[Andrew:] Even though you've got funding for the first time for this... I don't want to spend an awful lot on materials.
[Anne:] Mm.
[Andrew:] I want us to use... we ne ee erm... static resources
[Anne:] So it's more participative.
[Andrew:] Well, less participative, more... us teaching, the tu teaching style will be... you know, here's a slide show.
[Anne:] Mm.
[Andrew:] I think we'll
[Anne:] Oh I see. Oh I I meant are you going out and about looking at, I mean
[Andrew:] Mm.
[Anne:] that's, it's more
[Milvia:] Again it's time.
[Andrew:] We couldn't do that cos we've got an hour.
[Milvia:] It's inviting people in and
[Anne:] Mm.
[Milvia:] I was trying last year to try to see if I could get a... erm... an Indian, you know when we sort of do looking at Asia
[Andrew:] Yes.
[Anne:] Mm.
[Milvia:] to try and see if we can get some sort of dance group in to get that culture over.
[Andrew:] Yes.
[Anne:] Mm.
[Milvia:] Mm.
[Anne:] [LAUGHTER]
[speaker005:] or get the Gamelan
[Milvia:] Yes, yes to come pla
[speaker005:] That orchestra to come and play to them.
[Milvia:] oh that was er, was super! They loved that! In fact, they were on Italy, they were doing a concert in
[speaker005:] Ah.
[Milvia:] Italy, was superb!
[Anne:] Mhm.
[speaker005:] So there's all sorts of stuff
[Milvia:] Aha.
[speaker005:] like that.
[Anne:] Mm.
[Milvia:] Ha.
[speaker005:] Now then... why I wrote this, it was, what about a year ago... now since
[Milvia:] Mm.
[speaker005:] then I've been of accreditation...
[Milvia:] Mhm.
[speaker005:] and actually written about it...
[Milvia:] Oh have you? Aha.
[speaker005:] Mm hasn't
[Milvia:] Mhm.
[speaker005:] been approved yet... cos
[Milvia:] Mhm.
[speaker005:] it came through to the school
[Milvia:] Mhm.
[speaker005:] But I've written it in such an open-ended way
[Milvia:] That they can choose.
[speaker005:] That they... you know, any of us could use
[Milvia:] Mm mm.
[speaker005:] the... the unit
[Milvia:] Mm. Aha
[speaker005:] and tack on our own...
[Milvia:] Mhm.
[speaker005:] er
[Milvia:] Aha.
[speaker005:] oh... pattern round
[Milvia:] Mhm.
[speaker005:] it so hopefully
[Milvia:] Mm.
[speaker005:] could, you know and the kids that also could.
[Milvia:] Mm.
[speaker005:] Maybe that's why I haven't had it back yet. Maybe they find it
[Milvia:] Mm.
[speaker005:] too
[Milvia:] Open.
[speaker005:] open.
[Milvia:] Mm, mm. Cos then Anne comes back to you to ask, yeah.
[speaker005:] That's right,
[Milvia:] mhm to modify things yeah.
[speaker005:] Actually remind me to ask Anne... er
[Milvia:] Mhm.
[speaker005:] what's happened to it, that'll be great!
[Milvia:] Mm.
[Andrew:] Okay, is that fair enough?
[Milvia:] Yeah.
[Andrew:] So can we go onto page three?
[Milvia:] Mhm. Oh, we're not reading all the notes?
[Andrew:] Didn't you read all that?
[Milvia:] Oh! We've
[Andrew:] So
[Milvia:] only begun just turned onto this page!
[Anne:] Well that's what he said, let's go onto page three.
[Andrew:] Page three.
[Milvia:] Oh sorry
[Anne:] I, I'm sorry!
[Milvia:] [LAUGHTER]
[Anne:] I am on page three! [LAUGHTER]
[Milvia:] [LAUGHTER]
[Anne:] I thought we haven't read all the way down!
[Milvia:] Mm!
[Anne:] Mm.
[Andrew:] So these are, these are summaries of example units that we might do... which either exist already or might be made to exist quite
[Milvia:] Mm.
[Andrew:] quickly and easily. Anne was expressing concern yesterday that... sh you know, she doesn't want to have to... you know, a syllabus.
[Milvia:] Mm.
[Andrew:] I said well that isn't right... you know, it's up to our individual personal... styles
[Milvia:] Mhm.
[Andrew:] and so on. I happen to like giving slide lectures.
[Milvia:] Mhm.
[Anne:] Mm.
[Andrew:] I erm... er... I told her
[Milvia:] Mhm.
[Andrew:] so... erm... you'll find that there's a predominant of suggestions of slide lectures here... if you hate doing them there's no reason on earth why you should!
[Milvia:] Mm.
[Andrew:] It's just that, you know
[Milvia:] These are the ones that are all backed up with notes?
[Andrew:] Yes.
[Milvia:] Da, mhm.
[Andrew:] That's right.
[Milvia:] Mm.
[Andrew:] But you'd have to do them yourself.
[Anne:] And also, you know, you're not just limited to A one... er, to use... as the resource area
[Milvia:] Mm.
[Anne:] erm... I have a slide... projector
[Milvia:] Mm.
[Anne:] a big one now, down the library
[Milvia:] Mm.
[Anne:] which I'm trying to encourage that, you know, there's not sort of remember how... when I did buy it I... I consulted with you to se, to show that we we were both compatible.
[Andrew:] Have compatible ones, so that we can take
[Anne:] Mhm.
[Andrew:] it's
[Anne:] Mhm.
[Andrew:] a carousel isn't it?
[Anne:] Mhm.
[Andrew:] So we
[Anne:] Mhm.
