Gusto! education presentation


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This is the presentation given by Emma Reilly about the education resources available for the exhibition Gusto! A culinary history of Victoria. The presentation was delivered via the Blackboard Collaborate web conferencing service on Tuesday 16 October, 2012.

The recording of this session can be found at:

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  • Savour the rich culinary history of Victoria in this free exhibition, featuring gastronomic treasures from our collections – from the first Australian cookbook, published in 1864, to an actual World War I army biscuit. Gusto! explores Victoria's historic and contemporary culinary landscape, covering subjects such as the history of viticulture, Indigenous foods, sustainable food practices, fine dining and food rationing, and also features the fascinating stories of significant Victorian culinary figures including Jacques Reymond, Rita Erlich, Guy Grossi and Stephanie Alexander. The exhibition is complemented by a full program of events and activities. And best of all it’s FREE!
  • I must start us off with a short video from one of the most passionate description about the role of food in our lives, from Kunle Adesua. If that doesn’t get you excited about food, I don’t know that I can help you!
  • Gusto means taste or flavour in Italian. In English, it means enthusiasm, great enjoyment and zest. Food plays an important role in shaping our identity. Our rituals, beliefs, traditions and preferences revolve around food. Home-cooking and the handing down of ‘secret home recipes’ are essential to understanding ourselves. Today, Melbourne is a food capital, but it hasn’t always been that way. Early settlers mostly ate meat and starch – flour made into bread, damper, oatmeal, corn. Meat, often salted mutton, was supplemented with local game. Gradually and according to proximity and personal capacity, dairy, fruit and vegetables were added to the mix. Early settlers were oblivious to the rich culinary kingdom that had sustained the indigenous population for over 40000 years. Game such as possum and kangaroo, fish, nuts, seeds and plants.
  • For more background on the culinary history of Victoria and this wonderful exhibition, follow this link. Here you will find, SLV Librarians put together interpretive materials to go with exhibition. Great resource for other in-depth studies and very interesting background reading when undertaking inquiries. We will have a look
  • So, all of this is great, but where does food fit in the curriculum? Everywhere if you ask me. Food plays a central role in our identity, our health and well-being. Therefore it is a universal and tangible learning environment. Passion for food is infectious. Three inquiry units and an overview of what we are hoping to achieve today. Adaptable to suit your student’s needs. Framed using the e5 model and guided by key concepts. Curriculum links to VELS 3 and 4, AusVELS 3-6.
  • Our first inquiry into food is centred around the idea that food and identity are interlinked. By framing all our learning experiences around strong lines of inquiry, we can allow for indepth studies and opportunities for student led inquiry.
  • You are what you eat……What does this statement mean to you? What would your students say? ‘ Today we are witnessing the greatest change in global diets since the invention of agriculture. Globalization, mass tourism, and giant agribusiness have filled American supermarket shelves with extraordinary new foods and McDonald's, Kentucky Fried Chicken, and Kraft Cheese Singles are being exported to every corner of the planet. Best Book of the Year, 2006’ James Beard Foundation Highlights the importance of food as a snap-shot of culture and identity. 30 Families, 24 Countries, 600 Meals One Extraordinary Book In Hungry Planet, Peter Menzel and Faith D'Aluisio present a photographic study of families from around the world, revealing what people eat during the course of one week. Each family's profile includes a detailed description of their weekly food purchases; photographs of the family at home, at market, and in their community; and a portrait of the entire family surrounded by a week's worth of groceries. I highly recommend, if you haven’t already, adding this to your classroom library.
  • Ecuador : The Ayme family of Tingo Food expenditure for one week : $31.55 Family recipe : Potato soup with cabbage
  • Bhutan : The Namgay family of Shingkhey Village Food expenditure for one week : 224.93 ngultrum or $5.03 Family recipe : Mushroom, cheese and pork
  • Mongolia : The Batsuuri family of Ulaanbaatar Food expenditure for one week : 41,985.85 togrogs or $40.02 Family recipe : Mutton dumplings
  • Egypt : The Ahmed family of Cairo Food expenditure for one week : 387.85 Egyptian Pounds or $68.53 Family recipe : Okra and mutton
  • United States : The Revis family of North Carolina Food expenditure for one week : $341.98 Favorite foods : spaghetti, potatoes, sesame chicken
  • Chad : The Aboubakar family of Breidjing Camp Food expenditure for one week : 685 CFA Francs or $1.23 Favorite foods : soup with fresh sheep meat
  • Provocations and See, Think, Wonder thinking routine can be used for assessment for, as and of learning throughout the unit of inquiry. Using visible thinking and thinking routines to assess learning As learning : To inform planning and learning goals For learning : Ongoing throughout the unit, for short term teaching and learning planning Of learning : What do my students now understand? I used to think, now I think
  • For more information about visible thinking routine
  • Another simple way to unpack understanding and extend students by undertaking discussion around a provocation. This could be used throughout a unit.
