I – you – ourselves – others. Similar, different, together
Based on the teaching scenarios “Who am I? / Who are you? - Similarities and differences” of Athene-Grundschule in Berlin, and “I - You – We Next - Opposite – Together” of 1st High School of Avlonas. See Anthology (pp. 35-139 & 167-173)
Categories: Passages and Identities / Being different from & and similar to others / Roots, Family & Community Bonds
Linguistic competence: Beginners – Advanced
Ages: 9 - 15 years old
- Realise the complexity of identity and origin, and the influence of the origin and environment on identity
- Become familiar with the concept of multiple identities and realise that they are an element of wealth and empowerment
- Recognize the value and importance of my own identity and of how diverse identities enrich peer group
- Use diverse and multimodal forms of artistic ways and speech to express personality/identity, individually and in groups
- Communicate, get to know each other better, cooperate, discover new aspects of self and others
Time: 6 - 8 hours training
- Paper / cardboard
- Materials for collage (old magazines, colourful papers, scissors, glue etc)
- Access to school pc/printer
Key points of activity development
xWe split students into groups. We ask them to write/draw their name and their initials in a way that expresses them. Then, we invite them to think how and why did they get that name and note it on the back of the paper. Each pupil tells the story of his/her name to other members of the team.
Pedagogical tip: If the class works often in groups, follow the ways you already use. Otherwise, divide into groups in a playful way. Find more on "Creative ways to split into groups!" and feel free to adapt them.
xWe watch videos and / or read (excerpts) of name stories created by pupils in the framework of BACKPACKID. We let the children discuss about them in their group, with the help of some questions, eg “How was the name chosen?”, “Does it fit the way you got your name?” etc.
- We discuss in plenary identifying the main sources of name origin and selection: family tradition, religion, national history, personal preferences etc.
xWe ask children to work individually: first to think how they would introduce their self (what makes them special, what are they proud of, what things are particularly important to them etc) and then design their “identity card” using words, short phrases, coherent text and drawings, in any creative way they want.
- The students form small groups, where each one presents his/her “identity card” to the others. After about 5 minutes they form new groups. This is repeated 3-4 times until everyone has an impression of the “ID card” of the others.
- We hand out narratives of the Backpack e-book or we watch a video about identities / personal stories / biographies / origins. We ask pupils to find any common points (between the hero of each story and themselves) and to circle them in their own presentation of “ID card” (individual work).
- In plenary, we list the common points, create categories and mark them on the board (e.g. 13 year old teenager, athlete, philosopher, artist, sportswoman, European, citizen of the world, animal lover).
- We attach to the wall papers showing the above categories / identities and ask the students, based on the common points they have identified, to place post-it papers with their name on the wall under the categories / identities they think they belong to.
Pedagogical tip: Find more ideas on "Creative ways to split into groups!".x
Ideas & Materials: Find more here , here and hundreds of variations & human bingo sheets in google!xWe play a movement game adjusted to the issue of identity, e.g. “Line up”, “Human Bingo”, “Who are I?” or “Musical chairs”.
Ideas & Materials: See here.
Adapted on identites. Find more on Anthology (pp. 170).
xWe invite children to look for a partner with whom they can find one or more similarities, and discuss things they can find in common (e.g. likes and dislikes -music, sports club, favourite food- but also common thoughts, attitudes, things that are important to both etc.). Then we urge them to make a collage together, in which they present the similarities and differences they have. Finally, the couples present their work in plenary.
Ideas & Materials: Tools & ideas to create works of art on "Paint & draw, cut & paste, solve quizzes!". See how artists of contemporary art "tell" stories of identities on "Passages & identities in modern and contemporary art"
- evaluate collectively the activities (difficulties faced, what will we remember, feelings felt etc).
- I accept choices made by children related to their identity, even if these may not be true.
- I also use other communication languages if I have a population that does not speak the host language. Obviously I encourage students to write in whatever language they may want.
- We seek to use means of communication other than language (music and images).
- I select the activities according to the conditions that are gradually being formed (time, emerging elements, response and children's ideas).
Connection to school lessons
- In this version ICT is more systematically exploited and the school is more closely linked to students' daily practices in a globalized communication environment.
- If I choose to integrate the activity into a language course, I can focus on highlighting the features of multimodal speech: widespread use of other ways than language (image, music, charts, etc.), organizing information in the field (and not time, as in purely linguistic texts).
- Especially for children on the move, I can integrate the activity into teaching the L2 using a simple vocabulary.
What do I gain?
The participants of Backpack ID talk about their experience: Why is this project so special? What it meant to them and totheir pupils? Why you should use this material? What have they and their pupils learned? What works? etc. Watch their videos.