A wallpaper sample donated to the collection by Frances Alexandra (Frankie) Derham (1894–1987). Derham was an Australian artist and educator. A lecturer in art at the Melbourne Kindergarten Training College (1928-64) , she later taught at the Associated Teacher Training Institution (1949-61). Her commitment to `child art’ developed after 1935 when she accepted an invitation from Margaret Lyttle to teach at Preshil school.Frances Derham's collection of nearly ten thousand children’s drawings and paintings was acquired by the Australian National Gallery in 1976. Her interest in art for and by children is reflected in her donation to the Villa Alba Museum of an important and rare collection of early wallpapers designed for children's rooms. Originally donated by Frances Derham to Villa Alba Museum via Terry Lane..decorative arts & design, wall coverings – history, wallpapers – history, interior decoration – history, wallpapers -- children's, frances derham

Australian Policy Activism in Language and Literacy presents the dynamics of language and literacy policy activism in Australia by capturing accounts of many of those most deeply engaged in Australia?s distinctive practice of Language and Literacy policy-making and its effects. This book describes how policy texts came about. 1. From policy to anti-policy: how fear of language rights took policy-making out of community hands /? Joseph Lo Bianco 2. Australia's language /? Paul Brock 3. Politics, activism and processes of policy production: adult literacy in Australia /? Rosie Wickert 4. Although it wasn't broken, it certainly was fixed: interventions in the Australian Adult Migrant English Program 1991-1996 /? Helen Moore 5. Advocating the sustainability of linguistic diversity /? Michael Singh 6. The cost of literacy for some /? Anthea Taylor 7. (E)merging discourses at work: bringing together new and old ways to account for workplace literacy policy /? Geraldine Castleton 8. The melody changes but the dance goes on - tracking adult literacy education in Western Australia from 'learning for life' to 'lifelong learning': policy impacts on practice 1973-1999 /? Margaret McHugh, Jennifer Nevard and Anthea Taylor 9. Sleight of hand: job myths, literacy and social capital /? Ian Falk 10. National literacy benchmarks and the outstreaming of ESL learners /? Penny McKay 11. Open for business: the market, the state and adult literacy in Australia up to and beyond 2000 /? Peter Kell 12. Inventiveness and regression: interpreting/?translating and the vicissitudes of Australian language policy /? Uldis Ozolins 13. Deafness and sign language in government policy documents 1983-1990 /? Des Power 14. Imprisoned by a landmark narrative? Student/?teacher ratios and the making of policy /? Merilyn Childs 15. Ideologies, languages, policies: Australia's ambivalent relationship with learning to communicate in 'other' languages /? Angela Scarino and Leo Papademetre 16. Reconciled to what? Reconciliation and the Norther Territory's bilingual education program, 1973-1998 /? Christine Nicholls 17. Sing out that song: the textual activities of social technologies in an Aboriginal community /? Jack Frawley.language activism, linguistic diversity, adult literacy, education, sign language, reconciliation, esl programs

This unit is one of eleven making up the R-7 Aboriginal studies course, developed to meet the needs of students, teachers and Aboriginal people. It contains a course outline, cultural and historical information and activities.photographs, illustrations, mapsprimary school education, aboriginal studies, teaching aboriginal culture

Gunditjmara Country is an integrated unit which looks at the lives, traditions and culture of the Gunditjmara People of Western Victoria. Developed as part of the Kormilda Science Project and targeted at all Australian students, this work recognises the need for Western and Indigenous cultures to contribute to the comprehensive education of Australia's youth. The introduction provides a guide to implementing this program of study in schools and includes feedback from teachers involved in trialling the material.gunditjmara, western victoria, education, curriculum development, geography, science, history, secondary school education

An Aboriginal studies course detailing the history, culture and life experiences of the original peoples of the areas along the River Murray, Lakes and Coorong. It is part of the 8-12 Aboriginal studies program developed to meet the needs of students, teachers and Aboriginal people.maps, b&w illustrations, b&w photographs, oral histories, suggested class activitiesngarrindjeri, river murray, coorong, aboriginal studies, secondary school education, oral history, curriculum development

language and learning, language and culture, south australian department of education

