TRANSFORMING PEDAGOGIES WITH NEW TECHNOLOGIES

Ned Kelly – hero or villain?

Sue Cowie Werribee Secondary College

THINKING AND PLANNING

Purpose This was an opportunity to combine a passion of mine, the legend of Ned Kelly, with the Victorian

Essential Learnings in a meaningful and integrated unit for year 9 students. It goes without saying that the

digital content provided through The Le@rning Federation (TLF) was an accessible way to facilitate and

stimulate deep learning. Thus the learning objects were to provide a starting point and an impetus for the

discovery of „truth‟ and „legend‟. For there is always more than one truth! Ned Kelly and his gang

undoubtedly committed murder and mayhem. But through a liturgy of letters, ballads and folklore, my

students would learn that the Kellys were not only a threat to the society of the time, but were also identified

as heroes by many selectors feeling persecuted and suffering through a harsh justice of the time. Literature,

film and art intensify these truths, challenging the students‟ perception of what the Kelly story is all about. It is

a question posed since the 1800‟s as Ned Kelly „man of letters‟ – albeit an author (with the help of Joe

Byrne) has been an inspiration for many texts, both written (Carey, Drewe, Jones..) and visual (Sidney

Nolan). The bush-ranger has also stimulated many a parody (Reckless Kelly) in both film and advertising.

The idea for robust and somewhat vehement discussion on what constitutes being „an outsider‟ and a villain,

was a stimulus and a link to other texts (The Quiet American) and speeches (I Have a Dream). Ned Kelly,

through the power of language, can still polarise Australian society - even the infamous Year 9‟s.

The use of critical literacy was a skill that Middle Year‟s students could acquire, apply and synthesise

within this unit. Through the immediate visual stimulus of the digital content, bias, point of view and generic

persuasive techniques would be further appreciated. However, it is essential to identify prior knowledge (both

your own and your students') and, for this unit, it helps to actually enjoy, connect and engage with the

subject matter. And music is such a way to engender interest in folklore! So with accessible digital resources,

they would create songs and ballads. I wanted my students to connect and engage with the real characters,

both male and female, in order to fully understand the purpose of the eclectic and iconic images of the

Kellys. And the words! The power of the words! For example, the educated and polished oratory of Sir

Edmond Barry compared to the poetic voice of injustice and anguish of Ned – in the letters, film and folklore.

I also wanted my students to experience the power of oration; an image or a ballad through links to other

digital content and to reflect upon cultural prejudices and the struggle of every human „the common man‟ to

overcome adversity (Paul Kelly‟s verse). This unit was to provide my students with the applied knowledge

and techniques to understand how a visual text can express cultural and somewhat polarized national

values. It was to engender transferable learning and refine their conceptual understanding of how a reader or

viewer is positioned.

This work encompasses reception skills in viewing the Kelly films, listening to the ballads/folklore and

reading a variety of texts. There are three major letters (the most famous being The Jerilderie Letter) and

many stimulating visual texts suitable for a range of learners. Multimedia presentations will be produced

conveying meaning through visual, oral and aural semiotic systems. Also the stimulus from the digital

content in viewing the Kelly films and listening to the ballads will contribute to the production content,

primarily kinaesthetic, in a Drama production of a chosen character within the Kelly legend. It will allow my

students to revise skills, knowledge and understandings for presenting for an audience with a point of view

and purpose in mind.

IMPLEMENTATION

Context for learning

My students are typical of the middle-years within the government system in Victoria. That is, they are at

a crisis point in disengaging from mainstream education. Many are from lower socio-economic backgrounds.

Along with this challenge, my class is identified as a „special literacy focus‟ group. Not exactly streamed, but

placed within homogenous groupings. I am conscious of the literacy needs of students with language

disorders and thus scaffold most of the tasks.

Although this scaffolding approach is highly structured, multiple tasks are given so students may identify

their learning style and strengths. It is useful to think of Gardner‟s Multiple Intelligences and create the links

in a seemingly incidental way. For example, the digital content made many tasks achievable for students

battling with the Four Resource Model – that is, Code-breaker, Meaning maker, Text user and Text analyst.

A sensitive and reflective response to the visual, aural or written text could be presented as a story-board or

a comic „Manga‟ or „Anime‟. Responding and creating may be kinaesthetic or musical or spatial.

So why is this necessary? I am mindful that speech and language disorders constitute the largest

handicapping condition in society. Language is not just another subject but the means by which all subjects

are pursued. As English teachers, we are Literacy specialists and within this unit I am conscious of catering

for my students with language difficulties.

Through this unit, my students will put into practice:

Following conversations/discussions and responding (often abstract concepts such as past and future)

Giving opinions with reasons

Maintaining and identifying a topic for research

Applying their knowledge to persuasion and debate

Reading non-verbal cues

Adjusting to context and audience

Conceptualising and categorising, sequencing and ordering

Transferring their learned and stored knowledge of language to new contexts

Interpersonal development (VELS domains)

Communication (VELS domains)

Thinking Processes (VELS domains)

Work configuration

It is difficult to access a computer room and my students do not have laptops. This was to prove the single

most problematic issue with implementing this work. There were continuous room changes and network

dysfunctions. To create a more effective learning environment, I relied on saving digital content to a USB and

thereby relieving the worry of Internet connections. But when the students worked as a whole class within

the computer room, they were immediately engaged and intrigued by the digital resources. I was mindful of

seating arrangements and encouraged collegial collaboration and independent research. A working-post was

established where plastic tubs were strategically placed for relevant issues, related texts and objects of

interest (e.g. maps, Kelly artefacts). Small group work was also effective for Drama opportunities (the

creation of the parody of an outsider, marginalised from society).

