ERWIN BAYANI
MY GROUP
THROUGHOUT THIS PROJECT I WORKED IN A GROUP WITH ANNA, JULIE, RICHARD AND TRANG. WE WORKED TOGETHER IN A MANNER CALLED PROBLEM BASED LEARNING
JULIE
TRANG
RICHARD
ANNA
CLIENT: CULTURAL ORGANISATION
OUR TRIGGERS
TARGET AUDIENCE: 5-10 YEAR OLD SCHOOL CHILDREN
MESSAGE: APPRECIATE CULTURE
DISCOVER PHASE BEGINS
FOCUS ON RESEARCH METHODS USED TO DELVE DEEPER INTO DESIGN PROBLEMS TO UNEARTH POSSIBLE ROUTES AND PATHS TO FOLLOW
CUL TURE? |ˈKƏL CH ƏR |
DEFINING CULTURE FOR 5-10 YEAR OLDS?
1.
2.
3.
4.
6.
5.
7.
1. FILM
2. STAGE/THEATRE
5. TELEVISION
3. BOOKS
6. MUSIC
4. ART & DESIGN
7. GAMES
1.
2.
4.
3.
6.
5.
CULTURAL ORGANISATIONS (QUICK BRIEF BRAINSTORM)
7.
8.
1. ROYAL OPERA HOUSE
3. SURE START
5. HAYWARD GALLERY
7.MUSEUM, LIBRARIES AND ARCHIVES COUNCIL
2. ARTS COUNCIL
4. NATIONAL CAMPAIGN FOR THE ARTS
6. ROYAL COURT THEATRE
8.FILM COUNCIL
9.
10.
12.
11.
15. 9. DEPARTMENT FOR CULTURE, MEDIA AND SPORT
10. DISABILITY CULTURAL PROJECT 11. LOCAL COUNCILS
13.
12. MUSLIM CULTURAL HERITAGE CENTRE 13. MUSEUM OF MODERN ART
14.
14. FIND YOUR TALENT 15. SOUTHBANK CENTRE
SOME FACTS AND STATISTICS ABOUT 5-10 YEAR OLDS 90%
6 HOURS AND 20 MINUTES
= 10 MINUTES
70%
50%
30%
1998
2004
2010
2006
ACCESS TO INTERNET
58%
WATCHING T.V. DURING DINNER
60%
WATCHING T.V. BEFORE SCHOOL
83%
WATCHING T.V. AFTER SCHOOL
TIME SPENT WATCHING T.V. A DAY
62%
PARENTS WHO READ TO THEIR CHILDREN
67%
5-10 YEAR OLDS WHO VISITED MUSEUMS IN 2010
FOCUS ON RESEARCH METHODS USED TO DELVE DEEPER INTO DESIGN PROBLEMS TO UNEARTH POSSIBLE ROUTES AND PATHS TO FOLLOW
MY GROUP REALISED THAT BY THINKING LIKE KIDS, WE WOULD BE ABLE TO BECOME EXPERTS IN OUR TARGET AUDIENCE.
THINK LIKE LITTLE CHILDREN?
WHAT MY COUSIN WATCHES AND FLASHCARDS/SURVEYS
HI MY NAME IS ASHLEY
I AM 8 YEARS OLD
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?”
10 YEAR OLD
9 YEAR OLD
8 YEAR OLD
7 YEAR OLD
6 YEAR OLD
5 YEAR OLD BOY
GIRL
RESULTS OF WHAT 5-10 YEAR OLDS ARE WATCHING
NOTES
WE REALISED WE HAVE TO TARGET THE PARENTS IF WE WANT TO GET SOME VALID DATA
8 6 4 2
8
6
4
2 4 6 8
4
6
8
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/OUTDOOR ACTIVITIES SPORTS/OUTDOOR ACTIVITIES MUSIC FILM EDUCATIONAL OTHER
MUSIC FILM EDUCATIONAL ART OTHER
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.
CHARACTER PROFILES 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!
IÕ M SARA
IÕ M DAVID
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
63% MATHS
83%
60% ENGLISH
79%
71%
88% SCIENCE
CRAWFORD AVERAGE
SOUTHWARK AVERAGE
OFSTED REPORT FROM LAST YEAR SHOWS POOR RESULTS.
MY SOLUTION IS
PUPILS TEACHERS PARENTS
= 10 HOURS
PUPILS SPEND ON AVERAGE 1,040 HOURS A YEAR WITH THEIR TEACHERS. INEVITABLY ATTAINMENT HAS TO BE DOWN TO THE TEACHERS.
HOW MUCH TIME DO CHILDREN SPEND WITH THEIR TEACHERS?
SOME EASY EQUATIONS
GOOD TEACHING + PARENTAL ENCOURAGEMENT HIGHER ATTAINMENT GOOD TEACHING + PARENTAL 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
INTERVIEW WITH MS. BENNET (KEY STAGE 2 TEACHER) PUPILS ENJOY DOING THE ACTIVITIES, DISCUSSIONS, PRACTICAL THINGS BUT WHEN IT GETS TO WRITTEN ASPECTS, HAND-CALCULATIONS THATS WHERE THEY START TO LOOSE FOCUS
WORKING INDEPENDENTLY SOMETIMES PUTS THE CHILDREN OFF
MS. BENNET
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I IT
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 2 1
3 4
6
5
1 2 3 4 5 6
CARPARK DINING HALL SHED BENCH CLIMBING FRAME KEY STAGE 1
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.
LEARNING LANDSCAPE?
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
MRS. GARAND
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
COLLECTING EXAMPLES OF TEACHING PACKS
THINKING OF A NAME?
OUTERCLASS CLASSESCAPE CLASSGROUND PLAY + LEARN CLASSROAM OUT LEARN CLASSRUNAROUND
INITIAL IDEAS FOR OUTLEARN LOGO
out L E A R N out L E A R N
out learn
DEVELOPMENT OF INITITIAL IDEAS
out learn out learn
out L E ARN
out lear n
out lear n
PLAYGROUND = CLASSROOM
FINAL LOGO
PROTOTYPES OF TEACHING PACKS
AIM 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.
INSTRUCTIONS 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.
RUN IT 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.
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.
LOOK AT HOW YOU CAN DELIVER IDEAS AND PROPOSALS TO STAKEHOLDERS IN MORE CREATIVE AND SUCCESSFUL WAYS
AIM 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. INSTRUCTIONS
4 12
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.
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