Yuarr (Jack Sheppard) Teachers Resources 2016

YUARR

By Jack Sheppard

Teachers’ Notes

2016

Image from HA LF by Mariana Randall Image Credit: Jeevika

The 2016 Education and Families Program is Proudly Supported by:

TABLE OF CONTENTS

ABOUT THIS RESOURCE ...... 3

ABOUT REGIONAL ARTS VICTORIA ...... 4

EDUCATION & FAMILIES TEAM ...... 5

CURRICULUM LINKS – Victorian Curriculum ...... 6

INTRODUCTION TO THE PROGRAM ...... 10

ABOUT THE ARTIST ...... 10

FURTHER INVESTIGATION ...... 12

FURTHER READING ...... 17

ABOUT THIS RESOURCE

These Teacher’s Notes have been created to provide teachers with ideas for extending their experience of Yuarr beyond the performance and workshop. The activities are designed to be open-ended and multi-ability. They may need differentiation for your specific cohort.

The performances and workshops included in the Education & Families program are designed to offer students engaging performing arts experiences with strong links to Victorian Curriculum, and to VEYLDF, and VCE subjects where appropriate. Each Education & Families performance varies in its content and as a result the scope for integration across the curriculum varies. Please feel free to contact the Education and Families team on (03) 9644 1808 or at [email protected] if you have any questions about this resource, its content or its implementation within your classroom.

ABOUT REGIONAL ARTS VICTORIA

Regional Arts Victoria inspires art across the state. Through creative facilitation, touring, education, specialised resources, artistic projects and advocacy, we develop and sustain creative communities and artistic practice all over Victoria.

Regional Arts Victoria is an independent, not-for-profit, membership-based organisation working in long-term partnerships with every level of government, fostering contemporary and innovative regional cultural practice across five decades. We advise and impact on decision-making across multiple portfolios and levels of government.

Regional Arts Victoria is the peak body for regional artists and arts organisations, and the leading organisation for regional creative practice in Victoria. Our artistic program Regional Arts Victoria inspires creative communities, creative places and creative catalysts.

CREATIVE CREATIVE CREATIVE COMMUNITIES PLACES CATALYSTS Regional Arts Victoria stimulates Regional Arts Victoria Regional Arts Victoria fosters and connects our state’s champions the places where current and next generation communities of practice. art is made, experienced and creative capacity and discussed. practice. Members and membership Performing Arts Touring: Advocacy and leadership: services: fostering active and opportunities, tools and leading state-wide arts engaged artists and arts support for regional and conversations; creating organisations across the state; remote touring across exposure for regional artists; supporting arts professionalism Victoria and Australia providing strategic advice through specialised resources Education & Families: Creative Leadership Program: and professional insurance performances, workshops annual program for emerging Resources, workshops and and projects in schools, arts and thought leaders events program of forums and accompanied by AusVELS Creative Arts Facilitators: our activities through our Regional aligned teacher resources regional staff team work Cultural Partnerships Program State-wide place-making directly with artists and Networks: hosting specialised projects including – communities, in close state-wide and national partnership with local and Home is where the hall is: networks (including Regional federal government November’s month-long Cultural Network, Festivals celebration of arts events in Access and diversity Network, Arts Teachers); regional community halls including Indigenous participating actively in regional engagement and cultural development networks; Eco-Cubby: promoting the exchange accessing and developing New principles of sustainable Networks at membership and design and architecture in Grants programs: facilitating organisational level schools, hands-on and supporting high quality applications to quick Strategic partnerships with Small Town Transformations: response, presentation and governments, universities, innovative projects of project grants, administered tourism, planning and significant local and regional on behalf of state and federal development bodies as well as impact, combined with state- government arts and cultural organisations wide thought leadership on “How can art transform your town?”

EDUCATION & FAMILIES TEAM

Regional Arts Victoria’s Education & Families team pride ourselves on providing relevant and exciting activities for children and young people that are complementary to both Victorian and Australian curriculums. All of our tours come with a free set of education resources to further enrich your arts experience.

