6 - Project Outcomes - LIT

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UCL Institute of Archaeology

2012

Who Stole my Milk?2.5 Learning and Interpretation Team

Min Young Cho & Namyoung Kwon



UCL Student Homes Project 2012 Page 214

TABLE OF CONTENT

2.5 Learning and Interpretation Team 213

2.5.1 Executive Summary 215

Appendix 2.5.2 Use of Learning Theories for Family Days 219

Appendix 2.5.3 Family Days Proposal 221 Appendix 2.5.4 Family Days Marketing Flyer 224

Appendix 2.5.5 Family Days Risk Assessment 225

Appendix 2.5.6 Family Days Materials – Purchase List 232

Appendix 2.5.7 Family Days Research Provided to Facilitators 234 Appendix 2.5.8 Family Days – Time for a Cuppa – Script 235

Appendix 2.5.9 Family Days – World of Chopsticks – Script 246 Appendix 2.5.10 Family Days – World of Chopsticks – Rice Characters 251

Appendix 2.5.11 Family Days – Zodiac Animals 253

Appendix 2.5.12 Family Days – Games – Bingo Object List 254

Appendix 2.5.13 Family Days – Games – Yut Nori 255

Appendix 2.5.14 Family Days Signage 261 Appendix 2.5.15 Global Homes Workshop Copy 265 Appendix 2.5.16 Global Homes Advertising Copy 266

Appendix 2.5.17 Global Homes Research Provided to Facilitators 268 Appendix 2.5.18 Global Homes Initial Song List 269

Appendix 2.5.19 Global Homes Proposal 270

Appendix 2.5.20 LIT Reportage Photographs 272




2.5 Learning and Interpretation Team (LIT)

2.5.1 Executive Summary

LIT’s 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 children’s activities and present ed a proposal

to the GM for activities in line with the At Home with the World exhibition’s themes

and objects. (see appendix 2.5.3)

While it was not appropriate for LIT to address the project’s communication

messages during the Family Days activities as the Who Stole my Milk? exhibition had

not yet opened, an arrangement that was outside of LIT’s control, LIT used the

project’s 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. Thetarget 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 t o 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.




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 f or 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 project’s 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.




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 project’s primary target audience as well

as the core GM audience.

LIT designed Global Homes to convey the project’s communication messages and

utilize the project’s 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 t he 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 Geffrye’s Young People’s 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)




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 PIT’s 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”.




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 Second Tier GLO Family Days Components Example Outcome Statement

1. Enjoyment,

Inspiration,

Creativity

Having fun All activities were crafted so as to be

enjoyable and fun for participants from a

variety of age groups.

‘We had fun today’

2. Attitudes and

Values, Opinions or

Attitudes towards

other people

Increased capacity

for tolerance

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.

‘We were inspired by a culturefrom another part of

the World’

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




Creativity through which children and families were

invited to envision and create new concepts

or art pieces.

use our imagination’

First Tier GSO Second Tier GSO Family Days Components Example Outcome Statement

1. Stronger & Safer

Communities

Encouraging familial

ties and relationships

All family members and carers were

encouraged to take part in all activities,

assist each other, and work together.

‘We had the chance to work

together as a family’

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'




APPENDIX 2.5.3 FAMILY DAYS PROPOSAL

Name of

Event

Relevant

Theme/Objects

Type of

Activity

Learning Style Mainly

Used

Senses

Contents

1 The World of

Chopsticks

Foreign

influences, like

forks and

knives from

Italy

Craft

Cooking

Storytelling

bodily kinaesthetic,

Intrapersonal

Taste,

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

2 What’s Your

Zodiac

Eastern

Connection

Craft &

Storytelling

bodily

kinaesthetic,

spatial,

Sight,

Touch

-Discover your East Asian

zodiac animal and make a




Animal? interpersonal,

intrapersonal

family post card

3 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.

