Waagal*: Spirit of Indigenous Australia

(*spirit, soul or breath)

Project Overview

Our Autumn Term project at Liberty Woodland School will see the Hedgehogs stepping into the shoes of a very old, spiritual culture. Exploring the unique beliefs and traditions of the world's longest living culture will enable students to appreciate a different way of being. Exploring the oral tradition of storytelling, music and dance, close connection to land and country, and beautiful artwork offers students an insight into how the world can be known from a different point of view. It fosters an appreciation for what we can learn from others in different parts of the world.

"We are all visitors to this time, this place. We are just passing through. Our purpose here is to observe, to learn, to grow, to love... and then we return home."

- Australian Aboriginal proverb

The Key Areas of Competence (KAoC)

This term's cross-curricular project will develop the children's skills in the following curriculum areas:

ROOTS: Personal, Social and Emotional Development

TRUNK: Communication and Language, Critical Thinking, Environmentalism and Sustainability, Creative Technology and Digital Communication

CROWN: Creative Arts and Design, Understanding the World (Geography and History skills)

Steps to success:

1. Where do indigenous Australians live and how long have they been there?

2. What are their beliefs and values?

3. What are their customs and ways of life?

4. How do we connect with Australian indigenous culture?

5. What do we want our exhibition to look like?

Update #1: 20th Sept 2024

Introduction to our unit

We began our unit by finding a quiet space, lying down and relaxing to the sounds of the didgeridoo.

We reflected on what we heard, what we already knew about this instrument and what we knew about Indigenous Australians generally. We also noted what we'd like to find out.

Following this, we brainstormed ideas under the headings of behaviour, opinions, traditions/customs of Indigenous peoples, trips we could potentially go on, experts we could invite into class,

We considered what cultural information we could share, what we could potentially raise money for that would benefit indigenous communities and what we could present at our Winter Exhibition.

We then wrote our own proposals, suggesting ideas from our brainstorm and suggesting possible steps to success. We collaborated as a class, sharing and discussing all our ideas. We then voted on the ideas students most preferred.

Step 1: Where do indigenous Australians live and how long have they been there?

Next, we defined indigenous as the original people to live in a location. We learnt that there are two main groups of indigenous people in Australia: Aboriginals who live on the mainland and in Tasmania, and Torres Strait Islanders who live on the islands between mainland Australia and Papua New Guinea. We located these places on a map.

Questions to discuss:

Who are the main indigenous groups that inhabit Australia?

Where are the Torres Strait Islands located?

Is Tasmania a part of Australia? Have indigenous people lived there in the past?

Update #1: 18th Oct

Step 1 Continued : Where do indigenous Australians live and how long have they been there?

After locating where indigenous Australians live in the world, Hedgehogs then looked at maps showing where they used to live and the over 200 different clans or groups that existed. We compared the life of Aboriginals in the past to their lives today, noting the change in languages and modernisation. We learnt that most of the Aboriginal population now live only in the north of Australia.

Next, we located the culturally significant region of Arnhem Land. We watched vidoes that described what the region is like.

After that, we learnt some of the history of Aboriginal and Torres Strait Islander migration. It was fascinating to learn that they slowly migrated out of Africa, across Asia and finally into northern Australia. We wondered how they crossed the seas and were amazed to discover the seas were much lower when Aboriginal people migrated.

Hedgehogs then drew a timeline showing when Aboriginal people are thought to have lived in Australia. How unique to know it is one of the oldest surviving cultures on Earth!

We learnt that clan borders were demarcated by geographical features, such as rivers, gorges and large rocks. We then went outside and 'divvied up' the land from Liberty Woodland School into such geographical areas. Some of us even named the clans that would live in each area.

Hedgehogs also located some of the major sacred sites important to Indigenous People. We learnt a bit about each one.

Step 2: What are their beliefs and values?

We talked about the importance of the land to Aboriginal people. We discussed quotes from Aboriginals, watched videos and reflected on their way of thinking. Using digital media, we generated images that show the Aboriginal belief that ancestor spirits both create the land and protect it.