Some tasks were set as assessed work requirements (Kate Kelly)

A digital piece was assessed (re PowerPoint/Media-player movie)

I read to the whole class and used this time to monitor comprehension by word-searches/cloze

activities/vocabulary quizzes.

Students had permission to bring in songs, ballads and listen on MP3‟s.

Activity structure

Identify prior knowledge on Ned Kelly.

Display a variety of texts – The Jerilderie Letter, Peter Carey's The True Story of the Kelly Gang, Robert

Drewe's Our Sunshine for example.

Brainstorm vocabulary and play Vocabulary Game (attached)/provide a Word splash then create graphic

organisers (Marzano) for display.

Introduce learning object Catch the thief and challenge class to identify the connection to Ned Kelly.

Follow through with Sidney Nolan paintings – discussion of imagery.

View digital resources on Ned Kelly.

Worksheets provided for multiple tasks.

Follow through with independent research into the cultural phenomenon – identify iconic images,

national identity, and marginalisation.

View recent film with Heath Ledger/compare with parody Reckless Kelly.

Research stereo-types re magazines and digital content and view learning object Wacky-oke song quest

to consolidate work on images/stereo-types.

Look at digital resources on bias and points of view (learning objects).

Start major digital task creating/presenting view of a marginalised member of society. This will be

collaborative.

Investigate through learning objects and digital resources other stories of disempowerment re L1282

Timeline: Nhu Minh's story, R3909 'The unknown rebel, Beijing', 1989, R6065 „I Think…‟ - That‟s not fair.

Work on ballads re learning objects and establish connections with contemporary music Paul Kelly,

Midnight Oil, U2, The Whitlams for example – aural component so you need a space to turn up the volume.

Worksheet re: Ballads.

Drama (kinaesthetic) performance on a chosen character (example given of Kate Kelly but there are

numerous others re: males – Joe Byrne, Sir Redmond Barry…

Persuasive Language analysis through study of The Jerilderie Letter and comparisons to famous

speeches (I Have a Dream).

Speeches (oral activity) and perusal of learning objects - great political leaders and their speeches (Billy

Hughes for example).

Numerous creating writing tasks re audience, context and purpose.

Deconstructing media/film texts.

Analysis of film techniques.

Discussion

This unit is interactive, interpersonal, collaborative, collegial and requires established receptive and

expressive language skills. There is opportunity to pair students, especially with attention to literacy needs.

This will also provide connections with the broader school community for there are ample opportunities for

cross-curricular tasks and excursions to the State Library and the Old Melbourne Gaol. This unit works well

within the Victorian Essential Learnings and integrates with other KLA‟s – Art, Humanities, SOSE, Legal

Studies, History, Drama…

The trial of Ned Kelly in Melbourne, 1880

TLF ID R2098

From the collection of the National Archives of Australia

Learning resources

Learning Objects TLF ID

Catch the thief: level 1 L387

Catch the thief: level 2 L388

Catch the thief: level 3 L389

Point of view: editorial L934

Point of view: newspaper report L935

Point of view: witness reports L936

Wacky-oke song quest L937

Timeline: Nhu Minh‟s story L1282

Digital resources TLF ID

Siege of the Kelly gang at Glenrowan R2097

'The story of the Kelly gang', 1906 - asset 1 R830

The trial of Ned Kelly in Melbourne, 1880 R2098

The streets of Forbes R969

'The unknown rebel', Beijing, 1989 R3909

„I Think…‟ - That‟s not fair R6065

Other resources:

Carey, Peter The True Story of the Kelly Gang, University of Queensland Press, 2000

Drewe, Robert Our Sunshine, Penguin, 1991

Jones, Ian Ned Kelly: A Short Life, Lothian Books, 1995

Jones, Ian The Fatal Friendship, Lothian Books, 1995

Kelly, Paul Don‟t Start Me Talking: Lyrics 1984-1999 Allen & Unwin, 1999

Midnight Oil If Ned Kelly was King 1981 from Place without a Postcard Sony

Ned Kelly movies Heath Ledger, 2002/Mick Jagger, 1980

Nolan Sidney, Ned Kelly series, 1945 -1946

Reckless Kelly, 1993 Yahoo Serious

The Jerilderie Letter February 1879 Manuscript Public Record Office VPRS937/P Unit 272

The Whitlams Kate Kelly 2002 from Torch the moon Black Yak Records

Wilkinson, Carole Black Dog Five Mile Press 2004

www.vicnet.net.au/-omgaol

www.ncs.net.au/nedkelly

Other Technologies

Shared files on Intranet

USB

DVD

MP3

Cassette player

Whiteboard

Wireless Laptop

Product

Students‟ digital presentations

Worksheets – Vocabulary Game (useful for Language Disorders)

Original speech by Leigh Olver, descendant of Ellen Kelly

Unit on Persuasive Language

Ballads/Folklore worksheet

Drama performance of a Kelly character (Kate Kelly)

Graphic organisers re Kelly characters

REFLECTION

The learning objects were to prove invaluable as they effectively incorporate both spoken and written

content enhancing student literacy and reflecting on what they already knew. Anstey & Bull researched

students and multiliteracies, identifying that: „having the ability to analyse texts, identify their origins and

authenticity, and understand how they have been constructed in order to perceive their gaps, silences,

and biases‟ (Teaching and Learning Multiliteracies 2006, p.23), is part of the ongoing pedagogy. The

digital materials meant that these opportunities were now readily available to access. And if this was not

enough, we also were dealing with Year 9‟s and hormones so Heath Ledger, who played Ned, acted as a

conduit for immersion in the task of analysis. And for further enticement you can rely on sport –

remember the Opening Ceremony of the 2000 Olympic Games where thousands of iconic Kelly helmets

appeared on young ones, for the entire world to see. The “I think…” series addressed the details of

decoding these images and gave my students some basic life questions to ponder: “How do I describe

this view?” “Why am I here representing this?” “Am I celebrating a Hero or a Villain?” “What does this

mean in terms of the human experience?”.

