6 - Project Outcomes - LIT

UCL Institute of Archaeology
Who Stole my Milk?

2.5 Learning and Interpretation Team
Min Young Cho & Namyoung Kwon
2012
TABLE OF CONTENT
2.5 Learning and Interpretation Team 2.5.1 Executive Summary Appendix 2.5.2 Use of Learning Theories for Family Days Appendix 2.5.3 Family Days Proposal Appendix 2.5.4 Family Days Marketing Flyer Appendix 2.5.5 Family Days Risk Assessment Appendix 2.5.6 Family Days Materials Purchase List Appendix 2.5.7 Family Days Research Provided to Facilitators Appendix 2.5.8 Family Days Time for a Cuppa Script Appendix 2.5.9 Family Days World of Chopsticks Script Appendix 2.5.10 Family Days World of Chopsticks Rice Characters Appendix 2.5.11 Family Days Zodiac Animals Appendix 2.5.12 Family Days Games Bingo Object List Appendix 2.5.13 Family Days Games Yut Nori Appendix 2.5.14 Family Days Signage Appendix 2.5.15 Global Homes Workshop Copy Appendix 2.5.16 Global Homes Advertising Copy Appendix 2.5.17 Global Homes Research Provided to Facilitators Appendix 2.5.18 Global Homes Initial Song List Appendix 2.5.19 Global Homes Proposal Appendix 2.5.20 LIT Reportage Photographs 213 215 219 221 224 225 232 234 235 246 251 253 254 255 261 265 266 268 269 270 272
UCL Student Homes Project 2012
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2.5
Learning and Interpretation Team (LIT)
2.5.1 Executive Summary LITs overall goal was to deliver an enjoyable learning experience and enable audiences to reflect on the international influence of homes in London by attending organised events such as the Family Days and the opening evening Global Homes. LIT engaged with multi-generational learning methods and provided a relevant and fun experience for all. LIT conducted research into different childrens activities and presented a proposal to the GM for activities in line with the At Home with the World exhibitions themes and objects. (see appendix 2.5.3) While it was not appropriate for LIT to address the projects communication messages during the Family Days activities as the Who Stole my Milk? exhibition had not yet opened, an arrangement that was outside of LITs control, LIT used the projects learning theories and overarching project value to guide their design of the Family Days activities. (see appendix 2.5.2) LIT conceptualised and organised the selected activities for the Family Days. The target audience for the Family Days was children aged 4 to 16 years old. By focusing on activities that appealed to multiple intelligences and did not rely heavily on high levels of verbal communication, LIT created activities that were effective with a diverse group of participants. LIT designed six different sessions for the Family Days: Explore Origami, Discover your East Asian Zodiac Animal, Games of the World, Draw to the Music, Time for a Cuppa?, and The World of Chopsticks. (see appendices 2.5.8 2.5.13) LIT volunteered at the half-term holiday session activities in order to better understand the context of educational sessions at the GM.
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LIT conducted a risk assessment for the Family Days. (see appendix 2.5.5) LIT worked with AAT to draft an evaluation form for the Family Days which assessed the GSOs and GLOs that LIT had determined to be relevant to the planned activities. (see AAT project outcomes appendix 2.2.15)
LIT outlined the materials required for the Family Days and drafted a budget. (see appendix 2.5.6)
LIT wrote the copy for the activities they had designed for a flyer of the Family Days. (see appendix 2.5.4)
LIT provided activity outlines and historical and social research to the Freelancers for the Family Days. LIT communicated with the Freelancers before the Family Days by e-mail and in meetings. (see appendices 2.5.7)
LIT worked closely with the Freelancer who designed Time for a Cuppa, meeting with her multiple times in order to provide historical information and to ensure that the session incorporated activities that appealed to multiple senses.
LIT recruited volunteers among the projects team members to assist the families participating in the different activities.
LIT designed four Rice Characters for the World of Chopsticks activity during the Family Days. (see appendix 2.5.10)
LIT prepared stickers for session participants to facilitate the registration, designed signage to give people information on session times and venues (see appendix 2.5.14), Time for a Cuppa posters, songs needed for the Time for a Cuppa story, examples of Eastern zodiac figures (see appendix 2.5.11), object bingo game boards (see appendix 2.5.12), a large world map of rice cultivation, and rice characters printed and laminated.
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LIT manned a stall at the GM during the Family Days encouraging visitors to sign up and participate in the different activities.
During the Family Days at the GM, LIT took the lead in the World of Chopsticks activity. (see appendix 2.5.9)
LIT attended regular meetings with their GM counterpart. LIT organised an opening evening Global Homes aimed at an adult audience. The event was designed to appeal to both the projects primary target audience as well as the core GM audience.
LIT designed Global Homes to convey the projects communication messages and utilize the projects chosen learning theories. LIT designed the activities to be enjoyable, evocative of memories of living as a student, and to emphasize the importance of communication in creating peaceful living. (see appendix 2.5.15)
LIT designed five activities for Global Homes: a live band playing hits from the 1970s through to the 2000s, Exhibition Talk: At Home with the World, Exhibition Talk: Who Stole my Milk?, Communication Breakdown!, The World of Chopsticks, and Collage your World.
LIT polled project team members, fans of the Geffryes Young Peoples Facebook page, and fans of the main GM Facebook page in order to gain evocative song suggestions for the band. LIT passed these on to the band. (see appendix 2.5.18)
LIT recruited project team members to volunteer at Global Homes. LIT also recruited project team members from ET and DSHT to lead a talk on the development of the Exhibition Talk: Who Stole my Milk?.
LIT prepared research for the facilitators of Collage your World and Communication Breakdown! (see appendix 2.5.17)
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LIT facilitated The World of Chopsticks at Global Homes with an amended script from the Family Days session.
LIT facilitated workshops from the Family Days and Global Homes at PITs private view event.
LIT was the only project team without a native English speaker. Inter-team communication was not a problem as both team members spoke Korean. Communicating in English in written form or in public presentations, however, posed significant self-reported challenges for LIT and required a great deal of preparation on their part. This did not affect the quality of their deliverables; in fact, their contribution to the project was enhanced by the particular viewpoints and experiences that they brought to the project, most specifically in their design and facilitation of the World of Chopsticks.
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APPENDIX 2.5.2
USE OF LEARNING THEORIES FOR FAMILY DAYS
GSOs and GLOs for Family Days

