Library Guides: Banduk Marika: Overview

Source: Flinders University (2018).

"Banduk Marika and her sisters are among the first Yolngu women to be encouraged by their male relatives to paint ancestral creation stories. Marika’s medium of choice, linoprint, enables her to depict the ancestral stories in a new way, while respecting the law." (Art Gallery of NSW, n.d.)

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Banduk Marika | Overview: Keywords

Click on the terms to access definition from the Tate [UK] Art Terms Glossary or the Getty [USA] Art & Architecture Thesaurus. The Tate and Getty links work best with Chrome.

Lino cut: Tate Glossary | Getty AAT
Painting: Tate Glossary | Getty AAT
Print / Printmaking: Tate Glossary | Getty AAT

Banduk Marika | Overview: Key facts

Banduk Marika (Union List of Artist Names, n.d.)
Marika Banduk
Australian Aboriginal painter and printmaker
Born: 1954
Yirrkala (Northern Territory, Australia) (inhabited place)

Banduk Marika | Overview: Articles

Daughter of Arnhem Land honoured (Flinders University, 2018)
"Banduk Marika has received an honorary doctorate from Flinders University in recognition of her remarkable contributions as a First Nations artist and cultural advocate for the Yolngu people."
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Reference / citation: Flinders University (2018) or (Flinders University, 2018)
Reference list / Bibliography: Flinders University, (2018). Daughter of Arnhem Land honoured. https://news.flinders.edu.au/blog/2018/04/11/daughter-arnhem-land-honoured/

Banduk Marika | Overview: Online resources

Banduk Marika (National Gallery of Victoria, n.d.)
Banduk Marika's art in the collection of the National Gallery of Victoria.
Banduk Marika (Art Gallery NSW, n.d.)
Banduk Marika's art in the collection of the Art Gallery NSW.
Banduk Marika (Port Jackson Press Print Gallery, n.d.)
Banduk Marika's art in the Port Jackson Press Print Gallery collection.
The Marika family (National Museum Australia, n.d.)
"Wandjuk’s son, Mawalan 2 Marika, and his sisters, Banduk and Dhuwarrwarr Marika, Milirrpum’s son, Wanyubi Marika, Mathaman’s daughter, Yalmay, and Dhuwarrwarra’s son, Barrmula Yunupingu, are also talented practitioners proudly carrying on their family’s cultural legacy while embracing new media and innovative ways of depicting their stories. All of these artists feature in the Yalangbara: Art of the Djang’kawu exhibition."
Banduk Marika (National Gallery of Australia, n.d.)
Banduk Marika's art in the National Gallery of Australia collection.
Banduk Marika (Trove, National Library of Australia, n.d.)
"Marmburra Wananumba Banduk Marika has been an active member of the Aboriginal arts scene since 1980, working with prints and film. On Australia Day 2019 she was appointed an Officer of the Order of Australia (AO) 'for distinguished service to the visual arts, particularly to Indigenous printmaking and bark painting, and through cultural advisory roles'."
Banduk Marika, NT Senior Australian of the Year (ABC, 2020)
Meet the NT Senior Australian of the Year, Banduk Marika. "She's an artist, as well as a cultural and environmental activist."

Banduk Marika | Overview: Videos

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Banduk Marika | Overview: Curriculum alignment

This Mentone Girls' Grammar School LibGuide supports the following Victorian curriculum outcomes. Click on the links to explore more.

