colonists first encountered in 1788. the interloping Europeans. Australian Museum investigated a rock shelter at Then, the North Shore of Sydney was inhabited by By the early 1800s Aboriginal social structures had Balls Head in 1964 and 1971 where the skeleton of the Cammeraygal (Gameraigal) clan or band.
    [Show full text]
  • 2015 Annual Report
    Cammeraygal High School Annual Report [email protected] 2015 <School logo> 8910 Introduction The Annual Report for 2015 is provided to the community of Cammeraygal High School as an account of the school’s operations and achievements throughout the year. It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding. Kathy Melky Principal School contact details: Cammeraygal High School 192 Pacific Highway Crows Nest 2065 http://www.cammeraygal-h.schools.nsw.edu.au/ [email protected] Phone: 99547100 Message from the Principal Cammeraygal High School is a vibrant comprehensive coeducational high school that commenced operation in 2015 with its first Year 7 cohort. The school caters to the academic, extracurricular and wellbeing needs of students in the lower North Shore of Sydney. The name Cammeraygal has come from the school communities' wish to name the school as an acknowledgement of the traditional custodian clan name of the tribal groups that have historically inhabited the North Sydney area. The process of naming the school involved consultation with our local Aboriginal community who provided the school with a smoking and naming ceremony to bless the grounds and future of the school. The name Cammeraygal High School has allowed our school community to pay respect to the original custodians of this land and in turn has promoted values of egalitarianism and inclusivity for our students to live by in a spirit of continued reconciliation for our future.
    [Show full text]
  • Truth Telling Symposium Report
    TRUTH TELLING SYMPOSIUM REPORT 5-6 OCTOBER 2018 After a shared understanding of our history, Australia looks more harmonious. It looks more cohesive. There is more love between people. There is less hatred and racism. It looks safe for our young people. It looks encouraging for our young people and the future looks bright. Karlie Stewart, The Healing Foundation Youth Advisory Group Contents Acknowledgements 3 Executive Summary 4 Background 6 Symposium launch dinner: Recognising place and restorying 8 Opening the Truth Telling Symposium 11 Session 1: The truth of the matter 12 The importance of truth telling at a national level 12 Truth telling, social justice, and reconciliation 13 Canadian Truth and Reconciliation Commission 14 Royal Commission into Institutional Responses to Child Sexual Abuse 16 Facilitated discussion: Why is truth telling important? 18 Understanding our complete national narrative 18 Not repeating the wrongs of the past 18 Restorying, being heard, healing, and changing 18 Taking ownership 19 Facilitated discussion: What truths need to be told? 19 Session 2: Reclaiming, remembering, and knowing 20 Reclaiming – repatriation 20 Remembering – looking to local leadership and advocacy on truth telling 21 Facilitated discussion: What are the important truth telling activities? 21 Session 3: Truth telling and healing 22 Facilitated discussion: What principles should guide truth telling in Australia? 23 Closing statement 24 Appendix A – Symposium Launch and Dinner program 25 Appendix B – Truth Telling Symposium program 27 Appendix C – Truth Telling Symposium Launch and Dinner attendees and Truth Telling Symposium participants 31 2 Acknowledgements The Healing Foundation and Reconciliation Australia acknowledge and pay respect to the past, present and future Traditional Custodians and Elders of this nation and the continuation of cultural, spiritual and educational practices of Aboriginal and Torres Strait Islander peoples.