4 Games of the

World

multiple Game Logical-

mathematical,

Spatial,

Sight,

Touch,

-Enjoy variety of games from

around the world.

-Artefact Bingo game.

5 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




road Interpersonal

bodily kinaesthetic

Smell,

Taste

opportunity to taste a variety of

hot drinks

6 Explore

Origami

Japaning Craft,

Drawing

visual, kinaesthetic Sight,

Touch,

Learn to fold different origami

creatures and other paper

creations and decorate it.




APPENDIX 2.5.4 FAMILY DAYS MARKETING FLYER




APPENDIX 2.5.5 FAMILY DAYS RISK ASSESSMENT

Areas most at risk Risk factor

(Likelihood x

severity)

How the risk will be controlled For Family Days by LIT

(Needs to be specified)

Slips, trips and falls.

Could occur onuneven surfaces

3 x 3 = 9 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.

First aid kits stationed throughout the

museum (only authorised personnel from the

museum should administer first aid)

Every session

Falling off a stool.

Could occur if a child

is rocking on a stool,

or kneeling on a stool

4 x 2 = 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

2 x 2 = 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 2 x 2 = 4 Museum staff/freelance artists should be aware

of all children/young people in the workshop and

Time for a Cuppa? - When handling hot water




with equipment.

A child/young person

injuring themselves

or others whilst

holding equipment

such as scissors or

other sharp objects

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.

Using equipment.

A child could

cut/stab themselves

whilst taking part in a

craft workshop.

3 x 2 = 6 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


The World of Chopsticks

Fire – minor.

Fault on small

oven/burning cloth

on hot ring

1 x 2 = 2 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


Burn.

When using

oven/hob in

workshops.

1 x 2 = 2 High level of supervision by museum

staff/freelance artist at all times. Young childrenshould 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





Fumes.

These may occur

when using plaster of

paris, glue, spray

paint etc

1 x 1 = 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 theworkshop space on behalf of the group.


Draw to the Music

Allergic reaction.

This may be a nut

allergy, allergy to face

paint, etc

3 x 2 = 6 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.


Swallowing small

objects.

2 x 2 = 4 Close supervision by museum staff/freelance

artists and accompanying adults. The group

should be controlled closely by the museum

staff/freelance artists.


Overcrowding. 2 x 2 = 4 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.

Every session

Handling objects. 2 x 2 = 4 Handling items should be used with care and

supervised by museum staff /freelance artists.

Time for a Cuppa




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

for museum freelance

artist staff to ensure

no unsuitable

individuals in contact

with children/young

people

1 x 1 = 1 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




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

2 x 4 = 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

museum’s Child Protection Procedure will thenbe followed.

Every session

Abduction. 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




Action scoring criteria

Likelihood

1Unlikely though conceivable

2Possible but unusual

3Even chance

4Probably / not surprising

5Likely / to be expected

Severity

1 Scratch, minor abrasion, bruise, general discomfort, no property damage.




2 Cuts, minor burns, sprains, minor ill health, allergy, property damage.

3 Bone fracture, temporary illness, property damage between £1,000 and £10,000

4 Unconsciousness, major burn, serious illness, loss of limb or eye, extensive property damage up to £2M

5 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




APPENDIX 2.5.6 FAMILY DAYS MATERIALS – PURCHASE LIST

Sessio

n

No Item Links or shops for buying Quan. More info.

