Fanny Cochrane Smith – Cultural Innovator & Guardian

About Fanny Cochrane Smith

Fanny Cochrane Smith (December 1834 – 24 February 1905) was an Aboriginal Tasmanian woman, born at the Wybalenna settlement on Flinders Island. She was widely recognised as the last fluent speaker of the Flinders Island lingua franca (a Tasmanian Aboriginal language).

Fanny became a cultural leader and an advocate for preserving her community’s language, songs and traditions during a period of immense loss caused by colonisation and forced relocation.

She is most famous for making the only known audio recordings of a Tasmanian Aboriginal language.

Her Recordings

Between 1899 and 1903, Fanny made wax-cylinder recordings of songs and speech in her language, assisted by Horace Watson and members of the Royal Society of Tasmania.
These recordings:

• Are the only known spoken records of any traditional Tasmanian Aboriginal language.
• Are among the earliest sound recordings made in Australia.
• Provide a unique record of Tasmanian Aboriginal musical and linguistic heritage.

UNESCO & Cultural Legacy

In 2017, the wax-cylinder recordings were inscribed on the UNESCO Australian Memory of the World Register, acknowledging their global heritage value.

The recordings have been preserved by TMAG and NFSA, and have contributed to the development of the palawa kani language reconstruction .

Key Learning Outcomes

By using this resource, students will:

• Explore the historical significance of Fanny’s life and recordings.
• Understand the impact of colonisation on Tasmanian Aboriginal language and culture.
• Appreciate the role of technology in cultural preservation.
• Reflect on the continuing importance of Indigenous knowledge systems.

Curriculum Links

Aligned with Australian Curriculum v9.0:

• Cross-Curriculum Priorities: Aboriginal and Torres Strait Islander Histories and Cultures; Sustainability.
• General Capabilities: Critical and Creative Thinking; Intercultural Understanding; Ethical Understanding.

Example Content Codes:

• Primary: ACHASSK083, ACELT1608, ACAMUM088
• Secondary: ACAMUM094, ACAMUM105, ACAMUR098, ACHHS211

General Capabilities

• Critical and Creative Thinking:
  • Encourage critical analysis of how cultural traditions are preserved and creatively express understanding through diverse mediums.
• Intercultural Understanding:
  • Promote empathy, respect, and appreciation of diverse cultural practices through studying Fanny’s life and achievements.

Essential Resources

Historical and Multimedia

• Book: “#Who’s Fanny Cochrane Smith?” (chapters 1–8)

• Audio Recordings: Fanny Cochrane Smith’s Original Wax Cylinder Recordings
• Visual Resources:
  • Portrait of Fanny Cochrane Smith
  • Fanny recording songs with Horace Watson
  • Maps highlighting key Tasmanian locations (Flinders Island, Oyster Cove, Nicholls Rivulet)
• Cultural Context:
  • Tasmanian Aboriginal Centre (palawa kani)
  • UNESCO Memory of the World Recognition

Multimedia Resources by Education Level

Primary Years (3–6)

• Interactive Audio Story: “Listening to the Past” (3 mins)
• Illustrated Story Cards:
  • Prompt: “Illustrate Fanny listening to elders sharing stories around a community fire, showing warmth, curiosity, and connection.”

Middle Years (7–9)

• Short Documentary: “Preserving Voices, Inspiring Change” (5 mins)
  • Discussion Prompt: “Why was it important for Fanny to record her people’s songs?”
• Infographic/Poster:
  • Prompt: “Summarise Fanny’s innovative teaching methods and community contributions visually.”

Senior Years (10–12)

• Video Panel: “The Impact of One Voice” (12 mins)
  • Reflection Worksheet: Questions on modern preservation methods for Indigenous cultures
• Digital Graphics/Animation:
  • Prompt: “Create a digital graphic or animation illustrating Fanny’s recordings’ historical and contemporary significance.”

Interactive Lesson Plans

Primary (3–6): “Illustrating Courage & Creativity”

• Objective: Understand resilience and innovation through visual storytelling.
• Activity: Illustrated storyboard highlighting Fanny’s community actions at Wybalenna and Oyster Cove.

Middle (7–9): “Designing Cultural Graphics”

• Objective: Visualize the intersection of culture and communication.
• Activity: Infographic or poster summarizing Fanny’s key achievements from chapters 3-6.

Senior (10–12): “Legacy Through Graphics”

• Objective: Critically analyse and visually depict Fanny’s legacy.
• Activity: Digital graphic or short animation highlighting chapters 7–8 and the impact of Fanny’s recordings.

Reflection & Evaluation

• Student Reflection Forms:
  • Guided prompts on cultural insights, preservation methods, and personal connections to Fanny’s life.
  • Download Reflection Forms (PDF)
• Virtual Excursion:
  • Virtual exploration of Nicholls Rivulet and significant historical sites from Fanny’s life.

Educational Notes for Teachers

Educator Rubrics:

Criteria	Excellent (4)	Good (3)	Satisfactory (2)	Needs Improvement (1)
Understanding & Knowledge	Comprehensive and accurate	Clear and mostly accurate	Basic understanding	Limited or unclear
Creativity & Presentation	Highly creative and engaging	Creative with good presentation	Basic creativity shown	Limited creativity or engagement
Cultural Sensitivity & Respect	Clearly demonstrates deep cultural sensitivity and respect	Good demonstration of sensitivity	Adequate cultural sensitivity	Limited cultural sensitivity
Reflection & Insight	Insightful, thoughtful reflection	Thoughtful reflection	Basic reflection provided	Limited or superficial reflection

Reflection Forms (Sample Questions & Example Answers):

• What did you learn about resilience and innovation from Fanny Cochrane Smith’s life?
  • Example: “I learned how Fanny overcame significant challenges to creatively preserve her culture, showing bravery in using new technology.”
• How did Fanny’s recordings help preserve her culture and history?
  • Example: “Her recordings ensured that traditional Tasmanian Aboriginal songs and language were not lost and can be heard by future generations.”
• Why is intercultural understanding important, and how did studying Fanny’s story deepen your understanding?
  • Example: “Intercultural understanding helps us respect and appreciate diverse cultures. Studying Fanny’s story taught me the importance of preserving and celebrating cultural differences.”

Additional Assessment Methods:

• Peer-assessment guidelines provided for collaborative evaluation
• Self-assessment checklists for student reflection and self-directed learning

Extension Activities:

• Conduct further research into modern cultural preservation methods.
• Create additional multimedia presentations or short documentaries.

Inclusivity & Accessibility Considerations:

• Suggestions for adapting activities for diverse learning needs.
• Guidelines to ensure accessibility of materials and resources.

Classroom Implementation Guide

1. Introduction:
   • Explore audio recordings and visual materials.
2. Research:
   • Read assigned chapters (1–8) and investigate cultural/historical contexts.
3. Creative Activities:
   • Use provided prompts to create visual storytelling projects.
4. Reflection & Discussion:
   • Engage in guided reflections and facilitated class discussions.
5. Presentation & Feedback:
   • Share projects, providing peer and educator feedback.