Aboriginal Map
Learning Context:
You will receive a section of the Aboriginal map of Australia depicting language group territories. You are then required to read an Indigenous Dreaming narrative and respond to it by generating a visual depiction using a combination of known symbols and techniques Indigenous Australians use in art across Australia (e.g. dot painting, rarrk, desert symbols, x-ray painting, stencilling). The aim is to research Australian landscape and better understand it’s natural features and the Aboriginal culture and heritage.
Purpose:
(What is being assessed)
- Conceptualisation and development of imaginative or personally relevant visual ideas. (Evidenced through the story board, final and it’s connections to the story) PA1
- Knowledge and understanding of visual arts in different cultural, social, and/or historical contexts. (Evidenced through research and use of cultural concepts and symbols) KU2
- Research and acknowledge sources to explore and develop insights into aspects of the visual arts. (Evidenced through providing a bibliography and accurate facts) KU4
- Evaluation of own practical work. (Evidenced through annotations) AR3
As a class you will create an Aboriginal map based on Aboriginal Dreamtime stories
Process:
- Complete the work sheet in your groups.
Think collaboratively about how the Dreamtime story can be interpreted into your map section. Consider the local landscape of the area. (use Google Earth and travel sites to assist you) Notes and sketches should be included within your work sheet. - Tape all the section of your map together, try to tape on the back – problem solve how to do this.
- Transfer your design to the map section.
- Include Aboriginal art techniques amongst your story.
- Think creatively about the use of colours you will use – how will you reference Aboriginal culture through use of colour?
- Use pencils, textas or any medium to present your design.
Language groups
Dreaming stories pass on important knowledge, cultural values and belief systems to later generations. Through song, dance, painting and storytelling which express the dreaming stories, Aborigines have maintained a link with the Dreaming from ancient times to today, creating a rich cultural heritage.
Aborigines have the longest continuous cultural history of any group of people on Earth. Estimates date this history between 50,000 and 65,000 years. Before European settlement of Australia, there were around 600 different Aboriginal nations, based on language groups.
http://www.australia.gov.au/about-australia/australian-story/dreaming
Aboriginal Dreamtime stories help us to learn more about their culture and society:
Aborigines have the longest continuous cultural history of any group of people on Earth. Estimates date this history between 50,000 and 65,000 years. Before European settlement of Australia, there were around 600 different Aboriginal nations, based on language groups.
http://www.australia.gov.au/about-australia/australian-story/dreaming
Aboriginal Dreamtime stories help us to learn more about their culture and society:
- Spiritual/Religious beliefs
- Laws and Rules
- Education
- Relationships and Social Structure
- Work
- Family
- Duties and responsibilities
Key Words:
- Culture
- Dreamtime
- Diversity
- Sustainable
In books:
In your books you will need to identify what language groups your section of the map represents (for example, the Kaurna) and where it is geographically in terms of towns and landmarks.
In books list:
For the practical work, you will also be given a Dreamtime story. You will need to interpret this story by using symbols and imagery to demonstrate the main points of the story. You can also add plants or landmarks to your designs if you desire. There are stories that can be found on the 'Dust Echoes' website, click the button below labelled as 'Aboriginal Dreamtime Stories' to access this site.
Remember to collect your resources as you go as you will need to submit a bibliography of your research.
In books list:
- Language groups from your section
- What cities and iconic landmarks fall within your section? eg. Uluru
- What type of environment it is where ever possible? For example, coastal, samphire, mallee scrub or desert, etc.
For the practical work, you will also be given a Dreamtime story. You will need to interpret this story by using symbols and imagery to demonstrate the main points of the story. You can also add plants or landmarks to your designs if you desire. There are stories that can be found on the 'Dust Echoes' website, click the button below labelled as 'Aboriginal Dreamtime Stories' to access this site.
Remember to collect your resources as you go as you will need to submit a bibliography of your research.
As a class:
As a class think and decide on a consistent use of colours for the whole map, eg:
- Aboriginal flag colours
- The colours from the original map
- The colours of the earth as seen from satellite imagery - such as, blue ocean, green coastal areas and orange inner deserts.
Practical:
Using pencils, pens or acrylic paint create your Dreamtime story on your map section. Include the techniques of dot painting, symbols and rarrk as well as interesting features of the land, eg. Uluru.
Understanding the Landscape of South Australia
Brainstorm each of these landscapes. What type of plants and natural features would you expect to find?
- Desert
- Mallee Scrub
- Forest
- Coastal
- Rivers
How did Aboriginal people look after this land?
When European people came to settle within Australia, some of the first people described it's landscape as 'the biggest estate.' This refers to the European estates that are well tended with rolling green lawns and grouping of trees. They thought this occurred naturally and didn't realise that Aboriginal people were tending and cultivating the land around them, they just didn't do it in the same way and didn't have built structures for living like in Europe.
Aboriginal Australians had a system that worked well for them until it was interrupted. They always had food and shelter even in the harshest of times, due to their good knowledge and understanding of the land. They understood that they need to work with the land, instead of constantly trying to control it. The landscape has changed a lot since then, mostly in terms of clearing vegetation, development, redirecting and damming of water systems and the introduction of various plant and animal species. The only records we have to get even an idea of what it was like are journal entries and paintings.
Aboriginal Australians had a system that worked well for them until it was interrupted. They always had food and shelter even in the harshest of times, due to their good knowledge and understanding of the land. They understood that they need to work with the land, instead of constantly trying to control it. The landscape has changed a lot since then, mostly in terms of clearing vegetation, development, redirecting and damming of water systems and the introduction of various plant and animal species. The only records we have to get even an idea of what it was like are journal entries and paintings.
Sustainable Living
- They kept their populations low. Their populations were suited for the worst of times. This means in times of droughts or natural disasters there were always enough resources to live comfortably.
- They were hunters and gatherers. They didn't farm large crops (although they did farm to a smaller extent) and herds of cattle, but rather hand picked fruits, grains and seeds. They would hunt animals and collect eggs or if on the coast, muscles, sea grass and cockles. They would also dig for roots like the yam.
- They changed everything as little as possible and if they did change something it would be using a natural process such as fire. This means that they had a small 'foot print,' they worked with the natural world instead of trying to control it.
- Burn offs provided resources such as food and new growth. They had a system in place. Each area would be burnt off at different times in order to create the most resources.
- Think, how have we changed the landscape around us?
Totems
- Each person was given a totem to look after. This totem could be a plant or animal. For example, if your totem was the kangaroo, you would be responsible for this animal. To make sure there are plenty of these animals around, their habitat is maintained and that they are treated with respect. An Aboriginal person can not eat or harm their totem.
- Totems are inherited and passed down through the generations. An Aboriginal person may have more than one totem, inheriting totems from both sides of the family.