ERWINBAYANI

TRANG

ANNA

RICHARDTHROUGHOUT THIS PROJECT I WORKED IN A GROUP WITH ANNA, JULIE, RICHARD AND TRANG. WE WORKED TOGETHER IN A MANNER CALLED PROBLEM BASED LEARNING

JULIE

MY GROUP

MESSAGE:APPRECIATE CULTURE

TARGET AUDIENCE:5-10 YEAR OLD

SCHOOL CHILDREN

CLIENT:CULTURAL ORGANISATION

OURTRIGGERS

FOCUS ON RESEARCH METHODS USED TO DELVE DEEPER INTO DESIGN PROBLEMS TO UNEARTH POSSIBLE ROUTES AND PATHS TO FOLLOW

DISCOVER PHASE BEGINS

CUL TURE? |ˈKƏL CH ƏR |

DEFINING CULTURE FOR

5-10 YEAR OLDS?

1. FILM

2. STAGE/THEATRE

3. BOOKS

4. ART & DESIGN

5. TELEVISION

6. MUSIC

7. GAMES

1.

4.

6.

5.

7.

2.

3.

CULTURAL ORGANISATIONS(QUICK BRIEF BRAINSTORM)

1. 2. 3.

4. 5. 6.

7. 8.1. ROYAL OPERA HOUSE

2. ARTS COUNCIL

3. SURE START

4. NATIONAL CAMPAIGN FOR THE ARTS

5. HAYWARD GALLERY 7.MUSEUM, LIBRARIES AND ARCHIVES COUNCIL

6. ROYAL COURT THEATRE 8.FILM COUNCIL

9. 10.

11. 12. 13. 14.

15.

9. DEPARTMENT FOR CULTURE, MEDIA AND SPORT

10. DISABILITY CULTURAL PROJECT

11. LOCAL COUNCILS

12. MUSLIM CULTURAL HERITAGE CENTRE

14. FIND YOUR TALENT

13. MUSEUM OF MODERN ART

15. SOUTHBANK CENTRE

58% 60%58% 60% 83%

6 HOURS AND 20 MINUTES = 10 MINUTES

62%

67%

PARENTS WHO READ TO THEIR CHILDREN

5-10 YEAR OLDS WHO VISITED MUSEUMS IN 2010

90%

70%

50%

30%

20101998 2004 2006

%%

SOME FACTS AND STATISTICS ABOUT 5-10

YEAR OLDS

ACCESS TO INTERNET TIME SPENT WATCHING T.V. A DAY

WATCHING T.V. DURING DINNER

WATCHING T.V. BEFORE SCHOOL

WATCHING T.V. AFTER SCHOOL

FOCUS ON RESEARCH METHODS USED TO DELVE DEEPER INTO DESIGN PROBLEMS TO UNEARTH POSSIBLE ROUTES AND PATHS TO FOLLOW

THINK LIKE LITTLE

CHILDREN?

MY GROUP REALISED THAT BY THINKING LIKE KIDS, WE WOULD BE ABLE TO BECOME EXPERTS IN OUR TARGET AUDIENCE.

HI MY NAME IS ASHLEYI AM 8 YEARS OLD

WHAT MY COUSIN WATCHES AND

FLASHCARDS/SURVEYS

MY FIRST STEP TO THINKING LIKE A KID WAS TO WATCH WHAT KIDS WERE WATCHING. THIS IS WHAT MY COUSIN ASHLEY WATCHED AFTER SPENDING AN AFTERNOON WITH HER. FROM THIS I MADE FLASHCARDS OF POPULAR CHARACTERS AND ASKED MY AUDIENCE THE QUESTION “WHO WOULD YOU LISTEN TO?”

5 YEAR OLD

6 YEAR OLD

7 YEAR OLD

8 YEAR OLD

9 YEAR OLD

10 YEAR OLD

BOY GIRLRESULTS OF WHAT 5-10 YEAR OLDS ARE WATCHING

2

4

6

8

4 6 8

2

4

6

8

468

NOTES

WE REALISED WE HAVE TO TARGET THE PARENTS IF WE WANT TO GET SOME VALID DATA

ME AND RICHARD VISITED MY OLD PRIMARY SCHOOL, TO GET THE PARENTS PERSPECTIVE.

WE ASKED THEM THE QUESTION “WHAT 3 THINGS DO YOU DO WITH YOUR CHILDREN?”

THE WHOLE GROUP DECIDED TO SPEND SOME TIME TOGETHER AND GO TO THE ‘BIG DRAW’ ALSO A GOOD CHANCE TO SEE WHAT TYPE OF EVENTS CHILDREN ARE GOING TO.

SPORTS/OUTDOORACTIVITIES

MUSIC

FILM

EDUCATIONAL

OTHER

SPORTS/OUTDOORACTIVITIES

MUSIC

FILM

EDUCATIONAL

OTHER

ART

RESULTS FROM THE SURVEY ME AND RICHARD TOOK FROM THE PARENTS OF CRAWFORD PRIMARY SCHOOL

VISUAL AUDIT OF PARENTING MAGAZINES AND ONLINE BLOGS

THERE IS A GNERATION OF YOUNGER PARENTS WHO ARE BLOGGING THEIR DAILY ACTIVITIES WITH THEIR CHILDREN. THIS IS AN INTERESTING MARKET TO RESEARCH.