„I Think…‟ - that‟s not fair

TLF ID R6065

With permission of the Australian Children's Television Foundation, Film Finance Corporation Australia Limited and

Heytesbury Pty Ltd. Animation by Steve French.

Further texts were explored using the Four Resources Model (code breaker, meaning maker, text user and

text analyst): Carole Wilkinson‟s Black Snake and The Jerilderie Letter and Peter Carey‟s The True History

of the Kelly Gang and Robert Drewe‟s Our Sunshine for example. Sidney Nolan‟s Kelly series was to provide

endless opportunities for further learning and reflection. In one eager case, the delightful parody Reckless

Kelly was brought to my attention and used with Wacky-oke song quest (L937)

we were immersed in wacky-matching of images/stereotypes (I‟m sure there is another LO I should use

here) to words of songs!

I was confident that here was an opportunity to both engage and immerse the somewhat disenchanted

and infamous Middle Year 9‟s. This unit was to provide my students with applied knowledge and

techniques to understand how a visual text can express cultural and somewhat polarised national values.

It was wise to take to heart Anstey & Bull‟s comment that „students … live in … a much more visual

culture with the increased use of images in information and communication technologies‟ (Teaching and

Learning Multiliteracies 2006, p82), in order to engender transferable learning regarding conceptual

understanding of how the reader/viewer is positioned.

There were other relevant issues: the new release of the digital resources for viewing in class; the easy

availability of other films for purposes of comparison/contrast and the fact that Heath Ledger was a

popular heartthrob and Mick Jagger a curious contender. There was access to the National Gallery to

view the enigmatic Sidney Nolan‟s series on Ned and the State Library to see the armour, the original

Jerilderie Letter and other moving transcripts. There were folk verses and ballads to listen to through

more of the digital resources and this was to prove a catalyst for discovering in an incidental, but really a

teacher-planned way, Paul Kelly‟s poignant lyrics, Midnight Oil and even U2. Analysing and

deconstructing the text was to ignite and synthesise the power of language and imagery.

To see the connections being made between my class and this unit on Ned Kelly was both stimulating and

humbling. It was they who were to suggest further reading. For example, Robert Drewe‟s Our Sunshine was

brought to class where opportunities were provided for critical literacy. Some visual tasks and strategies

were employed to cater for various individual literacy needs and many of these students were to view the

favourite Catch the thief levels 1-3 (L387-L389) (as previously mentioned, noting the Nolan painting) and

work on these confidently and independently. We need to be mindful of a variety of stimulating tasks that are

achievable when addressing individual needs.

The excursion to the State Library was to provide a wonderful moment of incidental learning when they

eagerly noticed the majestic bronze statue of the judge, Redmund Barry, who had condemned Ned to

the gallows, displayed prominently at the front of the steps. Have you ever had a moment of pure clarity

where an abstraction is finally concrete? Well, their vigorous and vehement discussion proved all were

aware of the concept of irony. Here was Sir Redmund Barry, but they were keen to walk past in order to

access a more important legend, Ned Kelly –„ man of letters‟ – and read the original Jerilderie Letter. We

were able to speak with Julian Burnside Q.C., who is also a passionate Kelly researcher and seek

another perspective through the eyes of a lawyer. Again – the power of language to persuade and

empower marginalised groups or individuals. Connections to David Hicks, Human Rights, the refugee

crisis all were discussion topics.

As my students were known to share the same infamous reputation as Ned Kelly and his notorious mother

Ellen, this unit of work only succeeded because what was presented was authentic, fun, interesting and

connected to many of their own experiences: disempowerment, larrikinism, immigration, marginalisation

(L1282 Timeline: Nhu Minh‟s story), breaking the law and objections to authority (R3909 'The unknown

rebel', Beijing, 1989 for connections to standing up/risking your life), court, letter-writing, the power of

persuasion, the „under-dog‟, the patriarchal society, the city/bush experience, gang-life and belonging, being

fair (R6065 „I Think' - That‟s not fair), the divisions in society, incarceration and family loyalty and love. Time

for reflection and synthesis was achieved through poetry, folk ballads (LOs), visual art (wanted posters) and

drama performances (court sessions). Opportunities to connect with the community came through a speech

night where the maternal relative, Leigh Olver, spoke to my students and gave his transcript of a speech

made for the 125th anniversary of the siege at Glenrowan. This is included in my unit.

Most of my students made an immediate connection to feelings of dislocation (the Irish/Chinese

migration) – again, explored through the digital resources and through their own varied cultural

backgrounds and experiences of prejudice. They also related to police brutality, general poverty and

monotonous hard work (many have traumatised refugee backgrounds). But all delighted in oral traditional

story-telling about the many love stories that evolved with Ellen, cousin Kate and Ned. This was enough

to inspire more poetry, songs and sentimental recounts.