All language educators are aware that culture is a vitally important reason for teaching languages. All curriculum statements for languages contain strong references to the importance of culture. We need to offer accessible cultural input to initiate the teaching of culture in language use, while at the same time not simplifying or stereotyping the community that speaks the language we are teaching. This book takes up these important questions and places in the hands of teachers well researched but very practical guidance, advice, resources and information on teaching culture in language. In this book you will find a discussion of what researchers, and classroom teachers, think and do about culture in language education and you will find a rich array of practical resources and advice for enhancing classroom practice. Specific languages addressed are: Chinese, French, German, Italian, Japanese and English as a Second Language. Preface /? Joseph Lo Bianco 1. Common themes /? Joseph Lo Bianco 2. Culture: visible, invisible and multiple /? Joseph Lo Bianco 3. A conceptual framework to help teachers identify where culture is located in language use /? Chantal Crozet 4. Chinese /? Li Kaining 5. How can we make Australian English meaningful to ESL learners? /? Anne-Marie Barraja-Rohan 6. Teaching French and culture in language use /? Chantal Crozet and Louise Maurer 7. Are Germans rude or just doing things differently? Understanding and teaching language and culture /? Winfried Thielmann 8. Face value: teaching Italian verbal and social-cultural interaction /? Piera Carroli, Adriana Pavone, Vincenza Tudini 9. The teaching of culture in Japanese /? Miyuki Toyoda and Shunichi Ishihara.diagrams, word listsculture theory, australian english, esl, language and culture, english as a second language

The Wurrung Wurrung Kit is designed to introduce students at all levels to the heritage of Aboriginal languages within the area now known as Victoria. The kit aims to: Create awareness of Victorian Aboriginal languages in the past and present. The kit is not designed for the teaching of languages, Develop students' understanding of the relationship between the languages and culture of Victorian Indigenous people, or Koories, Create awareness of the importance of language to indigenous communities today and to foster respect for these communities and their languages, Highlight the diversity within Aboriginal Victoria and Australia in terms of languages and culture, Provide resources for students and teachers that can be used either as a window into Aboriginal culture generally, or to complement a broader unit of work in indigenous studies. Resources for teachers Purpose of this kit Using this kit Terminology Pronunciation Facts about Aboriginal languages in Victoria Language and Aboriginal culture Revitalizatoin of Aboriginal languages Language Alive in the community Community protocols Understanding the Language Map VELS and Curriculum links Teaching Framework Resources and contacts Activities for students Animal names Colouring in Possum Koala Kangaroo Code breaker What do yo know? Concentration Sounds, spellings and symbols Kinship Different things, different words Koorie Garden Timeline Story of Victorian Languages Language on the Mission Role Play Traditional Owners Placenames Graffiti Wall Map References.maps, b&w photographs, b&w illustrations, colour illustrations, games, referenceswoiwurrung, boonwurrung, gunnai kurnai, djadjawurrung, wathaurong, keerraywoorroong, jardwadjali, wergaia, ladjiladji, taungurung, dhudhuroa, kulin

The National Indigenous Languages Survey Report 2005 highlights that: of an original estimated 250 known Australian Indigenous languages, only 18 languages are now considered 'strong' and have speakers in all age groups; about 110 Indigenous languages are still spoken by older people but are endangered; words and phrases are still in use and there is community support in many parts of the country for reclamation and learning programs for many other languages which are no longer fully spoken; communities around Australia possess many of the elements required to keep Indigenous languages strong or to reclaim them. They have skilled and devoted language workers and teachers, excellent teaching materials, good documentation of languages and active community language centresmaps, colour photographs, tables, graphsaboriginal english, education, aiatsis, fatsil, language endangerment, language maintenance, language revival, language policy, language proficiency

The kit is designed for the general public, teachers and students, to give an understanding of Australian Indigenous people and culture and to break down stereotypes that are common in the school system and the wider community. The information presented is about the cultural, spiritual, economic and religious aspects of pre-contact societies. The impact of invasion on traditional societies and the post-colonial history of Australian Indigenous people is explored.Maps, b&w illustrations, b&w photographs, colour photographsculture, history, john batman, batman treaty, coranderrk mission, koorie culture, lake condah mission, kinship systems, aboriginal art, dreaming stories, kulin, gunai/kurnai, mara, wotjobaluk, wudjubaluk, koori

This book contains a selection of teaching strategies that were collected from teachers involved in the Deadly Ways to Learn project conducted jointly by the Education Department of Western Australia, the Catholic Education Office of Western Australia and the Association of Independent Schools of Western Australia during 1998 and 1999.

