Quilty: Painting the Shadows

The film documents the most recent shift in Quilty’s art which is a growing interest in our national history and the dark corners of our past. With the permission of the Gamilaraay Elders, he travels to Myall Creek in Northern NSW. On the afternoon of Sunday 10 June, 1838, 12 stockmen brutally slaughtered a group of 28 Aboriginal men, women and children who were camped peacefully at the station of Myall Creek. This massacre had special significance because it marked the only time in the colonial period that white men were arrested, charged and hung for the massacre. The film follows Quilty’s exploration of the subject over many months.

I am looking for symbols of the beauty of the place, the sadness of the place, the incredible violence of this place. – Ben Quilty

CURRICULUM LINKS

Quilty – Painting the Shadows would be suitable for secondary students from years 7-12 studying Visual Arts and/or practising Visual Arts, i.e. drawing and painting. The film can be watched and discussed by students at any secondary level, partly because Ben Quilty presents his ideas, himself and his work in a way that makes this story as accessible to younger students as to older students and anyone with an interest in contemporary Australian art. The film looks at colour and design, scale, preparation, understanding the context in which you are working and how contemporary ideas and views can be expressed in artworks. Some of the themes explored in this documentary include:

  • How does an artist respond visually to historical events and illustrate them in a new way that is not just as a pleasing picture?
  • What does Quilty’s painting method show viewers about his intentions and willingness to take risks?
  • Is being committed to social justice and truth an important aspect of artwork, important to how issues are perceived by viewers?

For students of Media Studies, the film can be explored and analysed as an example of how to incorporate the central aspects of an artist’s life and work into a documentary film within a compelling narrative?

  • How does this film depict events, people, places and ideas?
  • In what specific ways is this film able to reveal aspects of both the artist’s life and work that would probably be less complex and compelling in a written text, even one with illustrations of the work?
  • Does this documentary present a picture of an artist in all his complexity and how does it do this?

While we see a lot of Quilty’s artwork and his work processes in this documentary, teachers and students could also explore a range of his work at some of the sites and texts listed in this guide. Neither films nor websites nor texts can substitute for seeing artworks in a gallery or ‘face to face’ in time and place, particularly in terms of scale, texture and colour. However, it is not always possible for everyone to see artworks in galleries or hung on walls. Documentary films can show us not only the artworks but also how the artist works and the key influences in the development of artistic practice.

This guide provides some background material about Ben Quilty and his place as an Australian artist. Students could be encouraged to develop their own views about the life and work of a still relatively young artist whose work and views are quite well known in Australia for a number of reasons.

There are three sets of Student Activities in this guide:

  • Before Viewing Questions
  • Close Viewing Questions A to E (5 sets)
  • After Viewing Questions

While the questions are designed to encourage discussion, there are also suggestions for more extended written responses in the After Viewing section.

For younger students in years 7- 10 teachers could select just some of the questions for class discussion which would be accessible for younger students.

An ATOM Study Guide is available here.

The Eulogy

‘Geoffrey Tozer’s death is a national tragedy.’ – The Hon. Paul Keating

‘Geoffrey was a great ambassador for his nation’s culture. Much of the time it must have felt to him as if his nation didn’t care.’ – Norman Lebrecht, French Music Critic

As an eight-year-old child prodigy the world was Geoffrey Tozer’s oyster. From the time that he was the youngest ever semifinalist at the famous Leeds Piano Competition, he dazzled audiences around the world. As an adult Tozer continued to perform in Australia and internationally, but for a career that promised and delivered so much, Tozer’s end was shocking. At his memorial service in 2009, Tozer’s friend and former prime minister, Paul Keating delivered a searing eulogy, painting a haunting picture of a lonely genius shunned by the Australian musical establishment during the final years of his life. Intrigued by Keating’s controversial eulogy and spurred to find out what went wrong with Tozer’s career, esteemed conductor and music educator Richard Gill goes on a journey to discover the man behind Keating’s eulogy. Gill’s first steps begin at the estate of Geoffrey Tozer, where in a humble backyard shed is an archive that contains thousands of drawings, photographs, letters and diaries documenting every aspect of Tozer’s tumultuous life. Gill also meets with members of Tozer’s family, inner circle and musical colleagues who have never before spoken publicly about the pianist. The epic tale and musical legacy of one of the greatest pianists Australia never really knew is finally revealed.

CURRICULUM LINKS:

The Eulogy is suitable for secondary students in Years 10–12 studying English, Media and Music. The documentary may also be of interest to students in other Performing and Visual Arts subjects.

In English, The Eulogy expands and enriches students’ understanding of human experiences. Activities have been designed to allow students to explore how meaning is created in a text. Students can identify, discuss and analyse the decisions the director has made. They can explore how the director uses structures, conventions and language to represent characters, settings and events; explore themes; and build the world of the text for the audience. Students can also investigate how the meaning of a text is affected by the contexts in which it was created and is read.