However, I did rely upon a checklist of Gardner‟s Multiple Intelligences to identify the overall strengths of

this class. This was prominently displayed by them as a wall chart and I was not surprised to discover a

strong leaning to musicality and the kinaesthetic. Therefore tasks and activities were created with these

strengths in mind. I was mindful of the literacy needs of my Language Support students and encouraged

choice and a multiplicity of tasks working with a range of texts and digital resources. Folk ballads were to

become a meaningful way for them to soak in the ambience of language. It was a natural progression for

these particular students to more readily engage in song and the power of the folk ballads enticed and

encouraged them to remember the language tasks. Literacy has more power when it is applied. Through

our studies, the unique authorial voice of Ned Kelly was evident. The power of the rhetoric was

investigated and applied.

All completed this unit understanding that language can be very powerful. I observed this class applying

their knowledge as they effectively memorised quotes working on a courtroom script. They investigated

how language in Ned‟s letters, reports from police and newspapers, could be socially constructed for a

particular purpose and audience. They were able to synthesise this knowledge to create a short script as

a modern adaptation to the Kelly legend. This was later to be a catalyst to the creation of our Rock

Eisteddfod challenge, „Notorious‟ – the story of Ellen Kelly.

This first script was performed at a whole school assembly, which resulted in positive feedback of their

acquired learning, hopefully encouraging them to want to engage in independent research. They recited

poetry, sang a folk ballad and even danced! And I watched, videoing this performance thinking that it was

a shame we could not take it to neighbouring primary schools (time did not allow).

I envisage more integrated work. Why not Science? The investigation aired on Catalyst ABC of the

making of the steel for the armour? In Art? Wanted posters and portraiture. Through Media? So many

interesting films – remembering that our very first Australian film was the story of Ned Kelly and now

available through our resources. And the hilarious Reckless Kelly for an enjoyable comparative review

that enhances the teaching of parody and the comedic genre.

The whole school became involved in this unit fostering an environment of immersion. Every day a

quote was selected from the Jerilderie Letter for the Daily Bulletin. A debate was organised where I

witnessed quite a polarisation of 'Hero' or 'Villain'! A modern „fair trial‟ was conducted, a talking post was

also a good idea. Resources were available on a table for independent perusal and a giant poster

displayed a timeline (mathematical strengths) and information was added regularly. Much of the

assessed writing was selected for the school magazine which also helps to reinforce learning,

If I was able to do this again, I would allow more time and try to create better integration within other KLA‟s

for a more systemic approach. There needs to be easy access to computers and The Learning Federation

resources on a school‟s network. This has been a work in progress throughout the last two terms and it has

been spasmodic, as most secondary environments operate this way! I would also be mindful of taking such

wonderful work to share and display within the community and beyond the school. The neighbouring primary

schools provided a place for my students to deliver their orations and drama performances. But next time, I

would be approaching the other end of the spectrum – a retirement village – where oral tradition is alive and

well. And if money was no problem, off to Kelly country!

APPENDIX 1: Student handout of unit

Ned Kelly – The Power of Language

Through this unit you will explore the historical significance and the „truth‟ associated with the „legend‟. Is

„truth‟ one or many? Was Ned Kelly the „man of letters‟ or the hero or the villain? Language becomes a

powerful tool in challenging our perceptions of the Kelly story.

You will have the opportunity for viewing/studying some new and exciting resources from The Learning

Federation for this unit of work. But firstly, let us find out what you already know! And what you would like to

find out!

Through The Jerilderie Letter, other literature, ballads, film and art (a multi-modal approach), you will

need to use critical literacy to gain a unique insight into a cultural phenomenon both domestically and

internationally.

Read and view history (through Learning Objects), where the questions, secrets and stories of this iconic

Australian identity are embedded within the folklore.

Let us start with a quote from The Jerilderie Letter:

…I am a widow‟s son outlawed and my orders must be obeyed.

Who wrote this?

What is it about?

How was it written?

Where is this letter?

Why is it important to us?

1. In class, brainstorm the BOLD WORDS & PHRASES to gain a better understanding of your

own prior knowledge

2. Then go to the working-post and peruse (have a look) at the selection of literature. Familiar?

Favourites? Do you recognise any images?

3. Discuss within your group.

4. From these discussions, you will create a WORDSPLASH (on coloured paper) and each

group will present their exploration (discovery).

5. Now you will collaborate (work together) and create a class collage (joining the poster

paper). Have fun displaying this in any format you wish (e.g. story-board, comic-strip,

manga, poetry or illustrations). Use graphic organisers (character profile) worksheets if you

wish.

6. Play vocabulary game (if time allows).

AIMS:

Identify prior knowledge on Ned Kelly

Deconstruct text through images

Investigate cultural significance and universal values

Integrate reading, writing, speaking & listening using critical literacy

Consolidate knowledge of imagery through immersion in folklore

Ned Kelly – The Power of Language

1. View Catch the thief: levels 1, 2 and 3 (L387-L389). You have the opportunity to do just that!

2. Can you make a connection to our unit on Ned Kelly?

3. Have a closer look at the paintings in the gallery.

Sidney Nolan and the Ned Kelly series

The Ned Kelly story is told in so many ways. What makes this interpretation stand out? This is Nolan‟s

version of the story, so remember the context.

What was the purpose?

Who was the audience?

Where are they set?

Why did he paint this way?

