Investigate The Landscape: An education blog: June 2014

Saturday, 28 June 2014

Give Away!

Today we have a lovely picture book, Golden Domes and Silver Lanterns, to give away! How kind of Book Depository to mess up one of my orders, leaving me with an unneeded copy of a Muslim book (I already have one) the week before Ramadan! In case it sounds like I'm whinging, they then sent me two copies of the book I'd actually ordered, so I'll have to give one of them away some other time when I rediscover the safe place I've put it.

Ramadan Mubarak to any Muslim readers we might have!

(This competition is definitely not restricted to Muslims and may be posted anywhere in the world, and will arrive providing the Post Office fairies are attentive to their duties. The winner will be announced next Sunday.)

To enter, tell us who would you like to win this for!

P.S. If you try and post a comment, the page might reload with a captcha, do scroll down and make sure you fill it in if it has or the comment won't post. If you don't like to parley with captchas, you may comment on the Facebook post instead: https://www.facebook.com/pages/Investigate-the-Landscape/1476070145956803?ref_type=bookmark

Saturday, 21 June 2014

Introduction to Indigenous Australians in Cinema 1936-2014

Once upon a time, around about a couple of months ago, I decided to subject my mother to a course of study on Indigenous Australians in cinema. Being an obliging sort of woman, she agreed to humour me. In this post I will outline my plan and in future posts, I hope to include some of her thoughts.

I have a rather extensive book collection and could have inflicted that on my dear mother, but I chose cinema as it's one of the most accessible types of media; after all 'everyone' watches TV and movies!

The Indigenous genre has been chosen not only because it's a favoured topic of mine, but because all Australians could do with learning more about those who have been here for tens of thousands of years. And if you, Dear Reader, are not Australian, you might like to explore this topic anyway, given these are the world's oldest continuous cultures.

We start with the 'First Australians' series (http://en.wikipedia.org/wiki/First_Australians) to provide an overview of Aboriginal and Torres Strait Islander history since European Settlement. The seven episodes cover Indigenous history since white settlement in an approximately chronological way. The information presented is drawn from primary sources and shows several different people interpreting and reflecting on those sources, it also shows several different 'experiences of colonisation' to provide context later. This series is rated PG- parental guidance is recommended for children under 15 years.

If I was putting together a history syllabus I would certainly include books and other documentaries to fill in some important gaps such as the Myall Creek Massacre (http://en.wikipedia.org/wiki/Myall_Creek_massacre) which for a long time was believed to be the first time Europeans were brought to justice for killing Aboriginal people and the British Nuclear tests at Maralinga (http://en.wikipedia.org/wiki/British_nuclear_tests_at_Maralinga), however our focus here is different.

Now, having watched the 'First Australians' and have a knowledge base to work from, we can move onto the movies! After a great deal of searching I came across a page on the Creative Spirits (http://www.creativespirits.info/resources/movies/) site that seems to name every film depicting Indigenous Australians broken up into a list of those directed by Aboriginal people and those by non-Aboriginal people.

As we will have already looked at the history chronologically, rather than show the films in the order of time they depict, we will watch them in the order that they were made. This will allow us to focus on how Indigenous people are being depicted over time and allowing discussions around themes, mainstream cultural change and empowerment of film makers, as well as elements within the films themselves.

Below is the list I have collated with notation as to what form I have found them in. Some of the harder DVDs to find are available through Ronin Films (http://www.roninfilms.com.au/) and/or the Australian National Film and Sound Archive shop (http://shop.nfsa.gov.au/). The films range from 'Stoner Comedy' through to realistic drama with lots of swearing, so you may like to look at the IMDB or Wikipedia page/s if your audience is young and/or not a fan of coarse language or 'adult themes':

