Violins not guns



Reproduced courtesy of australianscreen online

Resource title: The 7.30 Report – Orchestra tunes into mentor program. Clip 1: Violins not guns

Digital resource identifier: R9037

Resource description
This short current affairs clip describes a music mentor program at Cabramatta High School in New South Wales. It includes short interviews, and Richard Tognetti is seen working with the school's orchestra.

Stage of schooling: Middle Primary

CCE focus: Citizenship in a Democracy


Cabramatta has been described as a racial melting pot in Sydney's west. About 65.6 per cent of the suburb's population of 19,391 were born in non-English-speaking countries. Most come from Asian countries such as China, Vietnam and Cambodia, but previous waves of migration included people from Italy and Yugoslavia. Racial tension is an ongoing problem. This clip provides students with an opportunity to explore how communities can work together to combat racial issues and find a common identity, in this case, a love of learning and presenting music.

Opportunities for Civics and Citizenship learning

‘Violins not guns’ provides opportunities for students to:

  • examine what is meant by a multicultural society

  • identify issues that can arise in multicultural communities

  • establish why issues might arise

  • consider ways in which issues can be addressed

  • explore possible solutions to multicultural issues.

Ideas for the classroom

  • Brainstorm with students what is meant by the term ‘multicultural Australia’.

  • Discuss positive effects and possible problems associated with having a multicultural society. (A graphic organiser such as a fishbone could be a useful tool for this. Clearly indicate to students that the discussion needs to be respectful of all cultures and individuals.)

  • Provide students with a geographical and cultural description of Cabramatta. Discuss some of the past racial problems and explain that they will be watching a television current affairs clip that explores how the community can work together to solve racial problems.

  • Watch the clip and ask students to complete a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis of the high school program. You may wish to conduct this activity as a class, in groups or in pairs. If completed in groups or pairs, take the time to share and reflect.

  • Complete the activity by discussing alternative ways that the community might combat racism.