Context
Prereading – What are The Stolen Generations?
Syllabus outcomes
A student:
H3.1 critically applies understanding of the cultural, historical and political contexts that have influenced specific drama and theatre practitioners, styles and movements.
Drama Stage 6 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2009, p 22.
It is important to understand the context or background information of the play, and what has happened in Australian history. Read through these 2 webpages and see if you can answer the questions quiz questions below from your reading.
The Stolen Generations webpage – Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS)
The Stolen Generation webpage – by Gamilaraay man Michael O'Loughlin published on the Australian Museum's website.
Quiz yourself or your classmates with the questions below to see what you learned from your reading.
Who was taking Aboriginal and Torres Strait Islander children from their families?
What is the impact of The Stolen Generations on Aboriginal and Torres Strait Islander families?
What was the National Apology to The Stolen Generations about?
What is intergenerational trauma and why is this important when considering the long-term, negative impact of The Stolen Generations policies?
Extension – you may also wish to do further research about the issues explored in the play by exploring some other key historical events such as:
Paul Keating's Redfern Speech (1992)
National Sorry Day (started in 1997).
Activity 6 – songs by Archie Roach and Bob Randall
Syllabus outcomes
A student:
H3.1 critically applies understanding of the cultural, historical and political contexts that have influenced specific drama and theatre practitioners, styles and movements.
Drama Stage 6 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2009, p 22.
Roach, A. 1990. Took the Children Away [YouTube video, posted 2020]. Accessed 17 August 23.
Randall, B. 1984. Brown Skin Baby (They Took Me Away) [YouTube video, posted 2007].
Learning intention
To deepen your understanding of the experiences and emotions of Aboriginal and Torres Strait Islander Peoples, as conveyed through music. This activity aims to foster empathy, cultural awareness, and critical thinking when it comes to understanding The Stolen Generations.
Instructions
Let's start by acknowledging the significance of music as a medium for storytelling, expressing emotions, and addressing important social and political issues. You're going to explore 2 important songs, 'Took the Children Away' by Gunditjmara and Bundjalung elder, Archie Roach, and 'My Brown Skin' by Yankunytjatjara elder and a traditional owner of Uluru, Bob Randall.
Listen to 'Took the Children Away' (05:22) by Archie Roach. For the listening parts of this activity, you may wish to ask your teacher to darken the room to focus on the music and lyrics.
After listening, take a few minutes for personal reflection. Think about the emotions and messages you felt during the song. You may wish to write some of your ideas down as notes.
Come together as a class to discuss and explore some reflection questions.
What emotions did you observe or experience while listening to 'Took the Children Away'?
What do you believe the song is about, and why is it significant in the context of Australian history? (Note: you may wish to do some research to help answer this question.)
How do you think music can be a powerful complimentary medium for drama in conveying emotions and addressing important topics?
Next, listen to 'Brown Skin Baby' (05:28) by Bob Randall.
After listening, take another few minutes for personal reflection on the song's content and its impact. You may wish to write some of your ideas down as notes.
Come together for another class discussion, focusing on these reflection questions.
What emotions did you observe or experience while listening to 'My Brown Skin'?
What do you believe the song is about, and why is it significant in the context of Australian history? (Note: you may wish to do some research to help answer this question.)
Why do you think it's important for all Australians to listen to and see the experiences of Aboriginal and Torres Strait Islander families and The Stolen Generations?
Finish the activity by individually reflecting on the experiences and ideas raised by both Roach and Randall, and note what you think will be important to consider as you engage with the play Stolen.
Activity 7 – Bringing them Home Report (1997)
Syllabus outcomes
A student:
H3.1 critically applies understanding of the cultural, historical and political contexts that have influenced specific drama and theatre practitioners, styles and movements.
Drama Stage 6 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2009, p 22.
Learning intention
In this activity, you will participate in a class discussion focused on reading and analysing parts of the 1997 Bringing them Home Report. You will then explore the diverse range of experiences presented in the report and discuss how these real-life stories influenced the multi-narrative structure of Jane Harrison's play, Stolen.
Instructions
Let's begin by introducing you to the 1997 Bringing them Home Report, which documents the experiences of Aboriginal and Torres Strait Islander children forcibly removed from their families. It is important to understand that the case studies in this report reflect the real stories and struggles faced by these children.
Focus on reading Chapter 10: Childrens Experiences. To read this chapter, you might wish to:
read at home
divide the experiences, read in small groups, then report back to the class
ask your teacher for guidance on which sections to focus on. Note: it is important to read a range of perspectives from this report.
When you have finished reading, take a moment for personal reflection. Think about the emotions, challenges, and experiences conveyed in the report.
Discuss your reading as a class. You might want to use the questions below to guide the discussion.
What emotions did you feel while reading these excerpts?
Consider the diversity of experiences presented in the report. How did the forced removal affect individuals differently?
What has been the impact of assimilation policies on the identity of Aboriginal and Torres Strait Islander children?
Why has it been important for Jane Harrison to include a range of perspectives, in her play Stolen, about children impacted by The Stolen Generations policies?
Note: remember the importance of respect and sensitivity when discussing these topics. You might want to review to the Respectful learning page to assist with facilitating discussion on respect and sensitivity.
Bringing them Home Report – Childrens Experiences – Chapter 10 excerpts
'Most of us girls were thinking white in the head but were feeling black inside. We weren't black or white. We were a very lonely, lost and sad displaced group of people. We were taught to think and act like a white person, but we didn't know how to think and act like an Aboriginal. We didn't know anything about our culture.
We were completely brainwashed to think only like a white person. When they went to mix in white society, they found they were not accepted [because] they were Aboriginal. When they went and mixed with Aborigines, some found they couldn't identify with them either, because they had too much white ways in them. So that they were neither black nor white. They were simply a lost generation of children. I know. I was one of them.'
Confidential submission 617, New South Wales: woman removed at 8 years with her 3 sisters in the 1940s; placed in Cootamundra Girls' Home.
'There was no food, nothing. We was all huddled up in a room ... like a little puppy-dog ... on the floor ... Sometimes at night time we'd cry with hunger, no food ... We had to scrounge in the town dump, eating old bread, smashing tomato sauce bottles, licking them. Half of the time the food we got was from the rubbish dump.'
Confidential evidence 549, Northern Territory: man removed to Kahlin Compound at 3 years in the 1930s; subsequently placed at The Bungalow.
References
Drama Stage 6 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2009.
Australian Human Rights Commission. 1997. Bringing them Home [report]. Accessed 17 August 23.
Australian Institute of Aboriginal and Torres Strait Islander Studies. 2023. The Stolen Generations [webpage]. Accessed 17 August 23.
Harrison, J. 2007. Stolen [play script]. Currency Press.
O'Loughlin, M. 2020. The Stolen Generation [webpage]. Accessed 17 August 23. Published online by the Australian Museum.
Randall, B. 1984. Brown Skin Baby (They Took Me Away) [YouTube video, posted 2007]. Accessed 17 August 23.
Roach, A. 1990. Took the Children Away [YouTube video, posted 2020]. Accessed 17 August 23.