There is a great quote from Sidney Nolan. "A story arising out of the bush and ending in the bush …a desire

to paint the landscape involves a wish to hear more of the stories that take place within the landscape.

Stories which may not only be heard in country towns and read in the journals of explorers but which persist

in the memory, to find expression in such household sayings as „game as Ned Kelly‟.”

The Power of Language – We are told that Sidney Nolan grew up on stories told by his grandfather, a

police sergeant, of failed attempts to capture the Kelly Gang (Australian National Gallery, op cit p.8).

The writer, Max Harris, was a great friend of Sidney Nolan and another story goes like this. In Kelly country,

the mythology of Ned Kelly was explored through the helmet, as an invisible mask – nobody there! (A.C.M.I.

recording of Max Harris 1990)

"We are all Neds in our own way, invisible, turning to run for cover and then launching an attack on authority

from our own positions.”

Nolan has created an iconic head that is an external frame and a window into an interior world of surreal

landscapes. There is always the backdrop of the Australian landscape with rich colours and murky textures.

Think of JUXTAPOSITION of an image in relation to viewing Nolan‟s Ned Kelly.

Write a response to this in your workbook. Can you identify the persuasive techniques in the Max

Harris quote?

Read Leigh Olver‟s speech (descendent of Ellen Kelly) at Old Melbourne Gaol 125th Anniversary of

Ned – also identify the language techniques.

Look at famous speeches such as Martin Luther‟s 'I Have a Dream' and consider how language can

polarise or unite a nation. Look at Power-Point.

Stories can be told through images. Have you heard that a picture can tell a thousand words? Discuss the

use of IMAGERY. Check out the photograph Embers of Glenrowan Inn in 1880 (R2582), and illustration The

trial of Ned Kelly in Melbourne, 1880 (R2098) and additional resources (in your own time, allocated for

independent research).

View other Australian art (TLF ID R3378 'A break away', R3363 'A holiday at Mentone', and R3366

'Al fresco') and have a go at using the image of the helmet as a window or a mask.

Write/Create a paragraph on why you have chosen your image. Are you „an outsider‟ looking in? Or

looking out? You may choose to use poetic verse – or a colour poem. What does the helmet

represent for you?

View the Ned Kelly recent movie (Heath Ledger) and we will also access another version with Mick Jagger

as Ned Kelly. You will also be able to access some footage of the original 1906 Ned Kelly film through the

digital resources archives.

Respond to these comparing/contrasting film techniques (use worksheets)

Identify iconic images, national identity and marginalisation.

Reckless Kelly (1993)

This film is a PARODY of the Ned Kelly story. What does a PARODY mean?

Yahoo Serious was to present a hero who reflected Australian values. What do you think these values are?

Are they particularly our own, or do we share universal qualities?

At the core of this hero, was a notion that Ned Kelly was an Australian Robin Hood (cultural significance

here – use critical literacy to investigate further).

The closing title proudly proclaims

…”this film is dedicated to the irreverent spirit of a great Australian outlaw who championed the rights of the

individual against the oppression of authority.”

Was Ned Kelly a villain or a hero? Do we celebrate a larrikin? Think of other Australian writers (for

example – Henry Lawson) and compare the quintessential Australian bush character with that of

Yahoo Serious‟ interpretation. What is a stereotype?

Discuss stereotypes and view other digital resources to enhance understanding. E.g. Beauty

Contest, 1970 (R2910) – think about how the media can construct an image. Think about an

audience and a purpose.

Link in by viewing LO series L934 Point of view: editorial, L935 Point of view: newspaper report and

L936 Point of view: witness reports.

This will prove an effective way of thinking about various view-points and bias connected with issues.

A film director has the power to construct an image, just as an artist with paint or a story-teller with words.

REFLECT

Reflect upon The Jerilderie Letter and review the previous research into the power of language.

It is worth remembering that Ned Kelly was desperate to tell his story, so much so that the idea of the siege

of the town Jerilderie in February 1879, was to simply find a printing-press to tell his story – he regarded

words as more powerful than guns!

Ned Kelly‟s writings, whether self-penned or from Joe Byrne, are the nearest we come to the man himself.

Despite a limited education he was indeed „a man of letters‟, using his own unique and anguished 8000

words to plead his case. The Jerilderie Letter was to become a source of inspiration for Australian writers

Robert Drewe, Peter Carey and Carole Wilkinson.

Being „an outsider”

Create your own presentation of „an outsider‟ – Powerpoint, Movie-maker, comic-strip, Drama presentation

etc… Think of a marginalised member of society (for whatever reason) and tell them the story in images,

words or pictures.

Ned Kelly, who for the major part of his short life, lived on the edge of the established society of the time, as

an outsider. Many selectors of land sympathized with his plight and others were persecuted because of the

Irish/English conflict.

You may wish to reflect upon feelings of injustice, disempowerment, victimisation, persecution,

dislocation or harassment.

Viewing Digital Material

As a background to this task, in class we will view:

TLF ID L1282 – Timeline: Nhu Minh‟s story (marginalisation in society)

TLF ID R3909 – 'The unknown rebel', Beijing, 1989 (breaking the law and objections to authority)

TLF ID R6065 – 'I Think' - That‟s not fair ( the divisions in society and incarceration, family loyalty

and love)

Look at the worksheet on „The Quiet American‟

You may work collaboratively on this project.

It will be presented to the class and you will explain how you worked.

