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Classic Animaeon Teaching Resource

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Classic Animaeon Teaching Resource Classic Anima+on Teaching Resource This resource includes: About Educational • 7 very short animated films that use simple Resource storytelling techniques This • Step-by-step lesson plans on storytelling • Genres and interpretaon Pack • Learning to listen and retell stories creavely • Think creavely about animang your Key learning objec+ves: own stories • Some simple historical facts on animaon and Research has shown that children learn more games to start to think about global quickly through oral storytelling: their reading geography and wri7ng skills develop more quickly. • Accompanying resources and ac7vi7es for each lesson This pack is intended to educate students • Comprehensive fact sheets on all topics about Africa and a sense of place; about covered family-7es and the role of storytelling in educaon in Africa; and about animaon. It will smulate imaginaon and creave This pack is divided into three dis7nct parts. First thinking, it will encourage children to think it includes 3 detailed lesson outlines. These about the similari7es and the differences contain 7ps and advice on how to teach certain between children living in the UK and in Africa, aspects that are relevant to the films under enhance cultural awareness, and improve discussion but could also be taught listening skills through storytelling. Teachers independently of the films. Then there is a are also encouraged to incorporate some sec7on with Teacher Resources. This contains language learning into their exploraon of fact and informaon sheets as well as more African animaon, using the ‘Passeport pour la background on the topics under discussion, and francophonie’ on the SCILT website: tools designed to teach some complex topics. www.scilt.org.uk Lastly, there is the student resources sec7on, which contains ac7vity and work sheets and This aligns with both the ci7zenship, the further informaon on different aspects of the language and the art and design strands of the lessons. All pages have been printed in a way primary school curriculum - Naonal that allows you to copy them separately, to Curriculum in England, the Curriculum for enable you to pick and choose from the Excellence in Scotland, the Northern Ireland informaon provided, and to ensure the class is Curriculum and the Naonal Curriculum for structured and built in the way that you, as a Wales. teacher, find most conducive to your teaching style. Many thanks for your interest in this material, and we hope you enjoy teaching these films and topics, to strive to broaden the curriculum and make it more inclusive and sensi7ve to the diverse nature of the UK’s schools today! Classic African Anima+on Research has shown that children learn more Selec+on of African anima+ons, available quickly through oral storytelling: their reading online : and wring skills develop more quickly: • Happy Travels, Sim!, Moustapha “Knowing how to tell a clear and coherent story Alassane, 1966, 5min, Niger: is an important skill for helping young children hdps://www.youtube.com/watch? to develop strong reading and wri7ng skills”. In v=6SmIo-28mBw&t=20s addion, Drawing and animaon have the • Toad Visits his In-Laws, Jean-Michel extraordinary power to bring to life oral Kibushi, 1991, 8min, DRC (password: storytelling. crapaud): hdp://www.africine.org/? Throughout this resource the focus is on the menu=film&no=3813 first films by two animators, Moustapha Alassane and Jean-Michel Kibushi, because their Other online animaons: films both use animals to tell their stories, and • Yennega the Princess, Claude Le Gallou, in both films these animals are frogs. 1986, 12min, Burkina: hdps://www.youtube.com/watch? Frogs are symbols of the link between different v=VBh5FyqI4-U worlds (water and soil), and they can • The Terrible Child, Kadiatou Konaté, communicate messages between these worlds. 1993, 11min, Congo: They are also harbingers of spring, and hps://vimeo.com/20557679 announce change is going to come. Frogs have a • The Gesture of Ségou, Mambaya unique growth cycle. The frog undergoes Coulibaly, 1989, 9min, Mali: incredible transformaons to reach full hdps://www.youtube.com/watch? adulthood. v=3kmNF7RVLRw • The Woman who Married Three Husbands, Cilia Sawadogo and Daniela Roy, 1993, Burkina Faso: hdps://www.youtube.com/watch? v=pxiGMev4Dkg&t=38s Lesson One A Sense of Place Ac+vity 1: About the African con+nent (10 minutes) Ask students to think about the African Aim: con7nent. Ask them: Has anyone in the class ever In this lesson, children will playfully and been to Africa? Have you seen Africa in films? creavely learn about the globe, the con7nents How does Africa look in these films? [See ac7vity and countries. This includes gaining insight into