Different Backgrounds, Common Ground

Art (Ages 11-14)
Different Backgrounds, Common Ground

Guidance for “Miriam’s Vision” and the Art module

For ease of reference, we will often refer to the 2005 London bombings as “7/7”.

All modules in “Miriam’s Vision” use the four-part “Miriam’s Story” video package (total 8 minutes) to set the context of the resource for students.

A handout for students - Resource 0 - is available for download here to print and distribute to all students immediately after the video above is shown. It is a single page summary of the video for students to take away and retain.

The Art module takes the location of Miriam’s memorial, the Miriam Hyman Children’s Eye Care Centre, as its starting point.  The MHCECC is in Odisha, India and Pipili appliqué is a local traditional ancient craft that is known worldwide for its decorative qualities.

The central message of the module is that every culture includes artistic elements, and although locality influences the forms it takes, Art is a universal human expression that fulfils many roles.  So despite local differences, we have fundamental commonalities that unite us.

To this end, students are introduced to Pipili appliqué and have opportunities to explore some its features, compare to Art in their own environment, www.london.gov.uk/london-curriculum, and create a 3D artwork of work in a group from a selection of materials.

“Different backgrounds, common ground” is the overall theme that you will need to refer to frequently.  Opportunities to do this are built into the plans.

We have provided bespoke resources that are not dependent on internet access in the classroom.  Bespoke “Miriam’s Vision” resources include the “Miriam’s Story” video package and a range of others.  They are referred to in the plans and will are accessible via the “Miriam’s Vision” website.  You will need projection equipment. Please see Miriam's artbook Resource 1.2 for the students to appreciate her sense of colour.

There is a wide range of relevant sources online and the links given in these plans can easily be replaced with others if you find ones you prefer (please make a note of them), or experience difficulty accessing them (although we have tried to use relatively reliable sites).

The plans are guides only.  They do not include timings for example, as we know you will wish to adapt and select according to the needs of your class.  We have assumed consecutive sessions delivered as your timetable permits, possibly fitting two sessions into a timetabled lesson.  We have not included suggestions about differentiation other than to offer some variety of input / expectation in places, but could do so when the module is refined.  Feedback on this, as with everything, would be much appreciated!

Extension activities included in the plans are envisaged as homework but could be included in contact time depending on how much time you have timetabled for the entire module.

Guidance notes are incorporated into the plans where appropriate.

Refer to Impact/Attachments for completion of student feedback pdf.

Thank you for your participation.

Miriam’s Vision” Art Scheme of Work Outline

 

Task Focus Activity
Task 1 - Introduction to Miriam Hyman and the “Miriam’s Vision” resource.
- Introduction to Pipili lanterns.
- Thinking about crafts in one’s own environment.
- “Miriam’s Story” video package.
- Intro to Pipili Appliqué PowerPoint Research.
Task 2 Planning, making, evaluating, display Planning, making and evaluating a 3D artwork focused on 'Harmony' in a group, according to a brief, inspired by the appliqué lanterns of Pipili and making reference to the theme, “Different backgrounds, common ground”.
Plenary Why participate in the “Miriam’s Vision” Art activities? Refer to “Miriam’s Vision” objectives expressed in the theme, “Different backgrounds, common ground”.

 

Art National Curriculum KS3

The following aspects of the curriculum are covered in the “Miriam’s Vision” Art Scheme of Work.

Pupils should be taught

  • to use a range of techniques and media
  • to increase their proficiency in the handling of different materials
  • to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work
  • about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day

Module plenary

It is important to be explicit about the following in order for the students to appreciate the reasons for doing the module.

  • Recap the theme of the module.  (Different backgrounds, common ground.)
  • Recap how the module started.  (The story of Miriam Hyman.)
  • What is the message of the module?  (Although different cultures have different crafts, craft is found in every culture in the world.)
  • What can you conclude?  (Although we may have different crafts, we all have crafts!  In other words, despite our differences we have fundamental common human needs that unite us.)

You may wish to re-show the four-part “Miriam’s Story” video package and talk about the Art module and its contents and messages.

  • Those responsible for violent extremism want to create division between people and communities.
  • “Miriam’s Vision” is an attempt to counteract the divisions and to help the students to build a safer, more inclusive society.

Students Feedback Form

Allow fifteen or twenty minutes at the end of the session for students to complete Students Feedback Form which should be handed out: