THE GORDON HIGHLANDERS Great War Tapestry Ideas for planning a structured programme of learning and teaching, in collaboration with The Gordon Highlanders Great War Tapestry and The Gordon Highlanders Museum THE GORDON HIGHLANDERS Great War Tapestry • Tapestry details: Photographs by David, Activity Agreement Introduction The purpose of this document is to provide As well as providing a useful planning tool for teachers with ideas for planning an integrated, any primary or secondary teacher planning a structured, cross–curricular, interdisciplinary programme of work around The Great War, it programme of learning and teaching about The adds a local context to this period of history. Great War through connecting with The Gordon The local context of this project adds to the Highlanders Great War Tapestry and The Gordon learning experience making it easier for pupils Highlanders Museum. to relate to. The Gordon Highlanders Great War Tapestry The document also includes useful links to other provides a stitched visual which can be used resources, materials and outside agencies that to support learning across all resource areas of could be used to assist teachers in the planning Curriculum for Excellence. and delivery of a programme of work. This document identifies the experiences and outcomes as identified within the Curriculum for Excellence framework. 1 THE GORDON HIGHLANDERS Great War Tapestry • The Gordon Highlanders Great War Tapestry: Photograph: by Mike Davidson at Positive Image Photography The Gordon Highlanders The Central panel depicts The Gordon Highlanders Cap Badge including the regimental motto – Bydand Great War Tapestry (‘steadfast’). The Circle surrounding the cap badge The tapestry was designed by Andrew Crummy represents the campaign medals: Pip (1914 Star and designer of The Great Scottish Tapestry. The three 1914-15 Star), Squeak (British War Medal 1914 - 1920) panels were stitched by a group of volunteers from and Wilfred (Victory Medal 1914 - 1918). The circle Aberdeen and Huntly to commemorate the regiment also acknowledges the Dead Man’s Penny, a large and their contribution to The Great War. The tapestry bronze coin which was presented to the families of begins with the raising of the regiment by Duchess fallen service men. In the four corners are stitched Jean 200 years ago, to serve at the battle of Waterloo. representations of the Victoria Crosses awarded to four Gordon Highlander servicemen who received this The first panel covers the years 1914 – 1916. highest award. Characters represented in this panel are a piper and a young soldier. There are another two young soldiers The third panel covers the period 1916-1918. The playing football identifying the Christmas Truce. Along soldiers depicted offer the chance to discuss changes the top of the panel the North East landscape, a in uniform, kit, development of headwear and military woman appears to be waving goodbye to the men, rank. The tank in the background and the pigeon offers in the bag she holds Sphagnum moss which she is the opportunity to discuss technology. The panel is scattering. Along the bottom are horses, trench guides divided by a deep trench, inspiration coming from and Princess Mary Christmas Tin. To the right of the a painting by local artist Eric Auld. The North East panel the development of gas masks is depicted; the landscape is represented again in the background sky is full of gas. enabling the discussion of environmental factors. Along the top more women are depicted, this time as nurses and factory women, known as canary women, due to the colour their skin turned as a result of inhaling toxic chemicals. Many of the colours used to stitch the background represent the suffrage movement. The final character on the right is a female medic, recognised as one of the last known Gordon Highlanders to serve before the regiment was amalgamated in 2006 into the Royal Regiment of Scotland. 2 THE GORDON HIGHLANDERS Great War Tapestry Expressive Arts Art and Design Early Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry I have the freedom to • Use objects to make • Use objects depicted in the tapestry such as soldiers’ boots, discover and choose patterns. fabric from uniforms, ammunition as objects to print with. ways to create images • Use old objects to • Dress up as a character from The Great War Tapestry, take a and objects using a make something new. photograph and send as a postcard. variety of materials. • Use objects that are being thrown out – plastic wrappers, EXA 0-02(a) cartons, yoghurt tubs, paper to make an object (only items that are no longer needed and being thrown out can be used to create the object). Music Early Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry I have the freedom to • Create rhythm to • Listen to pipes and drums of the highlanders and create a march use my voice, musical travel around a space. for the group using rhythm and sounds. instruments and music Use sound to explore • In groups pass messages using signs and sounds to communicate technology to discover feelings. with group members. Use this code to move from one place to and enjoy playing with • Use sound to another. sound and rhythm. communicate EXA 0-17(a) instructions. Drama Early Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry I have the freedom to • Explore characters • Talk about the piper in the panel. Who is he, why was he needed choose and explore through movement and what does he sound like? Interview him to find out more how I can use my and voice. about what it was like to do this job. voice, movement and • Use movement and • Discuss other characters in the panels to explore their jobs expression in role play voice to explore and roles, What did they do, how do they feel, how do they and drama. characters roles in play move in their jobs and environment? How do their actions and EXA 0-12(a) and drama. movements affect the story? 3 THE GORDON HIGHLANDERS Great War Tapestry Art and Design First, Second, Third and I Can… Possible Learning and Teaching strategies/activities within the Fourth Level experiences context of The Gordon Highlanders Great War Tapestry I can respond to the • Discuss my thoughts • Through observing The Gordon Highlanders Great War Tapestry work of artists and and feelings in and learning about how it was created, create your own panels. designers by discussing response to the work This could be for yourself or, a school or class. my thoughts and of artist and designers. • Explore other textile banners and how they were used to promote feelings. • I can create my own and educate people about issues and agendas of peoples and artwork as a response communities. I can give and accept to the artwork of • Look at war artists and how they use their art form to tell stories constructive comment others. and educate people about an event or period of time. on, my work and others’ • I can present my work. • Explore artwork created during The Great War. Trench art, work, discuss it and EXA 1-07(a) EXA stitched postcards, Sweetheart pin cushions. Create your own receive and act on objects using these as sources but using modern day items, 2-07(a) EXA 3-07(a) constructive criticism. contemporary upcycling. • I can select and use • Art as rehabilitation. Try to create your own artwork while I can analyse art and media in appropriate blindfolded. This could be blind portrait drawing using the sense design techniques, ways to express my of touch to draw someone, or a still life. processes and concepts, ideas. make informed • Create an artwork to inform and educate people about an issue judgements and express that you feel is relevant to you. considered opinions on my own and other’s work. EXA 4-07(a) • Detail of Gas: Photographs by David, Activity Agreement 4 THE GORDON HIGHLANDERS Great War Tapestry Numeracy and Mathematics Patterns and Relationships Early Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry I have spotted and • Use colours and • Create a repeat pattern by printing or make a collage with objects explored patterns in numbers to make a found in nature. my own and the wider pattern. • Design your own tartan. environment and can • Make an image from • Great War Tapestry Jigsaw. Print out an image of the tapestry copy and continue these many smaller images. and ask the children to reassemble. and create my own patterns. MTH 0-13(a) Angle, Symmetry and Transformation Early Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry In movement games and • Identify simple shapes • Outdoor activity of counting eg. when I count to five. With your using technology I can and name them friends make a circle, square end with a triangle. How many use simple directions correctly. people do you need to make each shape? and describe positions • Make shapes with • Differentiate groups: groups move quickly, slowly, jump, hop MTH 0 -17(a) others by following etc Measure the difference in distance. Use numbers to change simple directions and direction, movement, do a star jump etc. technology. • In groups use a torch to communicate with each other. Number Money and Measure First and Second I Can… Possible Learning and Teaching strategies/activities within the Level experiences context of The Gordon Highlanders Great War Tapestry Through exploring • Create a pattern • Examine the kilts of the soldier’s uniform.