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.