Assignment Theme - Portfolio Criteria: intercultural, cross-curricular and innovative media projects

1. Decide on age group – primary, middle or lower secondary school. 2. Decide on theme Cultural studies e.g. identity, lifestyle and subculture, fashion,

bodies (see Ryan, 2010). 3. Decide on learning objectives: Intercultural competence knowledge and skills. 4. Decide on cross-curricular subject – check learning objectives. 5. Decide on technology – media: what does the source afford as a learning

experience? 6. Plan an intercultural, cross-curricular and innovative media project:

Noticing-comparing-reflecting-interacting (Liddicoat & Scarino, 2013:60, Svarstad, 2016). Five principles: active construction, making connections, social interaction, reflection and responsibility p. 56-59 plus 68-69.

7. Create opportunities for different perspectives in communication, interaction and negotiation of meaning.

 Brainstorm

Final idea: Sneak Peak Something about shoes

Age Group 

Lower secondary school; 8th grade

Cross-curricular Geography & English (4x45 mins/week)

● Geography: ● English: ● (Håndværk og Design)

Theme(s) ● Culture ● Subculture ● Identities ● Prejudice ● Fashion ● Lifestyle

Learning Objectives  Vidensmål Eleven er bevidst omkring identitetsmarkører og kan identificere dem. Eleven er bevidst omkring kulturelle fællesskaber og hvad der, kan, karakterisere dem. Eleven har forståelse for udførelsen af et projekt og faserne deri. Færdighedsmål Eleverne kan interagere fordomsfrit og nysgerrigt med hinanden. Eleven kan lave en interview skabelon og interviewe forskellige målgrupper. Eleven er bekendt med og kan bruge redigeringsprogrammer på et simpelt niveau. Eleverne kan samarbejde, fordele i bladt sig og kommunikere omkring et større projekt. Eleven kan tage et billede med specifikt fokus og efter æstetiske regler.

Intercultural: Students work with their prejudice and identity based on shoes. The students will potentially interact with people from all over the world in their local community and through friendship classes. We will scaffold them using material (shoes) from different cultures.

Innovation & Entrepreneurship (4 dimensions) ● Action

The students are putting their knowledge and skills into use through cooperation, planning and decision-making.

● Attitude (personlig indstilling) The students believe that their actions can change conditions or awareness on a local or global level.

● Creativity Creativity is seen as a mean to develop professionally, thus being able to think critically, experimenting and moving on from failure are seen as important skills to nurture through creative working methods.

● World & environmental awareness (omverdensforståelse) Knowledge of the world should be incorporated as both a resource and an arena for activities. Cultural understanding on different levels; locally, simple and complex.

Media Photography: shooting (camera) , editing (lightroom), layout (InDesign, Photoshop), etc. Podcasts/DAW: (Audacity, GarageBand, Logic Pro, Ableton Live etc.) Optagelse: (Microphone, Screenflow, Camera) Video: (iMovie, Final Cut Pro, Premier Pro, ScreenFlow, screencast-o-matic) Crowdfunding: (booomerang.dk, kickstarter.dk, patreon.com) Video conference: (Zoom, Skype) Book Design: (Unsplash.com, Colourbox.dk, Pinterest.com, Canva.com, Adobe Illustrator, InDesign) Documentaries:

● Abstract: Ep2: Tinker Hatfield: Footwear Design ○ Nike, Sneakers, Design

● In Their Shoes (2015): Atul Sabharwal ○ Indien, Produktion og u-land

● Manolo, The boy who made shoes for Lizards (2017) ○ USA, Design, Højkultur og Industri

● Sneakerheadz (2015):

○ USA, Ny Kultur, Marked, Niche, Entreprenørskab ● God Save My Shoes (2011):

○ Worldwide, Women, Stilettos Og mange MANGE flere ...

Products ● Photobook: Prejudice based on clothes and more specific peoples shoes. How

much information do you perceive just by focusing on this one object? Students do photography of shoes on the streets. They need to interact with strangers a

● Recycling: ○ “Pass them on” - give your used shoes to people who need them (Homeless,

Africa, Røde Kors). Collect used shoes from friends, family, strangers (through campaign/crowdfunding techniques).

○ “New Use” - make old shoes into something new. Divergent thinking and creativity (https://www.youtube.com/watch?v=hzBa-frc2JA). Ability to see multiple possible answers to a question. How many uses can think of for used shoes.

Lesson What Why How

Week 1: Introduction - Adapting to the entrepreneurial mindset, Input

Figure: The Open-Close Model for Ideation

1 (En)

Ideation To create good ideas

It’s an integral part of innovation and

entrepreneurship process. To change

mindset towards opportunities.

Brainstorming exercises

Creative word exercises

2 (En)

3 (En)

Problem-solving

It’s a hands-on approach to

task-based thinking. Because the student

need to think in terms of adding value to society through their learning

process

Introduction to task-forces; podcasts-,

video-, “publishing a book”-group, etc.

