1

Year 5–6Indonesian Language and Art Education Resource

2

Produced in collaboration with the Modern Language Teachers Association, this Indonesian Language Resource encourages students to engage with Indonesian language and culture through art. This resource explores Indonesian wayang puppet and textile traditions and introduces students to the Ramayana and Mahabharata stories. Historical works of art from the NGA’s Southeast Asian art collection are connected with contemporary new media art by the Yogyakarta duo Indieguerillas. The Indieguerillas interactive exhibition for kids and families was on display in NGA Play from 16 December 2017 to 13 May 2018.

This resource is directly linked to the Australian Curriculum and is designed to develop successful learners, confident and creative individuals and active, informed citizens. Students are encouraged to socialise, reflect and create while developing their understanding of how language and culture are related.

For background information refer to Indonesian Stories and Art Primary Education Resource.

This resource is designed for:

• Year 5–6 primary students and can be adapted for secondary students

• Indonesian Language students, but also has relevance for Visual Art students

• Asia and Australia’s Engagement with Asia cross-curriculum priority

This resource may be used to:

• complement a visit to the NGA’s permanent collection of Southeast Asian art

• inform a series of classroom lessons

An extended listing of curriculum links and achievement standards are included on the final pages of this resource.

The NGA values the feedback of students and teachers on the education resources we have produced. To share student work or your feedback on the resource please email education@nga.gov.au

TEACHER’S NOTES

Balinese people Sinta’s ordeal, an episode from the Ramayana valance for a temple or royal pavilion [ider-ider] late 19th century (detail), cotton, silk, dyes, sequins, tinsel; cotton, silk, dyes, sequins, tinsel; embroidery, appliqué, 42.4 h x 278.0 w cm, National Gallery of Australia, Canberra, gift of Mary and Michael Abbott 1987.

3

INDIEGUERILLAS AND POP ART

The Indieguerillas’ art brings together inspiration and imagery from different time periods and different parts of the world. The Indieguerillas were influenced by the Pop art style of American artists Roy Lichtenstein and Andy Warhol in the NGA’s collection. Like Lichtenstein and Warhol, the Indieguerillas use thick comic-book style outlines filled with areas of bold colour and pattern.

Pop art came to the fore in America the early 1960s. The Pop artists found their subject matter in the world around them—in everyday life, advertising and popular culture. Roy Lichtenstein worked with images that he found in comic books while Andy Warhol was fascinated with brands and celebrities. Pop artists, including Warhol and Lichtenstein, wanted their work to look flat and precise as if it were made by a machine in a factory, rather than by hand.

Roy Lichtenstein Crak! 1963-64, offset lithograph, 47.1 h x 68.6 w cm, National Gallery of Australia, Canberra, purchased 1996. © Estate of Roy Lichtenstein. Licensed by Copyright Agency

Indieguerillas referencing Roy Lichtenstein © indieguerillas. Image courtesy of indieguerillas

4

Indieguerillas referencing Andy Warhol © indieguerillas. Image courtesy of indieguerillas

Andy Warhol Untitled 1968, screenprint, 91.8 h x 61.3 w cm, National Gallery of Australia, Canberra, the Poynton Bequest 2006, © The Andy Warhol Foundation for the Visual Arts, Inc./ARS. Licensed by Copyright Agency

5

RELEVANT LANGUAGE Saya — I (subject pronoun); my, mine (possessive pronouns)

Kamu — you (subject pronoun); your, yours (possessive pronouns)

Bilang, berkata — Say

Apa? — What?

Mengapa — Why?

Ada — There is; There are

(Ada) Berapa? — How many?

Di mana? — Where?

Sebelum — Before

Setelah, sesudah — After

Cerita — Story

Apa cerita di kain? Predisksi. — What is the story on the textile? Predictions.

What do you see that makes you say that? — Setelah melihat ....itu (refer to the art work).... mengapa bilang begitu?

Ada berapa karakter? — How many characters are there?

Apa/Siapa karakter itu? — What/Who are the characters?

Dimana Semar? Where is Semar?

Dimana Arjuna? Where is Arjuna?

Apakah ini Semar? Is it Semar?

Apakah ini Arjuna? Is it Arjuna?

Warna apa? — What colour is it?

Warna apa yang bisa kamu lihat? — What colour can you see?

Ada berapa warna? — How many colours?

Meggunkana warna apa? — What colour do you use?

Saya menggunakan warna hijau. — I use green.

Warna — Colour

Muda — Light

Tua — Dark

Biru muda — Light blue

Biru tua — Dark blue

Bentuk — Shape

Lingkaran — Circle; round

Segitiga — Triangle

Segi empat — Square; rectangle

Bujur sangkar — Square

Ada berapa bentuk? — How many shapes?

6

Instruksi — Instructions

Tulis — To write

Buat — To make

Gunting — To cut out

Warnai — To colour in

Desain — To design

Gambar — To draw

Sambung dengan — To connect with

Tempel — To glue/paste on

Menggunakan — To use

Pakai; memakai — To use; to wear

Kata depan/preposisi — Preposition

Di depan — In front of

Di belakang — At the back of; behind

Di samping — Next to; beside

Di atas — On top of

Di bawah — Under; beneath

Di dalam — In; inside

Di — On; at

Di mana tempat tidur Van Gogh? — Where is Van Gogh’s bed?

Di mana kursi Van Gogh? — Where is Van Gogh’s chair?

Kursi van Gogh di atas karpet. — Van Gogh’s chair is on top of the rug.

Warna apa meja ini? — What colour is the table?

Ada berapa kursi di kamar Van Gogh? — How many chairs in Van Gogh’s bedroom?

