Crepe Paper Aboriginal and Torres Strait Islander Flags

Torres Strait Islander Flags

Learning and Development Framework:

The practice principle ‘Equity and Diversity’ reinforces the importance of promoting cultural awareness in all children, supporting children to develop a sense of place, identity and connection to the land, especially during NAIDOC week and other dates of cultural significance. Making, discussing and looking closely at the flags can assist a child’s growing sense of belonging. Displaying these flag (among others if appropriate) supports the Learning Outcome of the community, demonstrates an awareness and celebration of perspectives, and gives opportunity to encourage story telling through the rich symbolism of the vibrant colours and shapes.
How the activity links to Aboriginal culture:

Designed by Aboriginal Elder Harold Thomas in 1971, the Aboriginal flag symbolises identity. Yellow represents the sun (giver of life). Red represents the red earth (the relationship to the land) and the red ochre used in ceremonies. Black represents the Aboriginal people. ‘National Aborigines and Islanders Day Observance Committee’ (NAIDOC) Week celebrates the history, culture and achievements of Aboriginal and Torres Strait

Islander people. NAIDOC is celebrated not only in Indigenous communities, but by everyone. For more information go to: http://www.naidoc.org.au.
EXTENSION ACTIVITIES

Children are often fascinated by flags and the symbolism they represent. This activity could be the source of rich conversation about cultures, people, and places. To extend this experience flags could be made from paper, fabric or paint. Language could be extended by vocabulary such as flutter, fly, mast, flagpole, bunting, emblem, streamers. Hold conversations about NAIDOC, invite local Elders into your program, go to the NAIDOC website for lots of great ideas!

Nature Bracelet Activity
You will need: Masking tape / small seeds / small native leaves / small flowers
How to make: 1 Wrap a piece of masking tape, sticky side out, around childrens wrists. 2 Encourage children to pick up small pieces one at a time and place them on the masking tape. 3 When complete the children will have a lovely nature bracelet.
How the activity is linked to Victorian Early Years Learning and Development Framework:

The VEYLDF acknowledges that children live and learn in families, early childhood settings and local communities. The Learning Outcome ‘Children are connected with and contribute to their world’ describes children as they demonstrate an increasing knowledge of, appreciation and respect for natural environments, and begin to understand the environmental differences locally and in other parts of Australia. Collecting and gathering natural materials from the local environment and using them to decorate this bracelet also supports opportunities for using sensory capabilities, refining and practicing fine motor skills that are evident in the Learning Outcome associated with ‘Wellbeing’.

Traditionally, Aboriginal women gathered and arranged natural materials such as seeds, nuts, shells and flowers to make into traditional jewellery, clothing or cooking utensils. The clothing and jewellery was worn by Aboriginal and Torres Strait Islander men and women during traditional ceremonies.

Gathering flowers, leaves and decorations for this activity could involve the children in rich shared conversation about what they found and opportunities to extend vocabulary to describe the textures, colours, shapes and fragrances of the items. Concept development about sustainability and natural flora could be supported through the introduction of reference books and resources. When all the materials are assembled, fitting them together on the band and the opportunity for patterning, measuring and assembling the bracelet supports the child developing as confident and involved learners.

Boomerangs Activity
You will need: Boomerang templates (found in this kit) or small wood boomerangs / cardboard / paint /coloured pencils
How to make: 1 Cut the cardboard into the shape of a boomerang about 20–30cm long. 2 Colour the boomerangs in using paint or coloured pencils.
How the activity is linked to Victorian Early Years Learning and Development Framework:

New understandings through exploring diversity is part of the VEYLDF Learning Outcome that supports children being connected with and contributing to their world. Boomerangs and traditional artefacts are fascinating to young children, the interesting shape and it’s ability to fly (and return) develops the Learning Outcome – children as confident and involved learners. This experience could encourage dispositions for learning such as curiosity, fascination, imagination and in mastering the art of boomerang throwing – persistence.

A boomerang is primarily a traditional hunting tool but is also used as a musical instrument (clapping sticks) in traditional ceremonies and as a fire-starter or as a digging instrument by Aboriginal and Torres Strait Islander people over many generations. Boomerangs are often cut from a wooden tree trunk and come in many shapes and sizes depending on the geographic tribal location.

Exploring the origins and traditional uses of the boomerang is a fascinating subject that may involve looking at maps, books, and perhaps locating a local Elder who can demonstrate boomerang throwing technique. Not all boomerangs were designed to return, the shape, weight, material and the decorative patterns vary for the purpose. A wide variety of modern designs are great for children to explore and test. The word ‘boomerang’ is an interesting one in itself and there are many stories, books and songs that will support rich conversations and developing vocabulary.

