SMILE Identity Activities Identiteit 1.
i ii iii
Self Identity Aim: This exercise encourages pupils • to consider themselves in relation to their past, their present and future; • to identify which aspects of their identity have remained stable and which have changed • to assess reasons for stability and change NB The pupils should each keep a file of their response and materials through which they can chart their own developing ideas and which will provide the basis for discussion with others. Zelfidentiteit Doel: Deze oefening moedigt leerlingen aan: Zichzelf te overdenken in relatie met hun verleden, het heden en de toekomst Te ontdekken welke aspecten van hun identiteit hertzelfde gebleven zijn en welke zijn veranderd Oorzaken voor stabiliteit en verandereing te onderscheiden Activity 1 Find a Photograph taken 5 years ago: How have I changed physically? What interests did I have then - what are my interests today? At school what was I good at - what am I good at now? (Teachers’ notes :Having completed these activities, pupils should form small groups to compare their responses. They could then prepare these for display in the classroom Perhaps a whole class response could follow.) (na deze oefening maken de leerlingen kleine groepjes om hun antwoorden te vergelijken. Ze kunnen deze ook voorbereiden om ze te presenteren in de klas. Misschien kan een klassikaal forum volgen) Activity 2
iv
Collect together evidence to support your answers in Activity 1. (Teachers’ notes : Pupils may be encouraged to use other photographs, drawings, possessions, oral evidences collected from parents, relatives, teachers etc) (De leerlingen kunnen aangemoedigd worden om nog andere foto’s, tekeningen, familiebezit, mondelinge getuigenissen van ouders, familieleden of van de leraar te gebruiken) Activity 3 Myself in 5 years’ time? What would you like to be like in 5 years’ time. You could draw yourself, write about the kind of person you would like to be and the kind of world you would like to live in ( a poem if you like) .The answers you have given in Activity 1 may help you
2.
Family Identity This exercise could be taught alongside Architectural Exercise 5 Aim: This exercise encourages pupils • to become aware of their roots in terms of their relationship to their family’s past • to investigate and make comparisons with the ways of life of pupils of their age in previous generations Familie-identiteit Deze oefening kan gebruikt worden in combinatie met de architectuuroefening 5 Doel:Deze oefening moedigt leerlingen aan zich bewust te worden van hun wortels, meer bepaald van hun familieverleden te onderzoeken en te vvergelijken hoe hun leeftijdsgenoten van vroegere generaties leefden Activity 1
i.
Construct a public family history. You will need to decide when to begin, what to include and what evidence you can display to illustrate the story of your family. You may find certificates, photographs and other evidence which you can use. Don’t forget to ask older people questions. Oral evidence is a fascinating source of information. Je zal moeten beslissen wanneer te beginnen, wat er bij te betrekken en welke dingen je kan tonen om de familiegeschiedenis te illustreren. Dit kunnen officiële documenten zijn, foto’s en andere bruikbare bronnen. Vergeet niet oudere mensen te ondervragen. Mondelinge overlevering is een fascinerende informatiebron.
ii.
It is interesting to compare these with the histories of other families in your class. How have other pupils approached this? Do you notice similarities and differences. (Teachers’ notes: This activity requires great sensitivity as at no time should pupils or families feel pressurised to reveal things which they would prefer to keep private. It may be that the activity is best introduced by using a version of your own family history as an example and encourage pupils to construct their own in different ways if they wish.) (Deze activiteit moet met grote omzichtigheid worden uitgevoerd. Op geen enkel moment mogen leerlingen of hun familie zich gedwongen voelen om zaken te vertellen die ze liever privaat houden. Het is misschien best om deze activiteit in te leiden door het voorbeeld van je eigen familiegeschiedenis. Leerlingen worden dan aangemoedigd om hun eigen geschiedenis analoog of aangepast samen te stellen.)
Activity 2 What were my parents/teachers/older generations like at my age? In groups prepare a questionnaire which you will give to 3 people of older generations including somebody in your family. If possible collect photographs. To help you decide on the areas of inquiry consider your responses to the Self Identity activities above.
3.
Local Identity This exercise could be taught alongside Architectural Exercises 6 & 8 Aim: to enable pupils to • Identify the elements which make up their local environment • Reflect on the elements with which they most closely identify. Lokale identiteit Deze oefening kan best gecombineerd worden met de architectuur oefeningen 6 en 8 Doel: leerlingen in de gelegenheid stellen om: de elementen te herkennen die hun plaatselijke omgeving bepalen na te denken over de elementen die ze het meest typisch achten Activity 1. i. Make a list of groups of people in your locality eg Sports’ clubs, Arts groups, religious groups, gangs etc? ii Collect materials about these groups and display . iii Which do you belong to or would like to belong to? (Teaches’ notes: this could be developed into a class activity by discussing why some groups have more members than others) ( Dit kan gedaan worden als een klasdicussie rond de vraag waarom bepaalde groepen meer leden tellen dan andere) Activity 2 i. Draw a map of your local area. Mark on your map places which are attractive to visit and those unattractive to visit. How could these unattractive places be improved?
