Respectful learning

Your teacher will guide you through a selection of these resources that will help in understanding how to respectfully approach Aboriginal and/or Torres Strait Islander Content and Concepts in drama.

• The Teaching First Nations Culture and Concepts in the Drama Class Room: Advice for Teachers in Victorian Schools document available from the Ilbijerri Theatre Company's education webpage. 

  • This document is written for teachers, but as HSC drama students, it can also be a valuable reference for you when studying Stolen as a play, or any other plays with Aboriginal and/or Torres Strait Islander Perspectives.

  • This document is particularly relevant to Stolen as it has been shaped by feedback from Ilbijerri Theatre Company – the same theatre company that first helped develop and stage Stolen.

• Aboriginal and Torres Strait Islander principles and protocols (NESA, 2023).

• You could also search for your own material online in relation to the play, including design and promotional material from past productions.

Extension resources:

• Jane Harrison's exegesis (2009), Indig-curious: What are the challenges for non Aboriginal theatre practitioners in accessing and interpreting Aboriginal themes?

• The Healing Foundation website.

Learning intention

To read, engage and reflect on information, advice and guidance from resources in how to approach with respect teaching and learning Aboriginal and/or Torres Strait Islander Content and Concepts in drama.

Instructions

There are a number of ways your teacher could organise your class to read and engage with the information, advice and guidance in the above resources. Suggestions:

• Focus on selecting and reading important sections of the 'Advice for Teachers' document relevant to your study of Stolen, such as the 'Before we begin', 'Casting First Nations Roles' and 'Developing First Nations Characters' sections. You could also refer to this document throughout your study, as new questions arise.

• Assign each section to a group and present a summary of important information of the the 'Advice for Teachers' document to your class as a PowerPoint slide. Then, collate the PowerPoint slides for later reference.

• Extension: you could also assign sections of NESA and Harrison's resources to include in this summary.

• If you have a specific question, ask the class, to see if anyone's assigned section or resource offers relevant advice or guidance as issues arise.

• Continue to read each resource in sections over the course of a few weeks and start each lesson with a discussion of the issues that were raised.

• Consult with your teacher and decide what is best for your class and planned learning.

Learning intention

In this activity, you'll build on the understanding from Activity 2 and work together to develop a set of expectations that will guide the class in fostering Cultural Respect and Awareness in your classroom.

Materials

• Whiteboard or large paper and markers (this could also be done digitally).

• Refer to Ilbijerri Theatre Company's education webpage for a summary or understanding of Teaching First Nations Culture and Concepts in the Drama Class Room: Advice for Teachers in Victorian Schools and other resources.

• Open minds and respectful attitudes.

Instructions

• Start by discussing, as a class, the importance of understanding and respecting Aboriginal and/or Torres Strait Islander Peoples and Cultures. Briefly recap the key concepts and ideas learned from reading and reflecting on the resources from Activity 1.

• Form small groups of 3-4 students each. These groups will be your teams for brainstorming and creating the list of expectations.

• In your groups, use your knowledge of the resources to define Cultural Respect and Awareness as a way of starting your list. Discuss what these concepts mean to you and why they are important when studying plays in drama.

• Using the whiteboard or large paper, work as a group to create a list of expectations (along with your definitions) that will guide your actions and attitudes in promoting Cultural Respect and Awareness in the drama classroom. Think about what behaviours, attitudes, and actions will contribute to a respectful and inclusive learning environment. Use guidance, advice and information from the resources to support your answers.

• Present your list of expectations to the class. Share your ideas and thoughts about why you included certain expectations. As each group presents their lists, this is a great opportunity to learn from your classmates' perspectives.

• After all groups have presented, engage in a class discussion. Reflect on the similarities and differences in the expectations presented by each group. Discuss what resonates with you and how these expectations can positively impact your learning environment.

• As a class, refine and consolidate the various expectations presented. Collaboratively create a final list of expectations (at least 5) for Cultural Respect and Awareness that you can all commit to following.

• Display the final list of expectations in the classroom. Each of you could also have the opportunity to sign your name as a way to commit to upholding these expectations throughout your studies.