[Andrew:] we can take a... carousel
[Anne:] Mhm.
[Andrew:] loaded with slides
[Anne:] Mhm.
[Andrew:] from the art department
[Milvia:] Mm.
[Andrew:] to the resource centre
[Anne:] Mhm.
[Andrew:] be good!
[Milvia:] Mm.
[Anne:] And we've got a video down there as well, working... and tapes.
[Milvia:] Yes. Yes,.
[Andrew:] So the
[Anne:] Yes, I mean, misgivings really is because I'm not within my... area you know.
[Andrew:] Oh of course
[Milvia:] Mm.
[Andrew:] right,
[Milvia:] Yeah, it's new for everyone really. Yes.
[Anne:] Mm.
[Andrew:] We're all in the same.
[Milvia:] Mm.
[Anne:] Mhm.
[Milvia:] Mm.
[speaker005:] Erm
[Andrew:] Right okay... so anyway, these are the suggestions, and they're not... prescriptive.
[Anne:] Mhm.
[Andrew:] Week one... a slide lecture... right? On a
[Anne:] Mm.
[Andrew:] subject.
[Anne:] Mm.
[Andrew:] Week two, an analysis written, hand or drawn or painted... of an example of pre-Raphaelite work. Now... it should say, at the top there, British painting, the pre-Raphaelites, yeah?
[Milvia:] Mm?
[speaker005:] Mhm.
[Andrew:] So week one is a slide lecture on the pre-Raphaelites
[Milvia:] Mm.
[Anne:] Mhm, right.
[speaker005:] Okay.
[Andrew:] the project will go on for two or three weeks.
[Milvia:] Mm.
[Andrew:] So, erm... er, the slide lectu, er and it says week two, but it means week two onwards.
[Anne:] Mm.
[Andrew:] You know
[Anne:] Mm.
[Andrew:] th the
[speaker005:] Mhm.
[Andrew:] kid would do work
[Anne:] Yeah.
[Andrew:] based on that
[Anne:] Yeah.
[Andrew:] side lecture.
[Anne:] Yeah, yeah.
[Andrew:] The slide lecture will be pre-prepared for use by any teacher... and we would have it in a... you know, some slide boxes
[Milvia:] Mm, mm.
[Andrew:] You know there'll be about fifteen or twenty slides
[Anne:] Yeah.
[Andrew:] some notes, and you'd sim... they'd be numbered and you'd lift them out and you put them in the carousel
[Milvia:] Mm.
[Anne:] Yeah.
[Milvia:] Yeah.
[Andrew:] you know, and we'd have... maybe fifteen
[Milvia:] Yes.
[Andrew:] standard lectures
[Milvia:] Yes.
[Andrew:] available
[Milvia:] Yes.
[Andrew:] you know?
[Milvia:] Yes.
[Andrew:] Which between us we could write
[Milvia:] Yes.
[Andrew:] over the...
[Milvia:] Yes.
[Andrew:] as George was saying yesterday, before he'd done... erm... two or three big ones on
[Milvia:] Mm.
[Andrew:] ... and South and Central... American... erm... early, this, you know pre-Columbian
[Milvia:] Mm.
[Andrew:] er cultures
[Milvia:] Mm.
[Andrew:] the Aztecs being. Also, the Amerindian... population of North... America too.
[Milvia:] Mm.
[Andrew:] That's quite an interesting
[speaker005:] Aha.
[Andrew:] one isn't it?
[speaker005:] Yeah, north west coast.
[Andrew:] North west coast, particularly.
[Anne:] Mm.
[speaker005:] Yeah.
[Andrew:] Incidentally I made a... personal contact of somebody who... actually knows so,so some people who... up there, in the north west
[Anne:] Is the no, is that Canada?
[Andrew:] you know
[speaker005:] Yeah.
[Andrew:] It's North America
[speaker005:] Mhm.
[Andrew:] erm and and, and Canada.
[Anne:] Yeah. Cos I tell you what I have got cos I went to an Indian reservation... and I've got a small carving which an Indian did for
[Andrew:] Oh
[Anne:] me you see
[Andrew:] right!
[Anne:] so, you know
[Milvia:] Anything like that, cos Joyce brought a lot of stuff in didn't she? Joyce.
[Andrew:] In fact, it's actually a little totem pole like you're talking about.
[speaker005:] It's still
[Anne:] Mm.
[speaker005:] in the... room we must give it back to her.
[Andrew:] Yeah.
[speaker005:] Got a few little er... trinkets that er Joyce back from Canada.
[Anne:] This is only a two dimensional one though.
[Andrew:] That's okay, that's great! In fact
[Milvia:] Anything that's fast made available like this
[Anne:] Yeah anything you bring in
[Milvia:] and
[Anne:] it's
[Andrew:] You know in the trophy cabinet that... Colin used to be in charge of
[Anne:] Yeah.
[Andrew:] there's a... er a wa... erm, a walrus tusk penguin carved
[Anne:] Oh yeah!
[Andrew:] anyway it to... so
[Anne:] Yeah.
[Andrew:] you know you
[Milvia:] Aha!
[Andrew:] it's a. Oh
[Milvia:] No!
[Andrew:] have you not noticed it?
[Milvia:] No!
[Andrew:] There's
[Anne:] Oh!
[Andrew:] all sorts of things you can
[Anne:] Yes, I've seen that.
[Andrew:] where you're hands are.
[Anne:] I didn't realise it was in the er
[Milvia:] Cos they love to touch these things. Mm.
[speaker005:] Yeah, it's incredible!
[Anne:] Yes, I've got one of Peter's
[Andrew:] Erm
[Anne:] trophies.