As the Family Days related specifically to At Home With The World and targeted an audience composed of parents, carers, and children aged 6-16, some of the GLOs and GSOs targeted by the Family Days were slightly different than those pursued by the rest of the project, though all goals fit into the over-arching project value of promoting cultural exchange and dialogue about international influences on homes and lives in London 2012. First Tier GLO 1. Enjoyment, Inspiration, Creativity 2. Attitudes and Values, Opinions or Attitudes towards other people Increased capacity for tolerance Second Tier GLO Having fun Family Days Components All activities were crafted so as to be enjoyable and fun for participants from a variety of age groups. Children and families were invited to discover how common items and foods have come from many parts of the world; they were also introduced to other items, foods and customs that they may not have encountered before. 3. Enjoyment, Inspiration, Having innovative thoughts Whether the session consisted of storytelling or craft making, all contained a component We got to be creative and/or
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Example Outcome Statement We had fun today
We were inspired by a culture from another part of the World
Creativity
through which children and families were invited to envision and create new concepts or art pieces.
use our imagination
First Tier GSO 1. Stronger & Safer Communities
Second Tier GSO Encouraging familial
Family Days Components All family members and carers were assist each other, and work together.
Example Outcome Statement We had the chance to work together as a family
ties and relationships encouraged to take part in all activities,
2. Strengthening public life
Providing safe, inclusive and trusted public spaces
LIT designed inclusive activities and worked with the GM and GM-selected facilitators to continue to present the GM as a safe and fun space for children, families, and other carers.
The activity took place in a safe and welcoming environment
3. Health & Well being
Helping children and young people to enjoy life and make a positive contribution
The children and young people in attendance were encouraged to have fun (see GLO outcome 1) and to be proud of their creations (see GLO outcome 3)
'We felt proud of the things we made during the activity'
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APPENDIX 2.5.3
FAMILY DAYS PROPOSAL
Name of Event
Relevant Theme/Objects
Type of Activity
Learning Style
Mainly Used Senses
Contents
The World of Chopsticks
Foreign influences, like forks and knives from Italy
Craft Cooking Storytelling
bodily kinaesthetic, Taste, Intrapersonal Sight, Touch, Smell
-Make fimo chopsticks rest, -Learn about difference of chopsticks between China, Japan, Korea. -Learn How to use chopsticks -Practice chopsticks with different sized beans -Taste different strains of rice with chopsticks
Whats Your Zodiac
Eastern Connection
Craft & Storytelling
bodily kinaesthetic, spatial,
Sight, Touch
-Discover your East Asian zodiac animal and make a
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Animal?
interpersonal, intrapersonal
family post card
Draw to the Music
Japan mania
Listening Classical music inspired by foreign culture.
Musical, spatial, interpersonal
Hearing, Sight,
- Show participants pictures, objects inspired by foreign culture and let people listen to foreign inspired music. - Let people explain their impression/emotion/thinking of music they have heard.
Games of the World
multiple
Game
Logicalmathematical, Spatial,
Sight, Touch,
-Enjoy variety of games from around the world. -Artefact Bingo game.
Time for a Cuppa?
Imports objects from far-East to England through the Silk
Story-telling
Logical Mathematical Spatial,
Sight, Hearing Touch,
Listen to the fascinating history of tea, coffee and drinking Chocolate followed by the
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road
Interpersonal bodily kinaesthetic
Smell, Taste
opportunity to taste a variety of hot drinks
Explore Origami
Japaning
Craft, Drawing
visual, kinaesthetic
Sight, Touch,
Learn to fold different origami creatures and other paper creations and decorate it.
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APPENDIX 2.5.4
FAMILY DAYS MARKETING FLYER
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APPENDIX 2.5.5
Areas most at risk
FAMILY DAYS RISK ASSESSMENT

