EXPLORING THE CURRICULUM THROUGH CONTEMPORARY ARAB ARTS A Global Citizenship Guide for Schools

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oo often, educational and informational resources about the Arab world Tautomatically hark back to a bygone ‘Golden Age’, referencing scientific A NOTE TO TEACHERS inventions, contributions to mathematics, and the ancestry of modern art. While the recognition of these historical contributions to the canon of human This resource is framed within the pedagogy and principles of Global Citizenship Education progression is deservedly remembered, it is only half the story. Arab artists, (GCE). GCE promotes a global perspective on equality, justice and sustainability in an increasing- makers and thinkers continue to contribute to our global community today ly connected multicultural and interdependent world. It embeds education in real world issues, in the cultural, academic, scientific and political spheres, whether from their building on peace and human rights education and emphasizing the need to foster the knowledge, homelands or their Diasporas. skills, values, attitudes and behaviours that allow individuals to experience a sense of belonging to the global community. It aims to empower learners to engage and assume active roles locally, e ignore the continued contributions of Arab artists and makers to our nationally and globally, to face and resolve global challenges and ultimately to become proactive

INTRODUCTION Wown detriment – and to the detriment of our young people who are in- contributors to a more just, peaceful and sustainable world. heriting our globalized world. Be they Arab or of Arab origins, or simply learn- ers about the Arab world, the suggestion that the value of a people lies in their In this spirit, this resource aims to help teachers engage the Whole Child. It equips teachers past contributions suggests a cultural and intellectual decline – a dangerous with INFORMATION/KNOWLEDGE about the artists and encourages further enquiry. It engages and inaccurate assumption in an increasingly divided world. the child’s HEART/EMOTIONS, by using artistic expression as a springboard to bring focus to our shared humanity. It finds and makes space to engage the child’s BODY/SKILLS, injecting physical- his resource celebrates the contemporary cultural production of Arab art- ity and playfulness into the learning (and unlearning) process. Approach the resource with these Tists in all its diversity. It references the works of today’s cultural produc- three cornerstones in mind, and you and your classroom will get the most out of it. ers to challenge the assumption that the peak of cultural production has been and gone. For many Arab artists, a vibrant, productive scene is alive and well. If not in the day-to-day, it lives in their hearts and their imaginations, and it HOW TO USE THIS PACK translates into their strikingly beautiful, highly critical, tremendously relevant works. This resource pack was created with the National Curriculum in mind and is targeted at Key Stage 2, although you will find that many of the activities are relevant to, or can easily be adapted for, older or younger children. While the National Curriculum is referenced throughout the re- source, the activities themselves are triggers for ideas rather than definitive lesson plans. Feel free to accommodate and change them to suit your classroom needs according to ability, age, needs and interests. If the art works trigger themes of discussion other than those mentioned, particularly

The map of the Arab world global themes around social and environmental justice, follow your instinct and the children’s in- represented as a woman. terests. It is our hope that this resource will be used as a spring board to pique curiosity about the ‘The Uprising of Women in Arab world, as well as global issues that affect us all as inhabitants of this planet, our only home. the Arab World’ Importantly, you will find that many of the activities can be adapted for children with special needs. by Hassan N El Teibi

Finally, keep in touch! We’re keen to know how you use this resource, what you may have adapt- ed, what worked and what could have been better. And please do share images of the children and their work. We encourage you to tag us on social media posts to keep us informed.