[speaker005:] You have also taped... the wonderful programmes that are B B C two last... er, no is it this year, Spring?
[Andrew:] Mhm.
[speaker005:] Erm, about the North American.
[Anne:] Mm.
[Andrew:] That's right.
[Anne:] I wonder if I've
[speaker005:] Alaska's
[Anne:] still got all my stuff from the
[speaker005:] I've got those programmes
[Anne:] from the Victoria Island Museum, because they're amazing
[speaker005:] Mhm.
[Anne:] exhibitions in there of Indian... art, and I had loads of stuff!
[speaker005:] Mhm.
[Anne:] Yeah.
[speaker005:] Mm, so there's quite a lot of supporting material
[Anne:] I, it's I'll I'll
[speaker005:] actually we have got
[Anne:] see what I can dig out
[Andrew:] See see what you can
[Anne:] Yeah.
[speaker005:] Yeah.
[Andrew:] it'll be grand if you could.
[Anne:] Cos even something like a carrier bag that's got the design on the front
[speaker005:] Yeah.
[Andrew:] Yes, that's right.
[Anne:] Of the Victorian Museum.
[Andrew:] Mhm... mm... anything like that.
[Anne:] Mm.
[speaker005:] You know, we've... we've got to agree on what we're going to... what terminology we use
[Anne:] Mm.
[speaker005:] you just said Indian, and I'm always trying to say... what, what I believe is the... correct thing to say these days is Amerindian
[Milvia:] Mhm.
[Anne:] Amerindian
[Andrew:] Ame Amerindian
[Anne:] Amerindian
[Andrew:] As in Amer American Indian.
[Anne:] American Indian.
[Milvia:] American Indian.
[Anne:] American Indian.
[speaker005:] Yeah.
[Anne:] Oh!
[speaker005:] I... I I just don't know whether that is right.
[Milvia:] They're often they're offended when they Red Indians isn't, aren't they?
[speaker005:] That's offensive.
[Milvia:] That's offensive.
[Anne:] Mm.
[speaker005:] Yes.
[Milvia:] A er, whereas we're used to... er
[speaker005:] That phrase.
[Milvia:] Yeah, a phrase.
[Anne:] Mm. Mm. Yeah, I suppose it's like saying... black Americans I suppose
[Milvia:] Yeah.
[Anne:] isn't it?
[Milvia:] Mm.
[Anne:] Mm.
[Andrew:] As opposed to Afro-American or wha
[Anne:] Mm.
[Andrew:] or whatever.
[Milvia:] Or Ca or
[Andrew:] or Caribbean
[Anne:] Yeah Caribbean.
[Andrew:] American,wha wha happens? I'm
[speaker005:] Mm.
[Andrew:] gonna be
[Milvia:] Afro- Caribbean or whatever.
[Andrew:] Yeah, we've
[Anne:] Mhm.
[Andrew:] got to be careful to be right on in that respect, I think
[Anne:] Yes. Yes.
[Andrew:] now doing this.
[Anne:] Yes. Yeah, cos of course I mean this is... something that, I suppose... yo you're not... for that... yet some things that you assimilate into your language which simply becomes a phrase, like I always said nigger brown.
[Andrew:] That's right.
[Milvia:] [LAUGHTER] Ooh yes, yes
[Anne:] I never
[Milvia:] yes!
[Anne:] I never thought of nigger brown as being an offensive remark.
[Milvia:] remark, yeah.
[Anne:] It was like saying light blue.
[Milvia:] Mhm.
[Andrew:] Yes.
[Anne:] And it was only till someone pointed out to me... you shouldn't really say that
[Milvia:] It's an ethnic, yeah.
[Anne:] yeah, cos I didn't, I've never associated it.
[Milvia:] Prejudice, yeah.
[Andrew:] That's right.
[Anne:] Mhm.
[speaker005:] So... we, this is a case of well
[Milvia:] Mm.
[speaker005:] we've got to
[Milvia:] Ha... be careful of terminology.
[speaker005:] and not
[Milvia:] Yeah.
[speaker005:] use weasel words.
[Anne:] Mm.
[Milvia:] [LAUGHTER]... Yeah.
[speaker005:] So... I dunno if you're... know we whether that is the... the acceptable term at the moment
[Anne:] Mm.
[speaker005:] but I think it might be
[Milvia:] Didn't erm
[speaker005:] Patrick's friend
[Milvia:] friend, what was he called?
[speaker005:] We wa wa was erm David
[Milvia:] He was half, yes
[speaker005:] He was half Cherokee
[Milvia:] he was, yes.
[speaker005:] He said Amerindian was okay.
[Milvia:] You didn't, he he the often the offensive word was the Red Indian.
[speaker005:] That's right... but Amerindian
[Milvia:] that had, yeah.
[speaker005:] Amerindian
[Milvia:] Yeah.
[speaker005:] was was
[Anne:] Amerindian
[speaker005:] was
[Milvia:] Aha.
[speaker005:] was an acceptable gesture.
[Anne:] So this would be a Cana-indian would it?
[Milvia:] [LAUGHTER]
[speaker005:] He would do a lot of... Ca, canning if they're in Canada don't they?
[Anne:] Cos though, these are Canadian, these are Canadian Indians.
[speaker005:] They do salmon canning don't they, in Canada?
[Anne:] Yeah. Yeah.
[speaker005:] Is that why it's called Canada? No
[Anne:] Yeah.
[speaker005:] never mind!
[Milvia:] [LAUGHTER]
[Andrew:] [LAUGHTER]
[Anne:] Cana-Indian
[speaker005:] Very canny man! He was very canny actually as it happened!