Risk factor (Likelihood x severity) How the risk will be controlled For Family Days by LIT (Needs to be specified) Museum staff /freelance artists will point out potential hazards to children/young people and accompanying adults. Maintenance staff will erect signs if floors are slippery and wet. Every session
Slips, trips and falls. Could occur on uneven surfaces
3x3=9
First aid kits stationed throughout the museum (only authorised personnel from the museum should administer first aid)
Falling off a stool. Could occur if a child is rocking on a stool, or kneeling on a stool 4x2=8 Museum staff /freelance artists should ensure children/young people are sitting correctly on stools and not balancing or rocking on them. Every session
Major fall. Could occur on steps leading down to art rooms
2x2=4
Museum staff /freelance artists should point out the danger of the stairs.
Queuing for sessions near steps What's your Zodiac Animal? Draw to the Music
Walking/running
2x2=4
Museum staff/freelance artists should be aware Time for a Cuppa? - When handling hot water of all children/young people in the workshop and Page 225
with equipment. A child/young person injuring themselves or others whilst holding equipment such as scissors or other sharp objects Using equipment. A child could cut/stab themselves whilst taking part in a craft workshop. Fire minor. Fault on small oven/burning cloth on hot ring Burn. When using oven/hob in workshops. 1x2=2 1x2=2 3x2=6
only give young children round ended scissors. The group should be told not to walk/run around the room with equipment from the start of the session.
Museum staff/freelance artists should supervise children/young people when they are taking part in the activity. Parent/carers of young children will be asked to be aware/involved.
Draw to the Music What's your Zodiac Animal? The World of Chopsticks
Museum staff/freelance artists should be aware of oven/hob at all times. All electrical equipment must have an annual safety check.
Time for a Cuppa The World of Chopsticks
High level of supervision by museum staff/freelance artist at all times. Young children should not be allowed to get close to the oven. Crowding should be controlled by museum staff/freelance artist and if necessary the cooking area will be made out of reach to the group.
Time for a Cuppa The World of Chopsticks
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Fumes. These may occur when using plaster of paris, glue, spray paint etc
1x1=1
When using equipment that may give off fumes museum staff/freelance artists will always make children/young people wear a mask. Children/young people will be warned of the danger. The work will take place in a well ventilated open space or staff/freelance artists will use the equipment themselves outside the workshop space on behalf of the group. Signs will warn about the likelihood of causing an allergic reaction before the workshop takes place and museum staff/freelance artists will warn the group before the activity begins. Close supervision by museum staff/freelance artists and accompanying adults. The group should be controlled closely by the museum staff/freelance artists. All museum staff/freelance artists should be aware of the number of children in the room especially in drop-in workshops. Places should be limited in all workshops. Handling items should be used with care and supervised by museum staff /freelance artists.
What's your Zodiac Animal? Draw to the Music
Allergic reaction. This may be a nut allergy, allergy to face paint, etc Swallowing small objects.
3x2=6
2x2=4
Overcrowding.
2x2=4
Every session
Handling objects.
2x2=4
Time for a Cuppa
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Verbal / physical abuse. Could happen between children, or parent/carers. Learners could direct abuse at freelance artists / museum staff
2 x 1= 2
Freelance artists will speak about appropriate museum behaviour if an issue arises, which can be reinforced by Education staff hosting workshops. Front of house staff will deal with members of the public who behave inappropriately.
Time for a Cuppa Draw to the Music
Appropriate vetting 1x1=1 for museum freelance artist staff to ensure no unsuitable individuals in contact with children/young people
All freelance artists and museum education staff go through an official recruitment procedure, including obtaining appropriate references and CRB checks if they are working with children and vulnerable adults.
Every session
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Children being left. Children under 8 need to be accompanied at all times and those between 8-10 need to be picked up and dropped off before and after workshops by a parent/carer Abduction.
2x4=8
All children are registered into workshops and telephone numbers are taken from parent/carers. If a child is not picked up after a workshop or left without a parent/carer (if aged under 8) a nominated member of staff will stay with the child until the parent/carer returns. The museums Child Protection Procedure will then be followed.
Every session
2 x 5 = 10
All children are registered into workshops and accompanying adults wear parent/carer stickers. Museum staff/freelance artists should challenge any adult entering the workshop without a sticker. Children/young people leaving a workshop to use the toilet will be monitored to ensure they come back to the workshop.
Every session
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Action scoring criteria
Likelihood 1
Unlikely though conceivable
Possible but unusual
Even chance
Probably / not surprising
Likely / to be expected
Severity
1 Scratch, minor abrasion, bruise, general discomfort, no property damage.
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Cuts, minor burns, sprains, minor ill health, allergy, property damage.
Bone fracture, temporary illness, property damage between 1,000 and 10,000
Unconsciousness, major burn, serious illness, loss of limb or eye, extensive property damage up to 2M
Fatality or property damage in excess of 2M
Overall risk= likelihood X Severity Risk Factor score of 25 = severe risk
Risk Factor score of 1 = minor risk
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APPENDIX 2.5.6
FAMILY DAYS MATERIALS PURCHASE LIST

Links or shops for buying Any supermarket Any supermarket Quan. 1 bottle 2 boxes More info.
Sessio No Item n Cuppa 1 Hot chocolate 2 Tea (different kind, 1box each) 3 Decaff coffee 4 Paper cup
Any supermarket http://www.amazon.co.uk/Disposable-25cl-Paper-CoffeeWhite/dp/B006F19AIQ/ref=sr_1_1?s=kitchen&ie=UTF8&qid=1331740189&sr=1 -1
1 bottle Total 4 packs (2 packs among them are for rice session) 1 Small size is preferred
Rice
6 7
Modern chocolate pot Disposable Chopsticks A pair of Japanese chopsticks
http://www.ebay.co.uk/itm/Christmas-Hot-Chocolate-Pot-Kettle-whisker/190616335715?pt=Small_Kitchen_Appliances_US&hash=item2c619e7563 http://www.amazon.co.uk/Pack-Pairs-Disposable-ChopsticksHashi/dp/B004SH5WB8/ref=sr_1_25?ie=UTF8&qid=1331506158&sr=8-25 http://www.amazon.co.uk/gp/product/B0041MWDU8/ref=s9_simh_gw_p79_d 0_g79_i5?pf_rd_m=A3P5ROKL5A1OLE&pf_rd_s=center2&pf_rd_r=18EBVFE6E7SWFF9ZCAA7&pf_rd_t=101&pf_rd_p=467128533&pf_r d_i=468294 or Japan centre Any supermarket
40ea * 2 packs 1
Butterbean or Brazil nut Kidney bean
700-800g
Dried beans (not the one in water) Participants will Page 232
Any supermarket
700-800g
Chick pea Any supermarket (Black eye Beans) 11 Petits Pois Any supermarket (or Green pea) 13 Basmati Any supermarket rice (or Long grain) 14 Sticky rice Any supermarket or Waitrose (Thai Sticky rice) 15 Japanese Any supermarket or Japan centre sushi rice 16 Brown rice Any supermarket (or Whole grain) 17 Black rice Japan centre # Redish colour means alternative shops.
10
700-800g
700-800g
sort each bean out of all mixed beans in containers.
500g * 2
Each 500g / a day
500g * 2 500g * 2 500g * 2
500g * 2
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APPENDIX 2.5.7
Explore origami
FAMILY DAYS RESEARCH PROVIDED TO FACILITATORS