ARAB BRITISH CENTRE: WWW.ARABBRITISHCENTRE.ORG.UK @ARABBRITISHCENT

HEC GLOBAL LEARNING CENTRE: WWW.GLOBALLEARNINGLONDON.ORG @HECGLOBAL 4 EXPLORE GEOGRAPHY THROUGH THE VISUAL ARTS GETTING STARTED ACTIVITY UP WARM See Appendix A Appendix zone. See to denote aconflict lines red with of dotted soap floor, overand the blocks spread continents representing marbles glass clear countries, of certain shape the in of acarpet eaten sections moth including on maps, based of anumber artworks created has She to return. permitted be never will they that to them unbeknownst countries, into neighbouring often homes, out of their forced were of Palestinians thousands which ter’, during disas ‘the Nakba, the following birth since exile in lived has Hatoum Hatoum. adults! as well as ages, of all children for exercise interesting an world of is our imaginations our wehold in ‘picture’ the Questioning periphery. on the is what and lies, power to, the longs where who it be like, world looks of our what imaginations our constructing in tools powerful world? the Maps are within place of their countries different from of people perceptions the affect this how does And it serve? does purpose what map, and this drew do you think Who not to scale. are they –and position nant in a domi Kingdom, the United specifically and Europe, with drawn world are their neighbourhood. Where is their school by comparison to their home? to their comparison by school their is Where neighbourhood. their lations. re movement intercultural and human trade, around discussions teresting in produce bird’s view, could eye conventional of other,of the each instead view Alateral location? when one shifts continent others to the happens What a continent. be can of children group Each world. of the knowledge good have who children confident more map with size done ahuman as be can go? This countries other do the Where centre? at the country put this map when they of the rest to the happens What or interest. travel ation heritage, to, by whether affili an have they Perhaps it a country is centre. choice at the of their country this world tell a different story? story? adifferent world tell this Does now? centre the in is Who picture. to the does that what around cussion Maps are said to be the favourite motif of Palestinian visual artist Mona artist visual of Palestinian motif favourite the to be said Maps are of our wehave maps conventional world upside The were down? the if What Younger children and those with diverse abilities could create amap of create could abilities diverse with those and Younger children a have world out that of the maps to draw work individually can Children Take a map of the world and flip it so that it is ‘up-side-down’.that is it dis so flip worldHaveit a and amap ofTake the ------photo by Mark Blower MONA HATOUM strating an acquisition of knowledge. acquisition an strating demon identity, than and about place ideas rather and questions discussion, about generating more are maps these Hatoum’s Like artwork, accurate. to be have learners the by created maps do the no means By displays. for fascinating life? amap of their drew they if What environment? their with interact do they To way? extent what the along see they would What take? route they must What EXPLORE MORE EXPLORE port. Use it as a tool for generating fascinating discussion! fascinating for Use atool it generating as port. import/ex and trading arms production, waste gration, mi as topics, such and to themes according territories es information and explanation for teachers themselves. themselves. teachers for explanation and information of asource or for as older suitable more students, is This surprising? anything there Map Project at Peter’s Look interconnectedness. and of equality astory telling in tance Discuss. lives? own of their risk at the sometimes move, do people Why who doesn’t? world, and the to traveling access wider has of movement. Who freedom and exhibition wayan’s Do Manal at artist Saudi en route. Look communities migrating among lost of lives story the in drilling and countries, of host resources limited citing fear, and horror topics of as shock, portrayed often are they and narrative, media’s the in highly ranked have crisis refugee the and Migration spaces? The maps created by the above activities and variations of them can make make can of them variations and activities above the by created maps The