Hilda Charlotte Foster, 1902 - 1990, was a Double Certified Nurse when, at the age of 35, she successfully applied to the board of the Australian Inland Mission (AIM) to work at an outback field centre in South Australia. Born and raised in suburban Melbourne, she had been inspired by stories told to her by other missionaries about the fulfilment to be gained working amongst Aboriginal communities. Given her religious faith and nursing skills, she believed she could make a difference. She worked in Oodnadatta in South Australia for two years (1937-1939), followed by a stint in Innamincka in New South Wales in 1940 -1942. Before she became a nurse, Hilda Foster trained to be a Sunday School teacher and was a member of the Sunday School Council of Victoria. She completed first aid courses run through the Presbyterian Deaconesses Institute in Carlton, Victoria, and in 1930 successfully applied to become a trainee nurse at the Austin Hospital for Incurables, in Heidelberg. She commenced her training there in 1931, before moving to the Women's Hospital in 1933. In 1934 she had six months at the Fairfield Infectious Diseases Hospital, before returning to the Austin, where she was employed when she sat her final exams in November 1934. Her combined skills made her a most attractive option for the Australian Inland Mission. As well as being multi-skilled as a nurse, she provided religious instruction and spiritual ministry to members of the community. https://trove.nla.gov.au/people/762093?c=people Sister Foster nursed at Toora Bush Hospital prior to leaving for the Paton Memorial Hospital, Vila, New Hebrides in 1944. She left the New Hebrides in 1946.Matt, black and white, head and shoulders, studio portrait of Sister Hilda Charlotte Foster on card.australian inland mission, presbyterian deaconess, sister hilda charlotte foster, paton memorial hospital vila new hebrides

The Methodist Order of Knights was the official youth organisation of the Methodist Church of Australasia. It originated in Hurstville, NSW, on the 4th October 1914 by the then Mr and later Rev Alex Bray. Alex Bray was a Sunday School teacher and spoke to his class of the Knights of the Round Table. In 1917 the Order of Knights was officially recognised by the Sunday School Dept of the NSW Methodist Conference. Courts spread thoroughout Australia. In 1927 the High Court of NSW called for designs for a badge and in 1929 the General Conference of the Methodist Church of Australasia recognised the Order as an approved Organisation. In 1938 the Senior Section was organised into Degrees of Sincerity, Service and Sacrifice; the Junior Section into Pages' Degree with advancement to Esquire. In 1954 the Junior Section was reorganised into two groups: Pages 8 to 11 years and Esquires 12 to 15 years. The Knight's Motto: "Live Pure, Speak True, Right Wrong, Follow Christ the King, else wherefore born?" Courts of the Order: General Conference Department of the Christian Education - General Court - Provincial High Court - District Court - Local Court - Senior Court - Intermediate Court - Junior Court . Regalia: All members of the Intermediate and Senior Courts wore regalia consisting of a cloth shield superimposed by a cross of light and dark blue ribbons, and supported by a cloth collar. Esquire and Degree of Sincerity regalia: White collar and white shield. Degree of Service regalia: Green collar and shield. Degree of Sacrifice: Scarlet collar and shield. District Court regalia: Blue collar and gold shield. High Court regalia: Gold collar and purple sheild. General Court regalia: Purple collar and shield. Officers of the local courts wore their symbols as part of their regalia.White and blue paper folded pamphlet/poster with information about the Methodist Girls' Comradeship and Methodist Order of Knights. Information includes their laws, promises, pledges, mottos, sections and uniform. The pamphlet/poster has two posters showing members' uniforms.methodist order of knights, methodist girls' comradeship

INFORMATION, JAMES HENRY GOLDSWORTHY SHOLL , BORNE JUNE 1836, CORNWALL,UK. MARRIED EMILY BENNETT BORN NOVEMBER 1835,CORNWALL ON FEBRUARY 1857. ARRIVED IN AUSTRALIA 1863. SCHOLL MASTER AT CLUNES.. CHILDREN BORN AT CLUNES WERE- LAURA1864,EDITH 1865, THELMA1867, ANNE1868, ARTHUR1870, BESSY1871, JULIA 1873, ALBERT18875, BERTHA 1877, LILY1880. PHOTO TAKEN APPROX.1879, HOLDING BERTHA ,[FROM LEFT] ALBERT, LAURA, ARTHUR, ANNE,. SCHOOL TEACHER'S HOUSE AT CLUNES.BLACK AND WHITE PHOTOCOPY OF PHOTOGRAPH OF THE FAMILY OF JAMES HENRY GOLDSWORTHY SHOLL TAKEN OUTSIDE THEIR HOUSElocal history, photography, photographs, sholl, james henry goldsworthy

