The Heart of the Work: Deadly Arts and Bunurong Country

The Deadly Arts programme, delivered on Bunurong Country in the Mornington Peninsula, provided Koorie and non‑Koorie students with place‑based, curriculum‑enriching learning that embedded the Aboriginal and Torres Strait Islander Histories and Cultures Cross‑Curriculum Priority. Through this work, students developed intercultural capability by learning to recognise, respect, and reflect on diverse cultural perspectives, knowledge systems, and connections to place.

The programme delivered an understanding of Kulin culture and Koorie’s connection to country through arts learning. An essential part of the programme was supporting teachers with bespoke professional learning to empower them with knowledge, skills and permission to incorporate Cultural Learning into their classrooms.

Led by Aunty Sammy Trist, a proud Taungurung woman and First Nations Arts Educator, the programme reflects what happens when First Nations leadership guides and shapes arts education.

This approach prioritises:

• Cultural Safety: Creating environments where First Nations students see themselves reflected and respected.
• Co-design: Moving away from “off-the-shelf” lessons toward curriculum built in partnership with Elders and Traditional Owners.
• Place-Responsive Learning: Understanding that the specific textures, sounds, and stories of the land we stand on are our greatest teachers.

“This programme sets a powerful precedent – it packs a punch of local culture, not tokenistic gestures. Programmes like this pave the way for true understanding, respect, and reconciliation.”
– Participating Assistant Principal

The programme resulted in strong student engagement, improved wellbeing and oral language, increased teacher confidence to embed First Nations perspectives, and strengthened school–community connections.

Why “Place” Matters 

By grounding learning in place, schools support truth‑telling, deepen understanding of shared histories, and create conditions for healing—strengthening connection, empathy, and collective responsibility within school communities.

A truth gathered from educators working with First Nations leaders on the ground: school culture shifts when relationships lead the work.

When we move beyond a standard curriculum and focus on the connection between people and the land, teacher confidence grows through supported mentoring and professional learning.

To bring this concept to life for the conference, participants were invited to engage in a “Starting with Place” activity. They were asked to reflect on where they were in this moment by simply taking a moment to identify natural and human-made textures around them. It was a powerful reminder that even in a modern building, we are always on Country, and there is always a story to be told through the arts.

“What a transformational experience we’ve had, thanks to the incredible work of Kulin Artist Aunty Sammy Trist through the support of The Song Room and the Department of Education… Aunty Sammy has brought more than just her immense cultural knowledge – she has brought heart, wisdom, and a deeply person connection that has changed our school community for the better.

The cultural richness Aunty Sammy brought to our community this term has been, without question, the best external programme we have ever seen/experienced in a school.”
– Assistant Principal Ross Wettenhall, Crib Point Primary School

Key Takeaways for Educators

For those looking to deepen their own practice, The Song Room highlighted several essential resources for First Nations-collaborative professional learning:

• Narragunnawali: For RAP support and staff PL.
• Koorie Heritage Trust: For cultural competency and guided walks.
• ARTS:LIVE: Our own digital hub, providing creative resources to help teachers bring the arts to life.

As we reflect on the CREATE 2026 conference, we are reminded why this matters and why The Song Room places First Nations voices at the centre of our programs. Through culturally led arts practice we work to close the educational equity gap, not by teaching subjects alone but by nurturing belonging, identity and cultural connection for every student.

Learn More

Learn more about The Song Room’s First Nations programmes, here. Enquire about getting The Song Room in your school today at songroom.org.au/contact-us