This excellent resource from Worldmapper.org from excellent resource This Watch Watch Further links for stimuli include: impor their and maps around resources of educational awealth is There these across move people way but maps about what the We’ve explored this extract of an episode from The West Wing The from episode of an extract this , an area accurate map that shows the true size of countries. Is Is of countries. size true the shows map that accurate area , an which asks big questions around safety safety around big questions asks B) which Appendix (See resiz - - - . - - - REFUGEE WEEK REFUGEE LISTENING & SPEAKING CITIZENSHIP SMSC: RIGHTS, HUMAN GLOBAL PSHE: CULTURAL DIVERSITY MIGRATION RE: PERSECUTION AND CURRICULUM THE NATIONALLINKS TO 5 6 EXPLORE MATHS & PE THROUGH CALLIGRAFFITI ACTIVITY GETTING STARTED WARM UP WARM that’s based on location and…choice of text’. and…choice on location based that’s ‘open attempts he to, says, dialogue and as context, political and social on the reflection bea to tends contentThe calligraffiti Seed’s El first’. of eyes their wipe clearly should light, the to see who want 1700 ago: ‘Those uttered be years to said of Alexandria, Athanasius of bishop St. words the are context for this ist C) Appendix (See state the from neglect and poverty of levels high from suffers City’, which ‘Garbage as known Cairo in bourhood neigh aChristian from is image This areas. deprived in usually spaces, public that uplifts art striking in resulting calligraffiti, calls what he create to graffiti on giving. keeps that form art this re-interpreting and revisiting constantly are artists Arab contemporary and calligraphy, of Arabic styles over 200 are there that believe today. even some experts form fact, In art apopular remains it and regions, surrounding its world and Arab the in roots spiritual and ical histor deep has of art piece into abeautiful word the Turning mathematics? school’s Christmas show! school’s Christmas the assembly, for an or towards used even be can piece resulting The versa. vice and to slow fast, super snail from pace its vary movements, the with playful Get ground. back the music in Arabic with piece into adance turned be can These bodies. whole their with names Arabic their write how they class of the rest the with share to aspace them Give parts. body different of elbow, to acombination foot, nose, their dexthe finger, movementtheninto develop in their with writing their trace can dren a lot of movement it. has Chil in ligraphitti cal his art, it a‘fixed’ is work –although member that the Arabic script is written from right to left, unlike English! unlike to left, right from written is script Arabic the member that Re Arabic. in names thechildren’s write out find how to school, dent your in French-Tunisian street artist, El Seed, combines Arabic calligraphy and and calligraphy Arabic combines Seed, El artist, French-Tunisian street help from alittle with into art, turned be can words that you know Did Look closely at images of El Seed’s of El at images closely Look Using Firdaous.org, or with the help of an Arabic-speaking teacher or stu help Arabic-speaking of the an or with Firdaous.org, Using - - - - . The text chosen by the art the by chosen text . The - - - - - photo by Ouahid Berrehouma EL SEED tional. What a display this would make! would this adisplay What tional. letters. ‘smaller’ out the draw and measure tently to consis fractions using names their to write atask set be can children letters, taller of the size of the fraction any or using quartering halving, By language. English the like just letters, smaller and letters taller are there language, Arabic the In words. Arabic from origins their draw all Degree and Cube Algorithm, Algebra, Thewords world’s the among were mathematicians. proficient most Convention of the Rights of the Child of the Rights Convention of the Discuss. or wrong? right this Is UK? the including countries, many in lawthe is against fiti bomb-homeland-why-we-hacked-an-award-winning-series/ Homeland. series TV internationally-renowned the of set on the designers set of rogue agroup by demonstrating was as tool, EXPLORE MORE EXPLORE Link this to art by making the letters beautiful and colourful, not just func not just colourful, and beautiful letters the making by to art this Link Arabs the fact, In geometry. and to maths lends itself really Calligraphy UN UN the to explore point entry an as this use can Younger children Can you name any graffiti artists in the UK? Did you know that graf that know Didyou UK? the in artists graffiti any you name Can out here: more Find www.hebaamin.com/arabian-street-artists- apolitical as word the to explore interested be would Older children , with particular reference to Ar reference particular , with name? that them give guardians or carers parents, their did Why name? of their meaning the is What to aname. right 7,ticle the references which - - - - CHANGE FOR ATOOL AS USED ARTS THE PEOPLEFIND ABOUT WHO OUT