Movie clips for making origami: instructions for making hearts, chopstick
rests, photo frames and balloons
PDF file about world-famous origami artists' work Draw to the music
Music clips from different countries: Jay Chou (contemporary artist from China), clips of Flamenco, sample of traditional Chinese music, featuring the Pipa, a
stringed instrument.
Related objects in Geffrye collection: Related object (tea bowl) of the
Geffrye collection: a tea bowl (http://www.geffryemuseum.org.uk/collections/search-the-collections/itemdetail/?id=O23251&index=10) and painting featuring woman with stringed instrument (http://www.geffrye-museum.org.uk/collections/searchthe-collections/item-detail/?id=O23500&index=3)
What's your zodiac animal Zodiac animal illustrations (see appendix 2.5.11) The table of Zodiac animals according to birth year. Anecdote and concept about origin of eastern zodiac Time for a cuppa History and origin of hot drinks-tea, hot chocolate, coffee Pictures of modern hot chocolate pots which is still similar to the traditional ones and reason for different shapes of chocolate pots from tea pots. The world of chopsticks Different strains of rice Different shapes of chopsticks among some countries Various models of chopstick rest
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APPENDIX 2.5.8
FAMILY DAYS - TIME FOR A CUPPA - SCRIPT
Note: this is the work of the facilitator who led Time for a Cuppa. It is based off of research and direction provided by LIT through written and verbal communication. Tucked away down an old street, in an old Laminated A4 sign for the shop town in England, was an old shop. And in the old shop there were stacks and stacks of old cups and saucers, and old plates and pots. The shop was called The Three Pots. The inside the shop was wonderfully full from floor to ceiling - of sturdy-looking shelves. And on the shelves was stacked old crockery and porcelain of every kind cups and saucers, plates and mugs. All of plates and saucers and cups and mugs jostled for attention, trying to look their best - so as to be chosen by the browsing customers and the tourists that often popped into the shop to see its newest acquisitions, perhaps to pick up a bargain set of cups and saucers; it was a wonderfully quaint, and very English, place to be... The shop fronts wonderful bay window Three pots on display. Tablecloth and/or fire always had an attractive display to entice guard, vase of flowers. the visitors inside; an antique tablecloth upon which vases of flowers were placed and the shops famous three pots stood not for sale, just for display only. They saw the seasons change and the displays change with it through the seasons Spring, Summer, Autumn and Winter. One teapot, one coffee pot and one chocolate pot posing proudly to the passersby. At midnight, when the shop was closed, the three pots woke up and began their jobs. They were always giving the cups and saucers advice as to how best display
3 x hats one for each pot 3 x laminated A4 song sheets

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themselves, how best to be admired and of course how to be bought. Tea Pot like Mrs Potts a warm and kindly have a cup of tea dearie housekeeper. Come on dear, sit up nicely and put your handle like so. Thats right now youre looking marvellous. Coffee Pot like Roald Dahl a tall and intellectual ideas-man classy. Try to show your full potential. If you are one of a set make that your asset. If you are a one-off then try to look your most individual. If you have a chip do not hide it, wear it proudly it shows you have been loved. Chocolate Pot a youngster, fun and enthusiastic full of froth. Arrange yourselves in a fun and eyecatching way. Try something new how about upside down? Stacked sideways? Or mismatched? What fun! Every time a cup or a whole set of crockery was bought by a customer, each pot felt it was their help that had counted, and there was much celebration. Yes, they were friends, they were family really but each pot thought they were the best. And the most English. One day a poster appeared in the Three Pots shop window it caused great excitement amongst the cups, saucers and pots. This is what it said: TOWN CELEBRATION
Use audience as cups and saucers Im a little teapot Short and stout Heres my handle, heres my spout. When the kettle boils youll hear me shout. Tip me up and pour me out. Im a shiny coffee pot Proud and tall I make all the other pots seem so small Ground coffee beans are brewed in me Ill make you perk up more than tea. Im a lovely chocolate pot Round and squat Grate powdered cocoa into milk thats hot. Twirl and twirl and swirl till its frothy and light. Cocoa is the cuppa that tastes just right.
Laminated poster
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STREET PARTY Saturday June 4th from 2pm Supported by The Three Pots Have Fun! Dance! And have the best cuppa in town! A party? A street party? The best cuppa in town? How exciting! The three pots began discussing the party and how wonderful it was going to be. But of course each pot thought that they would be chosen for the party - to make the best cuppa in town. They each boasted about their drinks popularity and Englishness. Mrs Teapot first: Ooo its got to be me chosen to make the Best Cuppa in Town. Everybody knows I am the English cuppa. Theres nothing better than a nice cup of tea is there, dearie. I must make sure I look my best. And as she got ready she sang her song: Im a little teapot short and stout Heres my handle Heres my spout When the kettle boils youll hear me shout Tip me up and pour me out! Mr Coffee Pot said, You are rather short and stout, Mrs Tea Pot. Now, just look how tall and important looking I am. Everybody knows that coffee is the best wake-up drink in England. I am certain I shall be chosen to make the best cuppa at the party. Now, I must prepare. And as he got ready he sang his song:
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Im a shiny coffee pot Proud and tall I make all the other pots seem so small Ground coffee beans are brewed in me Ill make you perk up more than tea! Not so fast, said Miss chocolate pot, Have you forgotten about the cosy, sweet, creamy, dreamy drink I make? Theres nothing more English than a nice hot cup of cocoa. Im sure I shall be chosen to make the best cuppa at the party. And as she got ready for the party she sang her little song. Im a lovely chocolate pot Round and squat Powdered cocoa and milk thats hot Twirl and twirl and swirl till its Frothy and light. Cocoa is the cuppa that tastes just right. The pots barely said goodnight to each other they were so pre-occupied about thinking how they were best suited to the party how each was most English. But gradually the shop did fall silent, the crockery on the shelves slept and one by one, the three pots drifted off to sleep too. That night, as they slept, the boastful pots were each visited by a mysterious figure. Mrs Tea Pot was visited by a voice from Ancient China Mr Coffee Pot was visited by a voice from 15th century Turkey Miss Chocolate Pot was visited by a voice from Ancient Central America Firstly, the Chinese voice came to Mrs Teapot and said:
Pictures of each figure from Phillipe Sylvestre Dufour 1699 illustration symbolising the excitingly distant origins of the new hot drinks
Choose a child to represent the voice.