[Anne:] Mm.
[speaker005:] It so happened if he got paid anyway!
[Andrew:] He got paid.
[speaker005:] He got paid did he?
[Anne:] Is he still
[Milvia:] For work.
[Anne:] our friend?
[Milvia:] Oh yes, He's still our friend.
[speaker005:] Yes, yes, he's still our friend.
[Anne:] Mm.
[Milvia:] He got paid for the work that erm
[speaker005:] That he made.
[Milvia:] he did... er, he sent a bill in a erm
[speaker005:] To Bill.
[Milvia:] to Bill for that last bit
[Anne:] That's right.
[speaker005:] Fifty quid or something.
[Anne:] That's right.
[Andrew:] Of course, I'm glad
[Milvia:] Yes.
[Andrew:] yes, he wa he was very unhappy.
[Milvia:] Yeah, is he coming back or has he gone the other side of the pond?
[Andrew:] No, no he he he lives
[Milvia:] No, he li doesn't
[Andrew:] in Britain.
[Milvia:] Yeah, he
[Anne:] Oh.
[Milvia:] does a lot of work down in London, he did a lot of work, well they done promotions... er, and he evidently he was in a big job at, what was it in, in it?
[Andrew:] It was some sort of stage show wasn't it?
[Milvia:] Mm.
[Andrew:] Erm... anyway... he he may well come back as a visiting
[Milvia:] Yeah.
[Andrew:] erm, artist... erm if we require... er, request it they can afford him.
[Milvia:] Mm.
[Andrew:] So, ha, back to the pre-Raphealites
[speaker005:] Mm.
[Andrew:] [LAUGHTER]... the pre-Raphaelites, a slide lecture and then analysis written about it... so there's a slide lecture being pre-prepared by the use... for the use by any teacher... [plane overhead] hello, there goes or something!
[Anne:] Three helico, oh, or helicopters went over three times in the night I thought I was gonna raped and pillaged but no luck!
[Milvia:] [LAUGHTER] Mm.
[Andrew:] The analysis from E G get the card... [LAUGHTER] attached to your work card... inscribe the basic information, followed up by research [] carried out in the resource centre. Okay? Oh we haven't done these post cards attached to work cards but we still
[Milvia:] No, we haven't.
[Andrew:] they did offer some... postcards yesterday.
[Anne:] Mm, yes, if I can find them Andrew.
[Andrew:] If you can find them I've got loads
[Anne:] Mm.
[Andrew:] as well
[Anne:] Mm.
[Andrew:] and perhaps we could have and evening session or two
[Anne:] Mm.
[Andrew:] over the next few weeks
[Milvia:] Mm. Mm.
[Andrew:] where I will bring in my vast postcard collection
[Milvia:] Mm
[Andrew:] which like
[Milvia:] Mm.
[Andrew:] that one you've already seen laid out of the colour
[Milvia:] Mm.
[Andrew:] section of articles
[Milvia:] Mm.
[Andrew:] from the Sunday papers.
[Anne:] It's probably one of those things
[Andrew:] Yeah.
[Anne:] because it's covered in blue-tack
[Andrew:] Yes.
[Anne:] and stuff they've asked to pick up... and
[Andrew:] Chuck it.
[Anne:] bung it out because
[Andrew:] Right.
[Anne:] I'm talking donkey's years now
[Andrew:] Right, yeah, well anyway
[Anne:] but hopefully it may be er,i in
[Andrew:] i it may be still be there.
[Anne:] in in the midst of the cobwebs and stuff.
[Andrew:] So if I bring the, if I bring anyone of mine in which I do know exist
[Anne:] Yeah.
[Andrew:] if we can sit around and actually make some work of cards
[Anne:] Yeah.
[Andrew:] that would be grand!
[Anne:] Yeah.
[Andrew:] Too popular arts right, so that was a... an example of the pre-Raphaelites... right? Number one British painting of pre-Raphaelites that would be a standard
[Milvia:] Right.
[Andrew:] you know a... er, a posh culture, if you like.
[Milvia:] Mm. Mm.
[Andrew:] Erm... well, you know, because we're dealing with, who are with, and because
[Milvia:] Yes. Yes.
[Andrew:] by culture we mean... all of culture
[Milvia:] Mm.
[Andrew:] you might deal for instance with the popular arts and to... erm, such as erm, you
[Anne:] Erm
[Andrew:] know, er... graphic design on, for instance, board games
[Milvia:] Mm.
[Andrew:] or tattoos, or fairground art, I've got down just as examples
[Milvia:] Mm, mm, mm.
[Andrew:] so week one might be a slide lecture... on the three themes... plus, erm a show and demonstration of board games, right? So I happened to have got some... slides of tattoos and... some slides of fairground... er, art and erm... some slides of board games... of through
[Milvia:] Mm.
[Andrew:] the ages, and there's some real ones.
[Milvia:] Mm.
[Andrew:] And they like to be taught a new board game
[Milvia:] Mm.
[Andrew:] and, they can design... the, the board... themselves
[Milvia:] Mm.
[Andrew:] and design a game sort of.
[Milvia:] Mm.
[Andrew:] So I go on the same as... er, weeks two to four an analysis written, and, or drawn or made... of examples on one of these themes. Right? So... they might design their own tattoo or they might design a fairground... erm... frontage, based on what they've seen years ago
[Milvia:] Mm.
[Andrew:] the, that kind
[Milvia:] Mm.
[Andrew:] of type style and
[Milvia:] Mm, yeah.
[Andrew:] primitive imagery
[Milvia:] Yeah.