Ballads and Folklore - Listen to The streets of Forbes TLF ID R969

Ballads are an important part of the oral storytelling tradition. Originally sung with the primary purpose of

informing while entertaining, they are an example of how genres develop to fill a need in a culture and how

they change as the culture evolves.

They usually talk about a single episode from legend (like the Kellys) and it is either tragic, heroic, romantic

or humorous. It is often related to love, death, being ostracised or alone, or being a rebel. As in Paul Kelly‟s

lament for Kate Kelly (no relation!)

Or in U2‟s political stance on protests in Bloody Sunday

Listen to the other pieces of music and have a go writing a ballad.

I heard this one in a pub in Glenrowan and wrote it down. The story was that it had been passed down by

Kelly sympathizers. But, that is only one truth! What do you think?

Listen to the music of Paul Kelly, U2, Midnight Oil, The Whitlams.

The music has a message – the power of language yet again. But the sound is integral. It creates a deeper

meaning – the rhythm, rhyme, imagery…

Create your own musical ballad or poem. Use the worksheet for inspiration and don‟t forget to go back to the

working-post to reflect on the literature etc

Present this to your class.

The musician or poet is like a fine photographer. They have a special way of seeing an event, or an

experience. They enable us to see a story or an object, so familiar, in a new light. Poetry, music and stories

have the power to change our attitudes, prejudices and allegiances. It can literally force us to confront our

values, beliefs and come out of the comfort-zone of modernity.

I heard this one in a pub in Glenrowan and wrote it down. The story was that it had been passed down by

Kelly sympathizers. But, that is only one truth! What do you think?

Ned Kelly Ballad

Come all you wild colonial boys and attention to me pay

For in my song I will unfold the truth without delay

„Twas of a famous outlawed band that roamed this country round

Ned Kelly was their captain and no better could be found

Through the gullies and the creek they rode silently down

They stuck up the station and then they raided the town

They opened the safe and they looted the bank

They laughed and were merry and ate and drank

Then off to the ranges they went with their gold

Oh! Never were bandits more reckless and bold

“Twas later in the afternoon the sergeant and his mate

Came riding blithely through the bush to meet a cruel fate

The Kellys have the drop on you cried McIntyre aloud

But the troopers took it as a joke and sat their horses proud

The Trooper Scanlon made a move his rifle to unsling

But to his heart a bullet sped and death was in the sting

Then Kennedy leapt from his mount and ran for cover near

And fought a game man to the last for all that life held dear.

Next morning being Sunday morn

Of course they must be good

They dressed themselves in troopers clothes and Ned he chopped some wood

No one there suspected them

As troopers they did pass

And Dan the most religious one

Took the sergeant‟s wife to mass

But time brings its punishment

Time travels fast

And the outlaws were trapped the Glenrowan at last

Where three of them died in the smoke and the flame

And Ned Kelly came back to the last he was game

But the law shot him down the was fated to hand

And that was the end of the bushranging gang

1. You are to present a Drama performance of a chosen Kelly character. Worksheet provided.

2. Devise an advertising campaign for a major new food product or event that uses members of the

Kelly gang as its inspiration.

3. Write a song about the Kelly gang using the ballads we have listened to, giving it a modern sound.

That is, hip-hop, rap etc. Look at learning object Wacky-oke song quest (L937) for some practical

inspiration.

4. Create a “Wanted” poster for an Australian bushranger. Your poster should include a picture of the

bushranger, the reward, a brief biography, date of birth, place of origin, and the crimes that led

him/her to be a wanted felon.

5. http://scs.une.edu.au/bushrangers/home.htm

6. Draw the Kelly family tree with no more that 15 members and a timeline.

7. http://www.ironoutlaw.com/html/documents.html

8. What impression of Ned Kelly does the following extract from The Jerilderie Letter provide? Justify

your response by referring to the text. 'But as short a time as possible after reading this notice,

neglect this and abide by the consequences, which shall be worse than the rust in the wheat in

Victoria or the truth of a dry season to the grasshoppers in New South Wales. I do not wish to give

the order full force without giving timely warning, but I am a widows son outlawed and my orders

must be obeyed.‟

9. Make a list of four famous letters since 1850 and describe their persuasive techniques.

10. Imagine you are Kate or Dan Kelly, and write a letter to a newspaper arguing the case for your

brother‟s release.

11. Imagine you are the editor of a newspaper in 1880. Write an editorial piece on what you see in the

digital resource R2097 Siege of the Kelly gang at Glenrowan. Look at L934 (Point of view: editorial).

12. Analyse these quotes in relation to this unit of work. What was the intention of providing you with this

selection? Do they persuade you to a particular view-point? Are they biased?

Mrs. Kelly 1911… “Think what the police have done to me and mine, and then tell me if you wonder that the boys

turned and smote the ones who had so persecuted them. If they had been trying to provoke the boys to break

the law and retaliate, they could not have done more than they did, and I firmly believe they were trying.”

Constable Fitzpatrick 1911… “Ned Kelly rises before me as I speak. Considering his environment, he was a

superior man. He possessed great natural ability, and under favourable circumstances, would probably have

become a leader of men in good society, instead of the head of a gang of outlaws.”

Constable Richards of Euroa 1931… “He was a bushranger but he was the gamest man I ever saw…”

Samuel Gill, editor of Jerilderie and Urana Gazette 1910… “The raid on the bank at Jerilderie was skilfully

designed, every detail having been carefully thought out. The plot laid to trap the police and gain possession of

the police-station was the work of no ordinary mind.”