4. A favourite place or room. Je favoriete plaats of kamer Aim: This exercise is intended to enable pupils to train their memory using an everyday place describe orally, in detail, a place from memory produce pictures from oral instructions increase their vocabulary Doel: Leerlingen in staat stellen hun geheugen te trainen door een alledaagse plek mondeling gedetailleerd te beschrijven. Hun woordenschat te vergroten door geheugenbeelden mondeling te omschrijven. Activity 4. Describe your favourite room from memory. It may be a room in your house; your bedroom or living room or it may be somewhere else; at the house of a neighbour or relative, in school or at your youth centre. It may be a room that you are in everyday, or a room that you have been in only a few times. You can do this exercise with a friend . But think about this. It may be more fun to do this exercise with somebody who hasn’t seen the room you are going to describe! • • •
Describe the room in as much detail as possible. Let the other person make a sketch as you talk. Don’t look at the sketch while it’s being made !
Activity 5 • •
Now let your friend describe a favourite room for you while you make a sketch. Show each other the result.
How did you make out ? Did the rooms look like how they are in reality ? Teacher notes. This exercise is to help children describe a place from memory. They may need a little help getting going. You may like to talk about how to describe a room first. Most children will perhaps begin to describe the physical properties of a place first; the dimensions, size, colours, what type a furnishings etc. This can depend on the type of question you start with. You may like to open the lesson with questions about various ways to describe a place. Why not try What time of day is it ? What can you see there? Which colours? What can you hear? What can you smell? What emotions do you feel ? Joy, fear, anxiety , homeliness, homesick?
Can you feel anything else? Is it cold, warm, draughty ? Is there anyone else there ? Who ? What do you usually do there ? Rooms and places in films, books and paintings. Another way of introducing the subject of describing rooms is to look at how rooms are portrayed in various media through film or tv, literature or works of art. Show the pupils a film clip, where a room is portrayed. Choose a film about a famous children’s book or tale from your own country. Watch carefully with particular reference to the room and not the actors. Discuss the contents of the room and collect your observations or even make drawings. Look at the film clip again to test your powers of observation. You can also do this exercise with film clips of spaces, exteriors or famous buildings. Read the pupils a passage from a book where a room is described. Try to choose from literature that describes a room that is ”typical” for your area. It may reflect how people live now or have lived in the past. Deze oefening helpt leerlingen om een plaats vanuit hun geheugen te beschrijven. Dit vraagt misschien wat hulp. Sommige leerlignen zullen beginnen met de beschrijving van de fysieke kenmerken van een plaats: dimensies, afmetingen, kleuren, de meubels, enz. Dit hangt af van de vragen waarmee je start. Misschien is het raadzaam om te beginnen met vragen over de verschillende manieren om een plaats te beschrijven Bv. welk moment van de dag is het? Wat kan je er zien? Welke kleuren Wat kan je horen Wat kan je ruiken Welke gevoelens ervaar je? Vreugde, vrees, thuisloos, heimwee? Voel je nog iets anders? Is het koud, warm, tochtig? Is er nog iemand daar? Wie? Wat doe je hier meestal? Bv. beschrijf ook eens een plaats uit een boek, een film of een schilderij - Laat de leerlingen een stukje film zien waarin een kamer is geportretteerd. Kies een film van een bekend kinderboek uit je land. Let bijzonder op de kamer en niet zozeer op de acteurs. Bespreek de plaats, verzamel de elementen en laat bijvoorbeeld een tekening maken. Laat het filmfragment opnieuw zien om het observatievermogen te testen. Je kan deze oefening natuurlijk ook doen met filmclips van buitenzichten of bekende gebouwen. - lees een stukje voor uit een boek waar een kamer beschreven wordt die typisch is voor uw streek. Het kan tonen hoe mensen nu of vroeger leefden.
6. Look at a work of art, a painting where a room or a place with local or national character is represented. Aims: This exercise enables pupils to discover the differences and similarities of rooms portrayed in works of art explore the ways in which national or local characteristics are portrayed in art Doel: Deze oefening stelt leerlingen - in staat om de gelijkenissen en verschillen te ontdekken in kamers zoals ze in kunstwerken worden voorgesteld. - in staat om de artistieke voorstellingswijzen van nationale en lokale karakteristieken te ontdekken. Activity 6 Look at the pictures of rooms and ask yourself some of the following questions: • • • • • • •
What would you use this room for? Sleeping, studying, eating, living ? Which colours and tones are used? What type of geometrical forms are represented? What type of furniture and furnishings do you see? Can you estimate the size of the room? How does it feel ? Cold, warm, stressful, safe, large, ugly, comfortable? Would you like to change anything?