[Andrew:] and so on, cos reme, remember they're not specialist artists
[Anne:] Yeah.
[Andrew:] so we've got, if we do give them work to do... it's got to be stuff which they don't feel inadequate to do.
[Anne:] Yes, yes, yes. Erm... yeah, well I suppose I mean, they are quite familiar with the Spanish City a lot of them aren't they?
[Andrew:] Oh I should think so.
[Anne:] And actually I don't know
[speaker005:] [LAUGHTER]
[Anne:] differently very recently but... along the front where these shutters which were the most horrendous graffitied awful places! They've got a series of... almost like ethnic murals that somebody's done all along.
[Andrew:] Have they really?
[Anne:] And
[Milvia:] I want to try and... sort of... clean
[Anne:] well
[Milvia:] up that area and allow them to sort of do the graffiti.
[Anne:] and it's very nice!
[Milvia:] Yeah.
[Anne:] And the they're a cross between... sort of primitives and... and er... I, I don't know whether they are ethnic paintings but, or whether they're... sort of child-like... primitive drawings or what they are, but
[Andrew:] Mm.
[Anne:] and they, they're just done in the shelters
[Andrew:] Mm.
[Anne:] and all the graffiti's been masked out
[Andrew:] Mm.
[Anne:] but it would be worth the kids on their weekend trips going and having a look in there.
[Andrew:] Oh yeah! I'm sure we can have a photograph
[Anne:] To, you know and
[Andrew:] of it, show them a slide show and then we can go and have a look.
[Anne:] I could, I could go and I could go and take... if there's, you know, if they haven't,no nothing... awful's to them... I could go and... take some pics of those.
[Andrew:] Mhm. Mhm, be nice!
[Anne:] Because they're rather nice! Rather nice!
[Andrew:] Well I've got film, slide film.
[Anne:] Yeah.
[Andrew:] Yeah, just ask me and I'll give it to
[Anne:] Mhm.
[Andrew:] before you go.
[Anne:] Right.
[Andrew:] film which I've bought already from the pharmacy.
[Anne:] Yeah. Will that go in a thirty five mil camera?
[Andrew:] Yes. Yes.
[Anne:] Okay, right I can do that.
[Andrew:] Well... thank you. Erm, so a slide lecture pre-prepared for use by the teacher, the analysis carried out by the pupil using the slides and then the visual material and work cards made available to pupils. I think this is important
[Anne:] Mm.
[Andrew:] you know, if you sh given them a slide show... that's all very well... but, they may well want to look at some of the pictures for longer.
[Anne:] Mm.
[Andrew:] Don't be precious about it, let them use
[Anne:] Mm.
[Andrew:] the... the carousel... it's very difficult to break!
[Milvia:] Mm, mm.
[Andrew:] And er... you know, if they wanna stare long and hard at certain images
[Anne:] Mm.
[Andrew:] that's, well and good!
[Anne:] Mm. Mm.
[Andrew:] So once you've given the... them the lecture... give
[Milvia:] Mm.
[Andrew:] them access to your
[Milvia:] Mm.
[Andrew:] notes and your... you know... material you've used for them
[Anne:] Mm.
[Andrew:] and er... they like don't they George?
[speaker005:] Mhm.
[Andrew:] And erm
[speaker005:] Yeah.
[Andrew:] did that with the African stuff, that happened.
[speaker005:] Yes.
[Andrew:] A personalised nine man's morris board or an original game might be produced by individuals or groups of peoples... or a description with illustrations of popular tattoo... motifs, like. Nine man's morris is just... erm... one of the... games that is easy for them to devise... if yo, if you want me to teach you how to play it, if you don't know already I will.
[Anne:] Mm mm. Don't know, no.
[Milvia:] No, I I thought Nine man's morris, I thought it was a ga... er, a dance.
[Andrew:] It is.
[Anne:] Oh [LAUGHTER] yeah []!
[Andrew:] It's a, it's a... an
[Anne:] Oh!
[Andrew:] ancient morris dance that's mentioned in
[Anne:] Oh.
[Andrew:] Shakespeare.
[Anne:] Oh.
[Andrew:] But it was one... the er er er er, the village green
[Anne:] Yeah.
[Andrew:] right? Erm, had a nine man's morris... pitch
[Anne:] Mm. Mm.
[Andrew:] with dancers and wood, sand... one of the, the appointed places
[Anne:] Mm.
[Andrew:] and they would be instructed... to move in certain... to
[Anne:] Mm.
[Andrew:] other places
[Anne:] Mm.
[Andrew:] when they did certain things, you know... that man was killed and he was off, not really
[Anne:] Mm.
[Andrew:] you know, he was off, out of the game
[Anne:] Did i, did he have the sticks or
[Andrew:] They they, may have done the morris dancing type
[Milvia:] Mm.
[Andrew:] of thing as
[Milvia:] Mm.
[Andrew:] they passed each other and clashed them... er, nobody knows, so it's lost
[Milvia:] Yeah.
[Andrew:] it's... there's a re reference
[Anne:] Yeah.
[Andrew:] to it but he actual dance is lost.
[Anne:] Yeah.
[Andrew:] Er, but it was then reduced to game, with pieces and counters
[Anne:] Oh!
[Andrew:] which is a lovely game to play, it's
[Anne:] Yeah.
[Andrew:] very elegant, it's a cross between draughts... and chess sort of thing you know
[Anne:] Yes.
[Andrew:] it's it's really rather
[Anne:] Yeah.
[Andrew:] nice! And kids love to learn it!
[Anne:] Yeah.
[Andrew:] And love to play it! And then
[Anne:] Yeah.