THE FIRST BLOCK SHOWS THE PALETTE FOR PARENTING MAGAZINES AIMED AT YOUNGER CHILDREN. 5-7 YEAR OLDS.

THE SECOND BLOCK SHOW COLOURS FOR OLDER KIDS. WE CAN SEE THAT IT CONTAINS COLOURS BOLDER AND BRIGHTER.

I’M 9 YEARS OLD. SPONGE BOB AND TRANSFORMERS ARE MY FAVOURITE CARTOONS. I PLAY FOOTBALL ON THURSDAY NIGHTS. MY FAVOURITE PLAYER IS CESC FABREGAS. I LOVE PIZZA!

CHARACTER PROFILES

IÕ M DAVID

IÕ M SARA

HELLO! I’M SARA, I’M 10. I’M ALWAYS DRAWING AND READING BOOKS. HARRY POTTER IS MY FAVOURITE FILM. MY MUM MAKES ME LEARN THE PIANO AND MY FAVOURITE FOOD IS NANDOS.

IÕ M SARA

HELLO! I’M SARA, I’M 10. I’M ALWAYS DRAWING AND READING BOOKS. HARRY POTTER IS MY FAVOURITE FILM. MY MUM MAKES ME LEARN THE PIANO AND MY FAVOURITE FOOD IS NANDOS.

LOOK AT METHODS AND PROCESSES THAT HELP DEFINE IDEAS AND THINKING REGARDING DESIGN PROBLEM

83%63% 79%60% 88%71%

CRAWFORD AVERAGE

SOUTHWARK AVERAGE

MATHS ENGLISH SCIENCE

OFSTED REPORT FROM LAST YEAR SHOWS POOR RESULTS.

MY SOLUTION IS

PARENTS

PUPILSTEACHERS

HOW MUCH TIME DO CHILDREN SPEND WITH

THEIR TEACHERS?

= 10 HOURS

PUPILS SPEND ON AVERAGE 1,040 HOURS A YEAR WITH THEIR TEACHERS. INEVITABLY ATTAINMENT HAS TO BE DOWN TO THE TEACHERS.

GOOD TEACHINGPARENTAL ENCOURAGEMENT+

HIGHER ATTAINMENT

SOME EASY EQUATIONS

GOOD TEACHINGPARENTAL ENCOURAGEMENT

HIGHER ATTAINMENT

+

VISIT TO THE SCIENCE

MUSEUM

TRYING TO FIND WAYS TO MAKE LEARNING FUN.

WHAT WE OBSERVED IS THAT CHILDREN TAKE AN INTEREST IN LEARNING MORE, WHEN THEY DO NOT KNOW THEY LEARNING

HEALTHY CRAWFORD

POSITIVE FACTOR ABOUT CRAWFORD IS THEIR SCHOOL ACTIVELY ENCOURAGING THEIR KIDS TO LIVE A HEALTHY LIFESTYLE. THEY HAVE EVEN WON VARIOUS AWARDS

PUPILS ENJOY DOING THE ACTIVITIES, DISCUSSIONS, PRACTICAL THINGS BUT WHEN IT GETS TO WRITTEN ASPECTS, HAND-CALCULATIONS THATS WHERE THEY START TO LOOSE FOCUS

INTERVIEW WITH MS. BENNET (KEY STAGE 2 TEACHER)

WORKING INDEPENDENTLY SOMETIMES PUTS THE CHILDREN OFF

MS. BENNET

FUN LE

ARNING

OUTDOOR/SPORTS A

CTIVI

TIES

KEY CO

RE SUBJE

CTS

LEARNING OUTSIDE THE CLASSROOM

I EMAILED AN ORGANISATION CALLED LEARNING OUTSIDE THE CLASSROOM, JUST TO GET SOM IDEAS ABOUT THE CONCEPT. THEY TOLD ME THAT OUTDOOR LEARNING WAS IMPORTANT TO THEM AS THEY SEE IT AS A VITAL PROCESS WHERE CHILDREN “... ENGAGE EXPERIENCES THAT SUPPORT THEIR DEVELOPMENT IN ALL AREAS OF THE CURRICULUM.”

CONCEPT?

LOOK AT THE WAYS DESIGNERS DEVELOP IDEAS INTO PROTOTYPES AND PROPOSALS TO ANSWER DESIGN PROBLEMS

CRAWFORDSÕ S CURRENT

RESOURCES

LOOKING AT THE SPACE THAT CRAWFORD HAS.

THE CHILDREN HAVE A LARGE PLAYGROUND. ARE THEY USING IT EFFECTIVELY?

PLAN VIEW OF CRAWFORD PLAYGROUND

1

2

3

4

561 CARPARK2 DINING HALL3 SHED4 BENCH5 CLIMBING FRAME6 KEY STAGE 1

1 CARPARK2 DINING HALL3 SHED4 BENCH5 CLIMBING FRAME6 KEY STAGE 1

LEARNING LANDSCAPE?