Our team is available to provide local contacts and links to research, and offer advice on how to make the most of the arts at your school or centre. Our office is a resource for Victorian teachers, so we encourage you to make use of us!

We also provide significant subsidy assistance (up to 50% of program costs) to eligible remote and disadvantaged schools. Your school may be eligible so please contact us to find out more!

Suzi Cordell Education & Families Manager

Ph: (03) 9644 1805 Mob: 0402 460 080 Email:[email protected]

Joanna Gould Education & Families Coordinator

Ph: (03) 9644 1808 Mob: 0405 722 789 Email: [email protected]

Jo Chapman Education & Families Administrator

Ph: (03) 9644 1819 Email: [email protected]

CURRICULUM LINKS – Victorian Curriculum

Yuarr is suited to a range of year levels Foundation – Year 12. The Arts descriptors below are general and the material is readily adaptable to suit groups outside of this range. The excerpts provided will give a good indication of how the program relates to different learning areas in the new Victoria Curriculum. Aboriginal and Torres Straight Histories and Culture are embedded across all curriculum learning areas and all Capabilities - especially Ethics, Intercultural Capabilities, Critical and Creative Thinking, Personal and Social capabilities.

Victorian Curriculum Scope & Sequence – The Arts

Foundation to Level 2 Levels 3 & 4 Levels 5 & 6 Levels 7 & 8 Levels 9 & 10 Dance Respond & Interpret Respond & Interpret Respond & Interpret Respond & Interpret Respond & Interpret Respond to dance, expressing Identify how the elements of Explain how the elements of Analyse how choreographers Evaluate their own what they enjoy, and where dance and production dance and production use elements of dance and choreography and and why people dance elements express ideas in elements communicate ideas production elements to performance, and that of dance they make, perform in dances from different communicate intent others, to inform and refine and view contexts they make, perform future work and view Music Respond & Interpret Respond & Interpret Respond & Interpret Respond & Interpret Respond & Interpret Respond to music, Identify features of the music Explain how aspects of the  Analyse composers’ use of  Evaluate a range of communicating their they listen to, compose and elements of music are the elements of music and performances and preferences and discussing perform, and discuss the combined to communicate stylistic features when compositions to inform and where and why people make purposes it was created for ideas, concepts and feelings listening to and interpreting refine their own music and perform music using music terminology by comparing music from music making different cultures, times and  Identify and connect  Analyse a range of music locations specific features and from contemporary and purposes of music from past times, to explore contemporary and past differing viewpoints and times to explore viewpoints enrich their music making, and enrich their music and consider music in making international contexts

Victorian Curriculum: Aboriginal and Torres Strait Islander Histories and Cultures

Language See Aboriginal Languages, cultures and reclamation in Victorian schools History  The significance of Country  Identify and describe  How physical or geographical  Intended and unintended and Place to Aboriginal and patterns of continuity and features influenced the causes and effects of Torres Strait Islander change in daily life for development of Aboriginal contact peoples who belong to a Aboriginal and Torres Strait and Torres Strait Islander  and extension of settlement local area Islander peoples, ‘native peoples’ communities, of European power(s),  Significance of days and born’ and migrants in the foundational stories and land including Aboriginal and weeks celebrated or Australian colonies management practices Torres Strait Islander commemorated in Australia  Explain the causes of  The significant beliefs, values peoples and the importance of significant events that and practices of Aboriginal  Causes of the struggle of symbols and emblems, shaped the Australian and Torres Strait Islander Aboriginal and Torres Strait including Australia ( colonies, contributed to peoples and cultures Islander peoples for rights Survival) Day, ANZAC Day, Australian Federation and including trade with other and freedoms before 1965 Harmony Week, National the effects of these on communities, causes and  Significance of the following Reconciliation Week, Aboriginal and Torres Strait effects of warfare, and death events in changing society: NAIDOC Week, MABO, and Islander peoples and and funerary customs 1962 right to vote federally, National Sorry Day migrants  The nature of sources of 1967 referendum,  http://www.creatives  The nature of convict or evidence about ancient Reconciliation, Mabo pirits.info/aboriginalc colonial presence, Australia and what they decision, Bringing Them ulture/history/aborigi including the factors that reveal about Australia’s Home Report (the Stolen nal- influenced changing ancient past, such as the use Generations), the Apology calendar#axzz46ygR patterns of development, of resources and the different 2359 how the environment  The importance of conserving perspectives of these events  VAEAI Koorie changed, and aspects of the remains of the ancient  Effects of methods used by Education Calendar the daily life of the past, including the heritage, civil rights activists to  The diversity and longevity inhabitants, including culture and artefacts of achieve change for of Australia’s first peoples Aboriginal and Torres Strait Aboriginal and Torres Strait Aboriginal and Torres Strait and the significant ways Islander peoples Islander peoples Islander peoples, and the Aboriginal and Torres Strait role of one individual or Islander peoples are group in the struggle connected to Country and