How does this room compare to the way you live? Does this room reflect the identity of your country, city or area? If not how is it different? Teachers notes: Collect a range of reproductions (postcards, books, posters internet etc) of rooms portrayed in works of art which the children may examine. You should ensure that a number of cultures are represented. (Verzamel kunstreproducties – postkaarten, boeken, internetafbeeldingen enz.- van kamers die de kinderen kunnen onderzoeken. Zorg ervoor dat verschillende culturen vertegenwoordigd zijn.) 7. Make a model of a room that you would like to live in. Aims: • • •
This exercise enables pupils to express an idea in 3D form choose appropriate materials use them creatively
Doelen. De leerlingen drukken een idee uit in een driemensionele vorm kiezen de geschikte materialen gebruiken ze op een creatieve manier
Activity 8 To make a model of your room use simple material and try to recycle things that you would otherwise throw away. An old shoe box or something similar is perfect to start with. You may need • Paper in different colours • Paper glue, or make your own from flour and water. • Paints, coloured pencils and pens. • Ruler , compass , protractor. Collect a selection of small objects such as cotton reels and match boxes for making furniture for your room. You can also collect samples of wallpaper and cut out pictures from magazines and newspapers. It’s quite important to have a picture of what your room is going to look like before you begin making it so draw it before you begin and discuss with a group the following: Many rooms look alike and have much in common. What is going to make your room unique? • • • • • • • •
The rooms size and proportions, length, breath and height The furniture and furnishings Wall colours or wallpaper The floor, which materials and coverings or carpets. Stereo, TV, video, computer. Lighting and lamps Windows and doors Pictures and decorations.
How are you going to give your room that special feeling ? Think about the following describing words. Warm, cold, happy, comfortable, elegant, untidy. Teachers Notes: Teachers need to make a range of materials available to pupils to supplement those which they have collected themselves. Teachers also need to consider the provision of work and storage space for this activity. De leraar moet ervoor zorgen dat er voldoende materiaal ter beschikking is ter aanvulling van hetgeen de leerlingen zelf meebrachten. Denk ook aan de materiële voorzieningen en een ruimte om dit materiaal op te slaan. 9. My home environment: Outside -Inside De omgeving van mijn huis: binnen en buiten Aim: this exercise enables pupils to: Have a greater awareness their home environment Respond creatively to different environments
Doel: -
bewust worden van de omgeving van het eigen huis Creatief omgaan met verschillende omgevingen
Activity 9. Outside my home Look out of the window in your house and do the following. a. Make a list of everything that you see; trees, cars, lampposts, people, fences, pavements, gardens etc. b. Describe how you feel or how it usually feels outside your home. For example; dark, light, damp, frightening, dry, beautiful, exciting, mystical, warm or cold. Try to describe your feelings with as much detail as you can. c. Make a drawing , try to capture as much detail as possible. Activity 10 Inside my home. Now you can do the opposite, go out and look in through the window. a.
Make a list of everything that you see; furniture, colours, etc
b.
Describe how you feel or how it usually feels inside your home. For example; dark, light, damp, frightening, dry, beautiful, exciting, mystical, warm or cold. Try to describe your feelings with as much detail as you can.
c.
Make a drawing , try to capture as much detail as possible.
Write two poems with the titles Inside my home, Outside my home. Here are some help words Smell, colour, noise, clean, alone, dangerous, secure, fantasy, depressed, practical, cement, plastic, trees, bushes, landscape, cityscape, drains, traffic, tarmac, happy, terrible, (add more) Teachers’ notes: For pupils who have not had much experience of descriptive writing it might be necessary to develop their observation skills. To avoid responses like’ there are 3 chairs’ encourage pupils to look closely at textures, colours and shades and find a variety of words to describe them.. Voor leerlingen zonder veel ervaring met schriftelijk beschrijven is het nodig om hun observatievermogen te ontwikklen. Om antwoorden te vermijden zoals ‘ er staan drie stoelen’, kan je leerlingen leren letten op textuur, kleuren, schaduwen en op zoek gaan naar woorden om ze te beschrijven.
11. How have people lived in my family ? Hoe leefden mensen in mijn familie? This activity could be taught alongside Identity exercise 2 which is concerned with family identity. Deze activiteit kan gekoppeld worden aan oefening 2 ivm identiteit die op zoek gaat naar de familie-identiteit Aims: This exercise encourages pupils to • Become aware of their roots in terms of their relationship to their family’s past Investigate and make comparisons with the ways of life of pupils of a comparable age in previous generations Doel: -
Bewust worden van de familewortels in het verleden Onderzoeken en vergelijken van de leefwijzen van leeftijdsgenoten in vroegere generaties
Activity 11. Make a survey of the different type of homes your family have lived in. If they have lived in the same house for several generations you can make a survey of how the house and its rooms have changed. Interview your parents, grandparents or other members of the family. Ask them about the type of house in which they lived when they were your age. They may even remember how their parents and grandparents lived. Collect photographs or make drawings based of their descriptions. You can ask about
What size was the house ? How many rooms did it have and what were they like? The kitchen, living room, bedrooms Did everyone live in one room? Where did they live? How many lived there? Which colours can they remember? Which shapes can they remember? Which sounds can they remember?
