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Music: Culture through the Blues - the issues around slavery in America and the music of that era. Understand why and how Blues music developed as a reaction to slavery and recognising how music can be used to help people get through difficult situations. Learn how about how Blues music developed from the oppression of slaves (link with art collages). Learn about work songs (link with Drama) and the development into Blues music. Performance and improvisation in a Blues style.

PE: Cultural conflict in the Olympic Games: What happens when countries and individuals have to compete together in a team or against one another? Looking at the history of cultural conflict in the Olympic games such as Jesse Owens controversy at the Berlin Olympic games and to the present Sochi Winter Olympics with the risk of boycott due to the anti-Gay propaganda.

English: Multi-cultural poetry, students will consider English poetry from a variety of cultures. Students to consider the backgrounds of the writers and appreciate the influences within their lives that have shaped their outlook.

[History and Drama (in term 4): Breaking the Chains in a Culture of Slavery: Following on from term 3 the examination of the British Empire and growth of Slavery. To develop an understanding of the Triangular trade, the Middle Passage and life of Slaves. To study key individuals in their quest to abolish Slavery like Olaudah Equiano. Thomas Clarkson and William Wilberforce. Students will design speeches and pamphlets to celebrate Black Culture]

KEY LINKS TO OTHE SUBJECTS (see Year 8 overview in this booklet)

When planning, work to embed literacy and numeracy starters into lessons and allow for plenaries which recap on skills learnt and developed and links made with other subjects. HOW HAVE THE STUDENTS MADE PROGRESS TODAY?

INTRODUCTION to QUILTING (Explore and Develop)

1. Begin with an introduction to the History of African American Quilting – You Tube

Videos, missing words, information about the history of the time and the era. Consider

why quilts were made and then what influenced them – AFRICAN ART / THINGS LIKE

TRIBAL FLAGS / TRIBAL ARTWORK? Create a page in folders that shows this

information. Set ELT for this term….

2. Continue with the information sheet from last week about African American Slavery.

How did the two cultures clash but then perhaps influence each other in terms of style?

Create their own design for a quilt pattern using symmetry and geometric shapes

traditionally seen in African Art.

DEVELOPING A PIECE OF YOUR OWN (Investigate and Make)

(Evaluating and Developing work)

3. Many Quilts told stories – study images/ illustrations/ of early slavery – maybe also

looking at ‘sale’ posters that could combine with the simple, colourful quilt designs to tell

more of a story. Sketch a rough design for your own ‘Quilt’ that is to tell a story.

4. Create your own ‘quilt’ using coloured paper and fabrics to collage. Begin with them

simple, geometric shapes today.

5. Create your own ‘quilt’ using coloured paper and fabrics to collage. Add detail and perhaps

figures and text to tell more of the story that you have researched

6. Complete the ‘quilt’ collage today – add any last details and then write a piece to explain

how the piece you’ve made links to the research that you have done.

1.

ELT:

Produce an A3 research page that addresses… a) a brief history of African American Slavery,

b) why African American slaves made quilts and how they were designed.

c) stories of how the slaves travelled, lived and worked.

Your page should contain images that you can use to inspire your own artwork.

FOCUS

Module Overview: Students will be studying the concept of culture with examples from around the world. They will be

studying the issues surrounding cultures, and looking into the cultural conflicts caused when two are forced together.

Module Questions: -What is a culture and what happens when they are forced together? Conflicts of the past and present

St. John’s Skills: Citizenship skills: Diversity Global portfolio: Diversity

Clashes of Culture

Year 8 Term 3 (Jan - Feb)

ANALYSIS

Studying American quilts and how and why they were made. Looking at the style of them and the stories and meanings behind them. Focus on the craft of them this term.

Try and give the opportunity for students to go into DEPTH WHEN COMMENTING ON OTHER’S WORK and to think about CONTEXT (for Level 7). The opportunity to ANALYSE OTHERS’ AND THEIR OWN WORK could enable level 7+ thinking and learning.

LEVEL 3

Used a variety of materials that are appropriate to intentions but not in a particularly skilful way. Can comment on similarities between their work and artists’. There is very little ability to research to develop work.

LEVEL 4

Materials are used together in a way that shows understanding. Work can be improved and adapted. Can compare work to artists’ and evaluate simply. Research is fairly minimal and doesn’t help to develop work.

LEVEL 5

Materials are manipulated skilfully and realise intentions. Started to refine work and can evaluate it too. Shows ability to analyse and evaluate own and others’ work. Research is confident, shows a good under-standing and enables develop-ment of work

LEVEL 6

Materials are manipulated with high levels of skill and realise intentions. Links to artists’ work are strong and show a good understanding. Evaluations are thorough and show good understanding.

Research is thorough and detailed and shows a very good understanding. Enables work to develop confidently.

LEVEL 7

Materials and techniques are used very skilfully and with independence. Ideas are developed independently and in an extended manner and students can comment on context in their own and others’ work. Research is very detailed, thorough and shows a very good under-standing. The research enables work to develop independently and in an extended manner.

LEVEL 2

There has been some variety of materials used but not with skill. Student has noted another artists’ work. Minimal or no effort to evaluate work. There is no ability to research to develop work.

ASSESSMENT

In Red are the KS3 National Curriculum level descriptors

Assessment = Term 3 (not on SIMS) (Explore and Develop) (Investigate and Make) (Evaluating and Developing work)

• Show independence and creativity in the larger ELT – analysing and showing excellent understanding of artists’ work.

• Have evidence of a passionate interest in a specific area of art.

• Initiate an idea you want to explore independently.

• Use materials and processes in creative, practical and inventive ways.



• Spiritual, Moral and Cultural issues explored within the slavery issue. There will be chances to talk about religion and the clash of cultures that the African American slaves experienced, as well as discussing the moral issues behind slavery.

ELT

Produce an A3 research page that addresses… a) a brief history of African American Slavery,

b) why African American slaves made quilts and how they were designed.

c) stories of how the slaves travelled, lived and worked.

Your page should contain images that you can use to inspire your own artwork.



St John’s Skills

The main focus this term for the skills levels is on: CRITICAL CURIOSITY (see marking descriptors in booklet or on SABER): “You are always finding new questions to ask and want

to think carefully about things. You are keen to take up challenges and go the extra mile to find something out or to understand it more deeply.”

[pic]

S.M.S.C.

EXTENDED LEARNING TASKS

Level 7+ ideas

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