Colouring in the Aboriginal and

Torres Strait Islander Flags Activity

As children develop dexterity and skills in using crayons, markers and pencils to make marks and create on paper, they may be interested in the challenge of colouring in a defined space. Children may have seen this flag before and be familiar with the colours, shapes and symbolism associated in the patterns. Making a connection from one context to another is an example of the Learning Outcome that supports confident and involved learners.

The Aboriginal Flag was designed in 1971 by an Luritja man from the Central Desert of Northern Territory, Harold Thomas. Black represents Aboriginal people, red is for the land and yellow is for the sun, the giver of life. The Torres Strait Islander flag was designed in 1992 by a Torres Strait Islander man, Bernard Namok. Blue represents the sea, green is for the fertile land, and the Dhari represents the culture of the people and is a headdress for dance during ceremonies. The five pointed star represents the five regions of the Torres Strait.

Colouring in sheets are not always necessary. Children familiar with the shapes and colours could be encouraged to copy and draw the flag freehand, without the constraints of a perfect pre drawn flag. Have a flag on display, go looking for flags around your environment, research flags – they are usually colourful and full of symbolism. A pre-drawn, coloured-in flag could be pasted onto light cardboard and made into a simple 3 piece puzzle for young children to put together, noting the importance of black across the top, red across the bottom with the yellow circle across the horizon.

Shaker and Didgeridoo Activity
You will need: Lunch wrap rolls or plastic tubing / paint / paint brushes / egg carton to put the paint in / stapler or glue / red black and yellow crepe paper / wool or string
Didgeridoo

1 Paint the lunch wrap roll or plastic tubing brown and let dry. 3 Decorate the roll with paint, using stripes, or dots as shown in the picture. 4 When completed the boys can blow into the didgeridoo and play some Aboriginal music.

Shaker

1 To make the shaker cut the crepe paper into strips. 2 Paint the lunch wrap roll or plastic tubing brown. 3 Use a thick brush to decorate the shaker by splattering, dabbing or painting dots or stripes onto the roll. 4 Staple or glue the crepe paper strips to one end of the shaker. 5 When finished, punch two holes at the top of the tube and thread it with string or wool and help the girls hang it on a tree or pole, or the girls can use the shakers as clapping sticks.
How the activity is linked to Victorian Early Years Learning and Development Framework:

Music, song and dance are common practices in early childhood programs, children become effective communicators (Learning Outcome) through a variety of mediums. Singing songs, listening to recorded didgeridoo playing, playing along to simple chants and exploring sounds through percussion and wind instruments gives children the opportunity to express themselves and experiment with sounds and movement. Decorating the instruments contributes to an awareness of decorative patterns commonly a feature of Aboriginal art.

Didgeridoos were played during traditional ceremonies by Aboriginal men. Women often shook seed pods in their hands providing a percussion like rattle. Aboriginal and Torres Strait Islander art is the oldest living form of traditional art in the world. It plays an important role in Aboriginal culture as it is a way of connecting past with present. Many Aboriginal art forms date back as far as 30,000 to 60,000 years ago. This includes rock carvings, body painting and ground designs.

Making and experimenting with a variety of sounds (and lots of associated vocabulary to describe the pitch, tone and timbre of the sound itself ) and then exploring the rhythm of the beat through playing an instrument, moving to the beat and dancing are natural extensions to this activity. Lots of other wind instruments can be explored along side the didgeridoo, experiment with what sounds happen when other materials are used. Listen and play along with recorded performances of traditional didgeridoo playing – or if you can, invite an Elder or a talented father or uncle to demonstrate playing the didgeridoo.

Native Plants and Animals Environment Plate Activity
You will need: Paper plate / egg carton to put the paint in / paint (blue, green and yellow) / coloured markers / template of animals (found in this kit) / paint brush and glue / natural resources such as leaves, sticks, rocks, flowers, seeds and sand
How to make: 1 Paint the paper plate in blue, green or yellow. 2 Colour in the animal templates. 3 Decorate the plate with natural materials and the animals by spreading glue across the plate and sticking them on one by one.
How the activity is linked to Victorian Early Years Learning and Development Framework:

Demonstrating a respect for the natural environment is part of Learning Outcome community. As children develop a sense of connection and contribution to the world around them, concepts that involve them understanding, respecting and caring for the environment are important. Young children can develop an awareness of the interdependence of living things and the impact we have on the environment.