ANCIENT OF IMAGES EGYPT. EGYPT WITH CONTEMPORARY HISTORY: COMPARE OF IMAGES FOR RESISTANCE CITIZENSHIP: ATOOL AS ART PERFORMING &MUSIC:ARTS AND DRAWING COORDINATION PE: SKILLS MOTOR & MATHS: FRACTIONS. DIVISION CURRICULUM THE NATIONALLINKS TO 7 8 EXPLORE MODERN FOREIGN LANGUAGES THROUGH THE VISUAL ARTS GETTING STARTED WARM UP WARM Aicha to listen for appropriate more older older) be may learners, that song cantly For able tobe words. pick signifi up a French gentler on(though some of the might children the simple and is refrain The Arabic. and French combine that C’est song Vie La to his Listen music. of mainstream canon the in unusual and revolutionary was traditions, musical not just languages, Arabic and French of the mixture His sensation. international an to become stars pop language. day every of French, case the in as and, names family of provinces, names the in influences its leaving Spain, into southern of Islam expansion the in rooted a longer has history which language, Arabic the by influenced heavily also is Spanish parlance. common long become (so so) having kif’ ‘kif and willing) (God ‘inchallah’ with overs, cross Arabic with rich is language French the Equally, French. the by onized col were that countries those in principally dialects, Levantine and African in North engrained firmly remain language theFrench of Influences Arabic? and Spanish and Arabic, and French between links strong are there that know tions and expressions in their searches. searches. their in expressions and tions combina of word out avariety try them encourage and you put into Google, what you get out of that Google them remind to do this, Google using are they countries. these in see would youwhat about anystereotypes dispel in to order findings learners’ to discuss time Make Venn on belong the diagram. they think they where pictures those to place children the Ask names. 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If images. own their find children that so activity You this extend might on (depending or Spain to France one circle allocate a VennUsing Diagram, . , with lyrics lyrics , with - - - - image source Wikimedia CHEB KHALED SPAIN comprehensive list on this Wikipedia page on this list comprehensive afew. name Youreliable a find safari…to can orange, algorithm, chemistry, magazine, alcohol, algebra, – average, well as language English the in similar to be likely are words These similar. sound therefore and language, Arabic the familiar tune) blending two or languages? more two blending tune) familiar to a (perhaps song own their make learners Can song? abi-lingual to create artist Arab an with collaborated who has artist English an Or Spanish? bic with Ara that blends artist or band musician, Spanish a you find Can traditions. and afew. to name pita bread and couscous –humus, regions surrounding its world and Arab the from originates that day-to-day lives our in we consume that much also is There versa. vice and too, words Arabic in their origins find transliterated. to be have of course would Arabic The class. Art an it during design could game? Perhaps they board this with get creative they could How else Arabic. and French English, Spanish, guages: lan or of the more two across matched be must words whereby game board a to come up with on this expand can they groups, In interconnectedness. EXPLORE MORE EXPLORE ACTIVITY Children can research French and Spanish words that have their origins in in origins their have that words Spanish and French research can Children Like Cheb Khaled, many musicians now collaborate across musical forms forms musical across now collaborate musicians many Khaled, Cheb Like words English Many UK. the to mark Venn to the Diagram circle a third Add the to help visualize them adiagram out in words map these can Children BOTH ARAB WORLD . - - RE: PILGRIMAGE LANGUAGE AND LANGUAGE AND ROUTES GEOGRAPHY: &TRAVEL TRADE ACQUISITION ENGLISH: VOCABULARY MUSIC WORLD MUSIC: ART: DESIGN LANGUAGE HISTORY: COLONIALISM AND CURRICULUM THE NATIONALLINKS TO 9 10 EXPLORE LITERACY THROUGH POETRY GETTING STARTED WARM UP WARM can inhabit which spaces. which inhabit can who around boundaries pushes that avideo in music consumption and uality, sex femininity, around notions inverts and ‘Hijabi’ challenges Her single tion. destruc environmental and equality gender consumerism, racism, against to protest forms of art avariety who uses activist and feminist self-described is a She assumptions. and stereotypes around script the flip and awareness &Beat. Rhythm to and rap and word, spoken to the written the from forms, many in World. comes Today, Arab the in spheres poetry political and personal both to continue infuse poetry contemporary ancientlove, and unrequited of lamentations to events historical momentous on commentary to sharp tribes of nomadic odes the From literature. of Arab canon to the tral cen is that form art revered ahighly is poetry world, Arab the In formation. of in dissemination retention