[Andrew:] they can design a board... because the pieces can be... you know, spaceships or
[Anne:] Yes
[Milvia:] Mm.
[Anne:] anything!
[Andrew:] anything, you know!
[Anne:] Yes. Yes.
[Andrew:] It doesn't have to be... draughts or anything.
[Anne:] Yes, yes.
[Andrew:] The great thing about the game is that you're teaching them a little bit of culture
[Anne:] Mm.
[Andrew:] cos it is a, you know... the oldest English board game
[Anne:] Mm.
[Andrew:] you're also teaching them to pass their time
[Milvia:] Mhm.
[Anne:] Mm.
[Andrew:] in you know... in a civilised wa
[Milvia:] A leisurely.
[Anne:] That's right.
[Andrew:] way, you see.
[Anne:] Instead of knocking some old
[Andrew:] Because they can
[Anne:] granny about!
[Andrew:] That's right! They can create nine man's morris board on anything and use
[Anne:] Mm.
[Andrew:] counters for anything!
[Anne:] Mm.
[Andrew:] Broken in half match stick... a shell and a stone
[Anne:] Mm. Mm.
[Andrew:] you know a bro,yo er, you know a
[Anne:] Mm.
[Andrew:] a a ten pence coin and a
[Anne:] Yes.
[Andrew:] and a te, two
[Anne:] Yes.
[Andrew:] pence coin.
[Anne:] And of course they can personalise them can't they? If they, if... you've got a small group.
[Andrew:] That's right. An and they have enjoyed
[Anne:] Yeah.
[Andrew:] that very much in the
[Anne:] Mm.
[Andrew:] past. But you can onto more ambitious board games, er, I think George and I both seen... some
[Milvia:] Mm.
[Andrew:] very complex board games with er... cards and things devised by people in technology... by
[speaker005:] Oh yes, yes I've
[Andrew:] even se, even seven and eight years!
[speaker005:] Yeah. Aha.
[Anne:] Mm.
[Andrew:] And they can produce
[Anne:] Mm.
[speaker005:] Yeah.
[Andrew:] you know
[Anne:] Yes.
[Andrew:] really very complex
[Anne:] Yes.
[Andrew:] and er
[Anne:] Yes.
[Andrew:] you know very... sophisticated games.
[Anne:] Yes, we do, we do it in English, you se, with the with the text
[Andrew:] Mhm.
[Anne:] erm... aro, on the snakes and ladders principle they think of all the, the good things that happen or the bad
[Andrew:] Yes.
[Anne:] things that happen
[Andrew:] Mhm.
[Anne:] and
[speaker005:] Yeah.
[Anne:] this kind of thing and the, they they enjoy going up and the they pick up the text in that way.
[Andrew:] Mhm. Right.
[Anne:] They pick up, you know, the essence of what's going on.
[Milvia:] It's a good that isn't it, for literature, to try and teach literature, yeah?
[Andrew:] Well that is the point
[speaker005:] It's very good!
[Anne:] Yeah.
[Andrew:] because it's a very friendly, user friendly way
[Anne:] Mm.
[Milvia:] It's like a game, as you say it's, you're just playing.
[Andrew:] That's right, make something into
[Milvia:] Yeah.
[Andrew:] a game
[Milvia:] Cos I mean, that's how you teach a young child isn't it?
[Andrew:] A similar one
[Anne:] Yes
[Andrew:] yeah.
[Anne:] Yes, that's it, yes.
[Milvia:] Teach young children through games.
[Anne:] Yes... and they go through each
[Milvia:] Yes.
[Anne:] page... with a
[Milvia:] Yeah.
[Anne:] fine tooth comb... actually
[Milvia:] Yes.
[Anne:] looking for strategies to play.
[Milvia:] That's right! Yes, yes, yeah.
[Andrew:] Okay
[Milvia:] Mhm.
[Andrew:] so we go onto other themes here... which is three... half way down the page. So, other things... dealt with as above... introduced by slide shows or demonstrations or videos or anything else
[Milvia:] Mhm.
[Andrew:] you know,
[Milvia:] Mhm.
[Anne:] Mm.
[Andrew:] for instance some of the themes could be... canal civil engineering and art
[Milvia:] Mm.
[Andrew:] you know, including the architecture that went with them.
[Anne:] There's wonderful art work on the canals in!
[Milvia:] Mm, mm.
[Andrew:] Looks fabulous doesn't it!
[Anne:] Yes. And especially with
[Milvia:] Mm, the barges That'd be lovely... to take er, a holiday... a weekend for the kids, er, you know
[Anne:] Yeah.
[Milvia:] along the barge.
[Andrew:] That's right, cos they've never seen
[Anne:] Mm.
[Andrew:] a canal have they?
[Milvia:] Nothing!
[Anne:] Oh, you're on your own there now Vi!
[Milvia:] And oh oh
[speaker003:] [LAUGHTER]
[Milvia:] Anne! [LAUGHTER] Where's the adventure spirit []!
[Andrew:] Even I have taken kids on the canals, it's great!
[Anne:] Mm.
[Milvia:] Mm. Mm, it's lovely!
[Andrew:] Falling into the locks and drowning, it's wonderful!
[Milvia:] Mm. Make sure they wear their life belts!
[Andrew:] I went in the snow once!
[Milvia:] Did you really?
[Andrew:] It was brilliant! Oh yeah, I went
[Milvia:] Ah!
[Andrew:] in the snow really dramatic.
[Milvia:] I've never... never done it in the winter.
[Andrew:] Mhm.
[Anne:] Did you go to... that one that says about eleven or twelve
[Andrew:] Yes, yes, Foxton
[Anne:] Mm.