Uncivilised 1936 - Download - Rated M

Jedda 1955 - DVD - Rated G

Walkabout 1971 - DVD - Rated R 18+

Mad Dog Morgan 1976 - Download - Rated R 18+

Storm Boy 1976 - Download - Rated G

The Last Wave 1977 - Download - Rated PG

Backroads 1977 - Download - Rated MA 15+

The Chant of JB 1978 - DVD - Rated R 18+

The Right Stuff 1983 - Download - Rated PG

Where the Green Ants Dream 1984 - Download - Rated R 18+

Crocodile Dundee 1986 - Download - Rated PG

Babakiueria 1986 - Youtube - Rated PG

The Fringe Dwellers 1987 - Download - Rated PG

Tudawali 1987 - DVD - Rated M

Night Cries 1990 - DVD - Rated G

Blackfellas 1993 - DVD - Rated MA 15+

Serenades 2001 - DVD - Rated M

Yolngu Boy 2001 - Youtube - Rated MA 15+

Australian Rules 2002 - DVD - Rated MA 15+

Beneath the Clouds 2002 - Youtube - Rated M

Rabbit Proof Fence 2002 - Download - Rated PG

Cold Turkey 2002 - DVD - Rated PG

The Tracker 2002 - DVD - Rated M

Green Bush 2005 - DVD - Rated PG

Jindabyne 2006 - DVD - Rated M

Call Me Mum 2006 - DVD - Rated PG

Ten Canoes 2006 - DVD - Rated M

Australia 2008 - Download - Rated PG

Bungalung 2007 - DVD - Rated PG

Bran Nue Dae 2009 - Download - Rated PG

Samson & Delilah 2009 - Download - Rated MA 15+

Stone Bros 2009 - Download - Rated MA 15+

Mad Bastards 2010 - Download - Rated MA 15+

Toomelah 2011 - DVD - Rated MA 15+

Satellite Boy 2012 - DVD - Rated PG

The Sapphires 2012 - DVD - Rated PG

Mabo 2012 - Youtube - Rated G

Mystery Road 2013 - Download - Rated MA 15+

The Darkside 2013 - Not Yet Released - Rated M

Charlie's Country 2013 - DVD - Rated M

Around the Block 2013 - Not Yet Released - Rated M

Having now explored Aboriginal and Torres Strait Islander Cinema from pre-WWII until today, looking at films made by both Indigenous and non-Indigenous people, we will then look specifically at how First Australians are depicting themselves in television by watching both seasons of 'Redfern Now.' (http://en.wikipedia.org/wiki/Redfern_Now) This will allow conversation about differences in convention between film and television, about the different experiences of Indigenous people - even those who live in the same area - as well as relationships between Indigenous and non-Indigenous Australians within the modern, urban context. This will be followed by Gods of Wheat Street (http://en.wikipedia.org/wiki/The_Gods_of_Wheat_Street) which combines elements of stage and television writing, Aboriginal experience and references to antiquity.

Next in the series
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Bock may be found cruising around Victoria, Australia when he is not making terribly insightful comments about Australian politics and societal issues on social media. Remember, if you Twitter and drive, you're a bloody idiot.

(Author bio delicately written by his sister so she could stop politely requesting him to do it.)

Sunday, 15 June 2014

History- The Story of Class Struggles

“That's wrong,” my five-year son old recently interrupted with indignation as I read about India's caste system in Story of the World. He quickly added that in our own society, Roma gypsies aren't unlike the Untouchables we just read about. They only do the dirtiest and lowest-paid jobs and are shunned by the majority ethnicity.

My older daughter asked why Romans liked to watch people die when she first encountered ancient history. When we read about Romans again because my son was doing Story of the World 1, she wanted to know if the word “fasces” had any connection with the word “fascism”. Next, she asked if Hitler and Mussolini had perhaps admired ancient Rome. I had been unaware of this etymological connection, and was amazed to find that she was right.

“Don't make him decide what he likes and doesn't like about ancient Rome; let him wallow in gladiators and chariot races,” The Well-Trained Mind told me when I first started homeschooling. “The immature mind is more suited to absorption than argument”.

The Well-Trained Mind made so much sense to me when I read it the first time. It gave me the confidence I needed, and the practical tools to go along with it. The neo-classical trivium seemed to be such a neat thing: first fill a child's mind with facts and basic skills, and then build on those skills. Isn't it impossible to analyze things we know nothing about?

History Belongs To All Of Us

Well, my kids turned out to be naturally-born critical thinkers with a heavy emphasis on the word “critical”. They did not “wallow in gladiators and chariot races”. They wanted to know why things happened and more importantly, why so many wrong things happened.

I believe there is a lot of value in a chronological progression of history studies, but I am also happy that I recently jumped out of that by turning to a document that was written much later on: The Manifesto of the Communist Party.

One doesn't have to be a communist to agree with its statement that “the history of all hitherto existing society is the history of class struggles”. One doesn't have to believe in Marx's dialectical materialism or the inevitability of the end of class antagonisms to get something out of the Marxist analysis of history.

History is a story; a story in which earlier events create later events and later events are influenced by previous events. What kind of story is it? Is it the story of kings and knights, and empires that rose and fell in both ancient and modern times? Is it the story of far-away things that have no connection to us, rendering it hopelessly boring?