and for the essential were rhyme and rhythm race, ahuman literate as we became before and communities oral we were when fact, In cultures. and time across practiced statementbold commonly is the same letter – alliteration). Ask them to say this to the beat as the group as as group the as beat to the to this say them Ask –alliteration). letter same the with starts that of aword to think them ask (for older children, themselves helps and to describe names their with rhymes that of a word to think dren You’). Rock chil of ‘We version aslow Will Ask (perhaps hands clapping and Mona Haydar is a Syrian-American rapper who uses her lyrics to raise to raise her lyrics who uses rapper aSyrian-American is Mona Haydar a or make a story to document rhyme and rhythm of using practice The Start in a circle, and come up with a rhythm that combines stamping feet feet stamping combines that arhythm come up and with acircle, in Start from there. from up build clap, and ple rhythmic and descriptions, perhaps to asim perhaps descriptions, and adjectives rhyming the with ahead go just and detail that much, drop too is on abeat carrying that know you If rhythm. the a whole carries ------photo by Ouahid Berrehouma MONA HAYDAR ferent part of the world. of the ferent part adif from or abeat beat, unconventional an It poem? be may their performed they if background the to play in choose they would of beat kind sions? What occa day, it save for or special every do they wear they it too? it Is something wear others because to wear like they it or is something different, them makes that of it clothing Is apiece point. astarting as item an of clothing using tity horizons? own our wedo to expand can What come from? tions expecta do these Where music videos. in to see who weexpect and like to look artists pop weexpect what extension, by and, to sound poetry how weexpect into discussion the Continue like. look might artist this what to them revealed that lyrics the in heard they clues what or perhaps expected, ferent to they what dif look may artist how the around them with adiscussion Have this. to absorb did. they that way the in singer the to represent chose they andwhy drew they what share to ask forvolunteers finished, is song the or gender. background Once name, artist’s on the information any out sharing with song this singing person to sketch the children the ask listen, they As eo! curbed. Discuss the Arabic saying, ‘The pen is more powerful than the sword’. the than powerful more is pen ‘The saying, Arabic the Discuss curbed. is violence his and ways his changes king the skills, storytelling her dexterous and tales of the morals the Slowly, land. with his and people upon his violence wreaking from husband, her own king, amurderous to keep night after night stories weaved Sheherazade appealing. and palatable more Nights One and Discuss. sword’. the than powerful more is pen ‘The goes, that saying Arab an is There viewers. of 75 front million in live, fatwas, extremist for his clerics Saudi ous notori most one of the attacked and society Arab patriarchal criticized Hissa her men. In poems, by it dominated and is competition, world’s poetry biggest show. Arab television It the is reality of Poet”, “Million’s Abu-Dhabi an based finals the it to make ever to woman first the world as the around headlines ACTIVITY EXPLORE MORE EXPLORE Children can draw themselves out and write a poem about their own iden own about their apoem out write and themselves draw can Children time children the Give visuals. the with time --this again song Now play the vid the audio children of ‘Hijabi’Play not the Mona show Haydar. the by Do Younger children may find the story of Sheherazade from the Thousand Thousand the from Sheherazade of thestory find may Younger children The Poetess The film The tells the story of Hissa Hilal, a Saudi poet who made who made poet aSaudi Hilal, of Hissa story the tells ------UNDERSTANDING RYTHM MUSIC: WORLD BEATS, IDENTITY CITIZENSHIP: GENDER AND UNIT POETRY ENGLISH: CONTEMPORARY TODAY ISLAM RE LINKS: UNIT, IDENTITY CURRICULUM THE NATIONALLINKS TO 11 12 EXPLORE SCIENCE & THE ENVIRONMENT THROUGH ANIMATION GETTING STARTED in any way? Would the extinction of their selected spiritual animal adversely adversely animal spiritual selected of their extinction Would the way? any in water or the land air, the the clean they Do beings? to human useful they Are overbreeding? from creatures other keep they Do permits. knowledge their as as in much reasoning scientific using ecology, earth’s to the important is imal an spiritual chosen of why their think then must child Each environment. the and beings living be about might film of how this question the it within framing ACTIVITY UP WARM enquiry becoming increasingly entwined with action against Climate Change, Change, Climate against action with entwined increasingly becoming enquiry scientific With earth. this whom weshare with creatures to, other nectedness intercon dependence and on, very our