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Help them to say the verse Little Pot? Little Pot? Listen to me! You think tea is English no! Just you wait and see. Ill tell you where tea came from And how it came to be The popular English drink today By travelling cross the sea. Legend has it that over 4000 years ago a Chinese Emperor Shen Nung Shi first discovered the delights of drinking tea. Apparently his water was always boiled before he drank it and some leaves from a nearby bush (a tea plant) blew into his water. Give them the instrument to play the instrument while we act out the scene First: the Chinese figure
Choose three children to act out this scene Emperor Servant Tree A leaf (piece of tissue paper) A tea bowl
Hand round tea leaves and tea brick The voice from Ancient China continued its story of how tea was soon thought of by many in China as a healthy, refreshing drink and 2000 years ago it Chinas national drink. Chinese farmers began cultivating tea plants, rather than harvesting leaves from wild trees. Tea leaves were generally dried and roasted and sometimes made into cakes which were pounded into small pieces and placed in a china pot. After adding boiling water. About 1000 years later tea was grown and drunk in Japan too and was elevated to an art form with the creation of the Japanese tea ceremony which is still carried out today. Tea was believed to
solve your worries and was important for your health. It wasnt for another 500 years that tea would be brought back by travelling European merchants to England. Tea had thousands of years of history in China before England EVER knew about it. And with that, the Ancient Chinese voice faded away as Mrs Teapot continued to sleep. Mr Coffee Pot also had a dream that night... Shiny Pot? Shiny Pot? Listen to me! You think coffee is English no! Just you wait and see. Ill tell you where the coffees from And how it came to be A popular English drink today By travelling cross the sea. 700 years ago the coffee tree only grew far away in Africa in Ethiopia. Yemenite Sufi travelling in Ethiopia observed birds of unusual vitality who ate the berries from the tree, and upon trying the berries himself, experienced the same vitality. Another tells of a goat-herd Kaldi who noticing the energizing effect when his flock nibbled in the bright red berries of a certain bush, chewed on the fruit himself. His exhilaration prompted him to bring them to a holy man, but he disapproved and threw them into the fire. This of course roasted the beans and an enticing aroma billowed and many more holy men came. The roasted beans were quickly raked from the embers, ground up and dissolved into hot water.
Shaker /tambourine given to child chosen to represent the voice Coffee beans
The Yemenite sufi Bush with coffee berries Birds Kaldi Goats Coffee bush Holy man
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Growing coffee plants and roasting then dissolving the ground beans started in Africa and in the Sufi monasteries of the Yemen in southern Arabia. Coffee drinking spread to Egypt and North Africa and by the 16th century it had reached the rest of the Middle East, Persia and Turkey. It was drunk in noisy market places, in coffee houses where people gathered to talk and play chess. It was well established as a drink here for hundreds of years before it was popular in England at around the same time as tea was introduced. The voice faded away Lovely Pot? Lovely Pot? Listen to me! You think chocolate is English no! Just you wait and see. Ill tell you where chocolates from And how it came to be The popular English drink today By travelling cross the sea.
Monkeys were the first to find the cacao plant edible and delectable, not man. In the hottest parts central America, these brightly coloured, rugby ball-shaped pods hung off trees, begging to be picked. Monkeys learned of the sweet, refreshing pulp concealed within the thick pod. Ancient man followed their example, picking the fruit off trees as they walked past. The sweet pulp of the cacao pod tasted like apricots or melons. But the beansor seedsin the core of the pulp were bitter and seemingly inedible. The monkeys would eat the pulp and spit out the beans. Ancient people followed the monkeys example, and only ate the delicious pulp. This was probably what Mother Nature had in mind: the seeds were disseminated throughout Central America.
Two or three children as monkeys Ancient Man
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The Mayans, during the Mayan Classic Age (300-900 A.D.) were the first true chocolate aficionados, treasuring cacao as a restorative, mood-enhancing cure-all. It became an integral part of their society, used in ceremonies, given as gifts and incorporated into their mythologies. The beans were ground into a coarse paste and mixed with spices, water and chilies to create a variety of hot and cold frothy, bitter drinks. Over the next 1, 500 years chocolate became the drink for the nobles and rich in Central America. The huge society of the Aztecs King, King Montezuma was thought to have drunk 50 cups a day. The cocoa beans were used as currency too. The foam was believed to hold chocolates fundamental essence, and the ritual of creating the foam is seen in Aztec artwork. Theyd pour the chocolate mixture vertically from one vessel to another, back and forth to make it froth.
Mayans and Aztecs making hot chocolate 1. Grinding beans into a course paste 2. Adding spices, chillies and water 3. Making hot and cold frothy drinks
King Montezuma 1. Drinking cup after cup 2. Servants pouring chocolate drink from one vessel to another to make it frothy.
Cocoa passed around to smell

