Bolder Magazine - Issue #2

WALKING AND LEARNING TOGETHER Snapshots from our community journey with Noongar Elder, Neville Collard and First Nation friends.

AIATSIS MAP

KAATIJIN BOODJAR The Land, The Sky, The People, The Learning.

/02 ISSUE

B O L D PA R K. CO M

BE BOLD BE BRAVE BELONG

EXPERIENCING INDIGENOUS CULTURE EVERY DAY

FIND INSIDE A COPY OF THE AIATSIS MAP OUTLINING THE RICHNESS AND DIVERSITY OF ABORIGINAL AND TORRES STRAIT ISLANDER AUSTRALIA.

CONTENTS

02

04

05

06

KAYA KAYA KAYA

RECONCILIATION ACTION PLAN

WALKING TOGETHER

Neville Collard

AN OCEAN AND A FIRE

08

10

12

14

THE NIGHT SKY

EARLY CHILDHOOD FOCUS ON LANGUAGE

GALUP WHISPERS

DJERAP – BIRDS OF GALUP

Gabbi Lovelady

Ren Yonge Trent Bett Caitlin Hampson

Brooke Healy Jasmine Mawdsley

16

19

22

23

AIATSIS MAP OF INDIGENOUS AUSTRALIA

KAATIJIN BOODJAR

YAAKIN BIDI

Leslie Ray

MUD HUT RENOVATION

Malora Rosario

Magic Shadow Groovers & Koorlong

24

26

28

MUSIC WEAVES A CONSTANT THREAD

KOORLONG COLLABORATION

BOYAGIN ROCK

Danielle Joynt

Kellie Everett Trish Hilton Chloe Campbell Kobi Morrison

32

33

FINAL WORDS

ULURU STATEMENT FROM THE HEART

WEMBLEY: MAYLANDS: PHONE: FAX: EMAIL: WEBSITE:

61-63 Powis Street, Wembley WA 6014 76 Seventh Avenue, Maylands WA 6051 9387 5050 9387 5051 office@boldpark.com www.boldpark.com

This magazine has been printed using solar power and low environmental impact FSC certified pulps in a facility that is ISO 14001 Environmental Management System accredited.

Enquiries related to editorial inclusions, advertising and subscription can be made to ‘Bolder Magazine’, Bold Park Community School, PO Box 2085 CHURCHLANDS WA 6018, Australia.

DISCLAIMER: Although the editors have taken reasonable precautions

EDITORS: DESIGN: PHOTOGRAPHY: PRINTING:

Paul Whitehead and Nicole Hunter Angela Mitchell — angelamitchell.com.au Rory Henderson and BPCS Staff The Big Picture Factory

to consider the contents of this publication and the embedded links to internet resources; the views expressed are ultimately the opinions and voice of the authors and may not necessarily reflect the views of Bold Park Community School.

Paul Whitehead

Nicole Hunter

Tim Vidler artwork top: Pelican, William M artwork bottom: Crested Grebe, Elise AM

cover spine artwork: mosaic table, year 5/6, 2017 cover photo features Anthony Lawrence

Sue Phillips Matt Lambe

Paul Whitehead

2

3

KAYA KAYA KAYA

this page: woodburning by Neville Collard | opposite page: Mural by Toogarr Morrison

In 2007 I first came to Bold Park to do a Nyungar Welcome to Country when the school expanded onto the Wembley site, with Aunty Janet Collard and we were warmly welcomed to the school. It was the beginning of an era involving me and members of my family who have travelled with me on this journey.

We have told Nyungar stories, taught language, taught the dances of our people, yonga, waitch, spirit dance, sang our songs, walked the Lake Monger (Galup) told our stories of the yackan, maarlie, ducks and Nyungar life on the banks of Galup and Noogenbooro.

At present we are talking about the Yackan Bidi the Turtle dreaming story adjoining all the lakes together where our people used to walk to hunt turtle for food.

We have been on camps to Boyagin Rock, my country out of West Brookton, which is a powerful place for our culture, the second biggest rock in Western Australia.

With Middle School and College students, we lived like Nyungars in the bush! Walked that bushland like our elders.

We selected special projects to concentrate on with the students and in 2017 we won the PALS award on our journey.

Walks in Shenton bushland and other bush areas at Allen Park; roamed around Fremantle in the parks, to the old water hole at Samson House, told the beginning stories at the Round House on Rouse Head when the Wadjella people arrived, and the Nyungars were waiting.

I have what I can call a very good relationship with families, students and staff here at Bold Park since

the journey began. I have cooked dampers, kangaroo stew in the firepit, fried damper which were shared by anybody who came along, to be eaten with butter and golden syrup, jam and honey. Myself and Gabbi and the little fellas even made our own quandong jam in class and later on the parents and students ate the lot.

My cousin, Jillian came along and taught the students to sing Nyungar songs, Danielle (Music Specialist) and I wrote and sung our Nyungar song “Wirrin Ngalla Boodjar”, we did artwork, there was never a dull moment but plenty of excitement with the students.

Now of course we are traveling to the Maylands Campus which I am sure I will become attached to as well. It has a been an awesome journey with students, teachers and parents included in the journey, one of which I do not want to end soon. Even in the dark months of Covid 19 we have lived, laughed and enjoyed ourselves as we continue on our journey.

As I always tell the students “Gunya djinoong noonuk burda burda.”

I will see you later.

Neville Collard Nyungar Birdiyia

4

5

RECONCILIATION ACTION PLAN

AN OCEAN AND A FIRE

Commenced 2016

There is an ocean of learning before us and yet we have only begun to appreciate the waters that lap at our feet.

There is an awakening in Australia. We are starting to look back to look forward, to see with new eyes and hear with new ears…It is long overdue and sadly slower than we can hope. Understanding, appreciating, acknowledging and honouring the value of an indigenous culture that has known this country for seasons uncounted.