In Music, The Eulogy develops students’ knowledge of the musicianship of Geoffrey Tozer and understanding of his artistic process. Activities have been designed to allow students to express their personal values about music and to discuss, interpret and evaluate the music of Tozer and his career as a pianist. In addition, students are invited to explore the contribution that Tozer made to the performing arts in Australia and abroad. The film provides the opportunity for students to consider the way that Australians view and value the arts and the financial support provided to artists such as Tozer.

In Media, students can use The Eulogy to describe, analyse and interpret a professional media product in terms of how it communicates ideas to a specific audience. Activities have been designed to allow students to describe and discuss ways that a documentary depicts events, people, places and ideas.

The curriculum in this study guide is organised into three sections:

• Before viewing The Eulogy – This section provides opportunities for students to engage in a discussion of ideas and issues relevant to the documentary.
• Close analysis of The Eulogy – This section of the study guide provides opportunities for students to make a close analysis of the documentary.
• After viewing The Eulogy – This section provides opportunities for students to pursue further investigations of ideas and issues relevant to the documentary.

The activities in each section promote student engagement and active participation via individual reflection, class discussions, and small group and teamwork. Multiple activities are provided to allow teachers to select those which will best suit the demands of the subject and the needs of the students. If you do not own copies of Geoffrey Tozer’s music, you can listen online by accessing Tozer’s artist profile on Spotify. Audio and video clips of Tozer’s performances can be accessed via YouTube. It is recommended that teachers preview The Eulogy.

Animals: Property or Persons?

Animals: Property or Persons? is a six-minute animated video that introduces students to the concept of legal personhood, and its potential application to animals. It contains no graphic footage and is suitable for use in high school classrooms for all ages and countries.

WORKSHEET:

A worksheet has been created for this video

Cultural Competence Program – Module 1: Diversity Works

The Cultural Competence Program (CCP) is a range of online multi-media training courses and resources designed to help organisations maximise the benefits of cultural competence, diversity and inclusion. The CCP was developed by SBS, Multicultural NSW, and International Education Services – leading organisations in addressing the needs of multicultural Australia. It was developed to:

• Help organisations manage an increasingly diverse workforce
• Better service diverse communities within Australia by providing relevant training and information to service-based organisations
• Create competitive advantage for organisations operating in increasingly diverse marketplaces both locally and globally
• Promote social cohesion through fostering a better understanding of diverse cultures

MODULE 1: DIVERSITY WORKS:
Upon completion of the module ‘Diversity Works’, you will be able to:

• Define core concepts relating to culture, diversity and inclusion
• Understand why organisations invest in diversity and inclusion management
• Understand how diversity drives better business outcomes
• Understand the benefits of improved cultural competence

Note on video interviews:
All participants in the interviews tell real stories around their own experiences. Part of their story is which culture they identify with, and we asked each participant how they wanted to be represented. Some chose to be represented as just Australian, some chose to be a combination of Australian and some other cultures, and yet others chose their culture of origin. We respected their choices.

ATOM has produced a study guide for ‘Cultural Competence Program – Module 1: Diversity Works‘.

For the full program, click here.

Cultural Competence Program – Module 3: Core Inclusion Skills

The Cultural Competence Program (CCP) is a range of online multi-media training courses and resources designed to help organisations maximise the benefits of cultural competence, diversity and inclusion. The CCP was developed by SBS, Multicultural NSW, and International Education Services – leading organisations in addressing the needs of multicultural Australia. It was developed to:

• Help organisations manage an increasingly diverse workforce
• Better service diverse communities within Australia by providing relevant training and information to service-based organisations
• Create competitive advantage for organisations operating in increasingly diverse marketplaces both locally and globally
• Promote social cohesion through fostering a better understanding of diverse cultures

MODULE 3: CORE INCLUSION SKILLS:
Upon completion of the module Core Inclusion Skills, you will be able to:

• Understand some core practices essential to successful cross-cultural interactions
• Recognise some core behaviours essential to successful cross-cultural interaction
• Recognise that showing appropriate respect is at the heart of cultural competence

Note on video interviews:
All participants in the interviews tell real stories around their own experiences. Part of their story is which culture they identify with, and we asked each participant how they wanted to be represented. Some chose to be represented as just Australian, some chose to be a combination of Australian and some other cultures, and yet others chose their culture of origin. We respected their choices.

ATOM STUDY GUIDE:
ATOM has produced a guide for ‘Cultural Competence Program – Module 3: Core Inclusion Skills’.

Click here for the full program.

Cultural Competence Program – Module 2: Cultural Differences and Similarities

The Cultural Competence Program (CCP) is a range of online multi-media training courses and resources designed to help organisations maximise the benefits of cultural competence, diversity and inclusion. The CCP was developed by SBS, Multicultural NSW, and International Education Services – leading organisations in addressing the needs of multicultural Australia. It was developed to:

• Help organisations manage an increasingly diverse workforce
• Better service diverse communities within Australia by providing relevant training and information to service-based organisations
• Create competitive advantage for organisations operating in increasingly diverse marketplaces both locally and globally
• Promote social cohesion through fostering a better understanding of diverse cultures

MODULE 2: CULTURAL DIFFERENCES AND SIMILARITIES:
Upon completion of the module Cultural Differences and Similarities, you will be able to:

• Understand that cultures have similarities and differences
• Recognise that culture impacts all aspects of behaviour
• Recognise that your own culture impacts your behaviour
• Understand differences in direct and indirect communication across cultures
• Understand differences in the perception of time across cultures
• Understand the importance of family across cultures
• Know practical tips to start a conversation using general cultural similarities (family)

Note on video interviews:
All participants in the interviews tell real stories around their own experiences. Part of their story is which culture they identify with, and we asked each participant how they wanted to be represented. Some chose to be represented as just Australian, some chose to be a combination of Australian and some other cultures, and yet others chose their culture of origin. We respected their choices.