to question seem they and universe, to the relationship our explore they evolution, biological and spiritual to both allude Youssef, artists the Dhaffer musician world jazz from ambience matic dra by supported video ether. this the In and land through transformation of evolution and journey asurreal presents Zein, Bashar and Zaza Mohammad of science. knowledge global collective our in today for granted for much foundations of wetake what the laid scientists Arab encyclopedias, medicinal in procedures and tools of surgical documentation star, or the the of permutation endless an as of geometry use the travels, to navigate GPS) day modern of the (the grandparent development subsequent Astrolabe ofthe the and astronomy with obsession the it World. was Whether Arab the in incubated imal is. is. imal an the what guess must others movement. to The demonstrate circle side the in space the use can They make. it might asound by followed sign, physical ‘Kindred Animal’ quiz this try differently, activity the to frame or you need (unlikely!) stuck really are imaginations children’s the If activity. the starting before animal on an settle a moment to children the Give jumpers? Good Fast runners? curious? lessly end they Are water? the in to be like they laugh? Do agood like and sneaky the Are to cuddle? like they Do animal. appropriate an to select emotional, and physical both traits, character own about their think can they that cating Show the video animation of ‘Whirling Birds Ceremony’. Discuss the film, film, the Ceremony’. Birds Discuss of ‘Whirling animation video the Show The animation film Whirling Birds Ceremony, created by Syrian artists artists Ceremony, Syrian by Birds created Whirling film animation The was today about science much of weknow what that argue will people Many Standing in a circle, ask the children to embody the animal by giving a giving by animal the to embody children the ask acircle, in Standing If you were an animal, what would you be? Ask this of the children, indi children, of the this you be? Ask would what animal, an you were If . ------self portrait ZEIN BASHAR Wreford John by photo MOHAMMAD ZAZA Ceremony’ to give an appropriate ambience. appropriate an give to Ceremony’ cut not it! does fluffy it cute and is because mal ani an selecting that them Remind creatures. these saving for reasoning tific scien their to share prepared be must Children a sanctuary. in place and save would they beings on three to agree them asking and beings, living different pairs. in Discuss earth. of the survival for the animal other the than important more is animal for why their case the to make time limited row each give and animal, an row each Assign B. other the Aand one row naming pairs, in other each facing are classroom. of the rest to the them airing before pairs in ideas and thoughts their to organize children the Allow species? of of anumber other survival the affect UN’s Sustainable Development Goals Development UN’s Sustainable of the light in particularly sustainability, around to issues sponsive re more and more becoming thus are and environment as a stimulus on its own in a number of learning contexts. contexts. of anumber learning in on own its astimulus as used Youssef be can Dhaffer by soundtrack The endless. are it raises big questions the discussion, philosophical for atool As future. and present – past, changing is that how and Universe to the relationship our of exploring way awonderful It also is systems. belief and religions many by shared elevation and of enlightenment concepts tual spiri including curriculum, the across interpretations do about it. wecan what and footprint, human of our aresult as faces planet our challenges the ploring for ex plans lesson with packed resource afantastic is Water) This under 14 on Land). SDG 15 (Life (Life SDG and son EXPLORE MORE EXPLORE Throughout these activities, you can play the sound track of ‘Whirling Birds Birds of ‘Whirling track sound play the you can activities, these Throughout of pictures them giving to groups, children to assign is variation Another they that so rows two in children the to stand is activity of this A variation Schools are increasingly interested in protecting the the protecting in interested increasingly are Schools This video animation lends itself to a wide variety of variety to awide lends itself animation video This Use the lesson plans available on available plans lesson Use the , particularly those related to SDG 13 (Climate Action), 13 (Climate to SDG related those , particularly World’s Largest Les World’s Largest . ------RE: SPIRITUAL ENLIGHTENMENT RE: ENLIGHTENMENT SPIRITUAL P4C ENQUIRY VIDEO ASTIMULUS FOR AS A THIS USE PHILOSOPHY: FOR ANIMATIONTOOLS TECHNOLOGY: USING DIGITAL WORLD/CONTEMPORARY JAZZ &MUSIC:ART SKETCHING AND EVOLUTION, UNIVERSE THE SCIENCE: BIOLOGY AND CURRICULUM THE NATIONALLINKS TO 13 EVALUATION TOOL 14 INTRODUCTION WHAT WORLD? YOU WOULD SEE IN THE ARAB WHAT DO INEED? WHAT DO IWANT FIND TO OUT?