Place (land, sea, waterways and skies) and the effects  Continuity and change for of this on their daily lives  The different experiences Aboriginal and Torres Strait History (cont) and perspectives of Islander peoples in securing  The nature of contact Australian democracy and and achieving civil rights and between Aboriginal and citizenship, including the freedoms in Australia Torres Strait Islander status and rights of peoples and others, for Aboriginal and Torres Strait example, the Macassans Islander peoples, migrants, and the Europeans, and the women, and children effects of these interactions  Significant contributions of individuals and groups, including Aboriginal and Torres Strait Islander peoples and migrants, to changing Australian society Geography  Aboriginal and Torres Strait  The many Countries/Places  Influence of people,  The spiritual, economic,  Land and resource Islander Country/Place on of Aboriginal and Torres including the influence of cultural and aesthetic value management strategies which the school is located Strait Islander peoples Aboriginal and Torres of water for people, including used by Aboriginal or Torres and why Country/Place is throughout Australia, and Strait Islander peoples, on Aboriginal and Torres Strait Strait Islander peoples to important to Aboriginal and the custodial responsibility the environmental Islander peoples and peoples achieve food security over Torres Strait Islander they have for characteristics of of the Asia region, that time peoples, and the ways in Country/Place, and how Australian places influence the significance of which they maintain special this influences views about places  Aboriginal and Torres Strait connections to particular sustainability  The spiritual, cultural and Islander peoples’ Country/Place aesthetic value of landscapes approaches to custodial  Weather and seasons and and landforms for people, responsibility and the ways in which different including Aboriginal and environmental management cultural groups, including Torres Strait Islander in different regions of Aboriginal and Torres Strait peoples, that influence the Australia Islander peoples, describe significance of places, and them ways of protecting significant landscapes

English  Understand that English is  Understand that Standard  Understand that different  Explore the one of many languages Australian English is one of social and geographical interconnectedness of spoken in Australia and that many social dialects used dialects or accents are Country and Place, People, different languages may be in Australia, and that while used in Australia in Identity and Culture in texts spoken by family, it originated in England it addition to Standard including those by classmates and community has been influenced by Australian English Aboriginal and Torres Strait many other languages Islander authors Civics &  Compare how laws are  Explain how Australia’s Citizenship made in Australia, including international legal through parliaments obligations shape (statutory law) and courts Australian law and (common law), and explain government policies, different types of laws, including in relation to including executive law Aboriginal and Torres Strait (delegated law), criminal Islander peoples law, civil law and the place of Aboriginal and Torres Strait Islander customary law  Examine how national identity can shape a sense of belonging and examine different perspectives about Australia’s national identity, including Aboriginal and Torres Strait Islander peoples’ perspectives

INTRODUCTION TO THE PROGRAM

Yuarr: YUARR, meaning Bloodwood Eucalypt, is Jack Sheppard’s totem from his Country. Jack’s country is in Far North Queensland.