  • In thinking about the unique role of food in our lives and globally, the students can begin to understand and appreciate their own families traditions, culture, rituals and beliefs around food. Opening up a conversation for deeper understanding of their personal and family identity. The VCAA provide a great question matrix that can be used to extend student questioning beyond the known to the unknown. In the Gusto! Food and Identity unit of inquiry, Interviewing a family member will help students explore what connects us all, what makes us human.
  • Using this understanding, students can be challenged to write their own children's short story to demonstrate their understanding of food and identity.
  • Food is grown, processed and transported in many ways This scene was captured just over 35 years after European settlement. Why would meat curers and preservers be such a large industry at the time?   Shopping opportunities have since changed - from the corner grocery store, to the growth of the supermarket; the continuation of fresh food markets and the expansion of growers' markets and cooperatives. Supermarkets and refrigeration (mid 1900’s) changed the way Victorians shopped and ate. Today Victoria produces fine cheese, wine, olive, berries, wheat, meat, citrus etc. Threats to food security and GM foods are prompting sustainable food movements and backyard farming. What do consumers, need to know to make informed choices about the foods they eat? In this unit of inquiry students will explore food supply.
  • Help your students plan a walking tour of local food supply by making your own Google map. Visit markets, grocers, community gardens, farms and family backyards to explore the way food is grown, processed and transported.
  • They will be using Glogster or Keynote to make a presentation on the growth, production and transportation of a chosen food product. The great thing about this is the Food supply chains will be interactive, can include video, images, text and graphics. Intuitive and can become a resource for other learners to refer to.
  • I highly recommend Oxfams Food 4 thought resources when extending student understanding of the global food system and advice to empower students as consumers.
  • “ The kitchen has long been the hub of the home, a site of both physical and spiritual nourishment” The 'Eating in' inquiry unit examines the role of food in the home, and how cooking and eating form an important part of everyday life.
  • Early Australian cookery books were shaped and reflected by the British culinary traditions of the settlers, tempered by local availability of ingredients and accessibility of imported goods. Many books also included advertisements for cleaning products, remedies and helpful gadgets. Illustrations were rare - sometimes coloured plates inserted, or line drawings through the text, but chiefly they fulfilled the role of instruction manual. Australian home cookery stated that "Extravagance is not compatible with home cookery." In the past decade food has become fashionable through the media. Discuss the change in Gender roles as depicted on the front covers.
  • A sensory experience, close your eyes and imagine these words coming to life. Food writing and reading is great catalyst to not only build vocab, persuasive writing but also comprehension. A passage such as this does make the mind wander. I can imagine the amazing illustrations that could stretch this description and provide an exciting opportunity to comprehend text. Could your students use this fabulous description as an exemplar for descriptive writing.
  • I tried this out last night with some friends and I can tell you I have now sat a several dinner tables and enjoyed cheese pie, lentil soup, Mum’s stew…the list would go on and on. Unfortunately, my mums soggy Shepards Pie did not make the cut. What would feature on your list? Take the next step and publish a family recipe using some of the devices of successful food writers. This sounds like the perfect opportunity for a banquet!
  • Start with If you are feeling really adventurous, try out a recipe from different eras. Have our tastes changed?
  • The migration of Vietnamese, Cambodian and Indian communities have added another layer of ingredients, methods and tastes. More recently, people from Ethiopia and Sudan have added their flavours and traditions into the mix. How have menus and recipes changed since the early days? Can you see some unusual offerings?
  • So, the Gusto! Exhibition and education resources provide a fantastic provocation for students to understand themselves and each other while developing their English and Historical knowledge and skills.