Australia has one of the most diverse selections of native plants and animals. Australian animals include: kangaroos, koalas, platypus, dingos, crocodiles, emus. Native plant’s include: wattle tree, waratah, eucalyptus gumtrees and banksias. Dreamtime stories with native plants and animals often remind children of the importance of looking after the natural environment and the animals that depend upon it.

Encouraging children to think about the environment through introducing basic concepts associated with biodiversity, waste minimisation and sustainability in everything we do can assist children to grow up with an appreciation and respect for the land and waterways on which we live. Environmental Education in Early Childhood (EEE C) is a non profit organisation that provides support, resources and professional development in relation to Education for Sustainability in the Early Years. Their website has great ideas, resources and links to professional development . Go to: http://www.eeec.org.au

Damper Making Activity
You will need: Oven (pre-heated to 350F or 180 C) / 2 cups of self-raising flour / 1 cup plain flour / 1 tsp. salt / water / bowl / wooden spoon / baking tray and a floured chopping board / sultanas or herbs if desired
How to make: 1 Place flour and salt in a mixing bowl and mix with your fingers or wooden spoon. 2 In the middle of the mixture make a well and pour a little water at a time, stirring until the mixture is a firm dough. 3 Add sultanas or herbs if desired. 4 Place the dough onto a floured board and kneed it until smooth and round. 5 Place on a lightly floured baking tray and press down slightly. 6 Place the tray in the top shelf of the oven and bake for 10–15 minutes. 7 Turn the damper over and bake for a further 10–15 minutes. 8 Take damper out of oven–it should be golden brown in colour and sound hollow when you tap on it. 9 Break damper into chunks and spread with butter and jam.
How the activity is linked to Victorian Early Years Learning and Development Framework:

Cooking is an experience most children enjoy and learn from. Reading and following a recipe, gathering the ingredients, measuring, mixing and stirring, baking and finally involves children in developing mathematic and literacy concepts, sensory awareness (Learning Outcome – children are confident and involved learners) and the awareness of nutrition and healthy food (Learning Outcome – children have a strong sense of wellbeing).

Aboriginal women used to make bush bread or seed cakes from natural resources found on the land and often cooked them in the coals of a fire. The arrival of Europeans saw ingredients introduced that people use today such as self-raising and white flour.

A variety of tastes and textures can be had by adding a few other ingredients to the damper recipe, for example sultanas and cinnamon. Talk about where the ingredients originate from. Extend vocabulary by using words like ‘blending’ ‘beating’ ‘swirling’ ‘folding’ ‘whisking’, read the recipe and encourage numeracy through counting, weighing and measuring ingredients with children. What else can be made? What other traditional recipes can families suggest?

Aboriginal Hand Print Activity
You will need: Plain paper / black, yellow and red paint / plastic container to put the paint in / paint brush
How to make: 1 Paint the top half of the child’s hand in black to represent the people. 2 Paint the bottom half of the child’s hand in red to represent the land. 3 Press the child’s hand against the paper. 4 In the middle of the child’s hand print, paint a yellow circle to represent the sun.
How the activity is linked to Victorian Early Years Learning and Development Framework:

Connecting to others, recognising identity and building relationships with others is key to the Learning Outcome identity. Painting hands in the colours of the Aboriginal flag can contribute to discussions about the symbolism of the colours, and also afford a one-on-one sensory experience for parents and educators to share with one child at a time, giving another opportunity to build strong relationships and a sense of belonging.

Aboriginal and Torres Strait Islander people used hand painting on rocks and sacred sites as a form of communication. Pigment from plants and rocks were ground, mixed with water, and applied either with a brush made of bark fibre or a finger, or a hand was placed on the rock then sprayed with a mouthful of pigment.

Hand painting might lead to finger painting! Children enjoy painting with their hands and fingers on a flat surface, exploring the medium using small and large muscles (developing dexterity and motor control), while experimenting with colour and form. Recipes for finger-paint can be found on many websites, the cooked corn flour recipe gives great smooth tactile experience for children to enjoy.

Threading beads, seeds and shells along a thread to make a necklace supports fine motor development which is a feature of the Learning Outcome, Children have a strong sense of wellbeing. Planning and making patterns along the necklace can support developing mathematical concepts, while completing a length of threading can encourage persistence and a sense of achievement. Making a gift of the necklace as an act of friendship and caring for others as part of Harmony day can support a child’s sense of connection to others.