At this point, chocolate was still a bitter.
Columbus likely was the first European to discover cacao beans but it took some time before Europe discovered chocolate when Cortes arrived there his conquest of the Aztecs and Mexico.
He who drinks a cup of this liquid, no matter how far he walks, can go a whole day without eating anything else. After the Spanish conquered the Aztecs and began building settlements in the New World, they adapted many of the dining habits of the natives, including chocolate by adding sugar and the Spanish settlers, after some experimentation, began drinking chocolate hot and sweet.
All instruments played to wake up the pots!
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Coffee, tea and chocolate all arrived in England at around the same time: coffee from Africa, tea from Asia and chocolate from America). Hot chocolate was served in chocolate houses, Forerunners of English pubs, chocolate houses were places where politics were discussed and debated. While chocolate was more expensive than coffee, tea was the costliest of the three. And all three beverages were usually served up with loads of sugar. Tea was the drink to have at home. They were the NEW hot drinks from all around the globe. The shutters suddenly opened and the sunlight rushed into the The Three Pots shop. It was the morning of the party. Each had been so touched by their story, their history of how they had come to be where they were born that they no longer minded if they were chosen to make the best cuppa in town. They knew they were Pots of History, Pots of Integrity and Pots of Importance, and Pots that now contained their stories of the world within them. It was time for the shop keeper to choose which pot would make the best cuppa for the party. He reached for Mrs Tea Pot, lovingly held it, then took off the lid and took a long sniff, Instead of the usual tea smell that reminded him of tinkling tea cups, bacon for breakfast and afternoon cake the whole room filled with the exotic aromas of places hed never been the soft rainy hills of Ancient China and Japan - of calm ceremony and steam and green. Memories from before his time of busy Chinese ports the hustle and bustle and
Light green ribbon (2m) to symbolise Chinese tea on a teaspoon, swirled around the audience. Chinese instrument again?
Light brown chiffon ribbon (2m) to symbolise froth on a Molinillo (moh-lee-NEEoh), swirled around the audience.
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tea crates and tea bowls. It was overwhelmingly exotic. And definitely not English. Dark brown ribbon (2m) to symbolise dark He lifted the lid off Chocolate Pot and took coffee on a stick or spoon, swirled around a long sniff. Instead of the usual the audience. chocolate-y smell that reminded him of childhood and snow, and cold fingers and woolly mittens the whole room filled with the exotic aromas of places hed never been the forests of Mexico and South and Central America of hot places and spices. Memories from before his time - of Aztec kings and luxury. It was overwhelmingly exotic. And definitely not English. He lifted the off Coffee Pot and took a long sniff. Instead of the usual coffee smell that reminded him of breakfast in hotels, of morning meetings and conferences the whole room filled with the exotic aromas of places hed never been the hills and plants of Ethiopia in Africa, and the Middle East of hot places and market places. Memories from before his time of noisy, chatty coffeehouses in Turkey, and games of chess. It was overwhelmingly exotic. And definitely not English. And so the shop keeper knew he had to choose all three pots to make the best cuppa in town. They were all such old drinks that had come from so far away across the sea, and each had arrived in England at around the same time. How could he choose between them? Coffee Pot, Tea Pot and Chocolate Pot had never been more proud of themselves. And of each other. They would never forget their stories of where they were born that the ancient voices had brought them in their dreams that night.
During the party as he poured out the Twirl all three ribbons get children to swirl warming and delicious hot drinks to the wearing the hats? guests he could still sense their stories of the world swirling around the air through the steam and in the aromas of the best cuppas in town, and he wondered if the drinkers could sense it too. Tasting three drinks What does the smell remind you of? Matching activity match the pots with their cups Coffee, tea and coffee to taste Laminated cups and pots to match
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APPENDIX 2.5.9
FAMILY DAYS - WORLD OF CHOPSTICKS - SCRIPT The World of Chopsticks
1.Make chopstick rests with Fimo: It takes about 20 minutes to be baked. (20 mins)-Phoebe lead 2.Present rice cultivated regions and its environmental surroundings to explain difference of strains by world map and raw grains. (5 mins) -As a cereal grain, rice is one of the most important foods for a large part of the worlds population, especially in Asia and the West India. Rice is the third-highest world-wide production after corn and wheat. (Rice photo Indica & Japonica) There are 2 kinds of rice in the world, Japonica & Indica. Japonica is shorter and more sticky than indica. Indica is long and not sticky. Do you know why indica is longer than Japonica? To grow rice, water and sunshine is needed. Normally rice grows once a year but some tropical areas harvest twice a year because of lots of rainfall and long hours of sunshine. Indica grows in tropical areas because there is plenty of water and sunshine. So indica is longer because it grows faster. (Show Map) This is the World map and this square shows the rice production. Rice is originally from Asia and certain parts of Africa but many years of trade have made it common in many countries in the world such as Europe and America. However, China and India are still responsible for nearly half of the worlds output. There are many varieties of rice; the main differences are long, medium and shortgrain rice. The grains of long-grain rice tend to remain intact after cooking; medium
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grain rice becomes more sticky. Medium-grain rice is used for sweet dishes, for example, risotto in Italy. A stickier medium-grain rice make the rice maintain a solid shape so it is used for sushi. 3.Demonstrate rice cooking. (5 mins) Rice is cooked by boiling or steaming, and absorbs water during cooking. It can be cooked in just as much water as it absorbs, or in a large quantity of water which is drained before serving. Electric rice cookers are popular in Asia and Latin America and simplify the process of cooking rice. Rice is sometimes quickly fried in oil or fat before boiling like risotto. This method makes the cooked rice less sticky. There are many ways to cook rice but I will introduce you the basic way. Here are some Tips for cooking rice well Purchase good quality rice for a good quality outcome. Old rice will not produce a tasty or light a meal as fresher rice. Rice can be cooked in water, stock or milk to change its flavour during cooking. Rinsing rice helps get rid of any starch and impurities. Rinse until the water is clear and not cloudy. For every cup of long grain rice, add 1 1/2 cups water. Bring the rice to a boil, uncovered, at medium heat. When the rice is boiling, turn the heat down to medium low. Place the lid on the pot, tilting it to allow steam to escape. After the rice has been cooking for a few minutes, check for holes or "craters." When you can see the holes or craters, put the lid on tight. Turn the heat down to low. Simmer the covered rice for another 15 minutes. Fluff it up with a fork and serve
hot. 4.Give information about 3 kinds of chopsticks during the time for rice cooking. (5 mins) During the rice cooking I will tell you the difference between 3 chopsticks. These are chopsticks from three different countries China, Japan and Korea. Guess, where these chopsticks come from? Yes, this pair of chopsticks is from China. Have you ever thought about Why Chinese chopsticks are longer than others? It is because of the population in China. Now there are 1,300,000,000 Chinese in the world. So when they have a meal its with a big family and its difficult to prepare lots of individual portions. Therefore they prepare big plates of food and share it. (Chinese photo) But on this big table, it is very hard to reach their arms to the food in the middle of the table. So they use long chopsticks to reach and pick up food up easily. Then, Do you know why Japanese chopsticks are shorter than Chinese ones? (Waiting answer) Look at this photo(Japanese Table). It is a basic meal for one person in Japan. Japanese people have their own portion in front of them and they dont share, so they dont need long chopsticks. But look at this. Japanese chopsticks are pointed. Why is this part sharp? Because, Japan is an island so they have plenty of seafood. Fish has bones and people need to remove the bones before eating. Pointed chopsticks help to remove bones easily. Then why Korean chopsticks are longer than Japanese ones but shorter than Chinese chopsticks?
Look at this picture (Korean Table) It is a basic Korean style meal table. Each Korean has their own soup and rice. But they share side dishes. Therefore Korean chopsticks reflect these two characteristics sharing and having individual portions. Why Korean chopsticks are made of metal? It is heavier than wooden chopsticks. It is because of giving more power. Koreans eat both very solid food and very soft food so they need to have delicate control. Metal chopsticks make this possible. Metal delivers power to the end of the chopsticks. 5.Give instruction how to use chopsticks. (5 mins) Weve learnt the differences between three chopsticks. From now on we will learn how to use chopsticks. Even if many people all over the world enjoy Asian food and have many chances to use chopsticks but not many people know how to use chopsticks. I will tell you the proper way of using chopsticks. Look at this picture. It is the standard way. (Show hand with chopsticks picture) Place stick between thumb and index finger and rest your chopsticks on the ring finger of your right or left hand. Place stick between thumb and index finger and rest your chopsticks on the middle finger. Hold first chopstick still and move the top one up and down. Now you can pick up anything!! 6.Exercise using chopsticks by sorting out different size of beans.(Cooperation with family members is needed) (15 mins) Its time to practice. We prepared many different size of beans in one bowl. You will be given cups. Please sort out beans and put it in to the cups using your chopsticks. Please do not eat the beans!
7.Ready 4-5 kinds stations to serve cooked rice during chopstick challenge with beans (5 m) 8.Taste rice with chopsticks at the separate stations. (distribute new pairs for hygienic purpose) (10 mins) Its time to taste 4 different kinds of rice using chopsticks. Use new chopsticks and taste it. We prepared indica, japonica rice, brown and black rice. Brown rice is less polished. If fully polished rice will be white. Brown rice is better for you but its harder than white rice so it takes your stomach longer to breakdown. Black rice is one of different varieties rice. Just 10% of black rice make 90% of white rice black so when you cook black rice just 10 % of black rice is enough. 9.Distribute baked participants' own chopstick rest. (10 mins) The chopsticks rest which you made at the beginning is baked. We will give out your chopstick rest and lets try to put your chopsticks on your chopsticks rest. 10.If time allows, let people to explain the meaning of their art works (10 mins) Lets talk about your chopstick rest to each other. Why did you make that shape/pattern? And talk about how do you think about The World of Chopsticks session Did you enjoy? What have you learnt from the session?
UCL Student Homes Project
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APPENDIX 2.5.10
FAMILY DAYS - WORLD OF CHOPSTICKS - RICE CHARACTERS
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APPENDIX 2.5.11
FAMILY DAYS - ZODIAC ANIMALS
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APPENDIX 2.5.12
Tag Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
FAMILY DAYS GAMES BINGO OBJECT LIST