Questions to discuss:

What was the path of migration for Indigenous Australians out of Africa?

How do we know Aboriginal culture is one of the oldest cultures still in existence?

How has life changed for Indigenous people since colonisation?

Update #2: 15th November

Step 2 Continued: 2. What are their beliefs and values?

Following our last update, Hedgehogs read and re-enacted the story of The Rainbow Serpent, a myth-like story that describes the indigenous beliefs about how the land, and everything in it, was created.

Hedgehogs also read other Aboriginal stories, such as How the Birds got their Colours. We linked our learning to Literacy and talked about the structure of these myths. Then we planned, drafted and edited our own! We're so proud of our Aboriginal-style myths and will have them available for pre-ordering at the exhibition.

Our varied titles include:

How the Tasmanian Devil got its Black Colour
How the Possum got its Curly Long Tail
How the Platypus got its Bill
How the Kookaburra got its Laugh

Hedgehogs also made links with digital literacy and learnt about what copyright is. We located the copyright symbol in both books and online.

Step 3: 3. What are their customs and ways of life?

Next, Hedgehogs learnt about the custom of storytelling through indigenous art. We looked at symbols in artworks and their meanings.

Hedgehogs loved interpreting some renowned artworks for their 'story.' On Monday we are off to visit Rebecca Hossack Art Gallery where we hope to interpret some more!

Questions to discuss:

What did indigenous people believe about the beginning of time?
What is the structure of an Aboriginal-style myth?
How can you represent people sitting down at a campfire with weapons in Aboriginal artwork?

Update #3: 6th December

Step 3 Continued: What are their customs and ways of life?

Following our artwork interpretations, we went on a trip to an art gallery that hosts authentic Aboriginal art. It was great to be able to interpret the paintings on show. We also learnt about the rituals used when someone dies and saw a decorated hollowed log used for cremation.

Back at school, we started publishing our own Aboriginal-style myths, using dot-painting for our illustrations.

We focused on telling the story through stages: a barren landscape, then our chosen Australian animal gaining its features and living with their feature forevermore.

Next, we attended the thoroughly engaging all-day workshop with 'Didgeridoo Man,' Chris, who has worked with indigenous people in Australia. We learnt some didgeridoo, told stories verbally, rather than writing them down, and made paint from the land.

After our workshop, we designed and painted our own Aboriginal-style 'story' through art. We sketched, painted backgrounds and foregrounds and used Aboriginal symbols to create our artwork on canvas. We cannot wait to show you our finished products on exhibition day!

Step 4: How do we connect with Australian indigenous culture?

We then moved on to reflect on everything that we have learnt about Indigenous culture. We considered what we have learnt from the topic. We pondered what we have to do with people on the other side of the world who live and think in different ways. Some of the students' reflections were beautiful, recognising that we are all human, we all have similar feelings and this is what connects us.

We also pondered over whether it mattered which culture the students studied and perhaps the study of culture generally is what opens the window to different perspectives.

Finally, we moved on to Step 5: What do we want our exhibition to look like?

We talked about how to present our learning and rehearsed our scripts for our performance. We decorated our clapping sticks which we will use when we sing on exhibition day.

We also talked about where to donate the profits from our damper bread which will be sold on exhibition day. We have decided it should go to The Healing Foundation which is an organisation for indigenous Australians that work to provide a platform for survivors of The Stolen Generation (people who were forcibly separated from their families.)

Questions to discuss:

What are some of the symbols used in Aboriginal painting?
Why might indigenous people place cremated ashes inside hollow logs when a member of the clan passes away?
Why do we learn about different cultures?

Exhibition

Thank you all for coming and seeing the students' learning in action. They love showcasing everything they have learnt about.

Our final days before exhibition included some damper-making to sell and raise money for The Healing Foundation. We also made some damper for ourselves, cooked them over the fire and drizzled them with honey. Yum!

We also practiced our lines and songs ready to show you our performance.

What a fabulous unit of study! We have learnt so much about the importance of other cultures and perspectives. Well done Hedgehogs!

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