    [Show full text]
  • Shaping Country
    Shaping Country Cultural engagement in Australia’s built environment Research report by Arcadia Landscape Architecture Acknowledgement of Country We recognise the First Nations People of Australia and celebrate their continuing cultural practice and Connection to Country. We acknowledge the Traditional Custodians of the land on which we live and work, and pay our respect to Elders past, present and emerging. We thank in particular the Indigenous Knowledge Holders involved in the creation of this report and its featured projects. We recognise the spatial expertise held by First Nations people and the long-standing practice of Indigenous land management, science and architecture. We acknowledge the role that the built environment holds in shaping Country and our responsibility to improve, unlearn and repair. We are proud that we live in the country with the world’s oldest continuous living cultures, and we commit to playing our part as allies to First Nations people across Australia. Always was, always will be. Arcadia Report Title 2021 Arcadia Shaping Country 2021 | 2 Executive Summary Arcadia Shaping Country 2021 | 3 For years, the built What needs to be done on a cultural and industrial level before that environment has been used adaptation is achieved? And how exactly do we do it? This is what this as a tool for colonisation report by leading landscape architecture and urban design practice Arcadia – to displace First Peoples, seeks to examine and shift. Working closely with Dr Hromek, as well as Yuin assimilate Western identities woman and landscape architect Kaylie Salvatori, we have sought to present: and stake claim to land.
    [Show full text]
  • M12 Motorway Non-Aboriginal Heritage Thematic Study
    M12 Motorway Non-Aboriginal Heritage Thematic Study Prepared for Transport for NSW December 2020 Document information Extent Heritage #0220110 project no.: Client: Transport for NSW Project: M12 Thematic Study and Interpretation Plan Site location: M12 Motorway Author(s): Helen Munt Document control Version Internal reviewer Date Review type Draft Lucy Irwin 21/09/2020 Alignment with IF Draft Helen Munt 24/10/2020 Revised Draft 1 Final Helen Munt 07/12/2020 Revised Draft 2 Contents 1. Introduction .................................................................................................................. 1 1.1 Background ........................................................................................................ 1 1.2 Sites Identification .............................................................................................. 2 1.3 Site identification ................................................................................................ 2 1.4 Methodology ...................................................................................................... 5 1.5 Why a Thematic Study? ..................................................................................... 6 1.6 Authorship and Acknowledgments ..................................................................... 6 2. Thematic Framework ................................................................................................... 8 2.1 Developing a Thematic Framework .................................................................... 8
    [Show full text]
  • 2. Aboriginal Heritage
    2. Aboriginal Heritage 2. Aboriginal Heritage Background Information: This significant site was the home of the Cammeraygal people. They were a clan of the Guringai language group. The Cammeraygal lived a sustainable lifestyle in keeping with the Dreaming. This area provided bountiful water resources with easy access to the harbour for bark canoes. Bush resources for food and tools were plentiful. This gave the Aboriginal people plenty of time for Spiritual practice and ceremony. It is written in history that Cammeraygal were the main clan in the region that held the initiation ceremonies for the men and were feared, but also looked up to. The Cammeraygal were known over a very wide area and early historians wrote and drew of their ritual ceremonies. Early paintings show the Cammeraygal tooth removal ceremony. For the Cammeraygal people, their way of living with Country and spirit followed the rules of the Dreamtime, and was learned and expressed in the Dreaming. Obligations for family and each other were expressed in Kinship lore and with Totems. The Aboriginal Dreamtime Just as every culture has its creation stories – the Dreamtime is the creation period whereby Creation Spirits (ancestors) shaped the world and created every natural thing in it. The Dreamtime was the beginning of the world. In essence creation stories generally involve the intervention of supernatural events and beings as a means of explaining the origins of the world and the beings in it. The Aboriginal Dreaming The Aboriginal concept of time is cyclic rather than linear. Although the Dreaming activities occurred at the beginning of the world and are now in the past, there is also a sense that they are still present.
