In this activity, students will read Kim Mahood's article Country needs people, analyse the opening quotation and a painting, and explore the diverse representations of traditional ecological knowledge, culminating in a written reflection on how these elements shape their understanding of Martu burning practices.
Country needs people by Kim Mahood
Step by step guide
Step 1: Read article
Students to read the article ‘Country needs people’ by Kim Mahood. 0
Step 2: Compare, contrast and evaluate text and painting
Students should compare the article’s opening quotation, which the author has taken from social media, with the photograph of the painting Yarrkalpa – Hunting Ground, Parnngurr Area 2013 and the author’s discussion of it in the text. (Please note: Students will need to undertake an internet search for the painting).
Students will examine these two examples and evaluate the different representations of traditional ecological knowledge contained in each. Teachers may like to use the Analysis Question template provided.
Step 3: Written summary
Students will then write a paragraph summarising how Mahood’s contrasting use of the painting and the quotation work together to influence their understanding of Martu burning practices.
Related activities within this resources:
Activity 2 - Contemporary Aboriginal fire management represented in film
In this activity, students watch the film 'Waru, kuka, mirrka wankarringu-lampaju,' take notes on its context and key speakers, and discuss its significance in conveying Martu's fire management story and its social and environmental benefits.
Laptop/tablet with internet connection, Projector or Smart TV