Country of origin or inspiration
Object Punch bowl Corner cupboard Games table Glass dome with birds Murphy radio set Chocolate pot Early knife and fork The tea party portrait
Japanese
Birds from South America
Chocolate from South America Italy Tea from China
Wooden plaster mould Ancient Greece/Rome Table Bellarmine jug Flower bowl Candlestick Cloves Cinnamon Walkman Victorian hat Pipe Teddy bear Nokia mobile phone Morocco Germany Dutch Scandinavia Indonesia China Japanese Feather from South Africa Stone from Turkey Germany Finland
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APPENDIX 2.5.13
FAMILY DAYS - GAMES YUT NORI
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APPENDIX 2.5.14
FAMILY DAYS SIGNAGE
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APPENDIX 2.5.15 Title Student Jukebox
GLOBAL HOMES WORKSHOP COPY Copy Music is an essential part of the student experience. Relive high times as a student listening to hits from the 70s to the 2000s Location Outside the Shop Time 6-6.45pm 7.15-8.00pm Exhibition space 6.45-7.30pm 7.45-8.30pm Art Room 1 6.45-7:30pm 7.45-8.30pm Art Room 2 6.00-6.45pm 7.45-8.30pm Lower Concourse (outside art rooms) Multi-media area Restaurant 6.15-8.15pm drop-in
Exhibition Talk: Take a guided tour of the temporary exhibition led At Home with the by GM staff. World Exhibition Talk: Who Stole my Milk? The World of Chopsticks Communication Breakdown! Hear behind-the-scenes stories from UCL students about the creation of this exhibition and share your flatsharing stories. Learn about different types of rice and proper chopstick technique; then sample rice in a challenge which showcases your chopstick skills. Without good communication in a flatshare things can go haywire! Test your communication skills and see how fast your team can recreate the mystery object. Harness your inner artist and create a collage showcasing your favourite part of home. Crisps and wine
Collage your World Refreshments
6.15-8.15pm drop-in 6-8pm
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APPENDIX 2.5.16
GLOBAL HOMES ADVERTISING COPY
Open Evening: Global Homes Wednesday 16 May, 6.00-8.30pm

Tickets 6 for adults and 4 for students and friends of the Geffrye Museum (includes a free glass of wine)
Music: Student Jukebox

Music is an essential part of the student experience. Re-live high times as a student listening to live hits from the 1970s to the 2000s. 6.00-6.45pm and 7.15-8.00pm
Exhibition Talk: At Home with the World

Take a highlights tour of our new exhibition led by curator Alex Goddard. 6.45-7.30pm and 7.45-8.30pm
Exhibition Talk: Who Stole my Milk?