What type of heating did they have? A fireplace, coal, wood, gas, electricity. Did they have any animals or pets Did they have a stereo, video, TV .
Make a ”family tree of houses” poster with words, pictures and photographs of how your family has lived through the ages. Teachers’ notes As with all activities concerning the family it is necessary to handle this topic sensitively. Zoals steeds met betrekking tot het aspect ‘familie’ moet dit thema met omzichtigheid behandeld worden.
12. Words to describe buildings. Woorden om gebouwen te beschrijven. This exercise should be taught alongside identity exercise 3 which is concerned with local identity. Deze oefening kan gecombineerd worden met oefening 3 rond lokale identiteit. Aims: this exercise enables pupils to • Identify the elements that make up their local environment • Reflect on the elements with which they most closely identify
Doelen: -
de elementen herkennen die de lokale omgeving uitmaken nadenken over de elementen die ze het nauwst identificeren met de lokale identiteit.
Activity 12 Here follows a list of words that we could use to describe a building. Many words are perhaps not so easy to understand. Try and find out what they mean, use a dictionary or ask your teacher. Accentuated
Balanced
Painted
Round
Harmonic
Holistic
Simple
Enthusiastic
Flexible
Happy
Graphic
Sweet
Inviting
Unstable
Open
Closed
Craftsmanlike Hard Serious Flat
Unusual
Unpainted
Monotonous
Modern
Motherly
Powerful
Neutral
Easy
Lively
Playful
Smothering
Compact
Cold
Calm
Sharp
Institutional
Redundant
Extravagant
Symmetric
Proportional
Provincial
Respectful
Clean
Rich
Rhythmic
Moving
Lazy
Refined
Stable
Strong
Weak
Movable
Overflowing
Repulsive
Aged
Warm
Welcoming
Restful
Decorated
Friendly
Urban
Enclosed
Heavy
Safe
Pleasant
Boring
Traditional
Technical
Weak
Composed
Repetitive
Exciting
Do you know of any buildings in your local community that can be described by any of these words ?
Activity 13. Take pictures of a selection of buildings ( about four or five different types) in your neighbourhood and choose words that you think best describe the buildings. Work on your own or in small groups and when you are ready compare with the others. Did they choose the same buildings/words as you ? Teachers’ Notes Ensure that all children have access to a camera. Zorg ervoor dat alle kinderen over een camera beschikken.
14. The Sounds around us. De klanken rondom ons Aim: this exercise encourages pupils to • become aware of sound in their environment • appreciate the influence of sound on the space around us Doelen bewust worden van de klanken in hun omgeving de invloed van geluiden rondom ons beoordelen
All buildings and rooms have their own special sound. Sounds help create a building’s character. Sound influences how we experience the space around us: 4. Sometimes sound can influence us in ways we are not always conscious of. 5. Sounds can make us calm , stressed, happy or angry. • In some buildings we are very aware of sound, for example in a library. • In some buildings sound is sometimes used deliberately to influence what we do, for example musak in a department store to make us relax and hopefully buy more.
Sound 1
Sound 2
Café sounds
footsteps in a stairway, key in door, door opens
Sound 3
Sound 4
What type of place do you associate with these sounds. Make a sketch to describe the places you hear!
Go out and collect sounds from places and spaces in your local neighbourhood. For example a market, in school, in the playground, at the shops, in the car, at the swimming pool, in church, in the forest, in the underground, in the boat. Collect sounds that would describe your local neighbourhood for people who have never seen it.
Teacher notes on sending sound files on the internet SOMEONE TO COMPLETE You will need to make sure that pupils have access to tape recorders. (Om klanken op het Internet te plaatsen: wordt aangevuld) Zorg wel dat alle leerlingen over een taperecorder beschikken
15. Going on a city tour ( perhaps only for teachers) Op stap in de stad Aim: this exercise enables pupils to become aware of buildings in their local area in terms of their architectural style and historical development. If pupils design their own city tour, additionally they could be • developing mapping skills • constructing criteria for selection of significant sites • researching background information • presenting this information at appropriate places on the tour to visitors Doelen: Bewust worden van de architectuur en de histrorische ontwikkeling van de lokale gebouwen Wanneer de leerlingen zelf hun tocht opstellen: kaartvaardigheid ontwikkelen keuzecriteria ontwikkelen voor significante stopplaatsen de informatie op de gepaste plaatsen presenteren aan de deelnemers
Teachers’ notes Anybody, who wants to, can plan and lead a tour in the village, town or city. Children can plan a tour of the local attractions in school and then take their friends or family. Many people travel to sites or places of historical interest on their holidays; pupils can plan a city tour and surprise their parents. A tour planned by a teacher for pupils can offer many starting points for lessons in the classroom.. The street can also be a classroom! A tour can have its beginning in the local area: your own street or town , or a less familiar but historically or architecturally interesting place - a castle or mansion. Iedereen kan met wat goede wil een stads- of dorpswandeling plannen en leiden. Kinderen kunnen een wandeling langs de lokale bezienswaardigheden plannen en dan hun vrienden of ouders begeleiden. Iederen doet zo’n dingen op reis; nu kunnen de leerlingen er hun ouders mee verrassen. Wanneer de leraar een wandeling plant, kan hij hiermee vele kanten uit in de klas. Ook de straat zelf kan een klaslokaal zijn. Begin de wandeling in de onmiddellijke buurt maar ook een historische of architecturaal interessante plek zoals een kasteel is geschikt.
