Aboriginal and Torres Strait Islander (TSI) people have strong links to their culture, and cultural practice. This in turn strongly influences their idea of identity, including their likes and dislikes, beliefs, and ideas and opinions about spirituality and many other aspects of life. Much of Aboriginal and TSI peoples cultural practices focus upon the food that they eat, their art works, the clothing they wear, the languages they speak, and the music that they listen to and create. As well as these their strong links and connection to the land and the place in which they live also strongly impacts their sense of identity (Reconciliation Australia, 2017).
Image retrieved from http://blog.queensland.com/2013/07/01/laura-aboriginal-dance-festival/
Throughout the lesson discussed in this blog students will increase their understanding of the importance of Indigenous culture and practices on not only the lives of Indigenous people, but for all Australian people. As Australia needs to have strong recognition of these practices, and respect their importance. The lesson is based upon the grade four English curriculum (Australian Curriculum Assessment and Reporting Authority [ACARA], 2015a, ACELA1488, ACELY1687, and ACELY1689). As well as the grade four humanities and social sciences curriculum (ACARA, 2015b, ACHHK077), and has strong links to the cross curriculum priority Aboriginal and TSI Histories and Cultures (ACARA, 2015c).
Image retrieved from https://www.creativespirits.info/aboriginalculture/education/can-an-aboriginal-school-break-the-vicious-circle#axzz4crpY6yNs
Increasing students knowledge of the topic of Aboriginal and TSI histories and cultures allows their knowledge of Australia as a country to improve, as well as teaches them how to remain considerate and respectful of these cultures, as well as all other cultures around the world and in their home country of Australia (Goodwin, 2012).
Image retrieved from http://www.smart-start.com.au/
During the lesson students will be asked to create and present a powerpoint presentation about one of the following topics based on Aboriginal and TSI culture: Art, Music, Food, Language, Dance, and Clothing. Students will complete this task in pairs, and work with their partner to choose a topic and complete the presentation. Students will also be given some guiding questions to inform their research, and guide their learning. These questions include:
What does your topic look like? (Describe it in words, draw a picture of it, or find an image online or in a book).
Why is your topic important?
How is your topic used/done? (Include a video, diagram, or write about it in words).
What did you learn about your topic during you report?
Image retrieved from http://australianativeart.com/
It is quite often that parents are cautious or reluctant to discuss the topic of Indigenous people in Australia. This may be due to limited understanding, or some previously held biases that parents do not want to pass on to their children. However sometimes these biases can be passed on unintentionally through imitation, this is the main reason it is important for parents to discuss this topic with their children (Sheffield, Morris et. al. As cited by Moges and Weber, 2014). The following are some guiding questions that allow parents to consider and research what topics they need to approach and discuss with their children:
What is appropriate and inappropriate terminology?
What is the best way to communicate with Indigenous people?
What cultural events and dates do we need to be aware and cautious of?
How have Indigenous people impacted Australia?
Key Information about
Indigenous people can be found on the following websites:
http://www.schoolatoz.nsw.edu.au/homework-and-study/other-subjects-and-projects/history/aboriginal-australia
https://www.humanrights.gov.au/education/face-facts/face-facts-aboriginal-and-torres-strait-islander-peoples
https://www.creativespirits.info/aboriginalculture/#axzz4crpY6yNs
References:
Australian Curriculum Assessment and Reporting Authority. (2015c). Cross curriculum priorities. Retrieved from http://v7-5.australiancurriculum.edu.au/crosscurriculumpriorities
Australian Curriculum Assessment and Reporting Authority. (2015a). English. Retrieved from http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level4
Australian Curriculum Assessment and Reporting Authority. (2015b). History. Retrieved from http://v7-5.australiancurriculum.edu.au/humanities-and-social-sciences/history/curriculum/f-10?layout=1#cdcode=ACHHK077&level=4
Goodwin, J. (2012). Indigenous culture: It’s everybody’s business. Every child magazine, 18(1). Retrieved from http://www.earlychildhoodaustralia.org.au/our-publications/every-child-magazine/every-child-index/every-child-vol-18-1-2012/indigenous-culture-everybodys-business/
Moges, B. & Weber, K. (2014). Parental influence on the emotional development of children. Retrieved from https://my.vanderbilt.edu/developmentalpsychologyblog/2014/05/parental-influence-on-the-emotional-development-of-children/
Reconciliation Australia. (2017). Our culture. Retrieved from http://shareourpride.reconciliation.org.au/sections/our-culture/
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