Our small journey as a school has been a conscious process of ‘getting out of the way’ and allowing informed indigenous friends and voices to ‘raise the waters around our feet’ and move us from the shallows. Our choice has been simple;

and corroboree; leading us as mentors, teachers, friends in community and in deeper relations with our children.

The momentum of our school’s success will always centre around attending to this fire. Our children will value and cherish the warmth of a fire from which they have experienced connection, authenticity and love. The evidence of this is captured in the energy of our children who yearn to engage, who greet our friends with such gusto and listen with ‘eyes alive’.

Nothing moved me more than hearing one of our younger children say, “I just wish I was an aboriginal”. Whilst it didn’t have the wording quite right - it held a deeper gift of learning!

Listen, Take advice, we were first discussing with Seek clarity, Edify, Speak When Neville and Ronni the school’s approach to reconciliation and relationship - I language, asked what they felt was the most Dance, Sing, Act, Play, significant obstacle to engaging in an authentic, partnered approach such Eat, Share, Laugh, as the one we hoped to undertake … ‘leaders not really being on board’. In Hear the stories, Weep Wander and Wonder, Feel…Really Feel Acknowledge, Respect, Honour Cherish, Love Always striving to achieve the value we espouse of being a ‘community of learners’. At the core, it is the ongoing, consistent presence of First Nations friends who enter our village and invite us to the intimate circle of friendship

this light, I am so grateful to Nicole Hunter who has led us through with humble purpose, inspiring our teams and has been especially guided by the wisdom of our dear friend, mentor and Indigenous Elder; Mr Neville Collard – we owe you so very much.

As we considered material for inclusion in this edition of ‘Bolder’ we were overwhelmed by the volume of stories from which to choose. It is indeed our hope that as you flick through the pages and read the stories of learning with our children; you will feel some of the fire’s warmth also.

Kindly Paul Whitehead Principal

• Created a RAP Committee with representatives from leadership, staff and cultural advisors • Paul Whitehead (Principal), Lei Baker (Chair of Board), Audrey Gueste (Deputy Chair), Nicole Hunter (Pedagogista); Pamela Wise, Johanna Riddell (Staff members), Roni Forrest (Cultural Advisor).

• “Acknowledgement of Country” is included - in all classes in an age appropriate at the beginning of each year - at all Board meetings - at all major functions and events - on the footnote of email signoff - on school website - on a plaque at the major school entry points, the statement written by our Elder Neville Collard • “Welcome to Country” is conducted by our Noongar Elder at major whole school events such as: - Community Breakfast, Anzac Day, Mud Day, and Gratitude • RAP is linked to the BPCS Strategic Plans • Goals were grouped into key themes of - Acknowledgement and Respect - Leadership and Learning - Relationships • Neville Collard agreed to be our school’s elder • Created an expenditure budget to support the engagement of Indigenous cultural providers for classroom projects or cultural immersion experiences as well as to provide professional learning and cultural advice to staff • Noongar is the language program for PK–Yr 2 • Expand library resources: Noongar language dictionary, bird books, bush medicine story books etc DEVELOP AND MAINTAIN PARTNERSHIPS WITH CULTURAL PROVIDERS • Yirra Yaakin Theatre visits each year for story-telling and culture workshops • Justin Martin: Djurandi Dreaming: artist in residence • Neville Collard, Nyungar Birdiyia • Steve McCabe (Yam Man) • Marissa Verma : Bindi Bindi Dreaming • Urban Indigenous

• Jill Duhar: language and songs - Madjitil Moorna : connection through music specialists, provide Noongar language songs and artists.

- Ronaldo Dick, who lead our choir for Arts Festival in singing “Ancient Sands” a song written by Kobi Morrison, who was present for the performance.

• Koorlong Noongar Songs in Schools : Kobi Morrison, Cesara, and Sarah song writing artists in residence.

• Natalie Gillespie: singer and choir teacher EMBED INDIGENOUS KNOWLEDGE AND PERSPECTIVES IN CLASSROOM PROJECTS: 2016 • Changing, a book about the history of Galup written by Prep /Yr1 • Barefeet and Happy Hearts: a song written by the children about the history of Bold Park CS Year 1/2 • Six Seasons Mosaic Project: 3 tables designed in collaboration with Justin Marti, to represent the six seasons: Year 5/6 (refer pages 12–13) 2017 • Aboriginal Agriculture: planting of yams and incursion on Aboriginal agriculture, HASS, Middle School • On Country Camp: Boyagin Rock camp with Elder and family: Middle School & College (refer pages 28–31) • Becoming Wilgi: bush medicine, Year 1/2 2018 • Launched Kaatijin Boodjar program Pre Kindy – Middle School (refer pages 19–21) 2019 • Marrin Gamu, Indigenous language songs with Kindy and Pre primary • The Night Sky, Indigenous astronomy & earth sciences, 2019, Year 3/4 2019 (refer pages 8–9) • Galup Whispers, performance and media production on history of Galup, Year 5/6. (refer page 12–13)

MAINTAIN ONGOING PARTNERSHIPS FOR CONSULTATION AND EXPERIENCES NEVILLE COLLARD: • Consultations with RAP group and leadership • Conducts Welcome to Country at whole school events • Ongoing consultation on Kaatijin Boodjar program and providing experiences such as campfire cooking, tool making, mia mia’s, artefacts, local plants and bush tucker • Walks through local lakes and bushland: Allen Park & Shenton Park – Middle School & College • Walks through Fremantle “First Contact” • Stolen Generation and 1967 Referendum • Language YIRRA YAAKIN THEATER COMPANY • Performance storytelling: Kaarla Kaatijin, Kep Kaatijin; Boodjar Kaatijin; Djinda Kaatijin • Intercultural awareness: Culture 2.0 BINDI BINDI DREAMING • • • •

Lake Walks Bush Tucker Six Seasons Storytelling

DJURANDI DREAMING: JUSTIN MARTIN • Whole school canvas • Year 5/6’s Noongar seasons, mosaic tables • Year 1/2’s : Stories, dance choreography • Storytelling • Six seasons MADJITIL MOORNA CHOIR • Choir visits • Sharing of Noongar language songs • Koorlong Group: Noongar Songs In Schools

