sue anderson- faithful1 working with artefacts why? how? when? history enquiry 4ab nc key skills (...
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sue anderson- faithful 1
Working with artefacts
Why? How? When?
History Enquiry 4ab
NC Key Skills ( thinking )Chronology 1ab, Period Characteristics
K+U 2 esp. ab
Organization and Communication 5 acVictorian life, Britain since the 30s
Recap• Scrutiny of documents , e.g., maps and old photos,
newspapers, advertisements etc can support understanding of change and continuity, cause and effect and help establish a sense of what a place was like. It is most powerful if it is a place you know- can link local to national, significant events in a meaningful way
• The census and street directories are helpful too – who , where, where from and doing what..
• Fosters enquiry skills, observing, questioning, inference• Don’t forget eyewitness reports, oral history, film• This week focus on family stories- children making
history- History is now
Why use artefacts
• Objects are central to many human activities • Learn about the present• Learn about other times and cultures• Objects support comparison• Objects are responses to problems• Objects give access to non written culture• significance
Why use artefacts
• To get to the people
• Conditions of life
• Materials technologies
• Ideas
• Values
• Beliefs
• Process, Process, methodologymethodology, thinking, thinking
Typical NC contexts examples
• Victorians – washday, sea side, toys, clothes, cooking
• Britain Since the 30s WW2 ,shopping• Romans, pottery, mosaics• Saxons , food cooking• Tudors- costume, portraits, rich and poor• In class and on site• Theory Bruner, Vygotsky, Gardner ,
Bloom- see intro to assignment
artefacts for learning• Motivation
• Inclusion, collaboration
• Learning styles
• Multi sensory
• Stimulus creative and emotional
• E.g. ideas and feelings expressed other than in words- thought given form
• Real not abstract- memorable
• Help scaffold thinking
Objects help understanding of Historical methodology
• Developing Skills – Enquiry +• Locating recognising identifying• Handling preserving , storing• Discussing, suggesting, estimating, inferring
hypothesising, synthesising, predicting, generalising, assessing influence (Significance)
• Experimenting• Deducing, comparing, concluding ,
evaluating…… Interpretation, Communication• Make your own as a response
• Relating structure to function, classifying , cataloguing
• Recording –writing, drawing, filming, photographing, ICT
• Responding, reporting, explaining, displaying, presenting, summarising
Extending Knowledge
• Different materials and uses
• Techniques and vocabulary of construction
• Social, historic and economic context of items
• Physical effects of time
• Meaning of symbolic forms
• The way people viewed their world
Extending Knowledge
• Existence nature and function of museums, sites, galleries and collections
• Symbol pattern colour
• Appropriateness e.g. the use of rucksacks compared to handbags
• Appreciation of cultural values
Developing Concepts• Chronology ,change, continuity• Design as a function of use, availability of materials and
appearance• Aesthetic quality• Typicality, bias, survival, significance• Fashion , style and taste• Original, fake copy, authenticity• Heritage, collection, preservation, conservation
Durbin, G. et al. (1990) A teachers Guide to learning from Objects, London English Heritage
How?
• Children need training in handling, looking, enquiring and making meaning from objects so that they go beyond just naming or stop at “I don’t know”!
• ( Robert Fisher – Questions for Thinking)• (Blooms Taxonomy)• Thinking frame re objects-helps children develop
enquiry and reasoning( Layers of inference grid or other)
• Behaviour and attitude to learning
Learning to Look closely
• Observation drawing
• Draw from an odd angle (your chair upside down)
• Observation drawing on a big scale
• Look cover/ remove draw check
• Group drawing- talk and collaboration too
• Group screened drawing ‘reconstruction relay’ (collaboration too)
Learning to Describe
• Feely bags
Feel and say
Feel and draw• Yellow pencil game• Blind drawing- pupils sit with screened objects that
they describe in writing or speech without naming the object whilst a partner draws it
• Martian radio interview- One child has an everyday object the Martian elicits info so Martians will understand more about us
Learning to describe
• The confused card index
One object per pupil each writes a catalogue card and reads it omitting to name the object. Others guess which card matches each object
Learning to Ask Questions
• How to get beyond What is it? and How old is it? And help pupils work independently so they can transfer skills
• Back to back game
• Pupil A has an object but only gives information in response to questions from pupil B who has ten or twenty questions to find out
Learning to Classify
• No name game
Team A chooses a familiar object eg chair which they keep secret. Then they start to tell team B facts about it. The aim is to say as many accurate things about the item without the other team guessing.
MORAL There’s a lot more to say about an object than name and function
Relating Structure to Function
• Children need to know that design is influenced by
• Purpose• Aesthetics• Economic considerations• Availability• Appropriateness• So they need experience in the properties of
materials
Conservation game Have • a glossy photo• Piece of cotton sheeting• Tissue paper• Eggshell• Clear plastic• Newspaper• Cut the items in half put one half in a safe place
pass the other items round three times-discuss effects on materials and implications for use, handling durability and conservation
Formulating and testing Hypotheses
• A scaffold to get beyond guess and stop!• No ‘I don’t know!
• Mystery Object
Give children a mystery object and record ideas on a chart with these headings (see handouts Layers of Inference grid and questions)
What we know
What we think possible
What the evidence is
What we need to find out- how we might do this
Left luggage
• Fill a case, bag, basket, carrier bag with appropriate objects for a character. The idea is that the children deduce who it might be from the evidence in the bag e.g. Granny, evacuee, (cross curricular possibilities)
• Elementary!- It works well in Foundation stage
Artefacts activity – evidence and questioning• Focus task- pass the tissue• Pairs- observe, describe, find evidence, connect with
what you know, decide what you don’t know or need to find out
• Complete the evidence or inference grid*-discuss• Can you hypothesise how the objects might relate to
people on the family tree?• Can you match your object to a photograph?• Share your ideas• What do these artefacts( are they typical) tell us about
life and events the twentieth and nineteenth century ?• Add Artefacts to time line/ Date card
• Can you make generalisations from the objects re What Life was like?
Extension tasks
• Make up a (life) story for the object
• Make up a riddle for it
• As teachers think and note which questions could elicit higher order thinking ( Bloom) about your or another object
• Reflect on where using artefacts fits in to NC- history and beyond
Where to get artefacts from• Beg,• Parents, older relatives- costumes, story sacks too• Buy
Car boots, charity shops, Past Times Catalogues but be wary. Place of replicas ? EBay!
• Borrow
Museum and loan collections- e.g. Saxons, Romans Egyptians
www.3.hants.gov.uk/wardrobe - costume and talking boxes
Hampshire History centre
Inter-cultural resources centre
Music room
Simple comparative e.g. irons, phones, coins
NB safety( gas masks)
artefacts can be modern too- and be useful across the curriculum