Sue Cowie 2007… “I hope you have enjoyed this unit of work and realise the power of those 8000 words that

resonate today. The story of Ned Kelly holds our imagination and permeates our consciousness. It is culturally

significant that we as Australians celebrate the battler overcoming adversity and applaud the larrikin who loved

his mother.”

I will leave the last word to Ned:

… “If my life teaches the public that men are made mad by bad treatment, and if the police are taught that they

may not exasperate to madness men they persecute and ill treat, my life will not be entirely thrown away.”

Interview with Ned Kelly in Beechworth Prison, The Age, August 9, 1880

APPENDIX 2: Musical Poetry

Ballads and Poetry (Activity One)

1. Listen to the following piece of music. As you are listening, write down any words that come to mind.

(Do this on your own.) What type of music is this?

2. Re-write each word or phrase onto a separate piece of paper.

3. As a group, rearrange your words to create a poem – your own ballad

4. Select the orator and let the group hear it. Now read the poem aloud and discuss the main themes

Why do you think these ideas have come about?

Share and discuss the poem with the class.

Interpreting Music (Activity Two)

For each of the two songs you are about to hear, answer the following questions:

What do you think is the main emotion of the song?

Write down the most powerful line/word in the song.

What colours do you associate with this song? Why?

If you were using this song as a soundtrack to a movie, what kind of film would it be? Why? Think of the

soundtrack to Ned Kelly and listen to the tone. Remember the Australian flavour to the soundtrack from

Reckless Kelly (I live in a land downunder!)

Your life the Soundtrack (Activity Three)

Your group has been offered a deal to record YOUR LIFE: THE SOUNDTRACK.

Individually compile a list of about four/five songs that you believe express something about you. You are a

unique and amazing person, so explore your own style!!

In your group:

Pick one song title from each person to put on your CD.

Design the front and back cover of your album.

Create one original song in your group (just write up the lyrics, there is no need for anyone to sing!!)

Give it an original title.

Be prepared to discuss/display your choices and final product with the rest of the class.

For those of you who want to explore your creative juices, you can go online and paint away. For the rest,

there is coloured cardboard.

APPENDIX 3: Work on the Jeriderie Letter

Ned Kelly Unit of Work

The Jerilderie Letter

investigate examples of the following writing terms

as you discover language that indicates each writing term, tick the box and give a brief reference/source

choose a particular writing term matched with your example and try to re-write for a modern audience

Use another writing term, creating another tone (eg serious becomes comic)

Find examples of each writing term

Style of Writing Terms

Low key Sombre tone Personification

Understated Humour Melancholic

Informal Ironic Scepticism

Colloquial Exaggeration Juxtapositioning

Appearance of naturalness Sense of the ridiculous Climactic

Casually telling a yarn Comic Pivotal moment

Familiarity Serious Inevitable

Immediacy Soliloquy Narrative

Laconic Anxious Closure

Saying little Feeling sympathy Nostalgia

Brief Sympathises Recollections

Economical Lacks sympathy Sequence

Curt No extremes Reflection

To the point Not stated Episodic

Concise Emotional Disjointed

Terse Lacking emotion Fluent

Subtle Unemotional Continuous thread

Avoids the dramatic Anticipates Chronologically

Minimalist Prospects Subsequent turn of events

Transparent style Simply Earlier descriptions

First person narrative Simple Contemplates

Third person narrative Sombre tone Narrative tension

Avoids sentimentality Humour Strong sense of plot

Maintains tension Ironic Represents

Stoical detachment Exaggeration Moralistic stance

Use of pathos Sense of the ridiculous Implied

Cynical Comic Pessimism

Serious Abrupt Optimism

Soliloquy Superior tone Verbose

Anxious Impersonal Angry

Feeling sympathy Personal Prejudice

Sympathises Compassionate Strong

Lacks sympathy Lacking compassion ???? Find your own!

No extremes Short ???

Not stated Indifferent ???

Emotional Vernacular ???

Lacking emotion Formal ???

Unemotional Excessive ???

Anticipates Mundane

Prospects Sentimental

Simply Metaphor

Simple Excess

APPENDIX 4: Kate Kelly exercise

Mini solo structures investigating the female characters in the Kelly story:

Character

Kate Kelly

Stimulus

The life and times of Kate Kelly (Australian, Historical, Cultural)

Performance focus

Create a two-minute solo performance based on Catherine Ada (Kate) Kelly, sister of the legendary Ned

Kelly – hero or villain?

Now working as a travelling performer in a „Wild West‟ show, Kate Kelly retells her life as the sister of

Australia‟s most famous bushranger. As part of her performance she:

Recreates at least one image of her early family life

Recreates her involvement in at least one of the famous escapades of her brother, Ned

Creates a prophetic prediction of how „outlaws‟ will be defined in 2007

Performance style

Non-naturalistic including aspects of circus theatre

Theatrical conventions

Exaggerated movement, transformation of object

Dramatic elements

Mood, climax

Reference material

http://en.wikipedia.org/wiki/Kate_Kelly

http://en.wikipedia.org/wiki/Ned_Kelly

http://www.kellygang.asn.au/people/peK/kellyKateKf.html

The Jerilderie Letter by Ned Kelly

Have a look at the 1906 Kelly film through The Learning Federation and any other material relevant to the

Kelly era (ask your teacher for assistance). Then remember the viewing of the more recent contemporary

version starring Heath Ledger and also the ballads (digital resources) and the writing of The Jerilderie Letter.