Di mana meja kamu? — Where is your desk?

Meja saya di dalam kamar tidur. — My desk is in the bedroom.

Apakah meja kamu di samping tempat tidur? — Is your desk next to your bed?

Furnitur kamar tidur — Bedroom furniture

Kamar tidur — Bedroom

Ruang tamu — Guest room

Tempat tidur — Bed

Kursi — Chair

Meja — Table; desk

Lampu — Lamp; light

Karpet — Carpet; rug

Lukisan — Painting

Makanan — Food

Pizza — Pizza

7

Indieguerillas, NGA Play, 2017–2018

8

CORE LEARNING TASKS

1. Share and discuss a range of wayang and Mahabharata stories using the Indonesian textiles and wayang puppets from the NGA’s collection as a stimulus.

2. Look at the Balinese textile Sinta’s ordeal, an episode from the Ramayana. Explore who the characters might be, the morals/values that they represent, the colours used in the textile, the shape of their heads and facial features, their costumes/clothing and their characteristics.

3. Use Indonesian words (nouns) to describe and map out your bedroom based on the Indieguerillas audio-visual interpretation of artist Vincent Van Gogh’s bedroom. Use Indonesian sentences to describe the position of the furniture in your bedroom.

9

4. Create your own artwork based on one character from the textile Sinta’s ordeal, an episode from the Ramayana and one artist referenced by the Indieguerillas in their NGA Play exhibition, including Roy Lichtenstein or Andy Warhol. These artists are found in the twentieth century American collection at the NGA. You may choose to make a pair of wayang puppets, a drawing, or a textile design.

5. Watch the Indieguerillas’ video about how and why they made the NGA Play exhibition. Complete a three-way Venn diagram on the Ramayana textile, the art of the Indieguerillas, and your own artwork as a reflection.

10

CURRICULUM LINKS

Languages: Indonesian Year 5–6 Content Descriptions

Strand: Communicating

Sub Strand: Socialising • Interacting orally and in writing to exchange, ideas, opinions, experiences, thoughts and feelings; and participating in planning, negotiating, deciding and taking action.

Interact with peers to describe aspects of daily life, school, friends and pastimes.

(ACLINC0035)

Sub Strand: Creating • Engaging with imaginative experience by participating in responding to and creating a range of texts, such as stories, songs, drama and music.

Engage with texts such as cartoons, dialogues and fairy tales, and respond by describing aspects such as characters and actions.

(ACLINC0040)

Sub Strand: Translating • Moving between languages and cultures orally and in writing, recognising different interpretations and explaining these to others.

Translate texts from Indonesian to English and vice versa, selecting from possible choices to create appropriate meaning

(ACLIN0042)

• Create for the school community simple bilingual texts such as reports, instructions and games.

(ACLIN0043)

Sub Strand: Reflecting • Participating in intercultural exchange, questioning reactions and assumptions; and considering how interaction shapes communication and identity.

Engage in intercultural experiences, describing aspects that are unfamiliar or uncomfortable and discussing own reactions and adjustments.

(ACLIN0044)

Strand: Understanding

Sub Strand: Systems of language • Understand how to express actions and events in time and place using prepositions, and continue to expand knowledge of ber- verbs and vocabulary.

(ACLINC0047)

• Develop understanding of how grammatical structures and rules influence textual organisation.

(ACLINC0048)

Sub Strand: Role of language and culture • Analysing and understanding the role of language and culture in the exchange of meaning.

Recognise that language and culture are integral to the nature of identity and communication.

(ACLIN0051)

Languages: Indonesian

Year 5–6 Achievement Standards

By the end of Year 6, students will:

• Use Indonesian to convey information about themselves.

• Locate specific details and use familiar words and phrases to predict meanings in texts.

• Respond to and create texts to describe and share factual and imaginative ideas and experiences, using formulaic phrases and modelled language.

• Ask and respond to questions using Apa?, Siapa? Berapa? and Di mana?

• Use prepositions (such as di atas/dalam/belakang).

• Identify aspects of language use that relate to people’s (including their own) cultural perspectives and experiences.

• Know that Indonesian word order in (subject-focus) sentences is similar to English.

• Know that language use varies according to age, relationships and situation, particularly in relation to terms of address and the nature of what is discussed.

• Identify loan words from English and their Indonesian spelling (televisi) and pronunciation (kriket).

• Describe similarities and differences between aspects of language and culture.

• Know that in both Indonesian and English some terms and expressions reflect culture-specific items and practices (for example, Selamat siang, mandi, guling) that cannot be directly translated.

11

The Arts: Visual Arts

Year 5–6 Content Descriptions

Strand: Making

• Exploring cross-media effects and characteristics of representation when making artworks inspired by observation or imagination.

(ACAVAM114)

• Making informed choices about using various combinations of representational elements appropriate for a concept, theme or subject matter, for example, combining realistic drawing skills with an appropriated image from the past to create new meaning.

(ACAVAM115)

Strand: Responding

• Considering viewpoints – critical theories: For example – Compare these paintings (one from India, one Australian). What do you recognise? What do you understand? What is new?

(ACAVAR 117)

• Explaining the artistic vision of artists from different contexts, particularly referencing the meaning their artworks convey, for example, Aboriginal rock art, graffiti art, Egyptian art.

(ACAVAR117)

The Arts: Visual Arts

Year 5–6 Achievement Standards

By the end of Year 6, students will:

• Explain how ideas are communicated in artworks they make and to which they respond. They describe characteristics of artworks from different social, historical and cultural contexts that influence their art making.

• Explain how ideas are represented in artworks they make and view. They describe the influences of artworks and practices from different cultures, times and places on their art making.