Some ideas for planning a city tour. Choose carefully the area you are going to look at so that it suits the age and interest range of the group. Make sure you have done your homework on the area, choose an area that you know well if you are a beginner. It helps if you have a theme or specific questions that you can present before you begin, otherwise it might be too much for you to present. e.g. Can you find evidence of different • Historical buildings • House style • Texture • Decorations on houses • House function • Facades and their details, windows, colours, roofs, doors • Material, wood, stone, bricks, glass, metal • Geometrical forms, symmetry, repetition, scale • Houses in a landscape, the placing of houses in relation to each other. Enkele ideetjes voor een stadswandeling Kies goed de omgeving waarin u wilt wandelen. Het moet overeenstemmen met de leeftijd en de interesses van de groep. Maak uw huiswerk in verband met de omgeving en kies als beginner een gebied dat je goed kent. Het is ook handig indien je op voorhand een thema of bepaalde vragen kiest. Bijvoorbeeld in verband met: historische gebouwen huisstijlen versieringen gebouwenfuncties gevels en hun details, ramen, kleuren, daken, deuren materiaal, hout, steen, baksteen, glas, metaal geometrische vormen, symmetrie, herhaling, schaal huizen in het landschap, de plaatsing van huizen tov elkaar If you choose to wander in a historical milieu, a good idea is to plan the tour so that you walk from the oldest house to the newest. This gives a visual and historical perspective to the tour. As well as buildings, there are many other clues we can look for to tell us about our area. A water pump or fountain may show where people got their water from, in days gone by. Street lighting from an earlier period may remain. The streetlighting in many modern areas may be specially designed to fit in with the housing. A tour doesn’t need to be only at street level. Try to see if it is possible to look at the buildings from different perspectives: from the top of a hill downwards, from the inside of a building looking out, looking up above shop window level. Indien u verkiest te wandelen in een historisch milieu, is het een goed idee om van het oudste deel naar het nieuwere deel van de stad te wandelen. Dit geeft een visueel en historisch perspectief aan uw tocht. Naast gebouwen zijn er genoeg andere aandachtspunten die ons iets vertellen over een gebied. Een waterput of fontein leert ons waar onze voorouders water haalden. Misschien bleef er straatverlichting van vroeger of is de moderne straatverlichting aangepast aan de gebouwen van de buurt. Een wandeling moet niet noodzakelijk van straatniveau gebeuren. Probeer gebouwen vanuit diverse perspectieven te bekijken, van een heuveltop naar beneden, vanuit een gebouw naar buiten, boven het niveau van de uitstalramen.
Choose several strategic places on the tour where you can stop and present your information. Remember that everyone needs to be able to hear what you say and see what you are talking about. A tour for children doesn’t need to be longer that 40 minutes – but can take a whole day or more if you’re on a visit to some beautiful city. A city tour is perfect if you want to give the pupils some exercises to complete in the classroom. Take binoculars with you and use a camera or video camera to document your trip. Historical questions might be: • Why is this place here? • How did people live here before? • Can you find evidence of the oldest and newest buildings? • Can you find evidence of how buildings have changed? NB This can be taught alongside Identity exercise 3 and Museum exercise 5 Kies verschillende strategische plekken tijdens uw tocht om informatie te verstrekken. Let er op dat iedereen kan horen en zien waarover je het hebt. Een tochtje met kinderen moet niet langer duren dan 40 minuten maar kan ook een dag duren indien u een fantastische stad bezoekt. Een stadswandeling is uitstekend geschikt om de leerlingen aanvullend oefeningen te laten maken in de klas. Neem een verrekijker mee en een video of fotostoestel om uw trip te documenteren. Mogelijke historische vragen: waarom is deze plek hier? Hoe leefden de mensen hier vroeger? Vind je aanduidingen van de oudste en de niewste gebouwen hier? Vind je aanduidingen dat de gebouwen zijn veranderd? NB Dit kan gekoppeld wordden aan oefening 3 van de Identiteits-reeks en Museum-oefening 5
16. Describing colour (Exercises 16 - to be used on city tour) kleuren beschrijven (oef. 16 – te gebruiken bij de stadswandeling) Describing colour tones and nuances Colour influences our emotions. This phenomenon is found in nature and is also used by man in many instances. Yellow and black means dangerous ! Red can mean that someone is angry, blue can mean something or someone is cold. We use soft pastel colours if we want a calm, relaxing room. ( a little more to be added here)
Here is a list of words that we can use to describe colour. Arrange the colour with the word ( or how does this work technically)
Manly Womanly
Exciting
Warm Cold
Strong Loud
Weak Hi – tech
Suffocating
Traditional
Calm
Sweet Hard
Showy Sloppy Modern
Boring
Lively
17. On the trail of form op zoek naar vormen
Geometrical forms Geometrical forms are shaped when a straight lines surround a space. The simplest of geometrical forms are a square, a rectangle, a triangle and a circle. Look for geometrical forms in your neighbourhood. On walls you can find rectangles and squares where the doors and windows sit, the long narrow rectangles of planks on a wooden house or short squat rectangles of bricks on a brick house.