[Andrew:] Locks. [whispering] []!
[Milvia:] [LAUGHTER] Is it []!
[Andrew:] I hate the great outdoors as you know
[Milvia:] and the kids
[Andrew:] but I enjoyed it.
[Anne:] Oh!
[Milvia:] Yeah, I mean, the kids how they can be so agile in jumping off the barge
[Andrew:] Mhm.
[Milvia:] to go and get the lock, to open the lock and to
[Andrew:] It's
[Milvia:] Yeah.
[Andrew:] lovely!
[Milvia:] Incredible, yeah! [LAUGHTER]
[Andrew:] Swi, swinging the key round you know, hitting
[Milvia:] Yeah!
[Andrew:] each other over the head!
[Milvia:] [LAUGHTER]
[Andrew:] They love it, I mean it's marvellous!
[Milvia:] Incredible, yeah!
[Andrew:] Another one here
[Milvia:] It's superb!
[Andrew:] illustrated package of the products... for instance the school, there's a comma after sound, there shouldn't be there, sound recording, cosmetics, food and toys... comic illustrations, illuminated manuscripts, eighteen and nineteenth century painting, the whole galo, the whole
[Anne:] Mm.
[Andrew:] cross section.
[Anne:] And there's a lot of erm... new books that I got last years for the library
[Milvia:] Mm.
[Anne:] which shows a lot of this, they're beautiful aren't they, the art
[Andrew:] Yes
[Anne:] books?
[Andrew:] they are
[Milvia:] Mm.
[Andrew:] indeed.
[speaker003:] [sigh]
[Andrew:] Okay... this is, this is the hard work for us now... preparation necessary for year ten, year eleven courses.... [reading] Each of three teachers prepares four to five topics per term, starting with a minimum of two... this programme to re... be repeated three times per term to A B C groups, carousel []. That way, you know... we... after one year we've got enough material to
[Milvia:] Yes.
[Andrew:] to see us
[Milvia:] Yes.
[Andrew:] through forever
[Milvia:] Yes.
[Andrew:] if we need to.
[Milvia:] Yeah.
[Andrew:] That is if... erm... material, [reading] material for these topics should be lively... and interesting for the broad range of pupil ability... i.e. differentiation. They being always of sufficiently high... quality... to be intellectually and culturally developing and stimulating... and justify... potential of accreditation [].
[Milvia:] Mm.
[Andrew:] Sorry about the printing on these pages, it's very bad isn't it!
[Anne:] Mm.
[Andrew:] Can you read it.
[Anne:] Mm.
[Milvia:] Mhm.
[Anne:] Mine's
[speaker005:] Mm,.
[Milvia:] probably. [LAUGHTER]
[Anne:] is always just.
[Milvia:] [LAUGHTER]
[Andrew:] Yes.
[Anne:] [LAUGHTER]
[Milvia:] [LAUGHTER]
[Andrew:] That's right!
[Anne:] [LAUGHTER]
[Milvia:] [LAUGHTER]
[Andrew:] [reading] Care should be taken... to conform to a... cross-departmentally agreed formula of presentation and content... for instance, work cards should conform in size, style and presentation... and pre-printed questionnaires, planning sheets, and other documentation should use consistent layout, logos, identification, symbols, typefaces et cetera. And we can agree all of that, so that it makes it easier for storage
[Milvia:] Mm.
[Andrew:] and easier for use and easier for
[Milvia:] Mm.
[Andrew:] kids to understand it. Is that all agreeable?
[Milvia:] Mhm.
[Andrew:] So we need some evening sessions to agree on that, and
[Milvia:] Mm.
[Andrew:] find out what's available, yeah?
[Anne:] Mm. I'll have a good old rummage this weekend cos I got stacks of stuff!
[Andrew:] Mhm.
[Anne:] That may or may not be applicable but I'll just bring it in and dump it on you.
[Andrew:] Good!
[Milvia:] [LAUGHTER]
[Andrew:] That's alright! That's fine! Thank you.
[Anne:] You know because it maybe at sometime in the future
[Andrew:] Yes, I'll I'll lo, I love car boot sales like that, great!
[Anne:] Mm.
[Andrew:] [reading] But these should be designed with a view to be pupil friendly... and easily used by non-specialist teaching, for example, supply teachers. Pre-prepared units of work should be labelled and stored so as to make them accessible to pupils and teachers alike.... Attendance registers and assessment sheets should be kept rigorously... and easily available []. Erm... I'm getting at Richard... here... erm [reading] instructions of the whereabouts, methods of access... to and operation of hardware, such as tape decks... video and T V sets, video tapes, slides and projectors and other machinery should be kept with work sheets et cetera. You know, because
[Anne:] Mm.
[Andrew:] if I have to go and do the music I, jolly well wanna do it! I don't want to sit there
[Anne:] Mm. Mm.
[Andrew:] feeling like an idiot!
[Anne:] Mm, mm.
[Andrew:] You know, without access to the tape decks and without
[Anne:] Mm.
[Andrew:] knowing what's going on. And I would expect that er, all of us would feel much the same.
[Milvia:] Yep.
[Anne:] Mm.
[Andrew:] [reading] Master copies to be kept centrally and available... for all creative arts staff in A one []
[Anne:] Mm.
[Andrew:] [reading] in... a filing cabinet []
[Anne:] Mm.
[Andrew:] so that we, we all know what's going on and... and where it is and
[Anne:] Mm.
[Andrew:] you know?
[Anne:] Mm.
[Andrew:] Sure, some of it doesn't exist yet... we've gotta create this stuff, but, you know
[Anne:] Mm.
