Amanda Marshall | S00144030

EDPH 411

| Australian Indigenous Art |

The traditional land owners of Victoria, the Wurundjeri peoples, shared stories
throughout generations and expressed their connection with the land through
traditional art (City of Yarra, 2016). Through the subject Outdoor Education, we have
the potential to incorporate students considering traditional owners of the land, their
traditional practices, and engage in reflection in authentic Australian outdoor
environments. Outdoor Education seeks reflection and connection with our natural
environment, teachers have a responsibility to make connections to our lands
traditional owners giving depth and context to Indigenous art experiences.
| Line Drawing |
It is widely accepted that dot painting is the most common form of traditional
Aboriginal art; certainly the most common form of Indigenous art engaged in in the
Primary School setting. It is a lesser known fact that the traditional form of
Indigenous art for the Wurundjeri peoples of Victoria is line drawing (Aboriginal
Culture,
2015).
Lines are used to create depth, pattern, reflection, shape and texture. Students can
be led in creating landscape drawings using this traditional Indigenous technique. In
the context of understanding that drawings are a historical form of communication
and sharing of stories, students can connect with the land in a new light. Line
drawing is achievable for all students and creates visually appealing outcomes.
This is an example of a pure line drawing; using only lines creates a surprisingly
appealing effect, and in the context of a landscape image - looks terrific.

| Assessment |

Amanda Marshall | S00144030

EDPH 411

Formal assessment; ensure students are listening and responding to content

presented. Each students successfully creates a line drawing of the
landscape/follows the instructions for context of line drawing.
| Risk Assessment |
If weather permits it is best to engage in this activity outdoors; if not, move to an
indoor area. Ensure all students have safe and comfortable clothing and footwear.
Choose a safe environment to sit for this this activity, make sure there are no sharp
sticks/rocks that students will hurt themselves on.
| Curriculum Links |
Whilst links have been pulled for students in years 3-4, this activity and reflection on
Australian Indigenous heritage can be utilised and linked to many, if not all ages and
year levels.
Outdoor Education
Years 3-4 (typically 8-10 yrs of age)
Students are provided with opportunities to learn about alternative cultural ways of
knowing nature; Australian perspectives of landscape and traditional interactions with
landscape are introduced, (Outdoor Education Australia, 2015).
Cross-Curriculum Links:
Humanities; History
Levels 3 and 4
Community, Remembrance and Celebrations
The significance of Country and Place to Aboriginal and Torres Strait Islander
peopled who belong to a local area, (VCAA, 2015).
The Arts; Visual Arts
Levels 3 and 4
Explore and Express Ideas
Explore ideas and artworks from different cultures and times as inspiration to create
visual artworks, (VCAA, 2015).
| References |
Aboriginal Culture. (2015). Aboriginal Art. Retrieved from
http://www.aboriginalculture.com.au/art.shtml.
City of Yarra. (2016). Wurundjeri today. Retrieved from
http://aboriginalhistoryofyarra.com.au/13-wurundjeri-today/.
Outdoor Education Australia. (2015). Scope and sequence of outdoor education in
australian schools. Retrieved from
http://outdooreducationaustralia.org.au/education/sequencing/#toggle-id-4.
Victorian Curriculum and Assessment Authority. (2015). History; Scope and
sequence. Retrieved from http://victoriancurriculum.vcaa.vic.edu.au/thehumanities/history/introduction/scope-and-sequence.

Amanda Marshall | S00144030

EDPH 411

Victorian Curriculum and Assessment Authority. (2015). Visual arts; Scope and
sequence. Retrieved from http://victoriancurriculum.vcaa.vic.edu.au/thearts/visual-arts/introduction/scope-and-sequence.