FOUND OUT ABOUT THE LEARNING LANDSCAPE. A GRID-BASED PLAYGROUND SYSTEM FOR ELEMENTARY MATH EDUCATION. INTENDED TO COMBINE ACTIVE MOVEMENT AND COMPETITION WITH MATHEMATIC CURRICULA, PROVIDING AN OUTDOOR CLASSROOM FRAMEWORK FOR FUN AND ENGAGED LEARNING.

MRS. GARAND

FEEDBACK FROM MRS GARAND

TRY TO FOCUS ON THE EXPERIENCE RATHER THAN THE EQUIPTMENT

FOCUS ON ACTIVITIES THAT PUPILS CAN DO WITHOUT PROPS OR WITH SIMPLE PROPS

MAKE SOME SORT OF TEACHING PACK

COLLECTING EXAMPLES

OF TEACHING PACKS

THINGS THAT A TEACHING RESOURCE PACK COULD INCLUDE;-LENGTH OF ACTIVITY-AIM/OBJECTIVE-MATERIALS, WHAT YOU WILL NEED, RESOURCES-LESSON PLAN, ACTIVITY-OUTCOMES-CURRICULUM LINKS-WHAT THEY HAVE LEARNT

CLASSROAM

CLASSESCAPEOUTERCLASS

CLASSGROUND

CLASSRUNAROUND

PLAY + LEARNOUT LEARN

THINKING OF A NAME?

out L E A RN

out learnLEARNout

INITIAL IDEAS FOR

OUTLEARN LOGO

outL E A RNout learnoutlearn

out learn

out learn

DEVELOPMENT OF INITITIAL IDEAS

PLAYGROUND = CLASSROOM

FINAL LOGO

To understand that a fraction is a part of a whole, for example 1/2. Equivalent fractions are fractions that look different but show the same amount.

AIM

1. Split the class into teams of 6 or over. Each team draws a fraction line on the opposite side of the playground.

2. Teacher calls out a fraction like 4 over 12.

3. The pupils have to work with each other, they can even write on the floor with chalk to figure out the answer.

4. Once they have they simplified fraction, which in this case is 1 over 3. Members of each team have to race to the line they drew and place themselves for example, 1 team member on the top of the line and 3 team members on the bottom, therefore representing the fraction 1/3.

INSTRUCTIONS

OBJECTIVE: TO UNDERSTAND THAT EQUIVALENT FRACTIONS LOOK DIFFERENT BUT SHOW THE EXACT AMOUNT AND THAT IN ORDER TO MULTIPLY OR DIVIDE THE NUMERATOR AND DENOMINATOR, PUPILS MUST USE THE SAME NUMBER.

LESSON PLAN: SPLIT THE CLASS INTO TEAMS. EACH TEAM WILL DRAW A FRACTION LINE AT THE OPPOSITE END OF THE PLAYGROUND. WHEN TEAMS ARE READY, SHOUT OUT A FRACTION THAT REQUIRES CANCELLING. E.G. 5/15. PUPILS WILL THEN HAVE TO WORK WITH EACH OTHER IN ORDER TO FIND IT’S SIMPLEST FORM, WHICH IN THIS CASE IS 1/3. ONCE A TEAM THINKS THEY HAVE THE RIGHT ANSWER THEY THEN HAVE TO CHOOSE MEMBERS OF THE TEAM TO RUN TO THE CHALK LINE AND PLACE THEMSELVES AS THE NUMERATOR AND DENOMINATOR. TEAM WHO DOES THIS FIRST WINS.

RUN IT

PROTOTYPES OF TEACHING PACKS

LOOK AT HOW YOU CAN DELIVER IDEAS AND PROPOSALS TO STAKEHOLDERS IN MORE CREATIVE AND SUCCESSFUL WAYS

To understand that a fraction is a part of a whole, for example 1/2. Equivalent fractions are fractions that look different but show the same amount.

AIM

1. Split the class into teams of 6 or over. Each team draws a fraction line on the opposite side of the playground.

2. Teacher calls out a fraction like 4 over 12.

3. The pupils have to work with each other, they can even write on the floor with chalk to figure out the answer.

4. Once they have they simplified fraction, which in this case is 1 over 3. Members of each team have to race to the line they drew and place themselves for example, 1 team member on the top of the line and 3 team members on the bottom, therefore representing the fraction 1/3.

INSTRUCTIONS 412

FINAL DESIGN

OUTLEARN OUTLEARN IS SUPPOSE TO BE A PROGRAM, MUCH MORE THAN A TEACHING RESOURCE PACK. TEACHERS ARE THE ONES WHO KNOW THE CURRICULUM THE BEST. THEY ARE IN THE POSITION TO THINK UP AND DESIGN GAMES AND ACTIVITIES THAT WILL EFFECTIVELY TEST THE PUPILS.

OUTLEARN WILL HAVE IT’S OWN WEBSITE WHICH TEACHERS, PUPILS AND PARENTS CAN ACCESS.

WEBSITES I LIKE