2020

URBAN INDIGENOUS

• Yaakin Bidi: song about the turtle cowritten with Kobi Morrison ,Koorlong group, Preprimary (refer pages 26–27) • Ngoolark (Black Cockatoo) Project, Year 3/4’s • Wirrin Ngalla Boodjar: song about the six seasons co-written with Neville Collard, Year 5/6 • Yaakin Bidi Mud Hut Mural, Middle School & College (refer page 22)

• Culture, language and art workshops Awards • 2017: Aboriginal Language and History award from the Department of Local Government, Sport and Cultural Industries, PALS Schools Reconciliation Awards • 2019: ABC Marrin Gamu Indigenous languages song competition

opposite page: Collaboration with Urban Indigenous

MAKE VISIBLE OUR COMMITMENT TO RECONCILIATION

6

The launch of our Reconciliation Action Plan (RAP) back in 2016, marked the beginning of an ongoing process to bring visibility to Aboriginal culture and history, in particular building understanding of the Noongar culture and heritage of our local area, through active engagement.

As we are reminded by the 2021 theme of Reconciliation Week “More than a Word”, the reconciliation process requires not only words but action… actions that take place on a daily basis.

How lucky we have always felt to have our Wembley campus right on the shores of beautiful Galup. In recent years through the process of our RAP we have come to know more deeply just what a significant place this is and how much more there is for us to learn. A journey we will most certainly embark on to understand the history of Maarman Mia (Maylands).

Neville Collard is a highly regarded Aboriginal leader and Elder and has been involved with our school since the establishment of our Wembley campus. In November 2016 we were delighted, in collaboration Neville to launch our Reconciliation Action Plan. He has continued to work closely with us in bringing Noongar language, culture and stories into our classrooms and everyday learning. He helped us shape our outdoor learning, “Kaatijin Boodjar” program to include progressive development of experiences and learning about Aboriginal history, language and culture.

We have come a long way in these five years, with still so much to learn, but it is heartening to see the authentic engagement our students have with Aboriginal perspectives in comparison to say people of my generation who regrettably, were told very little of the First Australians’ history, languages and culture.

In the words of Nelson Mandela, “Education is the most powerful weapon which you can use to change the world”, which leads us to feel optimistic that this early education and recognition of the place of the First Australian people will lead to greater change and equality of outcomes as we build a shared future together, which is at the heart of the reconciliation process.

As we are reminded by the 2021 theme of Reconciliation Week “More than a Word”, the reconciliation process requires not only words but action. Action that is more than once a year in a particular week or at a symbolic event. It requires actions that take place on a daily basis. It is when those action are embedded and integrated into our everyday life that we truly see change.

We hope that with the embedding of Noongar language through stories, song and the learning program of our Kaatijin Boodjar, and through building authentic partnerships with Aboriginal people who share their histories and culture, we are taking these small daily actions. Actions that will ultimately lead to more significant change as our children add their voice to the movement for true reconciliation and social justice.

Nicole Hunter Pedagogsita

artwork mural: Toogarr Morrison artwork background: Ngoolark Collaborative Year 3/4, 2020

WALKING TOGETHER

7

8

9

THE NIGHT SKY This project takes us into the night sky as we see how ancient Dreamtime stories pique the children’s interest in learning about the Earth sciences and the constellations.

The story of the Seven Sisters is a very significant ancient Aboriginal story. The songline for this story stretches across our continent. It crosses through several language groups and certain parts of the story are recognised in particular regions. It is the story of the cluster of seven stars, Pleiades. There are many different versions of the story, not only within Australia but across the world. Many cultures around the world refer to Pleiades as ‘the seven sisters’ and share a version of this story, which could mean it is one of the oldest shared stories in existence!

One local version tells of how seven sisters are pursued by a shape shifting spirit man who drives them east and into the night sky where they become the constellation of Pleiades. The spirit man follows them into the sky as the Morning Star (Venus), and can be seen wandering across the sky but never able to reach the sisters again.

These ancient star stories were considered through the Earth sciences lens, and how the orientation and rotation of the Earth on its axis and Earth’s rotation around the sun create these apparent shifts in star patterns. The children then applied the knowledge gained, from both an Indigenous knowledge lens and the curriculum of Earth sciences, to guide the planting of native species to regenerate an area of our Wildspace. The children then went on to create a beautiful artwork titled Night Sky to depict the story of The Seven Sisters. It was a truly unique and inspiring way for the children to access quite complex and abstract concepts of space.

Sue Phillips, Primary School Teacher Matt Lambe, Co-Educator

opposite page: The Night Sky by Year 3/4, 2019

The other Dreamtime story that captivated the children was The Emu in the Sky. The Emu in the Sky is not composed by stars, but rather dark areas within the Milky Way. The children were enraptured by how the rotation and orientation of the emu informed Aboriginal people when to plant native plums, collect emu eggs and when the water holes would be full and or dry.

10

11

EARLY CHILDHOOD FOCUS ON LANGUAGE

The Early Childhood children and the educators walk together on a path of learning about the original custodians of the land our school is situated on. Through the momentum of our Reconciliation Action Plan, learning through Noongar language, culture and history is very important both as a conduit for our own connection to the land but more importantly to build intercultural understanding and reconciliation. Opportunities to include language have now become woven into the fabric of our daily life at school and begin from the very early years.

Another powerful way to learn language is through song. With the inspiring music of Gina Williams and Guy Ghouse, and the collaboration and mentorship of Kylie Bishop and Kobi Morrison of the Koorlong team, we immerse ourselves in language through the songs we listen to, learn and sing on a daily basis.

Neville Collard is our elder, mentor and friend. Neville plays an important role in school ceremonies and gatherings and he consults and collaborates on projects - working with students from Pre-Kindy to College. In Early Childhood, we look forward to his visits, as he always has an interesting yarn that he is more than willing to share. Such as when Neville came to visit the Djidi Djidi Friends (PreKindy 2020).