Visual Arts / Levels 7 and 8 / Explore and Express Ideas [VCAVAE034]
Explore how artists use materials, techniques, technologies and processes to realise their intentions in artworks
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Elaborations
• investigating the viewpoints of several artists and how they express a theme, concept or subject matter in different contexts and using different styles with different materials and technologies
• exploring how artists have used different materials and symbols to express cultural identity for example, identifying implied meaning through the symbols in the artwork, such as a universal symbol that reflects contemporary youth culture, or the symbols of Aboriginal and Torres Strait Islander peoples
• selecting contextual information about artists, artworks and audiences as inspiration for their artworks
• discussing and documenting their choices of expression to strengthen meaning and viewpoints in their artwork
• researching artworks that provide different ideas and concepts based on ideological views and institutional theories of design and art practice, for example, the Bauhaus movement, Chinese social realist painting, Greek classical sculpture
• applying critical theories to the analysis and interpretation of artworks, for example, identifying explicit and implicit meanings in artworks
Visual Arts / Levels 7 and 8 / Respond and Interpret [VCAVAR038]
Analyse how ideas and viewpoints are expressed in artworks and how they are viewed by audiences
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Elaborations
• critiquing a physical or virtual exhibition of art, craft or design, and review how artists have expressed viewpoints in their artworks
• critically analysing an artist’s intention for an artwork and their use of visual conventions
• presenting an informed opinion about a display of artworks as a written review
• discussing and identifying how artists express cultural identity in their artworks, for example, how artists from different cultures express the concepts of place and country, including Aboriginal and Torres Strait Islander peoples
Visual Arts / Levels 9 and 10 / Explore and Express Ideas [VCAVAE040]
Explore the visual arts practices and styles as inspiration to develop a personal style, explore, express ideas, concepts and themes in art works
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Elaborations:
• developing visual images by combining and adapting materials, techniques, technologies and art making processes
• exploring and applying ideas inspired by the style of other artists in their own artworks
• exploring and reflecting on the connections between their own artworks and artworks from different contexts and cultures
• experimenting with digital and virtual technologies in their artworks to enhance intended meaning
• exploring the practices of a range of artists and identifying the influences on the development of the artists’ personal style.
• conceptualising how visual conventions can express ideas in their artwork
Visual Arts / Levels 9 and 10 / Explore and Express Ideas [VCAVAE041]
Explore how artists manipulate materials, techniques, technologies and processes to develop and express their intentions in art works
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Elaborations:
• deconstructing and appropriating a range of images, objects and/or spaces to express viewpoints, concepts, purposes and/or meanings
• using selected techniques, technologies and processes to explore personal expression of a theme, concept or subject matter
• experimenting with a variety of techniques and processes when exploring their intentions as artist
• selecting, testing and experimenting with materials, techniques, technologies and processes to express ideas in multiple forms of expression
Visual Arts / Levels 9 and 10 / Respond and Interpret [VCAVAR045]
Analyse and interpret artworks to explore the different forms of expression, intentions and viewpoints of artists and how they are viewed by audiences
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Elaborations
• reflecting on and refining the connections in their own work between viewpoints, materials, techniques, technologies practices and processes
• discussing artists’ use of metaphors in artworks to express ideas and influence the viewer, for example, the artist’s use of visual metaphors to express meaning and persuasion
• investigating the practices of artists from different cultural groups, including artists from Aboriginal and Torres Strait Islander cultures, and their use of persuasion, communication or expression in artworks
Visual Arts / Levels 9 and 10 / Respond and Interpret [VCAVAR046]
Analyse, interpret and evaluate a range of visual artworks from different cultures, historical and contemporary contexts, including artworks by Aboriginal and Torres Strait Islander Peoples to explore differing viewpoints
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Elaborations
• analysing the role of visual arts as a means of challenging prevailing traditional ideas, for example, how contemporary Aboriginal and Torres Strait Islander artworks challenge prevailing traditional ideas about traditional art styles from this culture
• identifying how visual arts professionals embed their values and beliefs, and how audiences react and interpret the meaning and intent of their artworks differently
• discussing the range of viewpoints expressed about an artwork or art issue
• considering the practices of visual arts practitioners when making commentaries about social, environmental and sustainability issues
• interrogating the cultural and social roles and responsibilities of arts industries, recognising the power of the visual arts in advocating for, and being a catalyst for, change
Aboriginal and Torres Strait Islander Histories and Cultures [ACCP]
Aboriginal and Torres Strait Islander communities are strong, rich and diverse. Aboriginal and Torres Strait Islander Identity is intrinsically linked to living, learning Aboriginal and Torres Strait Islander communities, deep knowledge traditions and holistic world view.
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These national priorities have been defined by The Australian Curriculum, Assessment and Reporting Authority (ACARA). They may include local, regional or global issues.