1 Project Plan: Aboriginal Plant Mural By Melissa Bates

Project focus

Creating an Aboriginal designed mural to complement the bush garden being constructed at Milperra Public School.

Context for the project

This project involves developing a suitable design that can be painted onto the wall of the school shed. We have full participation with the both the University of Western Sydney and the Milperra Public School. The Design must be accepted by the community, there for it will include a selection of plants that will be produced within the schools bush garden.

Literature review that supports the reasons for the project.

(Also included in annotated bibliography: relationship to current project) Harrison, N., & Greenfield, M. (2011). Relationship to Place:
Positioning Aboriginal Knowledge and perspectives in classroom pedagogies. Critical Studies in Education, Volume52,

Issue1, pg. 65- 76 This article discusses the various ideas for meeting their outcome and one of these includes real learning experiences aimed at merging the relation between Aboriginal and Non-Aboriginal children. This I believe links in directly with our project of designing an Aboriginal mural to represent the garden the students will be creating. The students will not only be experiencing a part of Aboriginal culture (Art, bush Garden) but they will be a part of the process creating a more meaningful experience and understanding of the project.
Howard, P. & Perry, B. (ND). Indigenous communities and schools: Building community capacity through effective schoolcommunity engagement. Charles Sturt University.1-15

Our Mural project links with the mentioned methods for student achievement mentioned throughout the article, as the mural will include all students, teachers will be aiding in certain aspects and it will all be presented to the community as an open day to recognise the work the students have put in to improve their school environment to benefit the greater community.
Ohn, J.D., & Wade, R. (2009). Community Service-Learning as a Group Inquiry Project: Elementary and Middle School CiviConnections Teachers practices of Integrating Historical Inquiry in community service learning. Journal of The Social Studies, Sep/Oct pg.200-209

Students will be active participants in the Mural project; they will be painting a representation of their simultaneously constructed bush garden. This enables students to identify the link between the gardens, mural and Aboriginal culture as they will see links through visual and instructional methods.
McInerney, P. (2002, December). Reimagining school-community relations: Insights from Wattle Plains. Symposium conducted at the ARRE Annual Conference in Brisbane, Australia. See pages 1 to 15 of the Publication Manual. It is mentioned in particular the use of an Aboriginal mural that was completed in once school was an example of community service learning. There were numerous community and school consultations in developing the project (theme etc.) and it was carried out by students, teachers and community members, both Indigenous and Non-Indigenous. This is very similar if not almost identical to the project we will be conducting at Milperra. We have an Aboriginal artists working alongside teachers, students from the school and students from the local university. Through this process we hope to engage students in their learning in a productive school/community effort. Munns, G., Simpson, L. & Clancy, S. (1999, December). A room with all views?: The Aboriginal Community Room as a Site and Metaphor. Symposium conducted at the ARRE Annual Conference in Melbourne, Australia. See pages 1 to 8 of the Publication Manual. Through our project we are trying to develop a relationship with the school and promote further community/school interaction in hopes to benefit the students achievements and broaden their knowledge and skills. This is a process that the article highlights as a productive and important feature of school life for our children.

How will the project proceed

The mural will be designed by an out of area Aboriginal Artist. Students who attend Milperra public school will be painting an A4/A3 sized area each. (each student will have their own artwork to contribute this way) We need to take the wood to the artist for the design; Kayla and I will be working with Alana Wallace a teacher at the school to help the painting along in the designated time frame. The deadline for the mural is the 1st of August, as the opening is on the 2nd all painting must be finished preferably two weeks prior to the opening at the latest to ensure the mural can be put together for display.

3 Issues to do with ethics The most prominent ethical dilemma we have had is what is appropriate for the mural design. There was some debate as to the theme of the mural but after careful consideration of how the theme may offend some parties or cause an issue within the community in regards to appropriate designs of local Aboriginal groups it was decided that to avoid any problems we would stick to a plant design that represents the native flora that will be grown in the school bush garden.

Our Roles

As this project is being organised by Kayla and me it is important that we both have our own roles to fulfil. At this time my roles are: Liaising with the artist assisting with the project: when can he start the stencil, how long will it take? Organising transport for the wood Dealing with timeline concerns; when will we start painting, how long it will take?

How will I use evidence?

I will/have been keeping a journal of all conversations and thoughts I have had in regards to the project as well as keeping copies of emails and relevant literature. I will use this to reflect on the projects success and/or issues.

How will the evidence be analysed and interpreted?

I will use this evidence to reflect on how the project is going in comparison to how I first believed it would proceed. This will require looking at thoughts, feelings and issues that arose during this time and comparing these observations to the outcome of the project and whether it had the intended outcome.

what contribution the project will make and any recommendations

This project will allow students to learn about a part of Aboriginal culture and history. They will be part of the construction of the mural and Garden which will make the learning experience more valuable to them as individuals and allow them to see their own work displayed in the school. This aiming to improve student achievement, wellbeing and behaviour. This project is a great way to introduce an Aboriginal focused learning activity. Through the process it allows the school to connect with both the non-Indigenous and Indigenous local community, building a relationship based around supporting the learning of the students in the school.

Bibliography
Journal Articles Harrison, N., & Greenfield, M. (2011). Relationship to Place: Positioning Aboriginal Knowledge and perspectives in classroom pedagogies. Critical Studies in Education, Volume52, Issue1, pg. 65- 76

Howard, P. & Perry, B. (ND). Indigenous communities and schools: Building community capacity through effective school-community engagement. Charles Sturt University.1-15

Ohn, J.D., & Wade, R. (2009). Community Service-Learning as a Group Inquiry Project: Elementary and Middle School CiviConnections Teachers practices of Integrating Historical Inquiry in community service learning. Journal of The Social Studies, Sep/Oct pg.200-209

Conference papers

McInerney, P. (2002, December). Reimagining school-community relations: Insights from Wattle Plains. Symposium conducted at the ARRE Annual Conference in Brisbane, Australia. See pages 1 to 15 of the Publication Manual.