Picture frame ( here we want to be able to change both picture to local pictures and translate the text).
Collect 2 dimensional geometrical forms. A grid as on side 74.
18.Volumes When we set together simple flat two dimensional geometrical forms or when we give a two – dimensional form depth we get three-dimensional forms. A cube, a sphere, a hemisphere, a cube, a pyramid are three dimensional forms. The inside of this form is called a volume. A volume can be solid or ”empty”. Compare a golfball and a ping pong ball.
Buildings are built using two – dimensional forms to make drawings and the details of the house and three dimensional forms to create the structure. Collect three dimensional forms
19. Looking at pattern.
We create pattern when we put together lines and geometrical forms.
Computer generated patterns
When we put lines , patterns and forms in order we can create building.
repetition or rhythm in a
20. Symmetry Symmetry and asymmetry Some letters are symmetrical and can be divided into two identical halves. For example A, H and M
Other letters are asymmetrical for example G or L
Its the same with buildings, try to find the symmetrical side of this Swedish church QTVR av Kiruna kirka
21.Regular and irregular forms Make a form picture You will need coloured paper, scissors, glue and white mounting paper.
Draw regular geometrical forms with ruler and compass. Draw irregular forms free-hand. Cut and paste a picture with only regular geometrical forms on the white mounting paper. Cut and paste a picture with only irregular forms on the white mounting paper. Try to give them an interesting name and arrangement. Look at pictures by the artists Malevich, Kandinsky ,Klee , Mondrian.
22.Scale Approximating scale Approximate the height and length of the three buildings in the drawings
How high is the house if the man is 1metre
How high is the house if the man is 3metres
How high is the house if the man is 15metre
How high is the house if the man is 15 decimetres
How high is the house if the man is 170 centimetres
23. Museum Activities Aims These activities are designed to give children some understanding of how museums work, the selective nature of their exhibits, the people who make decisions about what to show the criteria which might be used to make these selections how this process might influence the presentation of the local area how the representation of the local area aids or hinders individuals and groups in their identity explorations. Doelen: Deze oefeningen werden ontwikkeld om kinderen ene beeld te geven van hoe werkt een museum de selectieve aard van het tentoongestelde de mensen die beslissen wat er tentoongesteld wordt. De criteria die gebruikt worden bij deze selectie Hoe dit proces invloed heeft op de presentatie van de lokale situatie Hoe de presentatie van die lokale toestand helpt of hindert bij de zoektocht naar de identiteit Activity 23 What is found in your local museum. Take some time to explore your museum and find 5 things which interest you. You might take a photograph of them or draw them. For each thing write a sentence saying why you are interested in it. Try to find out the following information about each of them. Clue: you may need to ask someone working in the museum for some of the information. This will give you some idea of what people working in museums do and how they work. When was your thing made and who made it? What is it made from? What was it originally used for and who used it? Why is it in the museum? What does it tell us about life in the past? Find out who decided that it should be in the museum. When was it acquired by the museum? How was it acquired and how much did it cost?
Teachers’ notes This activity is designed to give children the opportunity to explore the museum freely and begin to explore what is of interest to them: as such it is a form of identity exploration. The children should be encouraged to read the labels attached to the objects carefully -you may need to help with this as the language used is often museum speak. The children should also be encouraged to see that objects can be carefully selected to represent different ways of life in the past. Are there any types of people (Working class, women, etc who are absent from the museum. This will be picked up again in activity X) If you can work with the curator or education officer you may be able to help the children answer the last three question. These can lead to a discussion with the museum professional about acquisition policy, budgets and the process of documenting exhibits. Deze activiteit wil leerlingen een museum op een vrije manier laten ontdekken en vooral de dingen die henzelf aangaan: op die manier is het zoektocht naar hun eigen identiteit. De kinderen moeten aangemoedigd worden om de kaartjes die bij de museumobjecten horen zorgvuldig te lezen. Misschien moet je hen helpen bij dit taaltje want het gebruikte vocabularium is vaak ‘museumtaal’ Moedig de kinderen aan om te ontdekken hoe objecten zorvuldig zijn uitgekozen om een bepaalde levenswijze uit het verleden te illustreren. Zijn er mischien bepaalde bevolkingsgroepen ‘werkmensen, vrouwen enz.) die in het museum niet vertegenwoordigd zijn? Dit komt later ook nog aan bod. Wanneer je kan werken met de conservator of de educatieve verantwoordelijke van het museum kunnen de leerlingen waarschijnlijk de drie laatste vragen beantwoorden. Dit kan aanleding zijn voor een discussie met de professionele medewerker rond aankooppolitiek, budgetten en hoe een expositie wordt toegelicht.