Yuarr is an Aboriginal Australian program consisting of interactive shows and cultural workshops suitable for all ages. Jack Sheppard is a multi-disciplined Indigenous storyteller who practises his culture, through dance and movement, rap, short skits, spoken word and poetry and film. Jack believes it is vital to keep storytelling alive and relevant for all living on this land, both Indigenous and non- Indigenous.

Yuarr Cultural Workshops promote positive Indigenous experiences through the following:

. Drawing on traditional values in performance, while using contemporary disciplines allows workshop participants to tell their own stories, guiding them through the development of their chosen practice e.g. Dance, short skits, or spoken word poetry. . Indigenous themes and topics relatable to all people, which encourages a sense of inclusion for those who are not ‘in the know’ when it comes to Aboriginal and Torres Strait Islander culture . Opening up potentially new windows for those who seek a change, or who simply want to perform. Students of all ethnicities are welcome to join in and learn. . Staff cultural awareness workshops

ABOUT THE ARTIST

Yuarr was created by dancer and actor Jack Sheppard.

About Jack Sheppard

Jack Sheppard is of the Kunjen and Kurtjar people of the Gulf of Carpentaria and Cape York. He is an artist passionately driven by his culture, spirituality, politics and humanity. He believes that the art of storytelling is deeply rooted in human existence, and is an inspiring obligation for Indigenous performers. Jack is passionate about sharing his culture and is an experienced performer and workshop facilitator. Jack presents an Aboriginal Australian program of workshops and performance to suit your school’s needs. He believes strongly in the power of storytelling with both traditional and contemporary practices and this program empowers students to explore culture and storytelling through dance, music, rhythm and poetry.

Image: Idja performance, Courtesy of the artist

Jack is a graduate of Aboriginal Theatre at the Western Australian Academy of Performing Arts (WAAPA) and Contemporary and Indigenous Dance at NAISDA Dance College. In 2014 Jack contributed to the project, Scattered Tribes: Rising Smoke at Footscray Community Arts Centre. He has worked as a performer of contemporary dance, movement and puppetry at IDJA Dance Theatre, as a performer of contemporary dance, movement and puppetry and as a performer and Assistant Youth Coordinator at Songlines Aboriginal Music Corporation. Jack also volunteers as a Workshop Facilitator at Ochre Contemporary Dance Company.

Other Performances:

. 'Rodeo Moon' by Playwright David Milroy- Leading role as Buckley- WAPPA . 'Referendum Dance', a short film and period piece by Mark Howett and the WA Screen Academy -support leading role as Uncle Brew . 'JACK' A short film by Emile Zile- leading role as Jack . 'Gunjies' by Julie Jansen- Leading Role as Blackett- WAAPA . 'Black Rock' by Nick Enright- minor role as Toby- WAAPA . 'Facebook' A short play by Jack Sheppard, performed at the Next Wave Festival, 2014 . 'Monsoon' A short play written by Jack Sheppard. Performed in a reading at The Blue Room Theatre, Perth- A Yirra Yaakin and Australian Writers Guild initiative. . 'Barangaroo' Physical theatre piece by Vicki Van Hout, NAISDA End of Year Show, 2013. Position: Leading actor and contemporary dancer. . Homegrounds Festival 2014, Sydney Opera House: Traditional Dance, Yolngu Bungul of the Datiwuy clan of Elcho Island with Song man Wuduku, Yidaki player(Didjeridoo player) Dhumumu, and Aunty Heather; Bow and Arrow dance, from Mua Island, Torres Strait Islands. . 'Senses' Performance at Campbelltown Arts Centre with NAISDA and Indigenous students. Position: Dancer and Choreographer/Actor . Nyul Nyul Girl Contemporary Dance in Collaboration with Ryan Pierson, Jye Jackson and Craig Barry. Position: Dancer and choreographer at NAISDA mid-year show. . Lu'arn contemporary dance with IDJA Dance Theatre, opening for the Australasian World Music Expo, Playhouse Theatre, Melbourne, 2011. . 'DUTIES' Contemporary dance performance. Campbelltown Residency/NAISDA mid-year show. Position: Choreographer and performer

Performance Information retrieved from:

FURTHER INVESTIGATION

Introduction to the Following Ideas and Resources

The following are suggestions of some areas you may wish to explore with your students, rather than a specific list of activities to undertake before and after the performance.