Cuppa 1 Hot

chocolate

Any supermarket 1 bottle

2 Tea

(different

kind, 1boxeach)

Any supermarket 2 boxes

3 Decaff

coffee

Any supermarket 1 bottle

4 Paper cup http://www.amazon.co.uk/Disposable-25cl-Paper-Coffee-

White/dp/B006F19AIQ/ref=sr_1_1?s=kitchen&ie=UTF8&qid=1331740189&sr=1

-1

Total 4 packs

(2 packs

among them

are for rice

session)

Small size is

preferred

5 Modern

chocolate

pot

http://www.ebay.co.uk/itm/Christmas-Hot-Chocolate-Pot-Kettle-whisker-

/190616335715?pt=Small_Kitchen_Appliances_US&hash=item2c619e7563

1

Rice 6 Disposable

Chopsticks

http://www.amazon.co.uk/Pack-Pairs-Disposable-Chopsticks-

Hashi/dp/B004SH5WB8/ref=sr_1_25?ie=UTF8&qid=1331506158&sr=8-25

40ea * 2 packs £4

7 A pair of

Japanesechopsticks

http://www.amazon.co.uk/gp/product/B0041MWDU8/ref=s9_simh_gw_p79_d

0_g79_i5?pf_rd_m=A3P5ROKL5A1OLE&pf_rd_s=center-2&pf_rd_r=18EBVFE6E7SWFF9ZCAA7&pf_rd_t=101&pf_rd_p=467128533&pf_r

d_i=468294

or Japan centre

1

8 Butterbean

or Brazil

nut

Any supermarket 700-800g Dried beans

(not the one in

water)

Participants will

9 Kidney

bean

Any supermarket 700-800g

http://www.amazon.co.uk/gp/product/B0041MWDU8/ref=s9_simh_gw_p79_d0_g79_i5?pf_rd_m=A3P5ROKL5A1OLE&pf_rd_s=center-2&pf_rd_r=18EBVFE6E7SWFF9ZCAA7&pf_rd_t=101&pf_rd_p=467128533&pf_rd_i=468294












10 Chick pea

(Black eye

Beans)

Any supermarket 700-800g sort each bean

out of all mixed

beans in

containers.11 Petits Pois

(or Green

pea)

Any supermarket 700-800g

13 Basmati

rice (or

Long grain)

Any supermarket 500g * 2 Each 500g / a

day

14 Sticky rice Any supermarket or Waitrose (Thai Sticky rice) 500g * 2

15 Japanese

sushi rice

Any supermarket or Japan centre 500g * 2

16 Brown rice

(or Whole

grain)

Any supermarket 500g * 2

17 Black rice Japan centre 500g * 2

# Redish colour means alternative shops.




APPENDIX 2.5.7 FAMILY DAYS RESEARCH PROVIDED TO FACILITATORS

Explore origami 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.geffrye-

museum.org.uk/collections/search-the-collections/item-

detail/?id=O23251&index=10) and painting featuring woman with stringed

instrument (http://www.geffrye-museum.org.uk/collections/search-

the-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

http://www.geffrye-museum.org.uk/collections/search-the-collections/item-detail/?id=O23251&index=10
















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 oldtown in England, was an old shop. And inthe old shop there were stacks and stacks

of old cups and saucers, and old plates

and pots.

The shop was called ‘The Three Pots.’

Laminated A4 sign for the shop

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 browsingcustomers 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 front’s wonderful bay windowalways had an attractive display to entice

the visitors inside; an antique tablecloth

upon which vases of flowers were placed

and the shop’s 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.

Three pots on display. Tablecloth and/or fire

guard, vase of flowers.

At midnight, when the shop was closed,

the three pots woke up and began theirjobs. 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




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 yourhandle like so. That’s right – now you’relooking marvellous.’

Coffee Pot – like Roald Dahl – a tall and

intellectual ideas-man – classy.

‘Try to show your full potential. If you areone 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 hideit, wear it proudly – it shows you havebeen loved.

Chocolate Pot – a youngster, fun and

enthusiastic – full of froth.

‘Arrange yourselves in a fun and eye-

catching 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.

Use audience as cups and saucers

I’m a little teapot Short and stout

Here’s my handle, here’s my spout.

When the kettle boils you’ll hear me shout. Tip me up and pour me out.

I’m a shiny coffee pot Proud and tall

I make all the other pots seem so small

Ground coffee beans are brewed in me

I’ll make you perk up more than tea.