Hear behind-the-scenes stories from UCL students about the creation of this exhibition and share stories of former housemates. 6.45-7:30pm and 7.45-8.30pm
Workshop: The World of Chopsticks

Learn about different types of rice and the proper chopstick technique; then sample rice in a challenge which showcases your chopstick skills. 6.15-6.45pm and 7.45-8.15pm
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Activity: Communication Breakdown!

Try out our communication game to test your skills. Drop-in between 6.15-8.15pm
Workshop: Collage your World

Harness your inner artist and create a collage showcasing your home. Drop-in between 6.15-8.15pm
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APPENDIX 2.5.17
GLOBAL HOMES RESEARCH PROVIDED TO FACILITATORS Instructions for communication game in which a team tries to reconstruct an object.
Communication Breakdown
Collage your World
Live Band
Photographs of persona exercise from MSI class Suggestions on how the activity could be adapted for more personal and homefocused context Song list of recommendations from project team and the GM audience
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APPENDIX 2.5.18
GLOBAL HOMES INITIAL SONG LIST
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APPENDIX 2.5.19
Activity Music
GLOBAL HOMES PROPOSAL

Content of session Student songs from 70s2000s Tour of the At Home With the World exhibition Staff Gary and band (up to 4 people) Alex Goddard curator Location Outside the Shop Time 6-6.45pm 7.15-8.00pm Cost 400 max
Exhibition talk
Exhibition space
6.45-7.30pm 7.45-8.30pm
Student talk
Talk from DSHT about the Who Stole my Milk display, post-it note bad flatmate wall and chat about experiences, the talk should also include some of the UCL project students talking about different gestures and how this can lead to misunderstandings Shorter version of childrens workshop, including where different types of rice from, talk about different chopsticks, learning how to use the chopsticks, how to cook good rice and trying the
UCL students DSHT + additional students to talk about gestures
Art Room 1
6.45-7.30pm 7.45-8.30pm
Chopstick Challenge
Minyoung/Namyoung
Art Room 2
6.30-7.00pm 7.15-7.45pm 8.00-8.30pm
Material costs 50 max
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different rice. Team work Game 30 minute version of the game Create a mood board about yourself so your flatmate/partner can understand you better Freelancer Lower Concourse (outside art rooms) Multi-media area 6.15-8.15pm drop-in 6.15-8.15pm drop-in Freelance lead 105
Personality workshop
Freelance artist
Freelance lead 105 (materials will be paper and catalogues/magazines so no cost) 90 max
Refreshments Total cost
Crisps and wine
GM staff
Restaurant
6-8pm
660 (max 750)
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APPENDIX 2.5.20
LIT REPORTAGE PHOTOGRAPHS
LIT members discuss Family Days ideas during panel meeting and come up with Rice Characters for the World of Chopsticks activity.
LIT members show children how to properly hold chopsticks during the Family Days World of Chopsticks activity.
Family Days participant practices her new found chopstick skills with various sized beans & rice, while LIT member explores the Rice Cultivation Map with fellow participants.
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6 - Project Outcomes - LIT

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6 - Project Outcomes - LIT

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UCL Institute of Archaeology

Who Stole my Milk?

UCL Student Homes Project 2012

Learning and Interpretation Team (LIT)

UCL Student Homes Project 2012

UCL Student Homes Project 2012

UCL Student Homes Project 2012

UCL Student Homes Project 2012

USE OF LEARNING THEORIES FOR FAMILY DAYS

GSOs and GLOs for Family Days

Example Outcome Statement We had fun today

We were inspired by a culture from another part of the World

UCL Student Homes Project 2012

use our imagination

First Tier GSO 1. Stronger & Safer Communities

Second Tier GSO Encouraging familial

Example Outcome Statement We had the chance to work together as a family

ties and relationships encouraged to take part in all activities,

2. Strengthening public life

Providing safe, inclusive and trusted public spaces

The activity took place in a safe and welcoming environment

3. Health & Well being

'We felt proud of the things we made during the activity'

UCL Student Homes Project 2012

FAMILY DAYS PROPOSAL

Mainly Used Senses

The World of Chopsticks

Foreign influences, like forks and knives from Italy

Craft Cooking Storytelling

bodily kinaesthetic, Taste, Intrapersonal Sight, Touch, Smell

Whats Your Zodiac

Craft & Storytelling

bodily kinaesthetic, spatial,

-Discover your East Asian zodiac animal and make a

UCL Student Homes Project 2012

family post card

Draw to the Music

Listening Classical music inspired by foreign culture.

Musical, spatial, interpersonal

Games of the World

Time for a Cuppa?

Imports objects from far-East to England through the Silk

Logical Mathematical Spatial,

Sight, Hearing Touch,

UCL Student Homes Project 2012

Interpersonal bodily kinaesthetic

opportunity to taste a variety of hot drinks

UCL Student Homes Project 2012

FAMILY DAYS MARKETING FLYER

UCL Student Homes Project 2012

FAMILY DAYS RISK ASSESSMENT

Slips, trips and falls. Could occur on uneven surfaces

Major fall. Could occur on steps leading down to art rooms

UCL Student Homes Project 2012

Time for a Cuppa The World of Chopsticks

Time for a Cuppa The World of Chopsticks

UCL Student Homes Project 2012

What's your Zodiac Animal? Draw to the Music

The World of Chopsticks

The World of Chopsticks

Time for a Cuppa

UCL Student Homes Project 2012

Time for a Cuppa Draw to the Music