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diversity of the countries, peoples, religions and traditions. Look for increased knowledge of contemporary Arab Arab of contemporary knowledge for increased Look traditions. and religions peoples, countries, of the diversity of the awareness an showing responses, pupils’ in balance for end, look agreater at the and At intervals results. activity first the with comparison in occurred have that changes any analyse and activity the repeat resource, this in activities the using After mountains) rivers, cities, (countries, Places tourism) industry, trade, income, of earning (means activity Economic music) language, life, of cultural monuments, aspects events, (historical history and Culture health) poverty/wealth, relationships, food, life, (daily society People and development people) by of land (buildings, Environment Built of art?’ kind what art, any ‘Would you see like?’ look they would what buildings, any ‘Are there like?’ look they would what doing, be they would what people, any ‘Are there ple, how little we learn about the contributions of Arabs to the world today, not least in the cultural sphere. world cultural today, to the the in not least of Arabs contributions about the we learn ple, how little World. For Arab the exam surrounding of issues awareness in changes note other and any production, cultural Energy, transport and communications (electricity, technology, transport) Natural Environment (climate, landscape, animals and plants) 15 - Mona Hatoum - Hot Spot III, 2009. Photograph by Amani Hassan APPENDIX A 16 17 Manal Dowayan - Suspended Together. Image courtesy of the artist APPENDIX B 18 19 El Seed - Calligraffitti in Manshiyat Naser, Cairo, Egypt. Image courtesy of El Seed Studio APPENDIX C 20 21 El Seed Image Source_ London Calling Blog 22 https_londoncallingblog.net_2015_08_15_arabian-street-artist-el-seed-paints-the-village-underground-in-shoreditch_.jpg APPENDIX D 23 Map of the Arab World provided by The Council for Arab British Understanding. 24 www.caabu.org APPENDIX E Mauritania Morocco Algeria Tunisia Libya Sudan Egypt Palestine Lebanon Jordan Syria Ira q Djibouti Saudi Arabia Saudi Yemen Kuwai Somalia Bahrain t Qatar UAE 25 Oman APPENDIX F 26 27 APPENDIX G 28 countries, cities, rivers, mountains rivers, cities, countries, PLACES means of earning income, trade, industry, tourism ECONOMIC ACTIVITY electricity, technology, transport ENERGY, AND COMMUNICATIONS TRANSPORT daily life, food, relationships, poverty/wealth, health PEOPLE AND SOCIETY (buildings, any development of land by people) BUILT ENVIRONMENT climate, landscape, and animals plants NATURAL ENVIRONMENT RESPONSE OF TYPE RESPONSES NO OR % OR NO 29 30 31

HANDBOOK AUTHOR

Alia Al Zougbi

WITH CONTRIBUTIONS FROM

Zeina Frangieh Barbara Lowe Cathy Growney

SPECIAL THANKS TO

Yeshim Abdi Yeliz Adem-Hassan Yasmina Bibi Kalsuma Bibi Leanne Chorekdjian-Jojaghaian Further resources you might find useful: Triny Diaz Nadia El Sebai Arabic Language and Culture - British Council Amani Hassan https://schoolsonline.britishcouncil.org/sites/default/ Becky Harrison files/resource/downloads/f085_arabic_school_pack.pdf Elias Matar Dina Mubaidin Discover the Arab World - British Museum: Michelle O’Connor https://www.britishmuseum.org/PDF/Arab_World_ Manju Patel-Nair Booklet_Web.pdf Lisa Taner Various teaching and learning resources – Centre for Ad- vancing Arab British Understanding https://www.caabu.org/what-we-do/education

With generous support from the Asfari Foundation

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