Harmony Day is a day when Australians celebrate the nations cultural diversity. It’s a time to reflect on where Australia has come from and to recognise the traditional owners of this land. It is also about community participation, inclusiveness and respect. Jewellery making and wearing is a traditional part of Aboriginal culture during ceremonies.

Less experienced children might require larger beads threaded along soft wire or plastic thread, or using a blunt bodkin (found in haberdashery stores). Adults need to take care that children are not tempted to put beads or objects in mouths as they could be a choking hazard. More experienced children can create patterns, making or reproducing patterns on cards as guides for other children (representing the beads) is great literacy and writing practice, following from left to right, and using symbols to represent different coloured and types of beads.

Clapping Sticks Activity
You will need: Paint / paint brushes / thin sticks for dot painting / length of dowel
How to make: 1 Paint the dowel in a plain colour for a wood look. 2 When the sticks are dry you can decorate by painting designs on them using paint brushes and small sticks. 3 Children can make music by tapping the sticks together.
How the activity is linked to Victorian Early Years Learning and Development Framework:

Responding to music through movement and dance supports the development of physical and emotional wellbeing. Clapping, body percussion and using sticks to produce rhythm and beat along with songs, chants or recorded music, supports the Learning Outcome of communication.

Experiment with sound, music and movement. What sounds can be made by clapping other materials together? What percussion instruments are there in orchestras and musical bands? Extend language by using descriptors like drumming, beating, striking, thumping, tapping.

Paper Plate Activity
You will need: Red, yellow and black paint / thick paint brushes / egg carton to put the paint in / paper plate / stapler or tape / red yellow and black crepe paper
How to make: 1 Paint the top half of the child’s hand in black and the bottom half including the thumb red. 2 Press the child’s hand on the paper plate. 3 Paint a yellow circle in the middle of the hand. 4 Paint a pattern around the outside of the plate using the red, yellow and black paint. 5 Cut the crepe paper into long strips and staple or tape to the bottom of the plate.
How the activity is linked to Victorian Early Years Learning and Development Framework:

Children love to move, dance, shake and sway to music. The colourful streamers from this simple activity, along with music (particularly songs like ‘Kami’s Country’ by Aunty Wendy’s Mob) encourages the development of motor skills in children as they shake, walk, skip, jump and hop to music. Songs like ‘Ridge-ididge’ remind children that the colours of the flag are significant, and walking hand in hand together reinforces Learning

Outcomes around developing a sense of community, identity and opportunities for effective and fun communication.
How the activity links to Aboriginal culture:

Aboriginal and Torres Strait Islander people used hand painting on rocks and sacred sites as a form of communication. Pigment from plants and rock was ground, mixed with water, and applied either with a brush made of bark fibre or a finger, or a hand was placed on the rock then sprayed with a mouthful of pigment. Events of historical and cultural significance such as Reconciliation Week and National Sorry Day are often marked with a ‘sea of hands’ (plastic hands) in the Aboriginal and Torres Strait Islander colours.

Childrens books, CDs and resources are great sources for extending this activity. Ask around your local community (and the local library) for local resources too! Here are some resources you might want to look at:

Australians for Native Title and Reconciliation: http://www.antar.org.au

Aunty Wendy’s Mob website (CDs, teacher resources, and books): http://www.auntywendysmob.com/index.html

Yarn Strong Sista: http://www.yarnstrongsista.com/about/contact.html

Koorie Heritage Trust: www.koorieheritagetrust.com

Weaving on Cardboard Activity
You will need: Cardboard / red, black and yellow crepe paper / sticky tape / glue /

leaves, sticks, feathers, shells, flowers / wool
How to make: 1 Sticky tape one end of the wool to the back of the cardboard. 2 Wind the wool around the cardboard. 3 When you come to the end of the cardboard, tape the wool to the back. 4 Children can now weave feathers, crepe paper and leaves by going under and over the wool. 5 Decorate by gluing on natural resources such as shells and flowers. When completed, make two holes at the top of the cardboard and tie it up with wool.
How the activity is linked to Victorian Early Years Learning and Development Framework:

This experience gives the opportunity to strengthen or introduce mathematical concepts to young children. The Learning Outcomes, confident and involved learners and effective communication reinforces developing concepts and associated vocabulary. Spatial relations associated with position and direction like over, under, across, right, left, up, down can be explored with the child. Conversations about measurement, area and estimation can be promoted through this experience.

Aboriginal and Torres Strait Islander people wove clothing and baskets from natural resources (grasses, palms and women’s hair) found on the land.