Mantle of the Expert | A dramatic-inquiry approach to ...



left146448Mantle of the Expert: Australia 00Mantle of the Expert: Australia What can the children do? How can we increase the challenge in each step? What can we prepare as givens? What will the teacher do? What will the children do? What will we do together? How will we publish what we know at each stage?Step 1: ThemeAustralia: landmarks and tourismStep 2: Overview of learningKnowledge: maps, basic geography of Australia, human and physical features of Australia, species of animals, elements of Aboriginal Australian culture, features of Aboriginal Australian artwork, forms of transport around the world, Skills: basic research using books and the internet, presenting information effectively, applying previously learnt knowledge to a new scenario, asking geographical questions, using maps, globes and compass directions. Understanding: understanding some differences between different cultures. Understanding the importance of the environment and land in Aboriginal Australian culture. Understanding the importance of tourism to Australia and other countries Step 3: List of things that make the theme interesting Australia – another, very different countryAustralian landscape and animalsFinding out about a different culture (Aboriginal Australian)Meeting people from a range of cultures (Aboriginal Australian)Australian Aboriginal art workAncient cave artStep 4: Generate questions for inquirySocial, political, historical, environmental, critical, ethical, philosophical, spiritual What makes a sacred/important landmark?Why is tourism important to a country?How should we treat important places?Can landmarks have spiritual significance?Does anyone have a right to own the land?Should tourism make money from important places?How does the climate of Australia differ from ours?Step 5: Invent a narrative – include tension, location and timeTo assist tourists from the UK to get a better understanding of the local area and its history - landscape, indigenous culture etc. This will involve the team in visiting the locality and talking to the indigenous people to get a background, not as people ‘discovering’ the land, but as people learning about the land to explain to other outsiders.Along the way they discover an incredible landmark. They are tasked with understanding the landmark and explaining it to visitors and advertising it for the tourism board. In the process of the work they meet a local Aboriginal person who explains the landmark belongs to their people.Tensions: extreme weather conditions. Local Aboriginal boy/person spying on the team (prior to getting to know each other); tension over the landmark – different people claiming it as their own.Location: Australia and Team’s office Step 6: Select the expert team and list powers, responsibilities and valuesTeam: Travel Agents Powers: To investigate the land, culture, and people Responsibilities: Adequately prepare for the expedition. Research the area thoroughly. Treat the land with respect. Values: to take only memories and leave nothing but footprints To support tourism in AustraliaStep 7: Decide on the client and their role, purpose and authority The Australian district authority:Role: To ensure that tourism to Australia continues to thrive. To keep in touch with the agents throughout their expedition to ensure the task is being carried out. To set specific tasks. Authority: High level of authority – they have commissioned the agents but are able to terminate that commission should work not be done to a high standardStep 8: Devise the commission To assist tourists from the UK to get a better understanding of the local area and its history - landscape, indigenous culture etc. This will involve the team in visiting the locality and talking to the indigenous people to get a background, not as people ‘discovering’ the land, but as people learning about the land to explain to other outsiders.Step 9: Other points of view Aboriginal peopleThe landmarkTouristsAnother group of Aboriginal peopleCreatures that use the cave as a habitatStep 10: Possible team tasks and classroom activities Researching Australia – climate, landmarks, weather3D map/sculpture of the new landmark and surrounding areasFinding out about animals who use the landmark as their habitatAdvertising the landmark/ presenting information for the tourist boardResearching UluruLearning about the local Aboriginal tribespeopleStep 11: National Curriculum LinksSubject to change as the mantle develops Art: Study Aboriginal art and produce work in the same style. Create sculptures from a range of materials. Use a range of materials Computing: Research information about Australia. Understand how to remain safe on the internet. Create publications using computers. D.T.: making structures (of the found tourist landmark)Geography: asking questions about a place; studying the geography of an area of a non-European country/contrasting it with Whaddon. Using maps, globes, atlases; identify weather patterns Science: naming and categorising animals into fish, reptiles, birds and mammal; naming carnivores, herbivores, omnivores; healthy eating for the expedition; Step 12: Sequence of steps into the fictionSee belowSteps in:Step 1: Have prepared a plain-looking folder with a name on. Inside will be documents, photos, maps, passports, a diary, and other items belonging to an travel agents – their history. Invite children to explore the items.Step 2:Having established that the items belong to a travel agent preparing for a difficult expedition, wonder aloud what this agent might need if she were to prepare for an expedition to a hot, dry country. Children present ideas (eg lists, images).Step 3:Use twilight role to bring in the role of the agent… ‘I can see you know a lot about expeditions…. would you be interested in coming with me on my next one?’ As children agree, explain that you can only take experienced explorers with you so will need to see their portfolios.Step 4:Out of role, work with children to build up their portfolios (using the original as a model) – for example, ‘photos’ (drawn images) of places they have been to, maps of recent expeditions, lists of countries and continents they have visited, diary entries…. (team giving themselves a history of good work)Step 5:Collect expedition profiles in a box. Use this box and photos of the agents to begin to sign a space as the ‘office’. Children co-create a work space for the team. Step 6:Agree with team where the office door might be. Draw this in the air with children paying close attention.Step 7: Video convention – children can’t intrude. Adult walks up to signed door and slips an envelope ‘under’ it, then leaves. (inside the envelope: a large WANTED poster (see resources)Step 8:Team of explorers establishes what the commission is using the poster. They prepare for an expedition by researching Australia – climate, landscape, animals, possible locations to explore, etcStep 9:Use of convention 1: children in role as explorers go on an expedition to Australia. They find a new landmark and the fiction continues from there. Possible steps forward:Learning about Uluru and other Australian landmarks to compare to our new oneAdvertising the new landmark to touristsExploring the landmark and discovering ancient drawings Discovering the animals that live in the vicinity of the landmark; consider the impact of tourism on themMeeting an Aboriginal person who claims the landmark as their own; learning about the sacredness of land to Aboriginal peopleExploring Aboriginal Dreamtime storiesCreating dot paintings in the style of Aboriginal dot paintings ................
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