sheets.] the diversity in the world; into how place of birth • The Lion King, 1994 can differ between friends and family members; • Madagascar, 2008, 2012 and into how travelling (both in the imaginaon • Show 2 Frog films, 1966, 1991 and physically) can help to broaden one’s understanding of diversity. What do you imagine Africa looks like? Is it very different from here? What are the main Materials needed: differences? A globe or a map of the world Charts of naonal symbols Make a drawing of what you think African countries, people or animals look like. Smulus (5 minutes): Discuss in groups of four: where are they from, where are they now, do they have dreams to go Ac+vity 2: Globes, con+nents, countries (10 somewhere else? If they had complete freedom minutes) and all the money in the world, where would Show students where Africa is on the globe, and they like to go and why? As they talk about these tell them it is huge and has more than 50 places, ask them to show their peers on the globe countries! [See ac7vity sheet] or the world map where these countries and ci7es are, and how far away they are. Ask them: • Do you know where Britain / England / Ask the pupils a few ques7ons to warm them up, Scotland is? Which con7nent are you on? to get them thinking about the world, the globe, • Colour in and their posi7on in the world: • In red: your place of birth • In yellow: where were your parents •Do you like travelling? born? •What is the furthest away you have ever been? • In blue: where do you live now? •Did you fly, take a ferry or a bus/train, or did you • In green: where do you want to go? drive there with your parents? •What is your favourite place that you have ever visited? Lesson Ac+vity 4: Na+onal flags, Na+onal animals and Naonal plants (15 minutes) [See ac7vity sheet] One Ask students whether they know how many flags A Sense of Place (Cont.) Britain has. Answer: many! Every county and some towns have their own flags… Do you know Ac+vity 3: Plants and animals of Madagascar yours? (French language) Let’s look at the flags of the different countries in [See clip on youtube] the United Kingdom. If you have 7me, ask Watch a film clip in French about the various students to draw simplified flags of England, plants and animals nave to Madagascar such as Wales, Scotland and Northern Ireland. Then tell the lemur, the zebu, the baobab tree and other them each also has a naonal plant and a flora and fauna you may find whilst visi7ng the naonal animal. island of Madagascar. How about flags, flowers and animals of some of On your globe or map of Africa, show the pupils the biggest / most famous African countries? This where Madagaskar is, and tell them it is one of acvity is about listening: there are some the most bio-diverse countries in the whole ques7ons that need an answer: we will find out world, with exo7c plants and animals, and a place whether the teacher has told the stories of the where biologists go to research these very special flags well enough for the pupils to remember fauna and flora. some details! A French transcrip7on and English translaon are also available. hdp://www.scilt.org.uk/portals/24/passeport2/ educaonscotland/passeporurancophone/ madagascar/resources/videos/wildlife/ index.html Ques7on 1: Think of your favourite song: look up the lyrics and see if you can find a story in there. Do songs Lesson Educational tell stories? Resource Ques7on 2: How are songs structured? In refrains and verses. Why do you think these elements of songs Two return? Why are songs owen structured like that? Is it a tool to remember words? Storytelling Ques7on 3: Think of the story you told before, about your grandparents. Now try and write this story down Aim: in the form of a song or a poem. You can also combine To develop an understanding of storytelling through elements of poetry and song, and make it into a rap creavity with genres, music and performance. or a hip-hop song. Materials needed: Ac+vity 2: Reading and Listening to African Stories Pens, paper, print-outs of song lyrics (20 minutes) 2 myths and 2 fables Read these very short stories (2 myths and 2 fables) to Collec7on of West African folktales the children. Before you start, tell them that they Large pieces of paper, coloured pens, imaginaon have to listen very carefully, because you will ask and confidence! them some ques7ons aerwards. Smulus (5 minutes): Awer the myths, ask them whether they believe the Tell pupils that we’re going to think about and tell stories and why / why not. What are the stories trying each other stories today. Meet Mr. Griot, the African to tell us? Awer the fables, ask them what they think storyteller! is the moral of the story Now tell students to sit in groups of three and think Myths: of their ancestors (grandparents for example) and How Zebra Got his Stripes tell their story.
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