When Neville arrived, we sang him our meeting song, ‘Hello Friends, Kaya Wandjoo’. Next was ‘Keyen, Koodjal, Daambart’ a joyous Gina and Guy song about family that we had been learning.

We set Neville up with an easel, pen and paper and as his yarn began, he

drew some symbols that represented djena bidi of people, yongka, weitj and kaarda (goanna). He was impressed that we already knew the words yongka and weitj, but kaarda was a new one for us!

Neville told us that when he was a small boy, he used to go hunting for kaarda with his grandmother and other family members. He showed us a special way to whistle to attract the kaarda. We all had a laugh trying to copy this whistle.

Neville also likes to teach the koolangka about bush tucker, so prior to this visit, he had gathered some quandongs in City Beach, and he set himself up on our veranda to prepare them for making quandong jam. Some Kindy and PreKindy koorda offered their help. They had to peel the flesh away from the interesting looking seed inside and chop the fruit into smaller pieces. We left a bit of mess after we had finished and this cheeky koolbardi enjoyed gobbling up the scraps.

The jam Neville made was absolutely delicious and we were able to make quandong jam-drop cookies for our Pre-Kindy parent afternoon tea.

Gabbi Lovelady Early Childhood Team Leader

artwork background: Neville Collard

Noticing the birds that inhabit or visit our grounds is important in building knowledge about the nature of our immediate environment. As we get to know the birds, we identify them by their Noongar names, which seems such a logical and authentic way to learn some language. We are surrounded by noisy waardong and cheeky djidi djidi!

12

13

GALUP WHISPERS Over the past few years our upper primary students have had unique opportunities to connect with Aboriginal knowledge and histories. From representing their understanding of the six seasons visually or in song, through to the creation of a dramatic piece exploring the complex history of our local area.

A key part of our arts program is engaging the skills of specialists or experts in the fields we are working in.

Therefore, it was a simple decision to work with local Aboriginal elders and experts in our projects, giving us the opportunity to hear their truth, enhancing our intercultural competence at the same time.

The Mosaic Project – 2017 Justin Martin, a contemporary and well-respected Whadjuk, Widi, Budimia & Ballardong artist based in Perth, visited the class for six consecutive lessons, focusing on a different season in the Noongar calendar each week. He helped inspire and provide cultural and historical understanding, whilst underpinning the children’s design processes and artistic expression.

During these sessions, he shared stories about the Dreaming, climate, ceremonies, activities of humans, and ecology during the various times of year. Justin’s authentic stories and memories, passed down to him from his late grandmother, led the students to a deeper realisation of the authenticity to be found in connection through experiences.

Part of our classroom culture is to ask and explore with respect and integrity. This meant that it was vital to our student understandings that we learnt together about what occurred on the land our school stands on now. Through sensitive and supported discussions, the more confronting historical elements of the experiences of First Nations Australians, since European invasion and settlement, were recognised and discussed. The missing voices were heard once again and shared within our community.

We sought out advice and stories from our Noongar Elder, Neville Collard and others to inform our work.

Through rehearsal, we refined and shaped the work to engage an audience and create meaning. Following the live performance, the students then worked with the Arts Media Specialist, Rhys George to write a screenplay and film their work.

Ren Yonge, Primary School Teacher Caitlin Hampson, Co-Educator

Ren Yonge and Trent Betts, Primary School Teachers

Galup Whispers – 2019 After experiencing the joy of the 2018 production of A Midsummer Night’s Dream, the students wanted to develop their own production to share with an audience. At the same time, we were exploring our sense of belonging to place and the importance of oral storytelling in sustaining culture and history. The decision to create a dramatic work about the history of Galup, was an easy one. Through an extensive creative, collaborative process, we researched the story of the lake, developing and shaping a working script.

artwork top: Mosaic tables by year 5/6, 2017

Through these projects we witness how the arts can provide a vehicle not only for expression of understanding of knowledge but also as a means to deepen connection to place.

14

DJERAP – BIRDS OF GALUP

– PULL ME OUT & KEEP ME! –

Taking time to build strong connections with place empowers a group of young people to take action to care for a place that they love: Galup. Their active engagement with Noongar language and culture provides them with access to knowledge and understandings they can utilise to inform their own thoughts, ideas and decisions in their journey of becoming and being active citizens.

“According to the Dreamtime story, told to us by our Elder Neville Collard, The Waygl created Galup. In the past, Noongar people lived at the lake. They hunted local wildlife, built mia-mias and it was a popular place for fire. It is an important wetland as it was a home for the Noongar people. It is important to us because we know that it is special for Noongar people and we can spend time at the lake, enjoying fresh air and nature.”

artwork top: Galah,Oliver R artwork bottom: Djidi Djidi, Harry L

THE WILDLIFE WARRIORS

Towards the end of the year the students discussed how they might share their very important message and the knowledge they had gained with as many people as possible.

In their deliberations they considered what they knew about their own ways of learning to better understand how others could access the information. They thought about the type of information they wanted to share; who their target audience was; the type of format that could be easily accessed by people in multiple locations; as well as their own skills to create a product.

As we had been inspired by many remarkable books during our research it was understandable that the decision to share our information through the format of a published book was a popular choice. Our book Birds of Galup then became a project within a project, as a small team of students took on the responsibility for managing its production. With the end of the year approaching, it took genuine collaboration, patience, enthusiasm and commitment to see this through. However, when a project idea has emerged from student interest and they feel truly empowered, these attributes seem to come very naturally and easily.

The students combined their factual knowledge about the bird species, their passion for protecting wildlife and their creativity to publish a full colour, 94 page book. Their hope is that people will use this resource in their own studies of the birds to deepen their knowledge, to learn the Noongar names of our local fauna and to provide a constant reminder to care for our environment.

Empowering students to have agency, to make a difference in the world and actively use their voice as ambassadors for change, comes through authentic experiences layered with trust and time. Providing time is an integral element of any influential project and continually we see how it repays us with deep and authentic learning that helps children build meaningful understanding of the world around them.