Now form yourselves into larger groups and share your objects. Do any of you have the same object and the same answers? As a class you could now construct a guidebook to the museum showing your favourite objects, giving information about them and saying why they are important. How useful is this book as a guide to the history of the local area? Teachers’ notes: This could lead to a discussion about the role of the museum in telling stories about the locality and helping people to understand how the locality has come to be the way it is. Dit kan tot een discussie voeren rond de rol van het museum bij het verhaal van de eigen gemeenschap en doen begrijpen hoe de buurt is gegroeid tot wat ze is.
Activity 2 4.The museum and People’s Lives. Aim This activity picks up on some of the issues introduced in the first activity and in particular gives children the opportunity to see whose lives are reflected in the museums and how we might find out about them. Doel Deze activiteit gaat in op de onderwerpen die reeds in de eerste oefening werden aangeraakt en biedt de mogelijkheid om te zien wiens leven wordt gepresenteerd in het museum en hoe wij over deze mensen kunnen leren Teachers’ notes: before this activity discuss with the children the kind of information that it is useful to know about someone from the past. You might consider When they were born When they died What were the main events of their lives (these could be represented on a story board -5 stages?) Design a record sheet to be filled in in the museum. Spreek op voorhand met de kinderen over het soort informatie dat relevant is voor de kennis van het verleden. Bv geboortedata sterfdata belangrijkste gebeurtenissen in hun leven. Dit kan bv. aan de hand van een levenslijn ( 5 stappen) Ontwerp ook een antwoordblad dat kan ingevuld worden tijdens het museumbezoek. Explore the museum again this time looking for the names of 5 people that the museum can tell you something about. • • • • •
Can you fill in the record sheet you designed in class? How have the museum workers making the displays found out about these people? Why do you think that this person is featured in the museum? Collect together all the people selected by your class? Do you notice any common features (gender, class , wealth)? Is there anyone else you would like to see represented in the museum? Why?
Teachers’ notes From this discussion it may be possible to see that museums concentrate on those individuals for whom information is known and they tend to be middle and upper class males. This discussion should not falsify the museum experience however. It may be that you are working in an environment where the contribution of ordinary working people is well documented and displays are organised , for instance by trade. The activity can be adapted accordingly.
Uit deze discussie kan blijken dat het museum zich concentreert op die mensen van wie informatie beschikbaar is en dat dit neigt naar de mannelijke midden- en opperklasse.Let echter op dat je de zaak niet vervalst. Misschien is het museum in kwestie wél goed gedocumenteerd rond de werkende klasse en de gewone man. Pas uw activiteit dan aan de situatie aan.
Activity 25 Who works in a museum. This activity can only be undertaken with the full support of museum staff! It is intended to give children the opportunity to see museums as places where people work and make decisions about what to show about the locality, the region, and the country. Deze activiteit is enkel mogelijk met de volledige medewerrking van de museumstaf. Het is de bedoeling om kinderen te laten zien dat musea plekken zijn waar mensen werken en waar ze beslissen wat men precies wil tonen over de eigen buurt, de regio en het land. Teachers’ notes. After discussion with the museum professionals draw up a set of interview questions which children can ask. The size of groups and the number of professionals interviewed will obviously vary. It would be useful for pupils to understand : • what the professionals do, for example , a curator, archivist, education officer • what they think is important about their job. • why they collect the things in the museum that they do. • why they display the things in the museum that they do . • how they preserve the things in the museum They should also try to find out about recent acquisitions: • why they were acquired and how much they cost.? • what this tells us about the relationship between the museum and the locality. The pupils might like to collect pictures (draw or photograph ) of museum staff and their latest acquisitions. We are moving towards an understanding of the museum’s role in presenting an identity for the local community/communities. Na een bespreking met de museummedewerkers is het nodig om een vragenreeks voor de kinderen op te stellen. De groepsgrootte en het aantal mensen dat kan geïnterviewd worden zal uiteraard verschillen. Het zou goed zijn moesten de leerlingen een kijk krijgen op: de taak van een conservator, een archivaris, de educatieve dienst enz. wat het belang is van hun job. Waarom ze de dingen in hun museum verzamelen
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Waarom ze de dingen in hun museum tentoonstellen Hoe ze de dingen in hun museum bewaren
Probeer ook informatie te verkrijgen over recente aanwinsten -
waarom deze dingen werden aangeschaft en wat ze kosten wat dit leert over de relatie tussen het museum en zijn eigen lokalitiet