[Andrew:] once it's created
[Anne:] Yeah.
[Andrew:] then it should be available to all, so anybody who goes to stand in when they're off with... er, broken legs!
[Anne:] Mm.
[Andrew:] [reading] Third process... teaching and learning styles should vary as widely as possible in order to provide maximum stimulation for both teachers and pupils... and care should be taken to plan programmes with a long term rhythm of change or variety... the element of chance and serendipity []
[speaker005:] He always chooses posh words doesn't he?
[Anne:] [LAUGHTER]
[Andrew:] but don't forget, this is all headed
[speaker005:] [LAUGHTER]
[Andrew:] this bit for erm... an ex-position for a creative arts teacher, senior management and governors!
[Milvia:] [LAUGHTER]
[Andrew:] You know, I'm trying to get a promotion here!
[Milvia:] Show off! For [LAUGHTER] []!
[Anne:] Where is, where is that?
[Andrew:] Alright, I'm showing off!
[Milvia:] The very first part.
[Andrew:] Right at the beginning.
[Anne:] Oh! Right!
[Andrew:] [LAUGHTER] I'm prowling in other words, by using a lot of words!
[Milvia:] [LAUGHTER]
[Anne:] Don't worry about that pet!
[Andrew:] No! [LAUGHTER]
[Milvia:] [LAUGHTER]
[Andrew:] Erm... [LAUGHTER] and though []
[Milvia:] You've lost your place now, haven't you?
[Andrew:] I have indeed, it's serendipity we've got to haven't we?
[speaker003:] [LAUGHTER]
[Andrew:] Er, [reading] through for instance, spontaneous people involvement must be catered for []. And I say that because from time to time I've had lessons completely... interrupted by kids... taking the ball and running with it and I've just sat there, it's been brilliant!
[Milvia:] Mm.
[Anne:] Mm.
[Andrew:] Best bit of teaching
[Milvia:] Mm.
[Andrew:] I've ever done just keeping quiet!
[Milvia:] [LAUGHTER]
[Andrew:] [LAUGHTER]
[Anne:] Yeah, yeah.
[Andrew:] And it doesn't matter, you know
[Anne:] Mm.
[Andrew:] cos it's
[Milvia:] Mm.
[Andrew:] that's what it's about isn't it, really?
[Milvia:] Mm.
[Andrew:] [reading] That's rigidly adherence to a written formula for programmes is considered counter-productive [] [reading] to people motivation. []
[Milvia:] Mm.
[Andrew:] [reading] Allowance should be made for the fact that these pupils are of an age where they mou, may either streak ahead of expectation to an enterprise... or remain disinterested and static in their reception programmes. Both steps are natural... therefore, either, providing too little stimulation... or coercive pushing is inappropriate. Each pupil should be encouraged to strive beyond a status quo level... but by encouragement to eventually identify personally interesting areas. Many pupils may object that they find this kind of culture to be alien and puzzling at first since this is a non-exam course there is opportunity for pupils to mark time without any serious results... but to achieve personal development gradually... or late on in the course at an individual pace. This process needs to be regularly discussed and recorded in consultation with resistant pupils so that they feel encouraged and not threatened... where appropriate professional []
[Milvia:] Mm?
[Andrew:] [reading] and advice should be sought by creative arts teachers when they are preparing programmes... from special needs, special interest... multi-school or multi-ethnic organisations... other departments and from parents with special experience, knowledge and skills []. That's the end of that bit
[Milvia:] Mm.
[Andrew:] then the next bit is... list of... er, resources that I have at home
[Milvia:] Mm.
[Andrew:] mainly
[Milvia:] Mm.
[Andrew:] about... erm... everything.
[Milvia:] Mm.
[Andrew:] And may I suggest that we add to... the list, on the computer... type it into this particular programme be, it's called arts list...
[Milvia:] Mm.
[Andrew:] a word... anything that we have at home, such as your little carving that you had done.
[Anne:] Mm. I've got quite a lot of little carvings er, from... I got one from er
[Andrew:] if you're prepared
[Anne:] the Caribbean
[Andrew:] to bring them in and the... and if you could, sort of type them in
[Anne:] Yes.
[Andrew:] with your initials... like I've done there.
[Milvia:] I see what you done, the A M.
[Anne:] Yes.
[Milvia:] Aha.
[Andrew:] Aha.
[Anne:] Yes.
[Andrew:] Then we know that that person has got that
[Anne:] Yes.
[Milvia:] Mhm.
[Andrew:] and that if we want to borrow it in a couple weeks time
[Milvia:] Mhm.
[Anne:] Yes.
[Andrew:] we can go and say would you mind bringing that in.
[Anne:] Yes I
[Milvia:] Mhm.
[Anne:] yes, aha
[Andrew:] Alright?
[Anne:] cos they, some of them are quite delicate.
[Andrew:] Not leave them at school at all
[Anne:] No I not.
[Andrew:] but just, you know.
[Anne:] Yeah. You know, they're not goo, I no, I wouldn't just
[Andrew:] Well
[Anne:] say they... not in their expertise, so I mean, it's just an example of... I mean, the old see a tourist shop and then I
[Andrew:] No, but you just said, that you, you buy every... you know
[Anne:] every, yeah.
[Andrew:] you're a, an airport junkie aren't you?
[Anne:] That's right!
[Milvia:] Really?
[Andrew:] Yes.
[Anne:] That's it, yes. But, er it comes in hundreds of stuff like this.
[Andrew:] Mm mm. Shall we have a cup of coffee and then watch a bit of this?
[Milvia:] Why not!
[Anne:] Yes. I've abstained for lo