Please remember that many issues including Sorry Day, Australia/Invasion Day, Stolen generations will perhaps be very sensitive to Indigenous people.

As the performance is available for students from Foundation – Year 12, you will need to select appropriate resources based on your specific cohort. If you need further advice about this, please contact the Education & Families team.

The Arts

There is a very large range of Indigenous artists in Australia – both traditional and contemporary, including visual artists – painters, sculptors, weavers, performing artists, poets, playwrights, actors, opera singers, musicians, dancers, photographers and film makers and media artists, to name a few. For the purpose of this resource we are offering links to a small selection, including Koorie artists and national. This list is by no means exhaustive and feel free to add your own.

- Reflection: Discuss and write a page reflecting the workshop and Indigenous stories told.

- Explore indigenous arts practices – both traditional and contemporary. Consider focusing on local or Victorian art first – following a model that focuses on local followed by regional, state, and then national perspectives (see VAEAI Protocols guide p.17).

Victorian perspective:

- Research some well-known Indigenous artists. This could include: . Ilbijerri Theatre, Australia’s leading and longest-running Aboriginal and Torres Strait Islander Theatre Company http://ilbijerri.com.au/ Rachel Maza, Artistic Director of Ilbijerri Theatre Company http://ilbijerri.com.au/about/

. Deborah Cheetham, Soprano, Educator About Deborah: http://www.deborahcheetham.com/deborah_cheetham___biography About Pecan Summer http://www.deborahcheetham.com/pecan_summer Richard Franklin A prominent Victorian: http://www.richardfrankland.com.au/about-me/

. Archie Roach, Musician Contains links to music videos including Took the Children Away http://www.archieroach.com.au/about/ https://www.abcmusic.com.au/archie-roach Ruby Hunter , Musician Victorian Aboriginal Honour roll inductee http://www.dpc.vic.gov.au/index.php/aboriginal-affairs/projects-and- programs/leadership/victorian-aboriginal-honour-roll/victorian-aboriginal-honour-roll- 2015-inductees/ruby-hunter-1955-2010

. Uncle Jack Charles, Actor, Indigenous Elder and Role Model, Victoria Senior of the Year 2015, National Finalist - Senior Australian of the Year 2016 Australian of the Year – Honour Roll http://www.australianoftheyear.org.au/honour-roll/?view=fullView&recipientID=1303

. National Gallery of Australia – Aboriginal and Torres Strait Islander Art http://nga.gov.au/collections/atsi/

- Find out about some contemporary Aboriginal visual artists and designers. Make a work inspired by the artist you have researched. There many traditional and contemporary visual artists: . Explore Victorian artists: Meerreeng-an Here Is My Country: The Story of Aboriginal Victoria Told Through Art . Culture Victoria’s Aboriginal Culture section (also focuses on Victorian artists) . Victorian Indigenous Arts Awards . Vicki Couzens (Gunditjamara) – revival of Possum Skin Cloak making https://www.sellingyarns.com/2013/conference/speakers/abstract.php?uid=162 . Mandy Nicholson (Wurundjeri) . Visit Baluk Arts Centre on the Mornington Peninsular http://balukarts.org.au/ . Brown Cabs Productions : http://browncabs.com/

- Tell and /or write, draw, perform stories from your culture and share with group

- Explore the Aboriginal alternative national Anthem – written by Judith Durham and Kutcha Edwards https://www.youtube.com/watch?v=gZrvnrplZgQ