Munns, G., Simpson, L. & Clancy, S. (1999, December). A room with all views?: The Aboriginal Community Room as a Site and Metaphor. Symposium conducted at the ARRE Annual Conference in Melbourne, Australia. See pages 1 to 8 of the Publication Manual.

Annotations
1.
Harrison, N., & Greenfield, M. (2011). Relationship to Place: Positioning Aboriginal Knowledge and perspectives in classroom pedagogies. Critical Studies in Education, Volume52, Issue1, pg. 65- 76

What is the Article About? This article is about the research conducted within 12 NSW schools to determine how each incorporates an Aboriginal perspective within the curriculum based classwork and programs used in the schools. The main issue that arose was the outsized misinterpretation of the difference between Aboriginal Knowledge and Aboriginal perspectives. The aim therefor is to demonstrate ways in which teaching can include an Aboriginal perspective without using stereotypes commonly associated with Aboriginal culture and history. What are the benefits of community engagement/service-learning projects for? In this article it clearly identifies that all Australian children need to be able to understand and acknowledge the value of Indigenous cultures and possess abilities to be able to contribute and benefit from reconciliation between both Indigenous and Non-Indigenous people. So by developing strategies to do this the wider community of Australia will benefit from understanding and acceptance, bridging the gap between Australians. Relationship to current project. This article discusses the various ideas for meeting their outcome and one of these includes real learning experiences aimed at merging the relation between Aboriginal and Non-Aboriginal children. This I believe links in directly with our project of designing an Aboriginal mural to represent the garden the students will be creating. The students will not only be experiencing a part of Aboriginal culture (Art, bush Garden) but they will be a part of the process creating a more meaningful experience and understanding of the project.

2.
Howard, P. & Perry, B. (ND). Indigenous communities and schools: Building community capacity through effective school-community engagement. Charles Sturt University.1-15

What is the Article About? This article is about community capacity building and how the input of community members, parents and teachers combined can help improve student learning in regards to engagement and attainment.

6 What are the benefits of community engagement/service-learning projects for? A direct benefit that was identified through this article about community engagement and service learning projects was that of the likelihood of improved student well-being, achievement and behaviour. School and community members coming together on equal terms to fulfil a purposeful project will only benefit students as they are part of the project. Relationship to current project. Our Mural project links with the mentioned methods for student achievement mentioned throughout the article, as the mural will include all students, teachers will be aiding in certain aspects and it will all be presented to the community as an open day to recognise the work the students have put in to improve their school environment to benefit the greater community.

3.
Ohn, J.D., & Wade, R. (2009). Community Service-Learning as a Group Inquiry Project: Elementary and Middle School CiviConnections Teachers practices of Integrating Historical Inquiry in community service learning. Journal of The Social Studies, Sep/Oct pg.200-209

What is the Article About? This article is about community service learning in middle and elementary school (primary/early high school) and how effective community projects can be in the overall learning process as the require students to apply their own knowledge and problem solving skills to achieve their goals. What are the benefits of community engagement/service-learning projects for? Throughout this article it explains that these projects are important as they benefit students in regards to democratic and participatory practice, in addition to students learning and developing through active participation in order to meet the needs of community and targeted issue. Relationship to current project. Students will be active participants in the Mural project; they will be painting a representation of their simultaneously constructed bush garden. This enables students to identify the link between the gardens, mural and Aboriginal culture as they will see links through visual and instructional methods.

7 4.
McInerney, P. (2002, December). Reimagining school-community relations: Insights from Wattle Plains. Symposium conducted at the ARRE Annual Conference in Brisbane, Australia. See pages 1 to 15 of the Publication Manual.

What is the Article About? This article is about the integration of cultural awareness implemented through school /community based effort. They discuss the use of murals and how important it is to nurture school/community relations. They look at the metaphors in play around school community and how a school had promoted this. What are the benefits of community engagement/service-learning projects for? Through promoting participatory form of decision-making and school based curriculum development the benefits from community and school involvement are forging educative relationships between schools and local communities. Relationship to current project. It is mentioned in particular the use of an Aboriginal mural that was completed in once school was an example of community service learning. There were numerous community and school consultations in developing the project (theme etc.) and it was carried out by students, teachers and community members, both Indigenous and Non-Indigenous. This is very similar if not almost identical to the project we will be conducting at Milperra. We have an Aboriginal artists working alongside teachers, students from the school and students from the local university. Through this process we hope to engage students in their learning in a productive school/community effort.

5.
Munns, G., Simpson, L. & Clancy, S. (1999, December). A room with all views?: The Aboriginal Community Room as a Site and Metaphor. Symposium conducted at the ARRE Annual Conference in Melbourne, Australia. See pages 1 to 8 of the Publication Manual. What is the Article About? This article is about both how productive and pedagogical relationships can be catalysed and formed and how important the community links with the school are to a successful learning environment. What are the benefits of community engagement/service-learning projects for? The benefits in this study are to promote a safe environment for the community/school, where a relationship can develop to help improve curriculum content and apply improved learning strategies/advantages for students. Relationship to current project. Through our project we are trying to develop a relationship with the school and promote further community/school interaction in hopes to benefit the students achievements and broaden their knowledge and skills. This is a process that the article highlights as a productive and important feature of school life for our children.