Please make sure that you take care of our incredible birdlife. Keep the lake clear of rubbish, pick up any rubbish that you find and put your rubbish in the bin. We respect what the birds and wildlife need, and we give them space. Galup is a very special lake and we are very lucky to have our school next to the lake.

– The Wildlife Warriors Brooke Healy Primary School Teacher Jasmine Mawdsley Co-Educator

artwork L to R: Kookaburra, Elise AM; Egret, Reuben S; Brown Goshawk, Nathan Ng; Moorhen, Zara AG; Blue billed Duck, Ian L

Through regular visits to Galup, The Wildlife Warriors (Year 1/2s) spent the year learning how to best care for the lake by actively engaging out and about in this beautiful place. We picked up many handfuls or rubbish, planted over 100 native seedlings and carefully studied the birdlife of the lake. Neville, our very dear friend and Noongar Elder helped us better understand the history of Galup and provided guidance as we continued to learn the Noongar names of the animals that call the lake home. All of this nurtured our own close connection and sense of responsibility to protect Galup and desire to encourage other people to feel the same.

19

“Australia’s First Peoples have been living on the Australian continent for millenia. Aboriginal and Torres Strait Islander Australia is made up of many different and distinct groups, each with their own culture, customs, language and laws.

They are the world’s oldest surviving culture; cultures that continue to be expressed in dynamic and contemporary ways.”

THE AUSTRALIAN INSTITUTE OF ABORIGINAL AND TORRES STRAIT ISLANDER STUDIES (AIATSIS)

The AIATSIS Map is a visual reminder of the richness and diversity of Aboriginal and Torres Strait Islander Australia. It attempts to show language, social or nation groups based on published sources available up to 1994.

artwork background: Toogarr Morrison Mural

Noongar Country is the south west of Western Australia. While Noongar is identified as a single language, it consists of 14 different dialects, which means there are subtle differences in how words are pronounced and as an oral language the spelling of words is variable. This is reflected for example in the spelling: Noongar, Nyungar, Nyoongar, Nyoongah, Nyungah, Nyugah, Yungar and Noonga. In the process of developing teaching and learning resources for school it was recommended we use the spelling ‘Noongar’.

LANGUAGE GLOSSARY bidi

track

djena bidi

footprints

djidi djidi

willie wagtail

djoodarak

song

Galup

Lake Monger

kaarda

goanna

kaatijin boodjar

learning ground

keyen, koodjal, daambart

one, two, three

koolangka

children

koorda

friends

kulbardi

magpie

maarlie, maali, kooldjak

black swan

Maarman Mia

Maylands

Noogenbooro, Nookenburra

Herdsman Lake

Noongar, Nyungar

People of the south west of Western Australia

noorn

snake

waardong

ravens

wadjella

white fella, non-Indigenous

waitch, wetj,

emu

wirrin ngalla boodjar

spirit of the land

wongka

stories

yackan, yaakin, booyi

turtle

yonga, yongka

kangaroo

KAATIJIN BOODJAR Outdoor learning program Year 1–9

The Wildspace is an important and integral part of our culture at Bold Park Community School. As our Wildspace is a culturally significant location, we recognise the importance and value of engaging with and developing a deeper understanding and respect of Noongar cultural heritage. Developing these relationships enhances the children’s ability to form a deeper sense of belonging that encourages them to value and connect with Indigenous culture of both the past and the present.

20

Through our everyday practice at BPCS, it is visible that we acknowledge and respect the heritage and connection of the Wadjuk Noongar people to this land, not only as a culture that is thousands of years old, but as one that is ongoing. We actively seek to incorporate the culture, contribution and perspectives of Noongar people into our school community. In 2016 we worked in close collaboration with Aboriginal elder Neville Collard to develop a ‘flow’ of experiences across the ages that children could experience through our Kaatijin Boodjar program ensuring that this important connection is not left to chance. ‘Kaatajin Boodjar’ is translated from Noongar as ‘Learning Ground’. Each week, every class spends dedicated time with the Wildspace as their ‘Learning Ground’.

This is the perfect opportunity to extend curriculum content beyond the classroom into experiential, hands-on learning contexts outdoors and affords us countless opportunities to embed Aboriginal cultural understanding into our teaching and learning practice.

The Australian Curriculum gives special consideration to Aboriginal and Torres Strait Islander histories and cultures “to ensure all young Australians will be given the opportunity to gain a deeper understanding and appreciation of histories and cultures, their significance for Australia and the impact they have had, and continue to have, on our world” (ACARA, 2010, p. 20).

Traditional Noongar rights and interests in boodja (country) are not the same as the Western concept of land ownership. For Noongar people, to have connection to country is to have a responsibility to the land. Duties and responsibilities for country also include protecting sites of spiritual significance and family heritage.

21

“Traditional Noongar lore and custom does not dictate that custodians remain permanently within their territorial borders to be on country. Traditionally, Noongar people travelled widely and we accepted that our territories would be occupied by others during our absence.”

HOST & OWEN, 2007

The children’s Wildspace experiences are enhanced each year through incursions with a wide range of Aboriginal cultural providers utilising theatre, bush tucker and storytelling to share culture. Aboriginal elder Neville Collard regularly shares stories and culture through campfire cooking, wildlife walks at Galup, throwing boomerangs and spears and exploring Aboriginal artefacts and their uses in the past and present.

Our teaching staff work very intentionally to connect their learning programs to Indigenous language, culture and perspectives. We want to ensure that these become very much an ongoing part our learning culture. Building meaningful relationships through the sharing of cultural knowledge helps our community have a contemporary understanding and appreciation of Indigenous perspectives within our modern day contexts.

Leslie Ray Outdoor Provocation Specialist

22

23

YAAKIN BIDI Bold Park Community School Magic Shadow Groovers and Koorlong

Look over there, see the nature Among the grass, there is a creature They have claws, and a tail A long neck, for their home, a hard shell Can you guess this well-known reptile?