- Creative Spirits – National Anthem ‘Advanced Aboriginal Fair’ http://www.creativespirits.info/aboriginalculture/politics/national-anthem-advanced- aboriginal-fair#axzz46zNAR3BL

Nationally including:

- Bangarra Dance Theatre. http://bangarra.com.au/

- An Introduction to Understanding Aboriginal Art by Japingka Gallery, W.A. http://www.japingka.com.au/articles/understanding-aboriginal-art/

- Contemporary Aboriginal Art in Australia by Japingka Gallery, W.A. http://www.japingka.com.au/articles/contemporary-aboriginal-art-in-australia/ . Albert Namatjira . Bronwyn Bancroft . Clifford Possum Tjapaltjarri . Rover Thomas . Jessica Mauboy . Geoffrey Gurrumul Yunipingu . Emily Kame Kngwarreye . Albert Namatjira . Minnie Pwerle . Gordon Bennett . Tracey Moffat

Further Film, Documentary, TV Resources to Explore

- Explore changing awareness and attitudes. One example activity could be to compare an early film e.g. Jedda with a more contemporary film – e.g. Bran Nue Day, Spear or Ten Canoes. Film & TV Sources:

. A Short History of Indigenous Filmmaking: Australian Screen http://aso.gov.au/titles/collections/indigenous-filmmaking/

. First Australians – the Untold Story of Australia, SBS TV Series, (2008) About First Australians http://www.sbs.com.au/firstaustralians/about

. Digital Download/DVD Purchase, Rated PG o http://www.sbs.com.au/shop/product/category/DVDs/230/First-Australians- The-Untold-Story-of-Australia

. First Australians – An Illustrated History Book Purchase o http://www.sbs.com.au/shop/product/category/Books/36/First-Australians- An-Illustrated-History

. Rabbit Proof Fence, Australian Film, 2002, Rated PG About Rabbit Proof Fence, (including clips): Australian Screen http://aso.gov.au/titles/features/rabbit-proof-fence/

. Ten Canoes, Australian Film, (2006), Rated M About Ten Canoes, (including clips): Australian Screen http://aso.gov.au/titles/features/ten-canoes/

. Jedda, Australian Film, (1955), Unrated About Jedda, (including clips): Australian Screen http://aso.gov.au/titles/features/jedda

. Bran Nue Dae, Australian Film, (2009), Rated PG About Brad Nue Dae, (including clips): Australian Screen http://aso.gov.au/titles/features/bran-nue-dae-2009/

. Samson and Delilah, Australian Film, (2009), Rated MA About Samson and Delilah, (including clips): Australian Screen http://aso.gov.au/titles/features/samson-and-delilah/

. Ningla A-Na, Australian Documentary, (1972), Unrated About Brad Ningla A-Na, (including clips): Australian Screen http://aso.gov.au/titles/documentaries/ningla-a-na/

. My Survival as an Aboriginal, Documentary, (1978), Unrated First documentary directed by an Indigenous woman About My Survival as an Aboriginal (including clips): Australian Screen http://aso.gov.au/titles/documentaries/my-survival-aboriginal/

. Radiance, Australian Film, (1998), Rated M About Radiance (including clips): Australian Screen http://aso.gov.au/titles/features/radiance/

. Black Comedy, ABC TV Series, (2014 onwards ), Rated M About Black Comedy and Digital Download https://shop.abc.net.au/products/black-comedy-dvd?WT.ac=Commercial_Shop- ShopOnline%7Cabcshop%7Ciview-dto-black-comedy-series-1-ep-3

Languages

- Explore an Aboriginal language map, and research the many languages in Victoria and Australia

Resources:

. Victorian Aboriginal Corporation for Languages http://www.vaclang.org.au/ . National Australian Languages Map (interactive one at http://www.abc.net.au/indigenous/map/ . Victorian Aboriginal Corporation for Languages – Language Fact Sheets http://www.vaclang.org.au/resources/fact-sheets/language-fact-sheets.html . Victorian Aboriginal Corporation for Languages - Map http://www.vaclang.org.au/Resources/maps.html . Creative Spirits Information – Aboriginal Culture - Language http://www.creativespirits.info/aboriginalculture/language#ixzz46zNOiGUO

History/Geography/English

- Find out whose Country you are on. Who are the local Traditional Owners of the area and what can you find out about their names, language, totems, symbols and tradition creation or dreaming stories?

