Year 9 Drama Workshop: Reimagining January 26 – Exploring Indigenous
Perspectives
Workshop Duration: 1 Hour
Learning Goals:
- Students
will explore and discuss alternative dates for Australia Day and the
significance of these dates for both Indigenous and non-Indigenous
Australians.
- Students
will use Boal’s Image Theatre, Heathcote’s Mantle of the Expert, and
Process Drama to explore Indigenous Australian history and perspectives,
fostering empathy and understanding.
- Students will reflect on the historical and emotional impacts of Australia Day, considering how a national day of celebration could better reflect Australia’s diverse history.
Workshop Structure:
1. Introduction (5 mins)
- Purpose: Set the tone and
provide context for the workshop.
- Activity: Briefly explain
the importance of January 26th for many Indigenous Australians as a day of
pain, division, and loss. Contrast this with the broader national
celebration of Australia Day and the misconception about the significance
of January 26th. Introduce the idea of exploring alternative dates for
national recognition.
2. Warm-up Activity: Circle
of Time (5 mins)
- Purpose: Activate student
thinking around time, history, and culture.
- Activity: Have students
stand in a circle. Start by stating “I was born in (year)” and encourage
students to step into the circle and say their year of birth when
prompted. After everyone has had a turn, ask them to imagine a timeline of
their life. Then, ask students to think about "Always Was, Always
Will Be" and the concept of Indigenous Australians having a history
spanning tens of thousands of years.
- Discussion Prompt: How
does the idea of "Always Was, Always Will Be" challenge our
thinking about time and history in Australia?
3. Image Theatre Activity:
Creating the Past (15 mins)
- Purpose: Use Image Theatre
to explore the emotional impact of Australia Day on both Indigenous and
non-Indigenous people.
- Activity:
- Step 1: Divide the
students into small groups. Assign each group a different perspective:
- Group
1: Indigenous Australian perspectives on January 26th.
- Group
2: Non-Indigenous Australian perspectives celebrating Australia Day.
- Group
3: A neutral perspective focusing on alternative dates.
- Step 2: Ask each group to
create a series of three “frozen images” (Tableaux) that represent their
assigned perspective. They can use their bodies, facial expressions, and
gestures to communicate the emotions and significance of their chosen
theme.
- Step 3: Have each group
present their images, while other students observe and take note of the
different feelings and ideas represented.
- Reflection: After each
group has presented their images, ask students to reflect on what they saw
and felt. Discuss how different perspectives create tension or provide
potential for reconciliation.
4. Mantle of the Expert:
Reimagining a National Day (15 mins)
- Purpose: Engage students
in a process drama that requires creative problem-solving and empathy.
- Activity:
- Step 1: Introduce the
concept of Mantle of the Expert. Tell the students they are now part of a
special committee tasked with reimagining a National Day for Australia
that acknowledges and respects Indigenous history, while also celebrating
the nation as a whole.
- Step 2: Divide the class
into expert groups, each responsible for researching and advocating for
an alternative date to replace January 26th. Use the dates from the
"Alternatives" section above (e.g., May 27th, March 3rd) as
starting points for their discussions.
- Step 3: Have each group
present their case for their chosen date. Encourage them to consider both
the emotional significance of the date for Indigenous Australians and the
broader implications for national identity. They should consider
questions like: How could this day honor both the past and the future?
What symbols, actions, or ceremonies would mark the occasion?
- Reflection: After the
presentations, invite the class to reflect on the process of deciding on
an alternative day. Discuss how different ideas were valued and what
challenges arose in creating a day that could unite all Australians.
5. Process Drama: A National
Day in Action (10 mins)
- Purpose: Allow students to
enact and explore their proposed alternative national day.
- Activity:
- Step 1: In their expert
groups, students will now stage a scene that depicts their proposed
alternative day being celebrated. This could include ceremonies,
speeches, community gatherings, or moments of reflection.
- Step 2: As each group
performs, the class will observe and engage, considering the importance
of the rituals and symbols used to honor Indigenous history.
- Step 3: After each
performance, students should discuss what was effective in conveying the
message and emotions they intended.
6. Reflection and Discussion
(10 mins)
- Purpose: Allow students to
reflect on the work, solidifying their understanding of alternative
Australia Day celebrations and Indigenous perspectives.
- Activity:
- Discussion Prompt: How
did this process help you understand the significance of January 26th for
many Indigenous Australians? What role can drama play in promoting
empathy and reconciliation?
- Ask
students to reflect on the emotional experiences of the day’s activities
and how they might change their perspective on the national holiday.
7. Journal Reflection (5
mins)
- Purpose: Consolidate
learning and personal reflection on the lesson.
- Activity: Ask students to
write a brief journal entry in response to the following prompts:
- What
did you learn about Indigenous Australian history today?
- How
did the drama activities help you understand the emotional significance
of Australia Day?
- After
considering the alternative dates, which one resonates most with you and
why?
Assessment & Follow-up:
- Informal
assessment through observation during the Image Theatre, Mantle of the
Expert, and Process Drama activities.
- Encourage
students to research and reflect further on the impact of Australia Day
and Indigenous history in their own time.
Materials Needed:
- Space
for movement and tableau creation.
- A
whiteboard or large paper to record student ideas.
- Journals
or paper for student reflections.
By using these drama techniques, students will engage in a deeper
understanding of the complex issues surrounding Australia Day, fostering
empathy for Indigenous perspectives and encouraging dialogue about
reconciliation and national identity.
Useful Resources for Teaching Australian First Nations’ Perspectives
ABC Splash Education Website
Aboriginal and Torres Strait
Islander Histories and Cultures
http://splash.abc.net.au/topic/-/t/494038/aboriginal-and-torres-strait-islander-histories-and-cultures
Australians Together. Australia Day Teacher's Guide. https://australianstogether.org.au/assets/Australia-Day-Curriculum-Resource/Aus-Day-Teacher-Guide.pdf
Bangarra Dance Company
Indigenous Dance Company.
http://bangarra.com.au/
Creativespirits
Aboriginal Culture
http://www.creativespirits.info/aboriginalculture/?/aboriginalculture
Drama Victoria
Bell-Wykes, K., Forgasz, R.
& Hradsky, R. (2020). Teaching First Nations Content and Concepts
in the Drama Classroom - Advice for Teachers in Victorian Schools. Drama
Victoria, Ilbijerri Theatre Company & Monash University.
http://www.dramavictoria.vic.edu.au/public/51/files/Teaching%20First%20Nations%20Content%20and%20Concepts_VAEAI%20endorsed.pdf
Eckersley, Mark. (2012). Australian
Indigenous Drama. Tasman Press. Altona.
Australian Indigenous Drama
Blog
http://australianindigenousdrama.blogspot.com.au/2014/03/australian-indigenous-drama-introduction.html
Monash University
Bell-Wykes, K., Forgasz, R.
& Hradsky, R. (2020). Teaching for Reconciliation in your
Classroom. Monash University.
https://www.monash.edu/education/teachspace/articles/teaching-for-reconciliation-in-your-classroom
SBS. NITV. Ten Things
You Should Know About January 26
Songlines Website
https://teachik.com/songlines/
Yarra Healing. 2012. ‘Unit 7
Changing Lives Changing Ways’ on Teaching and Learning page (Website). CEO
Melbourne (Catholic Education Organisation, Melbourne). Melbourne.
http://www.yarrahealing.catholic.edu.au/teaching-learning/index.cfm?loadref=108