Karl Duldig carved this marble sculpture of a mask in the Vienna Kunstgewerbeschule (School of Applied Arts) in 1921. His teacher, Anton Hanak, the Professor of Sculpture at the School, encouraged him to carve directly into the stone. It was an accomplished work for the 19 year-old student and was selected by Hanak to represent the students of the School at the Deutschen Gewerbeschau (German Applied Art exhibition) in Munich in 1922, an early accolade for the young artist. The sculpture and another Kneeling Nude were reproduced in the journal Deustche Kunst and Dekoration in 1923-24 in an article on the Hanak-Klasse. In 2011 Mask was exhibited in the National Gallery of Victoria exhibition Vienna: Art and Design. The sculpture is one of ten substantial sculptures in marble and stone, and a larger group terracotta sculptures and masks, portrait busts and small stone sculptures created by Karl Duldig in Vienna that are held in the Museum collection. These art works are complemented by an archive of contemporary documents including letters, photographs, documents and ephemera. In 1938 Duldig’s Viennese sculptures were sent to Paris in 1938 for a proposed exhibition, and were hidden in Paris by Slawa Duldig’s sister Rella, throughout the Second World War, and arrived in Australia post-war over 5 decades. Karl Duldig was a student of the Kunstgewerbeschule from 1921 until 1925, and then attended the Akademie Der Bildenden Künste (Academy of Fine Arts) from 1929 until 1933. He was accepted into the Professor Josef Mullner’s “Meisterschule” at the Academy of Fine Arts from 1929 until 1933. His teacher at the Kunstgwerebeschule was Austria’s foremost contemporary sculptor Anton Hanak, and he was a formative influence on Duldig’s work. Hanak had been a member of Viennese Secession, and worked with Josef Hoffman on architectural commissions prior to the First World War. Hanak shared both his love of the expressive quality of materials and a humanist vision with his students. Various writers have written about Duldig’s interest in masks. His interest may have been stimulated by his classical education, the Greek and Roman antiquities in the Kunsthistoriches Museum in Vienna, or the ethnological collections in Vienna’s Museum of Ethnology (now known as the Weltmuseum). The mask was a motif explored by expressionist and cubist artists whose work was exhibited at the Vienna Secession. Duldig would have been familiar with the psychological investigations of the neurologist and founder of psychoanalysis Sigmund Freud, who established his practice in Vienna. In the Duldig Studio library, Duldig’s keen interest in the arts of a myriad of visual cultures is apparent. Of particular note are two well-thumbed copies Rudolf Utzinger’s, Masken, published by Ernst Wasmuth in Berlin in 1923, depicting masks from around the world. It is likely that a multitude of influences were at play. Slawa Duldig also worked with this motif, and also carved a smaller mask in Salzburg marble as well as a remarkable mask in clay, and these are held in the collection. Ann Carew 2016The Mask has national and international aesthetic significance. It is one of the earliest works by Karl Duldig in the Studio collection, and is a subject that he would continue to explore throughout his working life. The sculpture demonstrates a high degree of technical skill and mastery at an early age. It is evidence of Duldig’s engagement with the art of his peers during this period – the mask is a motif that inspired contemporary expressionist and cubist artists. It also demonstrates his interests in portraiture, human psychology, and the creation of identity and transformation of personalities. The Mask also provides an important link to the studio practice in the Vienna Kunstgwerbeschule, the teaching of Anton Hanak, and the program of international art exhibitions in Europe during the period. It is also of historical significance: the story of its survival and eventual recovery provides a counterpoint to the story of the Nazis’ confiscation of art during the Second World War. Ann Carew 2016Carving in Salzburg Marble. Holes for eyes and mouth cut through the block. Highly polished finish at front contrasting with rough finish at back and stylised curled hair. Marble base separate (75 x 275 x 198, wt 9000) and added later by artist. Karl Duldig 1921 incised on back

From website: "Shot at various locations by cinematographer Robert Tremelling under the direction of Brenton Manser, the docudrama Rider and Writer is based on poet Adam Lindsay Gordon’s life during the time he lived in South Australia and Victoria. Manser has been researching, planning and developing the script for the new film since February 2012. Much of the footage for Rider and Writer has been shot in Mount Gambier, Port MacDonnell, Penola, Coleraine and Warrnambool. Jakin Manser has the leading role of Adam Lindsay Gordon, and former Grant High School drama teacher, David Reed, returned to Mount Gambier to act in the film, cast as John Riddoch, wealthy pastoralist and friend of Gordon. After 50 commended performances playing Riddoch in the stage production ‘Reckless’, Reed had retired. However, he was enticed by Manser to revive the character for the film."With a bust of Adam Lindsay Gordon in Westminster Abbey, London, his story is of national and international significance. Only one other film about Gordon is known to exist, produced in 1916. Allan Childs, curator of Gordon’s former residence ‘Dingley Dell’ is excited by the project: ‘To have a film that is made with the latest high definition equipment will bring the story of this famous poet alive to a new generation. We’ve come a long way since the black and white silent movies of 1916.’ The film premiered in Mount Gambier on 30 August 2014.adam lindsay gordon, brenton manser, robert tremelling, docudrama, 2014

