This ancient aboriginal initiation ritual involves exactly this: a long spiritual hike across the indigenous land. The journey is usually made between the ages of 10 and During this journey which can last for up to six months, the individual is required to live and survive all alone in the wilderness.
This is not an easy thing to do, especially not for teenagers. That is why only those who have proven themselves mentally and physically ready are allowed to proceed with the walkabout. Only the elders of the group decide whether it is time or not for the child to do it. The children are not completely unprepared for the journey.
Those who are initiated in the walkabout are also decorated with body paint and ornaments. As you read the text you ask students what they see on walkabout? And they can respond by looking at the pictures to answer the question. After reading the book students can go on their own walkabout in the school grounds. Stopping in certain places, encourage students to look at what is around them and what they can hear. A search in the school garden could reveal birds, snails, ants etc.
This activity not only introduces students to the aboriginal culture of walkabout but also encourages them to focus on their surroundings, a key learning for this age group.
The walkabout activity could then be extended into an Art project. Students could choose something from their walkabout or from their home surroundings e. They could then draw a picture of it using the traditional aboriginal style of simple lines, colours and dots. Although the book is aimed at younger children, it can also be used throughout the primary years.
The recording of the author reading the story in Anindilyakwa is beneficial for exposing all students to one of the indigenous aboriginal languages. The book is also a fantastic resource as an example of traditional Aboriginal drawings. Any year level could use the book as part of The Arts curriculum for inspiration for their own Aboriginal style painting. The book also introduces students to Australian animals, in middle primary students could produce a report on an Australian animal in conjunction with an art project.
Any aboriginal stories could then be shared with the class. An invaluable addition to any school library for all primary classes. By listening to the indigenous language Anindilyakwa reading of the story online we were able to listen to Rhoda use the lyrical patterns of her native language which lent authenticity to the retelling of an indigenous story that teaches children about animals and their environments.
The illustrations by Alfred Lalara in When We Go Walkabout gave students a frame of reference for indigenous artistry and how animals, people and plants are represented to tell a story. The students engaged in meaningful role play from the text using movements to imitate the individual animals in the story. These were compared to the school environment and in turn linked to animals that might exist there. We used the When We Go Walkabout text as an exemplar to constructing our own innovation of a text to describe what might occur when one goes walking in our school environment.
Taught in conjunction with one another, these two texts provide an historic example that students can apply to their lives through specific examples and acknowledgment of the natural environment around them. As a narrative this story was engaging and exciting as we anticipated what we would see next as we travelled through environments very different to ours.
This book is suited to preschool and early years classes, students can engage with the English text and learn the Aboriginal names of the fauna. The different font sizes add a depth of interest for the reader, for example on the crocodile page only two words are needed — dingarrbiya crocodile. Each spread has a detailed, naturally coloured border featuring an unusual style of rice grain dot painting.
What a great resource for English from Foundation — Year 2 for developing an understanding that there are different languages spoken in Australia and that different languages may be spoken by family, classmates and the community.
In Geography students can explore maps of Groote Eylandt and identify the different landscapes. As an Art lesson this book models a different style of dot painting and can be used by students to introduce the techniques and colour palette used by the illustrator. I would highly recommend this book and as a teacher-librarian I will promote this to students from Reception to Year 3. The text is presented in both Anindilyakwa and English: amiyembena yirrirringka yirruwa? An activity with younger readers could be to locate this island on a large wall map of Australia and picture talk with them about transport, animals and the people who live on Groote Eylandt.
The reader is then led on a walkabout to discover places — rocks, billabongs, lagoon and the creatures that are encountered in each habitat: maybe, a stingray or a wallaby? A great stimulus for a guessing game! Young readers will appreciate the language features: hopping, hiding, staring and will give them an opportunity to act out the movement that is described in the text.
The colours chosen by the illustrator evoke the brightness encountered on a tropical island: the blends of brown, blues and greens. Any number of art activities could be based on the pages from the story.
Nadia Wheatley and Ken Searle mentored Rhoda and Alfred who were previously unpublished Indigenous picture book creators. Alice collaborates with Alfred on many of his paintings. Rhoda was born on Groote Eylandt and her mother tongue is Anindilyakwa. She is passionate about preserving this ancient Indigenous language and she intends to read this story to her grandchildren in their own first language. Interestingly, a QR code is included on this page in the book so that we can listen to Rhoda read the story in Anindilyakwa.
When we go walkabout is a valuable resource for the home, early learning centres and the initial years of Primary school and I look forward to the release of the other picture books planned in this initiative.
The story is set on Groote Eylandt, in the Gulf of Carpentaria in northeastern Australia, the homeland of the Anindilyakwa people. Their ancient Anindilyakwa language is still spoken on the island today and is represented here to tell this simple but evocative tale.
English translations are provided on each page to present a bilingual story for young readers to enjoy. The story opens with a double page spread depicting a small settlement. As each page is turned a different aspect of the island environment is portrayed, usually with a native animal leaving as the storytellers disturb it on their walkabout.