Laat de leerlingen foto’s maken van het museumpersoneel en hun recente aanwinsten. Op deze manier gaan de leerlingen de rol begrijpen van een museum bij de presentatie van de identiteit van een buurt, een gemeenschap… Activity 26 Aim:par The focus shifts with this activity to encourage children to explore their own identities in the museum by considering things that are important to them as individuals and as inhabitants of the locality which the museum serves. The inclusions or gaps exposed through these activities can set the agenda for the design of the pupils’ own museum. This activity enables pupils to see that some aspects of their own lives might be represented in museums whereas others may not. Doel Kinderen ontdekken hun eigen identiteit in het museum tijdens een zoektocht naar zaken die belangrijk zijn voor henzelf als indidvidu en als lid van de gemeenschap die het museum dient. Wat dit omvat maar ook wat er ontbreekt kan de leerlingen inspireren bij het samnstellen van hun eigen museum. Deze oefening stelt kinderen in staat om te zien welke aspecten van hun eigen leven in een museum aan bod komen en welke niet. Choose 5 of your favourite things from home which would tell other people about yourself and your family. You could make a display of these in the classroom or represent them through drawings and photographs. Can you write labels for them like those that you see in the museum. What useful information needs to go on the labels? Teachers’ notes : It would be useful to decide, as a class, what information goes on museum labels. Care should be taken, however, not to prejudice the choices of the pupils. The class could then role play the selection and presentation of the things which are to be included in their museum ( 10 out of a possible 30 for example) . Pupils then have to develop criteria for selection or rejection. Het is nuttig om in klasverband te beslissen wat er op de museumetiketten komt. Let op dat je de keuze van de leerlingen niet te snel veroordeeld. In een rollenspel kan de klas dan de selectie en de presentatie van de museumstukken bepalen. Bv. 10
van de 30 stukken uitkiezen.De leerlingen stellen zelf criteria op waarom ze dingen selecteren of verwerpen. Now visit the museum. • Do you find objects similar to yours in the museum? If so are they exactly the same as yours or of the same type? - for example do you find the same toy car , any toy cars from a different period or any toys at all? • Why are they in the museum and what are they telling visitors? • Discuss with your class why you think some objects or types are there and why some are not. Teachers’ notes: This is difficult activity as it depends very much on being able to see similarities and differences. The pupils may be able to find toys with which they can make useful comparisons to see how playing as an activity has changed. They may also find everyday domestic artifacts represented and perhaps special religious or cultural objects representative of various groups. The important thing is to begin to explore the extent to which the pupils’ experiences of themselves and their families and other social groups are represented in the museum. Dit is een moeilijke activiteit omdat het staat of valt met de vaardigheid om gelijkenissen en verschillen te onderscheiden. Met speelgoed wordt het mogelijk om vergelijkingen te maken en te zien hoe spelen als activiteit is veranderd. Misschien zijn er ook dagdagelijkse gebruiksvoorwerpen tentoongesteld of religieuze of culturele objecten die relevant zijn voor een beplaade groep. Belangrijk is dus de dingen in het museum te ontdekken die de leerlingen verbinden aan hun eigen familie en de verschillende sociale groepen. Activity 5 Aim This activity encourages children to identify different aspects of their locality which might be represented in the museum and to see if this is the case. Doel De leerlingen moeten de verschillende aspecten van hun eigen lokale omgeving ontdekken en zien of die in het museum zijn vertegenwoordigd. Teachers’ notes: 1. As a class discuss the places in the locality which the children feel are interesting and important. These might include shopping areas, playgrounds, swimming pools, the school, the shops , places of worship, the town hall. The children should decide why they are important and prepare an investigation sheet for use in the museum listing the paces of importance, why they are important and in a third column leaving space for evidence about this place which is found in the museum. Bespreek in klasverband de plaatsen die de leerlingen als interessant en belangrijk ervaren. Dit kunnen winkelbuurten zijn, speelpleinen, het zwembad, de school,
monumenten, het stadhuis. De leerlingen moeten bepalen waarom ze belangrijk zijn en een werkblad voorbereiden met drie kolommen. Kol 1: de plaats Kol2: de verantwoording waarom dedze plaats belangrijk is. Kol 3. : of er in het museum aanwijzingen zijn van deze plek.
2. Consider the jobs done by people in the local area. (This clearly needs to be handled with care especially in areas of high unemployment) There may be a major industrial presence or may have been in the past. Denk ook eens de beroepen die in de buurt vertegenwoordigd zijn. ( behandel met onzichtigheid wanneer de regio een hoge werkloosheid kent) Misschien is er een grote of speciale industriële aanwezigheid of was er die in het verleden. With your investigation sheet visit the museum and collect as much information as you can about the places which you feel are important. Are all of the places represented? Can you find out why they are not if they are absent? Make a list of further information that you would like to find out about. Teachers’ notes: The final question could either lead on to further local history inquiry or just indicate to the children where the gaps in their knowledge are. De slotvraag kan leiden tot verder onderzoek van de lokale geschiedenis of precies aanduiden waar de gaatjes zitten in de kennis ervan… 2. Can you find any evidence about the jobs which people did in the past. Are they the same as the jobs you listed in class? What things have changed? Why do you think these changes have taken place? NB This could be taught alongside Identity Activity 3 Dit kan aansluiten bij Activiteit 3 rond identiteit