    [Show full text]
  • Aboriginal and Torres Strait Islander Workforce Strategic Framework 2019 - 2021
    THE UNIVERSITY OF SYDNEY - ABORIGINAL AND TORRES STRAIT ISLANDER WORKFORCE STRATEGIC FRAMEWORK 2019 - 2021 Serika Shillingsworth (2017) Bachelor of Liberal Arts and Science, University of Sydney The University of Sydney Aboriginal and Torres Strait Islander Workforce Strategic Framework 2019 - 2021 FOREWORD The Lands on which this University operates have always been places of culture, of learning, of health and of history. It has always been a place to celebrate, to honour and to acknowledge all of life’s great transitions. People came together to share, exchange and learn from each other. It is not surprising that the University of Sydney stands upon Lands that are steeped in history older than the earliest of any other world known traditions. These are the Lands of the peoples who are today recognized as belonging to the oldest, continuing culture in the world. Knowing that and taking responsibility for addressing this is no small responsibility of Australia’s oldest university. We have a responsibility to ensure that all we do reminds us of the place and of the people who host us today. This University has many firsts to its name, and holds a place in the hearts of many, but we do have a long way to go to ensure that Aboriginal and Torres Strait Islander people of this nation are afforded equitable opportunities. Today, the University of Sydney recognizes that it has a responsibility to play a leading national role in contributing to efforts to ensure that Aboriginal and Torres Strait Islanders can enjoy their identity as confident, proud, and respected participants in university life and beyond.
    [Show full text]
  • 2018 Cammeraygal High School Annual Report
    Cammeraygal High School Annual Report 2018 8910 Page 1 of 23 Cammeraygal High School 8910 (2018) Printed on: 31 May, 2019 Introduction The Annual Report for 2018 is provided to the community of Cammeraygal High School as an account of the school's operations and achievements throughout the year. It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding. School contact details Cammeraygal High School 192 Pacific Highway Crows Nest, 2065 www.cammeraygal-h.schools.nsw.edu.au [email protected] 9954 7100 Message from the Principal Cammeraygal High School is an evolving and dynamic 7–12 comprehensive, coeducational, multi–campus high school with the two campuses being located at Pacific Highway and West Street Crows Nest. The school commenced with an initial enrolment of 93 Year 7 students in 2015 and has continued to enrol other cohorts with each ensuing year. In 2018 Years 7, 8, 9 and 10 cohorts were enrolled at the campus on the Pacific Highway site, with a student population of 506. The school will transition to become a multi campus school in 2019 with each campus catering to 3 cohorts . The second campus is underwent a substantial refurbishment in West Street Crows Nest ready for the school's occupation in term 1 2019.
    [Show full text]
  • A Nation Imagined: the Artists of the Picturesque Atlas National Library of Australia 12 March 2021 to 11 July 2021
    A Nation Imagined: The Artists of the Picturesque Atlas National Library of Australia 12 March 2021 to 11 July 2021 Exhibition Checklist Frank Mahony (1862–1916) Rounding up a Straggler c.1887, inscribed 1889 preparatory drawing for the engraving Rounding up a Straggler on a Cattle-run in Picturesque Atlas of Australasia January 1888 pencil and monochrome gouache on thin card Private Collection, Courtesy Smith & Singer Fine Art Arthur Hayman (engraver, 1856–1915) after Frank Mahony (1862–1916) Rounding up a Straggler on a Cattle-run in Picturesque Atlas of Australasia January 1888 wood engraving National Library of Australia Rex Nan Kivell Collection (Rare Printed) nla.gov.au/nla.cat-vn1654251 Frank Mahony (1862–1916) Rounding up a Straggler 1889 oil on canvas Art Gallery of New South Wales Purchased 1889 artgallery.nsw.gov.au/collection/works/6104/ George Collingridge (engraver, 1847–1931), Alfred-Louis Martin (engraver, 1839–1903) and Don Antonio Pariz (engraver) after Daniel Urrabieta y Vierge (1851–1904) Les Grandes Travaux de l’Exposition in Le Monde Illustré 27 April 1878 wood engraving Collingridge Family Collection Daniel Urrabieta y Vierge, George Collingridge, Alfred-Louis Martin and Don Antonio Pariz c.1878 albumen print Collingridge Family Collection Sydney International Exhibition First Prize Medal Awarded to George Collingridge for Xylography 1879 bronze medallion Collingridge Family Collection George Collingridge (1847–1931) The Home of the Hermit 1920s wood engraving on Darug/Gadigal Country National Library of Australia
    [Show full text]