1. Appreciating Indigenous Australian Artwork Michael Nelson Jagamara

2. Kangaroo Ancestor Acrylic on linen

3. Artist Biography Name: Michael Nelson Jagamara Date of Birth: 1945 Country: Mt Singleton, Pikilyi Michael Nelson Jagamara is a senior Warlpiri tribesman from the Western Desert, Northern Territory and custodian of many Dreaming stories. Awards: 1984, First Prize, Inaugural National Aboriginal Art Award, Northern Territory Museum of Arts and Sciences, Darwin; 1993, Visual Arts/Crafts Board Fellowship; Commissions: 1987, Sydney Opera House, 27 foot long painting, for foyer; 1988, designer of Mosaic for forecourt of new Parliament House, Canberra; 1989, BMW Art Car Project, painted M3 Racing Car

4. Other Works of the Artist

5. Syllabus Links – Visual Arts VAS2.1 Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter. seeks to investigate traditions in art suited to different subject matter (eg the landscape, the figure, the narrative, formal and abstract properties, the use of symbols) and uses these in their art making. VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques. Identifies Aboriginal symbols in painted art works and artworks of their own Appreciating Art VAS2.3 Acknowledges that artists make artworks for different reasons and that various interpretations are possible.

6. Syllabus Links – HSIE and English HSIE Culture: Identities CUS2.3 Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australian and community identities. Identifies some significant customs, practices and traditions of their local community, beginning with Aboriginal people Gathers information about the roles, symbols and practices of some community groups Listens to and retells traditional, religious and ethical stories that relate to some groups in the Australian community, eg Dreaming stories ENGLISH Learning to talk and listen TS2.1: Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.

7. How would this look in a classroom? Introduce the artwork and find out the students prior knowledge by asking questions (THINK, PAIR, SHARE) Look at the artwork in detail including techniques and skills used. Decode the symbols and determine the meaning of the artwork Students sit in a circle and participate in the story activity.

8. Differentiation Cultural Integration Learning styles - Kinaesthetic: manipulation of concrete materials - Visual: pictures of the work - Auditory: discussion Tools – suited to children of all abilities as they are using different brushes of different sizes

9. Class Discussion: THINK, PAIR, SHARE What do you know about Aboriginal Art? Do you think that the symbols have meaning? Why/why not? Look at the dots, how do you think they did these? Kangaroo Ancestor

10. Picture retrieved from: http://www.aaia.com.au/design/display.http://www.aaia.com.au/design/display. Repetition Line Symbolism Dot Painting Colour

11. Techniques and Skills Pointillism - The painting is created using countless tiny dots of pure colour, placed in close proximity to each other. Line Colour Repetition Symbolism Dot Painting: Dot painting consists of various traditional paint colours like yellow (the sun), brown (the soil), red (desert sand) and white (the clouds and the sky). Dot paintings can be painted on anything though in aboriginal times they used to paint dot pictures on rocks, caves etc. They used to paint stories and legends from their culture.

12. Pictures retrieved from: http://art-educ4kids.weebly.com/aboriginal-art-and-patterning.html

13. Questioning – Encouraging Deeper Thinking Story Time – What is your interpretation? What do you think the artist is trying to tell us? Why did the artist paint the story not write it?

14. Kangaroo Ancestor as a Springboard Activities The students are seated in a circle. They determine the symbols in the painting and orally share their ideas about what they think may have happened in the painting story. This is directly linked to HSIE as the students are learning about Aboriginal Identities and way of life and to English as the students are creating an oral narrative. Objects painted by Aboriginal people such as clap sticks or a boomerang with paintings are brought in so children can examine them. Children can do their own Indigenous Artwork using symbols that reflects their identity. The children may choose to do it on paper or can use other materials such as a paper towel roll which would be similar to a didgeridoo, fostering creativity.

15. Resources http://www.ehow.com/how_7792646_teach-aboriginal-art-classroom.html http://www.aboriginalartonline.com/culture/symbols.php http://www.aboriginal- dreamtime.net2go.info/Aboriginal/Aboriginal_Symbole.htm http://www.aboriginal- dreamtime.net2go.info/Aboriginal/Aboriginal_Symbole.htm http://art-educ4kids.weebly.com/aboriginal-art-and-patterning.html http://australianmuseum.net.au/Collection-Stories-Western-Desert-Art http://visualarts.qld.gov.au/apt3/artists/artist_bios/michael_jagamara_a.htm http://www.fireworksgallery.com.au/Artists/MNJ/MNJBio.htm http://www.aaia.com.au/michael.htm http://www.aaia.com.au/design/display.php?painting=1848&artist=Michael%20N elson%20Jagamarra&title=Kangaroo%20Ancestor&cat=1848&size=124%20x%2024 6%20cm http://www.aaia.com.au/design/display.php?painting=1848&artist=Michael%20N elson%20Jagamarra&title=Kangaroo%20Ancestor&cat=1848&size=124%20x%2024 6%20cm NSW Board of Studies HSIE Syllabus NSW Board of Studies Creative Arts Syllabus