Harnett, P. (2013) creative approaches to learning about Blitz. Professional Journal .

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PLEASE SCROLL DOWN FOR TEXT. case study Case Study 4: Creative approaches to learning about the Bristol blitz — Penelope Harnett, Greg Davies, Steve Baxter and Robbie Keast

Introduction the children did have opportunities of imaginative experience that is so The University of the West of England, to consider the points of view and conducive to learning. It demonstrates Bristol has strong partnerships with feelings of people living at the time. how active participation in workshops many local schools and is developing For example, cooking with war captures the attention of everyone, and innovative ways in working with time ingredients enabled children positively encourages children to learn. trainees, teachers and children. The to appreciate the lack of variety in Knowledge can be obtained from books approach taken to learning about the war time diets. Evacuation from of course, but pupils often learn best Bristol Blitz provides an example of the warm university building to the from practical experience, and through this partnership. outside, where the the act of doing, as kinaesthetic learners. children shivered in the cold, permitted • The whole of the ground floor children to experience some of the Hands on learning space of the education building hardships occurring during the air raids, The whole day was a magnificent at the university was taken over although not the fear as the aircraft example of how this hands-on with displays of World War II flew overhead and the bombs were method of teaching provided the artefacts, pictures, photographs dropped. children with the opportunity to and reconstructions of a living room, lose themselves, and exercise their kitchen and a war time cafe. Understanding WWII: the local imagination in strange and exciting • Such displays provided a stimulus dimension environments in order to get a taste for year 6 children from Henleaze Primary aged children’s knowledge of what life was like during the Bristol Junior and Charborough Road of the Second World War is often Blitz. The memories of such learning Primary Schools, Bristol to spend derived from films portraying battle experiences remain with us throughout a day working with trainees on a scenes and military exploits. Learning our lives, and this method of teaching number of activities designed to about the effects of the war on the lives is one of the key techniques of extend their understanding of what of people living in Bristol provides a teaching and, above all, for learning. living in Bristol might have been like further dimension for children’s learning during the war years. and the opportunity to contextualise The informed imagination local events within national and global As the University of the West of histories. The Bristol Blitz day England subject leader Sally Bassett (one of the main event organisers) Activities day’s curricular role said, It’s all about having an experience The day was planned to provide trainees The day served as a stimulus for of World War Two, to think about with first-hand experience of working future work for one school. A class what life was like in Bristol during the across different subject areas within teacher explained, we are doing the bombing and during those years, and an historical topic. Trainees were able to Second World War in year 6 in the get some perspective on history. The recognise how learning in different subjects next few weeks, so this should be an event certainly achieved that. could extend children’s understanding of a excellent preparation. I think it just period of time. Amongst the activities, the brings it to life. On the other hand an The Blitz newspaper children: activity day such as this could be used During the day, three trainees took on

at the end of a project to consolidate the role of the press; photographing, 1. cooked war time recipes children’s knowledge and to enable interviewing and making observations 2. sewed their own toys them to contribute what they have about the different activities. They 3. designed and made a gardening learned previously to the different activities. met their deadlines and produced the tool to plant seeds and seedlings newspaper at the end of the day for 4. undertook military drills as Imagination, creativity and the children to keep as a memento of members of the home guard historical learning their visit to the university. The newspaper 5. learned wartime songs and dances Imagination and experience: provides a creative record of the different 6. decoded messages hands on learning activities, which the children could Immersion in the learning. develop further on their return to school. Empathy: affective Teachers and children made a understanding tremendous effort to dress-up, and Penelope Harnett, University of There has been much debate immerse themselves in character the West of England, Bristol. concerning the extent to which for the event at UWE. It took careful Greg Davies, Steve Baxter, children can empathise with people planning, and a lot of enthusiasm to Robbie Keast, postgraduate living in the past (Portal). Through set-up the scenes, and to design the primary trainees, University of the engaging with the Blitz Day activities numerous workshops. This is the kind West of England, Bristol.

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