If we go in this direction We’ll meet a friend great and small We call it the Booyi and the Yaakin The South Western Snake-Neck Turtle

MUD HUT RENOVATION In 2016, Middle School students designed and built the mud hut which stands at the south side of the Wildspace. Since its construction in 2016, there have been plans to add a little colour to the mud hut.

Coincidentally, all through Term 3 the PrePrimary class had been collaborating with the Koorlong singers, Sara, Cezara and Kobi to co-write a song Yaakin Bidi about the long neck turtle who lives at Galup. During NAIDOC Week, we thought it would be a good time to

The Djildjit and the Kweeya Share their home with their Koorda The Djirap who watch over birds like the Malli, Koolbardi and Karak Koomool, Noorn and Bidit Remain cautious.

Chorus Their home, maya Galup.

In the Kep, in the water They make their home and they take shelter Climb the rocks, yeah the Boya Among the trees, within the Borna See the Yaakin and the Booyi Waiting for us so

revisit some of our ideas while finding a way to incorporate the story of the turtles. When we learned about this connection with the PrePrimary class we asked them to share their perspective and understanding with us. The song Yakin Bidi demonstrated their knowledge and connection with the turtles that they cared for so much.

Students worked in two teams; one focused on the final designs for the Mud Hut and the other experimented with different natural dyes for the clay to determine the colour palette and how these colours would hold up with time and weather.

The mural in the mud hut is still developing, and since it is a shared space, the students are keen to include a handprint of every student at Bold Park which will highlight the path of the turtles around Galup.

Malora Rosario Middle School Teacher

this page: Magic Shadow Groovers, pp 2020 opposite page: top R – Maxwell W, Ava OR, Karis S bottom L – Camryn W; bottom R – Finley B and Gabriel MMU

During Mud Week in 2020, the Middle School and College students worked on a design for a mural for our beloved mud hut. After speaking to Neville about our idea to honour in our mural, the ‘heritage trail’ of Noongar people through the Wildspace, Neville guided us through our ideas and suggested more ways we could incorporate the Noongar culture into our designs. He shared with us some Dreamtime stories; one, in particular, was our favourite. It was about the long-neck turtles and their connection with Galup.

Walk the path, Bidi Kolbang The Booyi, the Yaakin, are waiting for us By the lake, where the turtles are Galup, Lake Monger Their home, maya Galup.

Chorus They’ve been here for thousands of years Now it is clear that this is their place And it is where they have cared They have shared their space with their mates

24

25

MUSIC WEAVES A CONSTANT THREAD The Arts weave themselves through all aspects of our children’s learning in Bold Park Community School. Visual Art, Design, Drama, Dance, Media and Music provide beautiful offerings in the school life of every child – from early years on.

Each provide a beautiful language in which our children can imagine, dream, express and create. New pathways unfold, new stories are told, imaginings are brought to life in the most beautiful of ways. Learning through the arts underscores the Reggio Emilia philosophy of the one hundred languages of children – languages through which each child can explore and understand their world.

Increasingly the Music Atelier is now also being established in Reggio practices around the world, adding a pathway of expression through sound as well as connecting to the principles of the original Atelier – Line (Melody), Colour (Timbre), Value (Dynamics), Texture (Layering of sound), Space (Rhythm), Shape (Phrase), Form (Harmony).

“We would have gone further still by creating a school made entirely of laboratories similar to the atelier. We would have constructed a new type of school made of spaces where the hands of children could be active for messing about.

With no possibility of boredom, hands and minds would engage each other with great liberating merriment in a way ordained by biology and evolution.”

MALAGUZZI, 1998

Music weaves a constant thread through Bold Park’s learning practice – many fine musicians have been and are amongst our staff, enabling the sharing of varied musical experiences through all learning areas - and no more so than in our Early Childhood Program.

The use of rhyme, movement, dance and instrumental play has always been fundamental to Bold Park’s early childhood learning practice. The beautiful music environments within our Early Childhood Centre invite children to explore, discover, imagine and create new worlds of sound, with regular music practice impacting so many areas of our children’s learning –from literacy (pre-reading ability), numeracy and memorisation through to their social, cognitive, gross and fine motor skills.

The importance of a continuing music culture throughout the school was highlighted in 2011 when the ukulele was introduced as Bold Park’s school-wide instrument. Accessible and easy to learn and play, the ukulele has since provided a beautiful whole-school connection - through both group and solo playing and as performance or mindful relaxation. Singing and playing together a beautiful addition to the sense of community within our school.

Once the structure of the Arts Day skills sessions and embedded projects was established, the appointment of guitarist Kylie Walpole further expanded the music program. She provided structured skills classes throughout Primary and Middle School, establishing Junior and Senior choirs, overseeing the instrumental program and introducing perhaps the most profound part of the music program to date - Bold Park’s connection to our local Noongar music community.

This has led to beautiful musical collaborations with Madjitil Moorna Choir, Koorlong (Noongar Songs In Schools Project), singer/songwriter Kobi Arthur Morrison and Bold Park elder Neville Collard.

throughout the year to create their song Wirin Ngulla Boodja (The Spirit Of Our Land), a work describing the six beautiful Noongar seasons. Neville now presents Wirin Ngulla Boodja on his regular visits to other schools and organisations, sharing the process of collaboration and encouraging the same.