Since these are exactly the kind of things that many elementary-age history books focus on, it is easy to get that impression. It is easy, too, to get the impression that people at the bottom of society don't matter, that they're not included in history.

Unless we recognize that history is indeed the story of class struggles, we may get the facts but miss out on the plot line.

Beyond Metternich And Guizot

Yes, this small document provokes a bunch of questions beyond “Who were Metternich and Guizot?”, and it certainly requires follow-up. One question one might ask is: “Where will the story end?” Marx and Engels thought they knew when they wrote the Manifesto, and I'll admit that I thought I knew too, when I first read it as a young teen.

Now, I'm not so sure. By studying this booklet with my young kids — an act I discovered horrifies some Americans — I am not sweeping the heinous crimes committed in the name of communism under the carpet any more than reading about the Spanish Inquisition would justify religious hatred. Yet the Communist Manifesto plays an important, thought-provoking role in the study of history, and the study of human nature too.

Now that class antagonisms are more on our radar while we investigate history, the Manifesto and other communist writings still have plenty more material for debate to offer. Should we interpret the world or attempt to change it? Is turning to violence to overcome oppression or injustice acceptable? What kind of society is ideal, and is that ideal something that's also attainable? We all answer these questions, and other exciting ones, in different ways. Seeing how my kids tackle the profound stuff is hugely interesting and — I think — one of the biggest perks of homeschooling.

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Jack is the enthusiastic, opinionated mother of two kids who are frustratingly similar to her. They are "global citizens", otherwise known as perpetual foreigners. Happily, they're comfortable with being in a minority, and it's just as well because they're just about the only homeschoolers in their Eastern European country of residence and are multiethnic to boot. Jack enjoys knitting, redecorating furniture, and talking about things that shock people. She homeschools because she wants her kids to have a decent education and a childhood in which they can feel normal, despite being multiethnic, Jewish, vegetarian and raised by a widowed mom.

Saturday, 7 June 2014

Religious Calendar Curriculum- March

1st

-Jewish Shabbat (begins at sunset the night before)

*Observed by all observant Jews, this is a day of rest to commemorate all the work God put into making the universe. How much resting and avoidance of work depends on the family culture. Yesterday, of course, lots of work went into preparation because no one can take a full day off running a house unless they have already done the needed work. Otherwise, what would everyone eat?

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2nd

- Sunday Church services- Holy Days of Obligation for Catholics, encouraged for nearly all other Christians

*Read a picture book, colour a colouring page from The Mass Colouring Book http://www.amazon.com/Coloring-Book-about-Catholic-Publishing/dp/0899426832/ref=sr_1_1?ie=UTF8&qid=1386972341&sr=8-1&keywords=about+the+mass+colouring+book or something printed out from one of the Catholic sites online.

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3rd

-Clean Monday (Orthodox Christians)

*Today is the beginning of Great Lent for Orthodox Christians. From today until Easter, they will eat fast day food, which usually means no red meat, no milk, cheese, eggs, wine or oil.

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8th

-Jewish Shabbat (begins at sunset the night before)

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9th

- Sunday Church services- Holy Days of Obligation for Catholics, encouraged for nearly all other Christians

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13th

Fast of Esther (Jewish)

*Read story

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15th

-Purim (Jewish)

*Commemorates the deliverance of the Jewish people from the Persians, thanks to intervention of Queen Esther.

*Read story

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16th

-Full Moon (Neo-Pagan)

*Some Pagans, particularly Wiccans, observe the full moon as a special time.

*Read 'Aiden's First Full Moon Circle' by W. Lyon Martin

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- Sunday Church services- Holy Days of Obligation for Catholics, encouraged for nearly all other Christians

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17th

-Holi (Hindu)

*This is a Spring festival also known as the Festival of Colours and sometimes the Festival of Love. Usually people have a bonfire the night before, then on Holi will chase each other around with water bombs and throw paint powder at each other in the street. Some people also walk around playing instruments, singing and dancing. Later in the evening, people, once they have cleaned up, go visiting friends and family. This is not a festival where people wear their best clothes! People are not only celebrating the end of winter and beginning of Spring, but the victory of good over evil.

*Read 'It's Time for Holi' by Amita Roy Shah

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19th

-St Joseph's Day (Catholic Solemnity also observed by Lutherans and Anglicans)

*This is a feast day commemorating St Joseph, husband of the Virgin Mary, Jesus' step father and Patron of the Catholic Church, but as it falls during Lent, it's a meatless feast.