- What are their tribal names and languages, totems, symbols and dreaming stories?

- Make connections with local Elders and Traditional Owners. Invite a local elder and / or an artist to your school to discuss local culture and language, stories with your students

- In Victorian schools, Koorie Education Coordinators may be able to assist, as well as Local Aboriginal community associations and the LAECG in your area, or VAEAI may be able to assist.

Resources:

. State-wide Appointed Registered Aboriginal Parties as at October 2013 http://www.dpc.vic.gov.au/images/Statewide_Appointed_RAPs-wv-21OCT13.pdf

. Contacting State-wide Registered Aboriginal Parties After viewing the above map, click on the relevant party for contact details http://www.dpc.vic.gov.au/index.php/aboriginal-affairs/registered-aboriginal-parties

- Visit Bunjilaka at Melbourne Museum

. Open Your Eyes Exhibition https://museumvictoria.com.au/bunjilaka/whats-on/open-your-eyes/

. First Peoples Exhibition https://museumvictoria.com.au/bunjilaka/whats-on/first-peoples/

- Explore historical and contemporary Aboriginal Poetry and discuss key themes and messages

Resources:

. Oodgeroo Noonuccal (1920 – 1993) Known until 1988 as Kath Walker, Oodgeroo was a political activist and poet. The Australian Poetry Library has further information about the life of Oodgeroo as well as a collection of her works. Oodgeroo Noonuccal: http://www.poetrylibrary.edu.au/poets/noonuccal-oodgeroo Poems: http://www.poetrylibrary.edu.au/poets/noonuccal-oodgeroo/poems

. Creative Spirits – Aboriginal Culture - Contemporary Aboriginal Poems http://www.creativespirits.info/aboriginalculture/arts/aboriginal- poems#axzz46zNAR3BL

Political

The VAEAI Koorie Education Calendar has been developed to assist educators and learners in focusing on, and locating information about Victorian Koorie cultures, histories and perspectives.

Framed around significant dates and events throughout the calendar year, the Koorie Education Calendar draws the learner to Victorian Koorie voices, stories, achievements, leadership and connections, and suggests a range of activities and resources around these dates.

The VAEAI Koorie Education includes prominent Victorian Koorie Elders and leaders, authors, playwrights, composers, sportspeople, artists, directors, musicians and much more.

To download a copy of the 2016 VAEAI Koorie Education Calendar, click here.

- Redfern Speech by Prime Minister Paul Keating, 1992 (Year for the World’s Indigenous People) Link to transcript: https://antar.org.au/sites/default/files/paul_keating_speech_transcript.pdf

- National Apology to “Forgotten Australians” by Prime Minister Kevin Rudd, 2009 - Link to transcript: http://www.dhs.vic.gov.au/__data/assets/pdf_file/0004/582187/Transcript-of-PM- Kevin-Rudd-Forgotten-Australians-apology.pdf

- What is National Sorry Day? (held on 26 May each year) . National Sorry Day Committee http://www.nsdc.org.au/

- The right to be proud and provocative: - famous for their cultural pride as well as their sporting prowess. Research one of the following prominent figures Adam Goodes, Lionel Rose, Nicky Winmar, Evonne Goolagong Cawley, Cathy Freeman or Michael Long

- Some other important political and social aspects to looks at: . Stolen generations and dispossession . Protests and walk offs – Cummeragunja in Victoria . Mabo . NAIDOC . Reconciliation Week . Stan Grant . Native Title & Land Rights