Songwriting and composing within our school through both traditional and digital channels - offers all of our students a means of expression and exploration which is wholly their own. In 2019 our Upper Primary and Middle School students composed and performed their own song - Bold Park Is Our Home - as part of our school’s twentieth anniversary celebrations. This was included in the CD Vocal Treasures – a compilation of songs composed and performed by our students. In 2020 Bold Park was awarded grants through the ASME (Australian Society of Music Education) Augment and Inspire Program, enabling our students’ songs to be made available to schools Australia-wide. And the introduction of the Cottage Pre-School Music program in 2020 sees our Bold Park music community further extended, to children aged from six months of age and their families

Connection to our local Noongar community remains an integral part of the Bold Park music program - The Arts infuse our Bold Park learning practice working with local elders and musicians, the children with wonder, possibility and the most beautiful of have been immersed in history, storytelling, traditional imaginings. Within this, music continues to weave song and rhyme. In 2019 Bold Park Community its gentle magic – an unfolding of language and School was named one of the national winners of expression unique to each child; a world in which the ABC’s Indigenous Language Song Competition, they can find meaning for the rest of their lives. through our Early Childhood students’ interpretation of the traditional song Marrin Gamu. Local elder Jill translated the song into Noongar with the children, as well as sharing stories and songs passed down to her from her grandmother.

During 2020, collaboration with Koorlong’s Kobi, Cezera, Sara and Kylie resulted in our Pre-Primary children creating and performing the beautiful Yaakin Bidi (Turtle Trail) song. Bold Park’s Years 5 and 6 students also worked closely with Neville Collard

“Music gives a soul to the universe, wings to the mind, flight to the imagination and life to everything.”

PLATO

Danielle Joynt Music Arts Specialist

woodburning: Neville Collard

Visual Arts has been very important in the development of this approach; the integration of Atelier and Atelierista into our daily learning has afforded each child the opportunity to explore their (non-verbal) world as visual art through a social, emotional and cognitive lens.

artwork: Turtle mosaic, Magic Shadow Groovers, pp 2020

We often speak about Galup as an extension of our classroom. We are so lucky to have this beautiful place on our doorstep where we can connect with nature. In Pre-Primary visiting the lake with Neville is a natural way to also explore some Noongar language and hear some wongka.

Galup is steeped in history, both for Whadjuk Noongar people and wadjelas. Our current focus is on the journey of the yaakins and the environment that surrounds them. Working with Kobi, Cezara and Sara from the Koorlong team provided us adults with the unique opportunity to look at Galup through a new lens: the eyes of the Magical Shadow Groovers.

After spending time together at Galup the teaching team tried to sum up the experience with one word. The three of us all felt that the word ‘connection’ summed it up most accurately. We saw how Kobi, Cesara and Sara were immediately welcomed by the children and we instantly felt an energy.

Over the six weeks we spent together we learnt through music and djoodarak. The children learnt Noongar waangakiny authentically alongside the Koorlong team as we all learnt more about the boodja through the special places we shared and explored.

Kellie Everett, Early Childhood Teacher Trish Hilton, Co-Educator Chloe Campbell, Student Teacher

Madjitil Moorna is a group of Indigenous and non- establish a connection with the children over a Indigenous people who sing in language to build number of weeks. Sometimes when we do school understanding, hope and joy. Many of the songs presentations, we don’t have enough time to actually we sing at school have come from our contact with get to know the kids properly, so it’s fantastic to be the choir. The group has now also established the able to see these kids and their learning growth in Koorlong Noongar Songs in Schools project, through this context, we were really happy to experience that. which Aboriginal people lead in-school workshops.

I am really happy to be here, I’ve always loved the We were thrilled to partner with the Koorlong team opportunities to work with Bold Park, it is a very on an extended song writing residence at the school different school in comparison to a lot of the schools lead by talented musician Kobi Morrison. that I work with. This one really does things differently, and I’m always about unconventionality so being Kobi’s reflection on this time spent able to see these people do things their own way and at Bold Park. really witness these kids and see how they learn and In our Koorlong team we wanted to try out a couple gain the knowledge that they need is very fantastic of projects that were different from the regular school to watch and witness. The standout moments for me presentations we have been doing for the last few where instances in which the children remembered years. One of the projects we wanted to follow through Noongar words and their translation. For instance, if I with was a songwriting residence with a school. Bold asked them “What does noorn mean” they knew “that Park was a fantastic school for us to start with for our means snake” but it was especially when I didn’t even first residency in which we would return to the school ask the question and it just came up in conversation a couple of weeks over and write a song utilising the and they would happen to know a specific word. It is lyrics that have been written and collected by the class really warming to see not just Noongar culture but we have been working with. In this project we featured many cultures all casually coexisting together here, it the south-western snake neck turtle, otherwise known is something that can be overlooked sometimes, but as the yaakin or booyi in Nyungar. that is definitely not the case when it comes to Bold To begin with we received some guidance and wisdom Park. I’ve been very happy with the experience. from Uncle Neville, who told us about the Yaakin Bidi, Kobi Morrison which is the turtle path and how people would travel Musical Accompanist, Madjitil Moorna on that path to get to Galup. We discussed this in depth with the kids and we talked about the turtle itself and the world that they live in as well as all the animals that they share their world with. We accumulated all these lyrics and fitted these into the form of a song. Just today I presented it back to the kids and they seemed to like it so I was pretty happy with that! We felt very accomplished to be able to achieve something like that and all the kids were very happy to be able to see their lyrics being put into the form of a song and so we are really happy with the result of our song writing residency and our booyi project.

It’s been pretty fantastic to work with the children and be able to see how their minds operate, we could witness the cogs whirring and it has been wonderful to not only get this end product, but to be able to

artwork: Turtle, Frankie M

KOORLONG COLLABORATION: YAAKIN BIDI

27

Koorlong - Noongar Songs in Schools Madjitil Moorna Choir Inc Mobile: 0422 475 085 www.madjitilmoorna.org.au

26

28

29

BOYAGIN ROCK Boyagin is in the Wheatbelt area, and this nature reserve provides a glimpse of the rich biodiversity of the area before it was cleared for farming. It is widely recognised as one of the few areas of original fauna and flora left in the Wheatbelt. It has important stands of powderbark, jarrah and marri and is home to numbats and tammar wallabies. What an incredible opportunity for our Middle School and College students to travel out ‘on country’ to Boyagin, with our Elder Neville, and some of his family. This is the area of his childhood and a place of great spiritual significance to Aboriginal people.