*Colouring page: http://catholicplayground.com/joseph/saint-joseph-coloring.html

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20th

- Ostara (Neo-Pagan)(Northern Hemisphere) Mabon (Southern Hemisphere)

*Also known as the Spring Equinox, pagans will observe it as convenient from yesterday through the next few days. This is the second of the Spring festivals and is about balance, renewal, friendship, love, and fertility so is when people are sowing their gardens since in most places the weather has finally cheered up a bit.

* Some people, particularly Wiccans tell this part of the story about their God and Goddess: The Lord is a growing youth. This is the middle of spring and everything is growing and maturing. The God and Goddess are both youthful, vibrant and innocent. As the days grow longer, the God and Goddess begin to notice each other with interest.

*Read the Ostara section of 'Rupert's Tales' by Kyrja and a colouring page from the matching activity book

*Mabon is the time for Not Spring Cleaning, since the weather has finally cooled down to civilised and really, Spring Cleaning needs to be done more than once a year… I'll also be beginning my winter planting. *If* my gourds grow, we'll do some gourd crafts to decorate because that would be snazzy. Ever seen Turks Head gourds? Look them up. Wouldn't they make wonderful decorations?

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22nd

-Jewish Shabbat (begins at sunset the night before)

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23rd

- Sunday Church services- Holy Days of Obligation for Catholics, encouraged for nearly all other Christians

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25th

The Annunciation of the Lord (Catholic Solemnity and Orthodox observance)

*Read 'The Annunciation' by Sister Elayne

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29th

-Jewish Shabbat (begins at sunset the night before)

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30th

- Sunday Church services- Holy Days of Obligation for Catholics, encouraged for nearly all other Christians

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Rose-Marie was one of those enthusiastic planners who began researching when she was pregnant with her first. She wanted to homeschool because it sounded like an affordable adventure, then she met her kids personally...

Her young daughter has Echolalia and some processing issues so isn't speaking fluently yet; but she is making good progress as they work and play in Central Victoria, Australia.

April 2013- Early Winter

(First published at Sandbox to Socrates http://sandboxtosocrates.wordpress.com)

I was *terribly* impressed by this first picture here! I really think her drawing skills are improving, though we have quite some way to go before achieving brilliance in the style of the Edwardian Lady's journal. (Which is not necessarily a goal, but is certainly something to sigh wistfully about.) While I did have to remind her to give it legs, anyone from our part of the world would recognise this as a crimson rosella. These rosellas are seasonal visitors to us and they are so gorgeous I can't help but love them, even when they are making a mess in my veggie garden!

This next picture was from our trip to Steavenson's Falls, which we chose, for our nature study tours, as our 'wet woodlands' location. I'm not 100% thrilled with the site because there are a few too many invading blackberries and I'd rather there weren't, but it is accessible and we don't need to worry about coming back one day and finding it closed indefinitely for regeneration. I'm really not sure about the colours, but that is definitely her standing beside the waterfall.

Another spot we visit on our nature study tours is St Clair. There is nothing particularly remarkable about the site. It appears to be the location of an old township but is pretty much a paddock up in the hills. One of the major terrain types in our state is the alpine area, and this is the closest we can get that is accessible all year around, since it is a through road. And, this is very important, it doesn't cost us $50 to access like the ski resorts do in winter! Daughter was disappointed there wasn't any snow *again* but we got to see some sedimentary rocks just like the ones David Attenborough was talking about on the documentary we'd watched recently. Almost as good as snow is seeing things she's watched on documentaries. A very simple picture, but you're seeing the sedimentariness of those rocks, aren't you?

This picture was drawn at home. We looked out the window and saw a couple of young kangaroos fighting, with the swamp wallaby on the opposite watching them too. It was such an amusing picture (to me, anyway) that I suggested she draw it into her journal. For some reason known only to herself, she drew a mother and a joey instead. *shrug*

You remember those ants we saw at the Hattah-Kulkyne national park? Well guess what? They were still there this time!

And this picture is from another site on our nature study tour, the estuary at Barwon Heads, where we go to look at mangroves. Mangroves are cool. I really like this picture book, Mangroves by Glenda Kane and Lisa Allen, which I think is out of print at the moment. Rhyming books that you can read more than once a month without wanting to dig your eyes out should never go out of print. Boo hiss.

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Her young daughter has Echolalia and some processing issues so isn't speaking fluently yet; but she is making good progress as they work and play in Central Victoria, Australia.