- Ethical Understanding
- Intercultural Understanding
- Personal and Social Capability
- Visual Arts
Banners have traditionally been used to represent identity. Why not join us in celebrating diversity this Harmony Day by creating your own banners?
The Migration Museum’s Banners Project started in 1985, the year before the museum opened to the public. From the outset, the museum focussed on working with culturally diverse communities. The project served as a way for the new museum to form relationships with many of South Australia’s migrant community groups. The Banners Project had other goals too: of preserving the cultural heritage of the immigrant groups, including their arts and crafts techniques (used to create the banners themselves) and of promoting awareness in the community of the rich cultural diversity present in South Australia.
Curriculum V8.4
Reception
Visual Arts
Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists ACAVAM106
Create and display artworks to communicate ideas to an audience ACAVAM108
Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples ACAVAR109
Year 1
Visual Arts
Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists ACAVAM106
Create and display artworks to communicate ideas to an audience ACAVAM108
Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples ACAVAR109
Year 2
Visual Arts
Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists ACAVAM106
Create and display artworks to communicate ideas to an audience ACAVAM108
Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples ACAVAR109
Year 3
Visual Arts
Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations ACAVAM110
Use materials, techniques and processes to explore visual conventions when making artworks ACAVAM111
Present artworks and describe how they have used visual conventions to represent their ideas ACAVAM112
Identify intended purposes and meanings of artworks using visual arts terminology to compare artworks, starting with visual artworks in Australia including visual artworks of Aboriginal and Torres Strait Islander Peoples ACAVAR113
Year 4
Visual Arts
Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations ACAVAM110
Use materials, techniques and processes to explore visual conventions when making artworks ACAVAM111
Present artworks and describe how they have used visual conventions to represent their ideas ACAVAM112
Identify intended purposes and meanings of artworks using visual arts terminology to compare artworks, starting with visual artworks in Australia including visual artworks of Aboriginal and Torres Strait Islander Peoples ACAVAR113
Year 5
Visual Arts
Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions ACAVAM114
Develop and apply techniques and processes when making their artworks ACAVAM115
Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks ACAVAR117
Year 6
Visual Arts
Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions ACAVAM114
Develop and apply techniques and processes when making their artworks ACAVAM115
Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks ACAVAR117
Curriculum V9
Reception
Visual Arts
AC9AVAFE01 explore how and why the arts are important for people and communities
AC9AVAFP01 share their arts works with audiences
Year 1
Visual Arts
AC9AVA2E01 explore where, why and how people across cultures, communities and/or other contexts experience visual arts
AC9AVA2C01 use visual conventions, visual arts processes and materials to create artworks
AC9AVA2P01 share artworks and/or visual arts practice in informal settings
Year 2
Visual Arts
AC9AVA2E01 explore where, why and how people across cultures, communities and/or other contexts experience visual arts
AC9AVA2C01 use visual conventions, visual arts processes and materials to create artworks
AC9AVA2P01 share artworks and/or visual arts practice in informal settings
Year 3
Visual Arts
AC9AVA4E01 explore where, why and how visual arts are created and/or presented across cultures, times, places and/or other contexts
AC9AVA4C01 use visual conventions, visual arts processes and materials to create artworks that communicate ideas, perspectives and/or meaning
AC9AVA4P01 share and/or display artworks and/or visual arts practice in informal settings
Year 4
Visual Arts
AC9AVA4E01 explore where, why and how visual arts are created and/or presented across cultures, times, places and/or other contexts
AC9AVA4C01 use visual conventions, visual arts processes and materials to create artworks that communicate ideas, perspectives and/or meaning
AC9AVA4P01 share and/or display artworks and/or visual arts practice in informal settings
Year 5
Visual Arts
AC9AVA6E01 explore ways that visual conventions, visual arts processes and materials are combined to communicate ideas, perspectives and/or meaning in visual arts across cultures, times, places and/or other contexts
AC9AVA6C01 use visual conventions, visual arts processes and materials to plan and create artworks that communicate ideas, perspectives and/or meaning
AC9AVA6P01 select and present documentation of visual arts practice, and display artworks in informal and/or formal settings
Year 6
Visual Arts
AC9AVA6E01 explore ways that visual conventions, visual arts processes and materials are combined to communicate ideas, perspectives and/or meaning in visual arts across cultures, times, places and/or other contexts
AC9AVA6C01 use visual conventions, visual arts processes and materials to plan and create artworks that communicate ideas, perspectives and/or meaning
AC9AVA6P01 select and present documentation of visual arts practice, and display artworks in informal and/or formal settings
Materials
Use the following materials to guide your Harmony Day lesson
Videos:
Worksheet:
Online digitised collections:
Lesson
Introduction:
Introduce the activity and explore the concepts with question like these:
- What is identity?
- Who is an Australian?
- How would I represent my identity?
Activity:
Watch the videos shorts, explore the online banners collection and discuss what inspires you about how other people made their banners.
Create your own banners to represent your unique identities. Be sure to include elements that show:
- heritage
- culture
- family traditions
- personal identity.
Conclusion:
Share the banners with the class, discuss their meaning and symbols and make time to celebrate each other’s diversity.
Display the banners in your classroom to visually represent the unique diversity of your class.
Where to Next?
Are you interested in doing more Harmony Day activities?