Prior to camp the students visited significant Nyungar sites around Perth including Fremantle and Heirisson Island with Neville, hearing stories of the past, and appreciating the historical and cultural significance of these locations.

Neville assisted in planning the camp with the team and visited the classroom to discuss plans and schedule for the camp along with some of the student’s hopes and ideas. He also spent some time discussing and introducing some Nyungar language that we could use on camp.

Neville explained that it will allow us to really engage with the place and our hosts, and help us get into the experience a little deeper.

Neville and his family prepared our campfire meals and took us for walks over and around the rock. He shared with us stories of his own life, from the tree he was born under to the shearing shed where he worked as a young man, he shared stories of the spiritual significance of the place and life on the land.

The flora and fauna of the area is so rich and changing, and the night sky… incredible. What an absolute privilege we had to connect to this amazing part of our country.

Tim Vidler Middle School and College Team Leader

32

FINAL WORDS

Reconciliation is also about recognising the dispossession and devastation endured by Aboriginal and Torres Strait Islander peoples, in the development of our nation, and seeking to heal. It is a national discussion within Australia’s population. A population made up of 97% non-Indigenous and 3% Aboriginal and Torres Strait Islander people; a deeply democratic process in which an overwhelming majority must make space for the voice of this significant minority.

In 2017, a representative group of Aboriginal and Torres Strait Islander people, from across the nation, came together to construct a message to the 97%.

The Uluru Statement from the Heart is this message. It is the result of multiple dialogues to seek consensus.

It comments on the social difficulties Indigenous

people face, as well as their aspiration to overcome these difficulties for their own empowerment. This is an invitation to the Australian people to join with Indigenous people so they may have a genuine voice and self -determination in their affairs. It was put forward as pathway for how we, as a nation, can weave our ancient and modern identities into a more complete narrative (Parkin,2018 ) or as Rachel Perkins describes it truly become ‘one land, one mob’. If we are to see change in our nation then the 97% must take the time to listen, understand and act to reconcile the traumas of our past with our contemporary liberal democratic value of a ‘fair go for all’. We invite you to connect and read the Uluru Statement from the Heart.

We look forward to sharing our next edition centre around our Whole-School Focus for the current year; “Nourish”. The creativity and ideas for engaged learning that have emanated from this central focus is worthy of our collective celebration and reflection.

How we nourish ourselves and others; physically, emotionally, psychologically, spiritually, and intellectually…will be at the heart of our conversation.

Until then – Boordawon! (See You Soon!)

Paul Whitehead and Nicole Hunter Co-Editors – ‘Bolder’ Bold Park Community School

We, gathered at the 2017 National Constitutional Convention, coming from all points of the southern sky, make this statement from the heart: Our Aboriginal and Torres Strait Islander tribes were the first sovereign Nations of the Australian continent and its adjacent islands, and possessed it under our own laws and customs. This our ancestors did, according to the reckoning of our culture, from the Creation, according to the common law from ‘time immemorial’, and according to science more than 60,000 years ago.

This sovereignty is a spiritual notion: the ancestral tie between the land, or ‘mother nature’, and the Aboriginal and Torres Strait Islander peoples who were born therefrom, remain attached thereto, and must one day return thither to be united with our ancestors. This link is the basis of the ownership of the soil, or better, of sovereignty. It has never been ceded or extinguished, and co-exists with the sovereignty of the Crown.

How could it be otherwise? That peoples possessed a land for sixty millennia and this sacred link disappears from world history in merely the last two hundred years?

With substantive constitutional change and structural reform, we believe this ancient sovereignty can shine through as a fuller expression of Australia’s nationhood.

Proportionally, we are the most incarcerated people on the planet. We are not an innately criminal people. Our children are aliened from their families at unprecedented rates. This cannot be because we have no love for them. And our youth languish in detention in obscene numbers. They should be our hope for the future.

These dimensions of our crisis tell plainly the structural nature of our problem. This is the torment of our powerlessness.

We seek constitutional reforms to empower our people and take a rightful place in our own country.

When we have power over our destiny our children will flourish. They will walk in two worlds and their culture will be a gift to their country.

We call for the establishment of a First Nations Voice enshrined in the Constitution.

Makarrata is the culmination of our agenda: the coming together after a struggle. It captures our aspirations for a fair and truthful relationship with the people of Australia and a better future for our children based on justice and self-determination.

We seek a Makarrata Commission to supervise a process of agreement-making between governments and First Nations and truth-telling about our history.

In 1967 we were counted, in 2017 we seek to be heard.

We leave base camp and start our trek across this vast country. We invite you to walk with us in a movement of the Australian people for a better future. https://ulurustatement.org/

REFERENCES PG 19 / KAATIJIN BOODJAR

PG 32 / FINAL WORDS

Host, J & Owen, C. (2007). It’s Still in my Heart, This is my Country, The Single Noongar Claim. UWA Publishing, p.124

Parkin, D. (2018, November) The Uluru statement from the heart- An idea whose time has come. https://www.youtube. com/watch?v=xB-31jD4XcA

PG 24 / MUSIC WEAVES A CONSTANT THREAD Malaguzzi, (1998) ‘History, ideas and philosophy’, in Edwards, C. Gandini, L. and Forman, G., The Hundred Languages of Children: The Reggio Emilia Approach, Ablex Publishing, Greenwich , pp. 73–74.

Mundine, W. (2017). Practical recognition from the mobs’ perspective: Enabling our mobs to speak for country.

Uphold & Recgonise, http://www.upholdandrecognise.com/

artwork back cover: Toogarr Morrison Mural

We are so incredibly proud to share this special edition of ‘Bolder’. Articulating and sharing these stories awakens something beautiful within each of our contributors as we reflect on experiences from across the years that have so much meaning to the participants and can now hold value for us all. From these journeys we have seen how the coming together with Aboriginal people through the sharing of their stories and culture has enriched our own understanding and connection to country.

ULURU STATEMENT FROM THE HEART

/02

WWW.BOLDPARK.COM

ISSUE

BE BOLD BE BRAVE BELONG