Through this story structure the reader is introduced to the different habitats on the island including rocks, billabong, scrub, bush, beach, lagoon, river and ocean; and the animals that inhabit each environment. A timeless element is conveyed in the concluding pages as the children acknowledge the overarching night sky and moon and the warm welcome from grandma as they arrive home from their journey.
Each stage of the journey is illustrated through the use of strong colours and stylised representations drawn by local indigenous artists. The stages of the journey are effectively linked through the use of raak crosshatching in the borders and backgrounds of each double page spread. The different habitats, animals and plants, surrounded by these borders, capture the chief characteristics of each place and creature, using white edging effectively to accentuate shape and form.
Notes at the end of the book provide background information on the author and illustrators and significant influences in the publishing of the book. A QR code and URL link to an audio retelling of the story in Anindilyakwa that informs the listener on the different intonations and emphases on this language. Although promoted for very young readers, this beautifully presented story will resonate with early childhood and primary students as they make connections to their own unique, special and personal places.
As such, it is an excellent text to initiate discussion to support the Geography curriculum in regard to the concept of Place and Science studies on habitats. As an indigenous story, and with the supporting information included, Yirruwa Yirrilikenuma-langwa also addresses the cross-curriculum priority that focuses on Aboriginal and Torres Strait Islander histories and cultures. Highly recommended. Through the use of playful language, children discover more about the Australian landscape and animals, including some that are native to Australia.
The Arts Featuring colourful and detailed artwork, students will be immediately interested in the uniqueness of the presentation of this book. Teachers may wish to read a series of Aboriginal stories to their class to further support this. A great feature at the back of the book also allows teachers to have their students listen to Rhoda reading the story in her language. Each double page spread contains the image of a specific setting, ranging from rock, billabong, scrub, beach, river, ocean, bush and sky to home.
It also portrays a creature which can be found in that particular environment and the addition of dual language text which captures perfectly the essence of each location and its occupant. The illustrations are all surrounded by a border of cross hatching, utilising traditional earthy colours and artistic styles.
Animals such as the stingray are created with simple lines which children could easily be helped to recreate and a stylised pair of eyes, set in a blue background, depicts the crocodile. This title lends itself to much discussion and could easily be paired with other books as part of an English unit or to highlight indigenous perspectives as part of the Australian curriculum. What struck me first was the fact that, although the story is told in the voice of, presumably, a child and perhaps its parent, the only indications of civilisation are the settlement shown as they depart on their walkabout and the image of Grandma welcoming them back home at the very end.
Every other page shows what seems to be an untouched landscape. Discussion about the ways in which the land is used and respected by indigenous people could be pursued, as could an in-depth study of the creatures, settings and eco-systems. Even constellations of stars and the differences between the night skies in the city, as compared to those in the outback, could be considered.
In this title, the grandmother encourages the grandchild to look closely at the natural environment and I can envisage the comparisons that children may come up with between the 2 titles, particularly with a Venn Diagram as scaffolding.
I would highly recommend this title to all librarians and teachers. The text is a simple one about going on a walkabout and the animals that the narrator sees.
I really enjoyed listening to the author read the book in her native language and the Kindergarten students I shared it with were fascinated. I highly recommend the book for Kindergarten to Year 2. Or it can be a trek that has no goal other than admiring nature, and the personal satisfaction of walking around the middle of nowhere and making it home alive.
And one definition that is gaining more popularity is the highly selective alternative program for college bound high school seniors. The program consists of several challenge areas to teach students to love learning and help them to make it in the real world. So what do we mean by Paper Napan Walkabouts? This term is used to describe a non-native local. Why that? Well first, people from Napa are called Napans.
And rather than taking offence, locals have taken this and embraced the term. In addition, urban legend has it that natives refer to themselves as linens and non natives as paper. Since our mission is to create a local experience for our guests, you will be an honorary Paper Napan for the day. What do we mean by walkabout? As mentioned above, we wanted something that represents our unique experience.
This is more than a tour about facts of a destination. Our goal is to immerse our guests in the local culture and make you feel closer to the community. And there is no better way to do this than walking around with a local with great relationships around town.
Overall, Paper Napan Walkabouts believes that the character of a community is what truly makes each destination unique. And we have created an experience that highlights the soul of Napa through art, wine, beer, walking, and really cool locals at each stop.
Continue reading. March 11, Posted by paper napan walkabouts. Aussies enjoying wine. Aboriginal Walkabout. Royal Walkabout. Paper Napan Walkabouts. Facebook Twitter Google Email Pinterest. Back to list. Related Posts Things to do in Napa. April 24, Posted by paper napan walkabouts 0 comments. Napa has a variety of things to do that go beyond enjoying world-renowned wine and decadent craft beer. As one of the oldest cities in Napa Outdoor Dining. April 20, Posted by paper napan walkabouts 0 comments.
0コメント