Archive for the ‘The days of the workshop’ Category

Structure of the workshop

November 23, 2009

The four overarching themes:

  1. Identity- change and evolution
  2. Traditional knowledge systems- Oral Tradition and Mythology
  3. Language
  4. Current economic scenario

Day 1:

Objectives

  1. Establishing a rapport
  2. Setting a mood/context in terms of identity at a micro and macro level
  3. Creating opportunities for interaction and collaboration
  4. Unlearning and recreating notions of self with relation to our culture and society, past, present and future

We would do this by watching relevant films like ‘Rang De Basanti’, defining our identities using forms and techniques developed by Carl Jung nad Edward T Hall. Using storycubes and Ebooks designed by Proboscis we would compile the day’s ideas and insights.

Day 2:

Objectives

  1. Developing the Indian identity and mapping the change that has come about over the last decade
  2. How does this relate to the future?
  3. Narrative and scenario building- as tools for learning and comprehending information
  4. Talking about issues that are of concern to them in the real world.
  5. Relating and applying school learning to issues encountered outside the institution

We plan to start the day by addressing the current Indian scenario as young students.

What happened in India when Slumdog Millionaire got released?

Putting India in the middle and creating a mind map of the current elements that make up our country’s identity.

Using references and examples of Eames report stating the value of traditional knowledge and the emergence of Yoga, We would address ideas and questions below.

  • How would that change our identity as Indians?
  • What would our future be like?
  • Would we start putting our tradition and cultural practices in the center and would western influences become less dominating?
  • What will be its impact on our traditional and cultural knowledge systems?

Based on class discussion, we will divide the class into two groups for a  10 minute mud flinging debate on one of the following topics

  1. India is not really going to  become the next super power in the future
  2. In the future, Indians would become more like global citizens and merge into the western culture
  3. There is no need for us to have individually defined identities
  4. Our tradition and culture is irrelevant now and will continue to become more so in the future

Continuing from the previous discussion of Indian Identity, we will select a character from Indian Mythology.

  1. Hanuman
  2. Shakuni
  3. Bharat
  4. Gandhari
  5. Surpanakha

Based on their choice, the groups will be the asked to develop the character as it existed. They would then be asked to project them in 2009 using Diffusion storycubes and E-books.

Day 3:

Objectives

  1. Developing ones personal perspective on the topics and ideas that we have covered
  2. Using creative and narrative construction elements in classroom teaching
  3. Developing skill and thinking to connect and related different issues together

Start the day by showing Jay Walkers talk on English Mania.

Did you know that 14th September was ‘Hindi Divas’ day?

Why is there a need for us to have such a day? why not English day instead?

Class discussion based on the following

  1. Hindi as the future language of opportunity
  2. What will happen to hindi if our mythology would be translated into hinglish or english (refer to previous days discussion)
  3. If India would become the next super power what will happen to our language

Create a post-it map of emerging discussion and ideas

Class discussion based on what makes you unique as a 14 year old Indian in 2009. Class brainstorm and reflection based on all the key ideas and insights that have emerged over the last 3 days. Through this we would identify elements that would feed into the development of the future scenarios.

Day 4:

Based on the emergence of key concepts, students would be divided  into groups of four. They would be ask to depict and create a future scenario based on the following

A day in the life of a 14 year old Indian in 2050.

Keeping in mind what would make him different from another 14 year old in the world.

Students would be asked to consider the following elements.

  1. Language
  2. Culture
  3. Society
  4. Religion
  5. Food

They would create a storycube collection of ideas and then later develop their final scenarios on Ebooks. Working on future scenarios in selected groups, students would be encourged to refer to material and resources available in the library, talking to tutors, fellow classmates and family members.

They would also be encouraged to use and depict their scenarios through story telling and visual mediums.





The workshop proposal- in brief

November 23, 2009

1.

‘Articulating Future’ proposes to investigate and explore ideas that concern young people in India with relation to their social and cultural experiences.

Through a series of workshops, we are hoping to map and articulate issues that are relevant and would potentially have an impact on the identity of India and its people in the future.

2.

The series of workshops, would involve 16 year old school students to work collaboratively to create future scenarios based on their current social-cultural experiences.

We are aiming to explore the above through playful and innovative techniques of story telling and scenario building using Diffusion E-book generator.

This generator is designed by artist Alice Angus and Giles Lane. It is an online platform that is used worldwide for people to publish ideas and develop projects in the form of books and story cubes.

Giles Lane is a guest tutor at Goldsmith College as well as the Royal College of Art in London and has developed and used this generator to develop workshops for young students in London.

We are now keen on doing the same in India. In order to achieve this, the generator is now being programmed to be used in vernacular languages such as Hindi and Tamil.

We want to build and develop teaching tools such as the above that would encourage students to try and connect their academic knowledge and learning to critically think, question and voice issues that are important to them.

Through this project we want to demonstrate how creative practices could integrate within the curriculum to enhance learning, thinking and encourage knowledge sharing.

3.

Collaboration

Collaboration is the key to this project. We believe that it is integral to be able to approach any idea or work from multiple perspectives.

Through these workshops we will initiate collaboration between students to work together to share knowledge and exchange ideas.

We are also keen on developing artist and teacher collaboration to create innovative teaching methods and a more fertile learning environment.

4.

Conclusion

The project will demonstrate that integrating creative practices into academic structure can create powerful learning tools. The ability for students to link their various subjects and apply it to relevant issues can develop confidence and critical thinking.

It would be beneficial for the school to be associated with an international art organization such as Proboscis for a more global insight into working with creative learning tools to enhance teaching and interaction between students and tutors.