Eltham was a creative hub during the twentieth century, attracting innovative visual artists, architects, writers and film makers to collaborate, forging lifelong friendships and artistic legacies. Skipper produced this bronze sculpture of friend, Composer George Dreyfus for the then Shire of Eltham Art Award. Matcham Skipper (b.1921 NZ - d. 2011 Melb.) was a renowned local sculptor, jeweller and builder and an accomplished teacher, designer, ironworker, and photographer. His work is held by many museums and public collections in Australia and overseas. He was a long term resident of Montsalvat in Eltham with his family deeply involved in the building and evolution of this artists colony, which was the vision of architect and painter Justus Jorgensen. George Dreyfus (b.1928 Germany - arrived 1939 Aus) is an Australian contemporary classical, film and television composer. He has composed numerous film and television scores, including Tim Burstall's 'The Adventures of Sebastian the Fox' (1963), 'A Steam Train Passes' (1974), 'Rush' (1974), 'Dimboola' (1979) and 'The Fringe Dwellers' (1986). It was the score for 'Rush' which brought him wider recognition. He has written four operas, two symphonies, chamber music and film scores spanning five decades. Dreyfus is well known for having worked with the late director, writer and producer Tim Burstall, a key figure in Australian postwar cinema and local who lived in Eltham. Burstall was instrumental in rebuilding the Australian film industry in the 60s, creating groundbreaking Australian films including 'Stork' and 'Alvin Purple'. Figurative bronze bust of well known Australian composer George Dreyfus. He is wearing a shirt underneath a sweater. His left arm/hand is placed over his chest. His eyes are half closed as if immersed in the music. A green patina can be seen in areas on the sculpture. Signature and date cast (incised with tool) onto the back shoulder blade: 'MATCHAM SKIPPER 1987'ek prac 2015, montsalvat, eltham, george dreyfus, matcham skipper, bronze, bust, tim burstall, sculpture, rush

Foreward comments written September 1917 by Sir Arthur Stanley Governor of Victoria, Sir Ronald Munro Ferguson, Governor General Australia and Frank Tate Director of Education 1st March 1921. These books were distributed to each state school in VictoriaHard cover book, 303 pages containing photographs of teachers who enlisted and served in WW1, along with the stories of those who fell and those who returned. List of honours and decorations, chapters on War Relief Organisation, Patriotic Guild and Fund donationsInside front page - presented to Bathumi School. Signed by Stradbroke. (Governor of Victoria 1920 to 1926

This torch was made for Westbourne Grammar School by the Williamstown Naval Dockyard to symbolise the relationship between the two campuses and to perpetuate the new campus at Truganina. The Williamstown campus at Monomeith had been leased since 1956 (and purchased in 1972) from the Melbourne Harbour Trust which had operated the Williamstown Naval Dockyard between 1924 and 1942. In 1978, when this torch was made for the school, the Dockyard was operated by the Royal Australian Navy. At the first assembly of the new campus in 1978 the torch was presented to the school by the Williamstown Naval Dockyard General Manager, Bob Fife. It was then passed, with flame, to every student and teacher present at the assembly. Reflecting on the occasion in the 1978 edition of the school yearbook, student Eileen Moffatt wrote, 'It was our first assembly and we were reminded that we were pioneers'. The torch symbolises the long association of the school with Williamstown's naval and shipping industry and community, and the continuing link between the historic Williamstown Grammar and the new in 1978, Westbourne campus. It demonstrates support for the growth of the school by the historically significant Williamstown Naval Dockyard which includes the Victorian Heritage Register listed Alfred Graving Dock (VHR number H0697). Copper plated torch comprising two parts, the torch with handle and a separate base. The torch features a Williamstown Grammar School badge soldered to the cup which contains the reservoir for fuel.

Photo Post Card by Kodak. Glenorchy State School in background. Three rows of children with Head Teachers. Front row children holding flag. 1920's Post Card, Correspondence Address Only, Kodak Australia in Square for Stampstudents, education

Photographs taken by teacher at Pleasant Creek Training Centre to help train students in living skills and becoming familiar with what shops sold. Part of socializing students for leaving the training centre.Main Street Stawell. Showing shops and businesses in Main Street. education, shops, main street, streetscape