4 (Ge)

Disruptive vs. Radical Innovation

Why do we need to think about innovation - what’s the impact of disruptive vs. radical innovation on a global

scale

Concrete examples and cases.

Video: Sneakerheadz

Week 2: Noticing, Reflecting, Comparing, Input, Repetition

5 (En)

Prejudices & Introduction to Shoes

Identify, construct, deconstruct > empathy

Landeskunde; are there any justified

generalisations? Shoes: look at your own

shoes, physical examples, Pictures from all continents Video: The Boy Who Made Shoes for Lizards (Manolo,

2017)

6 (En)

7 (En) Autobiography: Cultural awareness

For the students to get an idea of their own

cultural awareness;

Through material aimed for secondary lower school

students

maybe even prejudices

8 (Ge)

The Life-Cycle of a Shoe

To create awareness about the origin,

production process, materials and logistics of the products we use everyday - with shoes

as the concrete example

Video: In Their Shoes (2015): Atul Sabharwal

Week 3: Noticing, Reflecting, Comparing

9 (En)

Identities

For the student to become more aware of the cultural aspects of

identity

Language portfolios, cases

Shoe profiles.- Mix and

Match exercises - Reflection: Why?

10 (En)

11 (En)

Culture Game

Element of play for creating an

entrepreneurial mindset and combining

it with intercultural knowledge, skills and

awareness. Also to create an authentic

situation for true collaboration.

“Who am I - Who are you!” A mini escape room

about acceptance and collaboration.

12 (Ge)

Shoe Functions and Cultures

To give the students a playful and reflecting

reference point for understanding functions and culture in society through shoes as a

mediating tool.

What shoes would you dance in?

How does it reflect upon you wearing sneaks to

a wedding?

Let’s Hip Hop - Dance and play introduction to

shoe functions.

You are wearing what?! - A mini roleplay about

exaggerated prejudices.

Week 4: Noticing, comparing, reflecting and interaction

13 (En) What’s important in an interview

For the students to be able to conduct Creating interview sheets

14 (En)

interviews the following week

15 (En) Put yourself in another persons shoes Linguistics Linguistics, synonyms,

word plays

16 (Ge)

Demographics, Terrain types

To understand chains of meaning defined by

cause and action.

How does a mountain affect our shoe choice?

What does

demographic entail for our cultural identity?

Picture analysis

Demographical introduction to cultural

groups.

What is a terrain type - Photo Contest

Week 5: Interaction, output

17 (En)

Interview people on the street, take pictures of

their shoes

To create authentic intercultural

encounters

An arena for the students to actually test their skills, knowledge

and awareness

Collecting the content/material for the

final product

18 (En)

19 (En)

20 (Ge)

Week 6: Noticing, comparing, reflecting and interaction

21 (En)

Creation of final product

Fueling motivation for creative urge

Working in taskforces

Editing the book together using Canva

Designing pitch -

Presentation Technique

22 (En)

23 (En)

24 (Ge)

Presentation and evaluation

End of module. To evaluate the students

actual learning outcome - Change of

mindset?

Presenting and pitching final product.

Brainstorm Keywords: Apperance Prejudice … 2 synonymer Ordklasser Adjektiver der skal bruges Kriterier: disse ord integreres Stilladser deres engelsk brug i processen Oral communication Summativ: Sko historie: Salgsvideo: Screencast til hver side til hver person Podcast - taskteams “Hvis I optager interview på engelsk kan I bruge citater direkte i bogen i stedet for at oversætte alt efterfølgende.” Optag med mikrofon.

Presentation

EMIL BARE FORDI Video - Sneak Peek - 1½ minut BARE FORDI Kedelig Formalia - 1 minut WHAT

Canva og Bogen - Hvad er slutproduktet? 1½ minut

WHY - THOMAS Det interkulturelle aspekt - 3 minutter

- Sko som medierende redskab til holistisk forståelse af repræsentationer, identiteter og kulturelle fællesskaber - 2 minutter

- Multimodalitet - Billeder, dokumentarer, Artefakter (Sko), game-based

learning - 1 minut

HOW - SOPHIE Skabe innovativt og entreprenant mindset - 4 minutter

- Modulplan. Tasks. Karakteristika ved den - 1½ minut - Inspiration & input. - Sammenkoble faglig viden med innovativ og entreprenant “gøren”. - Modellen - Sammenkobling af interkulturalitet med Innovation &

Entreprenørskab

- Klasseledelse - 2 minutter - “Doing” - Formativ feedback -> At skubbe og guide processen. - Klasserums-design - Ændre på gængse former. Nyt miljø.

- Taskforces - ½ minut THOMAS

SCENOGRAFI

- BILLEDCOLLAGE

- SKOKASSEN