Exploring values is central to investigating heritage and popular culture. When we discuss heritage and popular culture are we talking about values ascribed by heritage practitioners – and applied through assessments of significance – or are we focusing on shared values in the community towards aspects of Australian culture and environment? Or, are practices in relation to heritage and popular culture a meeting ground for both perspectives? Click the icon to listen to various points of views In Investigating heritage and popular culture, the meanings of heritage held by people involved in popular culture act as a starting point for students to identify the values of others and to clarify their own values. The objective is one of working towards an appreciation of diverse cultural values and the shared heritage of all Australians. Popular culture can initiate some vibrant and interesting heritage discussions. Considering heritage and the values applied to preserving items for the future, Chris Johnston notes, "Value can only be evaluated for the present generation and not for future generations. The best we can do is express our views about what we believe future generations may value, and at least ensure that such places are retained to enable those generations to have that choice." Sue Georgevits’ doctoral work focuses on the way generations of one family can look at hierlooms and heritage items with varying appreciation. Teachers In building units of work for classroom use with these questions and resources, you may like to consult the NSW History and Geography Stages 4-5 syllabus outcomes: History Outcomes - Stage 4 History Outcomes - Stage 5 History Values and Attitudes Geography Outcomes - Stage 4 Geography Outcomes - Stage 5 Geography Values and Attitudes For help with designing classroom assessment activities to help gauge whether these outcomes are being achieved, you may like to consult the History Planning Assessment Guidelines History Course Performance Descriptors Geography Planning Assessment Guidelines Geography Draft Course Performance Descriptors Clearly, what is considered important by one generation might not be valued by the next. Cross-generation input into what is kept for future generations is one way of ensuring that items of generational interest are preserved. In investigating heritage and popular culture, interviews with parents and grandparents can focus on what was popular in fashion, film, music, art and recreation at an earlier time. A starting point for students could be to look at cultural life and values in contemporary times and talk about the items and places considered important. Popular culture belongs to living heritage but, being a changing phenomenon, can become a missing part of heritage as cultural items and places are replaced by the new and innovative. Peter Garret observes that "many of the inner city pubs and venues, which nurtured young talent [during the 70s and 80s] which shimmied then shook and raged, have fallen under the hammer." Global networks – and the proliferation of new trends and fashions – tend to increase the frequency and intensity of changes in popular culture. Bernie Howitt uses rock and roll music to teach students about social history. Contemporary music forms are examples of popular culture – and an example that is less prone to extinction, as forms of music covering a number of decades are layered in popular music culture. Howitt observes, "A whole generation has grown up with it [rock and roll], and a new generation has never know a world without it. From being a symbol of moral, racial and social deviance, rock and roll is now considered acceptable. It is impossible to study the post World War II without understanding it." Navigation Site Index Front Page --------------- What is heritage? Australian heritage timelines Reading about heritage Teaching the outcomes Forming a nation Expressing national goals Building Australian identities Reshaping cultural values --------------- Heritage gallery Contact us NSW database ---------------