ATOM STUDY GUIDE:
ATOM has produced a study guide for ‘Cultural Competence Program – Module 2: Cultural Differences And Similarities‘, which is available to download for free.

Link to the full program.

Jill Bilcock: Dancing the Invisible (Cate Blanchett Interview)

Jill Bilcock: Dancing the Invisible‘ focuses on the life and work of one of the world’s leading film artists, Academy award nominated film editor Jill Bilcock. Iconic Australian films ‘Strictly Ballroom’, ‘Muriel’s Wedding’, ‘Moulin Rouge!’, ‘Red Dog’, and ‘The Dressmaker’ bear the unmistakable look and sensibility of Bilcock’s visual inventiveness. But it was her brave editing choices in ‘Romeo + Juliet’ that changed the look of cinema the world over. With a back-story as colourful and surprising as her films, and featuring commentary from Cate Blanchett, Baz Luhrmann, Shekhar Kapur and Fred Schepisi, this documentary is a wonderful insight into the art of editing and the profound impact it has on storytelling.

CURRICULUM LINKS:

‘Jill Bilcock: Dancing the Invisible’ is relevant to the following curriculum:

• VCE Media, especially Units 1, 2 and 3 in Victoria
• Years 11 and 12 Media Arts and Film, Television and New Media in Queensland
• Years 11 and 12 Media Production and Analysis in Western Australia
• Media Arts in the Australian Curriculum- Years 9 and 10 Content
• English-Year 10 Language and Literacy
• International Baccalaureate Diploma Program – Film – Textual Analysis, Film Theory and History.

An ATOM Study Guide has been created for ‘Jill Bilcock: Dancing the Invisible‘ and is available to download.

Cultural Competence Program – Module 7: Cultural Adaptation

The Cultural Competence Program (CCP) is a range of online multi-media training courses and resources designed to help organisations maximise the benefits of cultural competence, diversity and inclusion. The CCP was developed by SBS, Multicultural NSW, and International Education Services – leading organisations in addressing the needs of multicultural Australia. It was developed to:

• Help organisations manage an increasingly diverse workforce
• Better service diverse communities within Australia by providing relevant training and information to service-based organisations
• Create competitive advantage for organisations operating in increasingly diverse marketplaces both locally and globally
• Promote social cohesion through fostering a better understanding of diverse cultures

MODULE 7: CULTURAL ADAPTATION:
Upon completion of the module Cultural Adaptation, you will be able to:

• Define the different stages of cultural adaptation
• Illustrate how culture shock can be expressed in various ways
• Describe the concept of ‘reverse culture shock’
• Understand how the different stages of cultural adaptation may impact a person at work
• Identify measures that facilitate a smooth transition through the stages of cultural adaptation

Note on video interviews:
All participants in the interviews tell real stories around their own experiences. Part of their story is which culture they identify with, and we asked each participant how they wanted to be represented. Some chose to be represented as just Australian, some chose to be a combination of Australian and some other cultures, and yet others chose their culture of origin. We respected their choices.

ATOM STUDY GUIDE:
ATOM has produced a study guide for ‘Cultural Competence Program – Module 7: Cultural Adaptation’, which is available to download for free.

full program is also available.

Jill Bilcock: Dancing the Invisible (Jill’s Student Days)

‘Jill Bilcock: Dancing the Invisible’ focuses on the life and work of one of the world’s leading film artists, Academy award nominated film editor Jill Bilcock. Iconic Australian films ‘Strictly Ballroom’, ‘Muriel’s Wedding’, ‘Moulin Rouge!’, ‘Red Dog’, and ‘The Dressmaker’ bear the unmistakable look and sensibility of Bilcock’s visual inventiveness. But it was her brave editing choices in ‘Romeo + Juliet’ that changed the look of cinema the world over. With a back-story as colourful and surprising as her films, and featuring commentary from Cate Blanchett, Baz Luhrmann, Shekhar Kapur and Fred Schepisi, this documentary is a wonderful insight into the art of editing and the profound impact it has on storytelling.

CURRICULUM LINKS:

Jill Bilcock: Dancing the Invisible‘ is relevant to the following curriculum:

• VCE Media, especially Units 1, 2 and 3 in Victoria
• Years 11 and 12 Media Arts and Film, Television and New Media in Queensland
• Years 11 and 12 Media Production and Analysis in Western Australia
• Media Arts in the Australian Curriculum- Years 9 and 10 Content
• English-Year 10 Language and Literacy
• International Baccalaureate Diploma Program – Film – Textual Analysis, Film Theory and History.