Assessment Materials

As well as completing this unit, you must also submit:

A statement of intention (100 words)

A story board (this could include words and or pictures) outlining the structure of your piece.

A flow chart/diagram which includes a detailed analysis of the development, presentation and

evaluation of your piece. This must include detailed examples of how you used at least two play-

making techniques. You must include detailed examples to your own work in this chart.

A log book/diary of work completed over the two week development period.

In the period after your solo assessment you will be asked to write a report on the processes you went

through to develop and present this. You will be allowed to bring your working script to complete this report.

Summary of assessed items:

Performance/Creativity (8 marks)

Working script (3 marks)

Written analysis (report) (5 marks)

Assessment Criteria

Performance (total of 8 marks)

Has covered all of the prescribed elements of the task (2 marks)

Has used dramatic elements, non-naturalistic theatrical conventions and stagecraft elements to good

effect (3 marks)

Effective use of expressive skills and energy to develop and portray character (3 marks)

Development of a working script (total of 3 marks)

Has completed all areas as outlined above (1 mark)

Has completed a detailed record of the development of the mini solo (2 marks)

Written Report (total of 5 marks)

Is able to use the language of drama to reflect on all stages of the development of a solo

performance, including playmaking techniques, use of dramatic and stagecraft elements, use of

theatrical conventions and use of expressive skills. (5 marks)

Timeline

Week 1: Discuss and brainstorm ideas

Week 2: Research in own time

Week 3: Workshops and development

Week 4: Performance

Total number of lessons to complete this task: four

APPENDIX 5: Speech – Leigh Olver

Old Melbourne Gaol 125th Ned Kelly

It was on this day, 125 years ago, that my ancestors suffered a great loss of a loved member of their

family and it would be reassuring for them to think that so many people have not forgotten that

profound event today.

My grandmother, who was Ellen Kelly’s grand-daughter, grew up in a time when Ned was not

considered a significant historic figure and so she witnessed the prejudices and hostilities of a

country that was still finding its place in history.

It was a disadvantage for her to claim any kinship back then to the Kelly’s. So she was raised with a

guarded awareness of her family and would often reflect on society’s diverse reactions when the

name Kelly was mentioned.

It took a long time for my grandmother to come out as a proud descendent of the Kelly’s. With

gradual prompting, she became a willing participant in educating my family and others about our

famous ancestor. This growing confidence to express her past seemed to parallel the ever developing

interest in Australian history.

It is interesting that my grandmother would speak of Mrs. Kelly as a tough old woman who had

little tolerance for the niceties of life, but you can understand her character when we reflect on

times gone by – especially when you know the story of her life and you take into account that she

was a woman sentenced and doing time in this same gaol while her son was executed.

The execution of Ned represents for my family an event that seems to grow with historic

importance and reveals a country that is fast coming to terms with our past. A country that

realises that we cannot judge people on today’s’ conditions but only in the context of history. With

the passing of my grandmother, the reminder of the tragedy she felt, becomes diminished, but that is

even more reason why we need to remember Ned’s death for all its humanity.

It is entirely appropriate that descendents of Ned Kelly and also the representatives of the police

force should be present today to remember this historical event and pay our respects to his memory.

Since I am sure many of those connected both from the Kelly gang and the police side, in one way or

another, have had their fair share of pain and trauma associated with his life and only later have

to face the opinions and value judgements by sections of the community.

It seems to me that we need Ned as a way of reminding us about our past and maybe the forces of

time have selected him as our symbol of understanding a community’s plight and the hardships they

faced.

The 125th memorial to Ned is not a day to prove who was right or who was wrong, but a chance to

show some respect to a man, who although executed here, changed the course of our history. I am

proud that Ned was an ancestor of mine.

Thankyou.

Leigh Olver

Old Melbourne Gaol 125th

APPENDIX 6: Vocabulary Game

Vocabulary Game

Instructions

1. Divide the class into two teams. An uneven number is inconsequential since there is only one team

rep. playing at any one time. Rule two score columns on the board headed Team 1 and Team 2

2. One member from each team goes to the front and sits back to the board.

3. Teacher writes a word on the board – or it can be a title or name with more than one word eg. The

True History of the Kelly Gang or The Quiet American or 'I Have a Dream'.

4. The audience provides clues for the people at the front which will enable them to guess the word.

Each clue must be ONE WORD ONLY. No clue should be given which is already part of the word or

words on the board. Eg. If the word is 'footpath', neither 'foot' nor 'path' may be given as clues.

5. The students must put their hands up if they have clues to give. A student leader may be appointed

to monitor this (empower them!).

6. The players can guess the word at any time – they just say it – no need for hands up, etc. If they

both say the word at the same time, they have a play-off.

7. After each round both players choose another two to take their place.

Scoring

1. If the player guesses the word after the first clue, his/her team scores 10 points. After that, begin

counting the number of clues which are given before the word is guessed. If it takes five clues, then

the score is five, etc. Keep a running record as the game progresses for rewards.

Rules to make life easier

No mouthing the word, no hand gestures to give the word away. Only one-word clues must

be given.

I used this game regularly (my students requested it repeatedly) and the students took charge. This was

interactive and particularly useful after a class session viewing the digital resources on the Kelly‟s. It acted as

a comprehension exercise and incorporated the Four Resource Model so well. Use it for any subject!

This can be used for revising, reinforcing texts, or specific language techniques or film reviews or just as a

literacy skill re: adjectives…and it is a fun activity for using succinct terminology (not waffling on) and for

fostering understanding through the pragmatics and semiotics of language.