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Activity: create your own Picture of Britain project
Case Study
This case study shows how a project might be carried out in partnership between Ms. Andrews' Year 4 students in Winchester and Mr. Moore's Year 5 students in Edinburgh.
During the week of May 16, Ms. Andrews and Mr. Moore are given each other's details by Tate. They e-mail each other and discuss the special needs of their classes. In her teaching schedule, Ms. Andrews has planned to do some sketching with her class as part of their Art and Design curriculum, and would like to choose either Activity C (Sketchbook Scenes) or Activity F (Sketches of History) so that her students can spend some of the project time doing sketching work. Mr. Moore agrees and says that Activity F would be more useful to his class because they will be learning about Renaissance Scotland and the Middle Ages as part of their People in the Past curriculum studies, and the activity can be modified to suit these time periods.
Ms. Andrews and Mr. Moore agree to do Activity F, Sketches of History, modifying it so that their classes sketch the city centre of their respective towns as they look in the present day, as they would have looked during the 16th century and during the 13th century.
They also decide to add to this activity by having their classes write some short explanatory texts about the periods that they have depicted in their artwork so that they can learn more about each other's histories.
In addition to this, Ms. Andrews and Mr. Moore create another activity in which their classes will learn more about a specific historical figure for one of the time periods they have chosen for Activity F. Mr. Moore's class will be learning about Mary, Queen of Scots, while Ms. Andrews' class will be studying Elizabeth I. They will have their classes draw and paint portraits of these historical figures.
John Crome
Yarmouth Harbour, Evening
c.1817
 View in Tate Collection
© Tate 2005 |
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During the week of June 6, both teachers make a list with their class of the landmarks, buildings, houses, landscape, transportation, and people that can be found in their local areas. They have the class draw the city centre of their respective towns on a long piece of paper they have taped to the wall. They take digital pictures of the artwork their classes have done, and email it, along with the list of words to describe the landscape, to their partner class.
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During the same week, both teachers ask their students to imagine the kinds of buildings, landmarks, houses, landscape features, transportation, and people that might have been seen in the city centre of their respective towns during the 16th century. On another long piece of paper, their classes draw the city centre as they imagine it to have been during that time.
In pairs, the students write a short paragraph explaining why they have included these buildings and landscape features in their drawing of the 16th century city centre. They send these paragraphs to their partner class by email, along with digital photos they have taken of their art work.
At the beginning of the week of June 13, both teachers repeat this exercise using the 13th century as the time period they examine, and again, send the results to their partner class.
During their history lessons, both teachers have been talking about the historical figures they have decided to study - Mary, Queen of Scots and Elizabeth I respectively. During the second half of the week of June 13, they have their students paint or draw portraits of these historical figures. They take digital photos and send them to their partner class.
At the beginning of the week of June 20, Ms. Andrews and Mr. Moore ask their students to look at the work done by their partner class, and have a class discussion about what they have learned from their work. With the class, they write up a one-page report about what this project has taught them about their own area and about the region of Britain where their partner class lives.
Near the end of the week, Ms. Andrews and Mr. Moore select 15 digital photographs that show their classes participating in the project and the art work they have made, as well as 10 pieces of student writing. Along with the two class reports, Mr. Moore uploads these items to the Tate web submission form as the final project.
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Timetable