  • e5 Inquiry model for Years 3-6. Can be adapted Quite open ended and adaptable for your local needs Further resources can be found here
  • MYORB and Gusto tour Gusto and the Library Orientation Tour Queen Victoria Market Tours Royal Botanic Gardens Ed programs: Indigenous Food Trail
  • Gusto! education presentation

    1. 1. Gusto!16th of October 2012
    2. 2. Gusto!“This exhibition, I think, is a ... I see it as a celebration of the rich culture offood in this country”- Kunle Adesua. P–2
    3. 3. Gusto! Verandah, "Harefield" – afternoon tea, Mark James Daniel, negative: glass quarter plate, 1900 P–3
    4. 4. Gusto! Research Guides: Civilisation in the bush, H96.136/15 P–4
    5. 5. Gusto! Central role of food for: •identity •health •wellbeing Curriculum links: •VELS 3 and 4 •Australian Curriculum Years 3-6Mind-mapping tool from P–5
    6. 6. Food and IdentityInquiring into:•Food supply and use•Culture, tradition, religions andbeliefs•The role of food in creating anational cultural identity Out hunting for dinner - a run of luck Tommy McRae, pen and ink drawing, c 1865 Presented to the Melbourne Public Library by Roderick Kilborn, ‘Goojong’, Wahgunyah, P–6 Victoria in 1902
    7. 7. Food and Identity‘Tell me what you eatand I shall tell youwho you are.’-Gastronome, Jean Anthelme Brillat-Savar P–7
    8. 8. Food and IdentityLets take a tour: The Hungry Planet Hungry Planet: What the World Eats, Peter Menzel, 2007 Taken from:,29307,1626519,00.html P–8
    9. 9. Food and IdentityLets take a tour: The Hungry Planet Hungry Planet: What the World Eats, Peter Menzel, 2007 Taken from:,29307,1626519,00.html P–9
    10. 10. Food and IdentityLets take a tour: The Hungry Planet Hungry Planet: What the World Eats, Peter Menzel, 2007 Taken from:,29307,1626519,00.html P–10
    11. 11. Food and IdentityLets take a tour: The Hungry Planet Hungry Planet: What the World Eats, Peter Menzel, 2007 Taken from:,29307,1626519,00.html P–11
    12. 12. Food and IdentityLets take a tour: The Hungry Planet Hungry Planet: What the World Eats, Peter Menzel, 2007 Taken from:,29307,1626519,00.html P–12
    13. 13. Food and IdentityLets take a tour: The Hungry Planet Hungry Planet: What the World Eats, Peter Menzel, 2007 Taken from:,29307,1626519,00.html P–13
    14. 14. Food and IdentityLet’s hear from you…..what surprises you? See Wonder Think P–14
    15. 15. Food and Identity P–15
    16. 16. Food and IdentityProvocation: You migrate to another country. What food would beavailable? How would your own traditions, culture, rituals and beliefs beaffected? What would remain the same? What would change over time?Rate how important food is to your identity. Not very important Important Very Important P–16
    17. 17. Food and Identity For more graphic organisers go to: P–17
    18. 18. Food and Identity Story Scrapbook can be used a brainstorming tool: P–18
    19. 19. Food Supply Inquiring into: •The food production system •Local produce •Sustainability Premises of Samuel Henderson, Ham and Bacon Curers, Saltwater River, Footscray ST Gill, colour lithograph, 1873 P–19
    20. 20. Food SupplyGusto! tour with Google Maps P–20
    21. 21. Food SupplyLets have a play with Glogster! P–21
    22. 22. Food SupplyContemporary issues with the food supply system For more great teaching resources from Oxfam’s Food 4 Thought go to: P–22
    23. 23. Eating In Inquiring into: •Recipes and menus •Home-made versus processed •Nutrition •Marketing and Media Cooking for good health Margaret Fulton, Australia, Rigby, 1978 P–23
    24. 24. Eating In Miss Judith Cook of Murrumbeena with some of the 100 cakes baked by the Emily McPherson College for Britain, H99.201/307 P–24
    25. 25. Eating In“Mr Willy Wonka can make marshmallows that taste of violets, and rich caramels that change colour every ten seconds as you suck them, and little feathery sweets that melt away deliciously the moment you put them between your lips. He can make chewing-gum that never loses its taste, and sugar balloons that you can blow up to enormous sizes before you pop them with a pin and gobble them up. And, by a most secret method, he can make lovely blue birds eggs with black spots on them, and when you put one of these in your mouth, it gradually gets smaller and smaller until suddenly there is nothing left except a tiny little DARKRED sugary baby bird sitting on the tip of your tongue.” ― Roald Dahl, Charlie and the Chocolate Factory P–25
    26. 26. Eating InRecall your favourite family mealSmells LooksTastes Feels P–26
    27. 27. Eating In Research Historical Recipes & Menus SLV catalogue is a huge resource of digitised material that can be accessed from home.Isabella Mary Beeton, Mrs. Beetons Everyday Cookery, Melbourne,Ward Lock & Co. Ltd, 1911, Beverley Wood Collection P–27
    28. 28. Eating In Search SLV catalogue online •Start with a broad term like ‘recipe’ •Refine to online resources •Click view onlineThe Suns Town Hall Better CookingDemonstration at the Melbourne Town Hall,H2004.101/93 P–28
    29. 29. Eating In Search SLV catalogue online •Use the recipes and menus to form the basis for completing lessons in the Stephanie Alexander Kitchen Garden Foundations Recipes and menus unit. Cooking and cookbooks - Food in Victoria - Research Guides at State Library of Victoria P–29
    30. 30. Eating In Army field kitchens in Australia, World War 2, H2000.200/1104 Cooking and cookbooks - Food in Victoria - Research Guides at State Library of Victoria P–30
    31. 31. Conclusion Henry F Stone and his Durham Ox Thomas Flintoff, oil on canvas, 1887 Collection: Art Gallery of Ballarat, purchased 1979 P–31
    32. 32. Questions Bonox and Vegemite delivery van Lyle Fowler, flexible base negative, 1947 © Rennie Ellis Photographic Archive P–32
    33. 33. Gusto! Further Teaching and Learning Resources The Gusto! Education Kit is now online: P–33
    34. 34. Gusto! Book a school visit P–34