I’m a lovely chocolate pot

Round and squat Grate powdered cocoa into milk that’s hot. Twirl and twirl and swirl till it’s frothy andlight.Cocoa is the cuppa that tastes just right.

One day a poster appeared in the ‘ThreePots’ shop window – it caused great

excitement amongst the cups, saucers and

pots. This is what it said:

TOWN CELEBRATION

Laminated poster




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 intown? 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 drink’spopularity and Englishness. Mrs Teapot

first:

‘Ooo – it’s got to be me chosen to makethe Best Cuppa in Town. Everybody

knows I am the English cuppa. There’snothing 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:

I’m a little teapot short and stout Here’s my handle

Here’s my spout When the kettle boils you’ll 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:




I’m a shiny coffee pot Proud and tall

I make all the other pots seem so small

Ground coffee beans are brewed in me

I’ll 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? There’snothing more English than a nice hot cup

of cocoa. I’m sure I shall be chosen tomake the best cuppa at the party.’ And asshe got ready for the party – she sang her

little song.

I’m a lovely chocolate pot Round and squat

Powdered cocoa and milk that’s hot Twirl and twirl and swirl till it’s

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

Pictures of each figure from Phillipe Sylvestre

Dufour 1699 illustration – symbolising the

excitingly distant origins of the ‘new’ hot drinks

Firstly, the Chinese voice came to Mrs

Teapot and said:

Choose a child to represent the voice.




Little Pot? Little Pot?

Listen to me!

You think tea is English – no!

Just you wait and see.

I’ll tell you where tea came from And how it came to beThe 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 hiswater.

The voice from Ancient China continued

its story of how tea was soon thought of

by many in China as a healthy, refreshingdrink and 2000 years ago it China’snational drink. Chinese farmers began

cultivating tea plants, rather than

harvesting leaves from wild trees. Tea

leaves were generally dried and roastedand 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

Help them to say the verse

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




solve your worries and was important for

your health.

It wasn’t for another 500 years that teawould be brought back by travelling

European merchants to England. Tea hadthousands of years of history in Chinabefore 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.

I’ll tell you where the coffee’s from And how it came to be

A popular English drink today


700 years ago the coffee tree only grew

far away in Africa – in Ethiopia. Yemenite

Sufi travelling in Ethiopia observed birdsof 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 hisflock 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 quicklyraked 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




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 Africaand by the 16th century it had reached therest 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.

I’ll tell you where chocolate’s from

And how it came to be

The popular English drink today


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 bepicked. Monkeys learned of the sweet, refreshing

pulp concealed within the thick pod. Ancient manfollowed 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 beans—or seeds—inthe core of the pulp were bitter and seeminglyinedible. The monkeys would eat the pulp and spit

out the beans. Ancient people followed themonkeys’ example, and only ate the delicious pulp.This was probably what Mother Nature had inmind: the seeds were disseminated throughout

Central America.

Two or three children as monkeys

Ancient Man

http://www.allchocolate.com/understanding/cacao-vs-cocoa/







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 Aztec’s King, King Montezuma wasthought to have drunk 50 cups a day. The

cocoa beans were used as currency too.

The foam was believed to hold chocolate’sfundamental essence, and the ritual of

creating the foam is seen in Aztec

artwork. They’d pour the chocolatemixture vertically from one vessel to

another, back and forth to make it froth.

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 howfar he walks, can go a whole day without eatinganything else.”

After the Spanish conquered the Aztecs and beganbuilding settlements in the New World, theyadapted many of the dining habits of the natives,including chocolate by adding sugar and theSpanish settlers, after some experimentation,

began drinking chocolate hot and sweet.

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

All instruments played – to wake up the pots!

http://www.allchocolate.com/health/historic_perspectives/



http://www.allchocolate.com/enjoying/drinking-chocolate/







http://www.allchocolate.com/understanding/history/pre_columbian.aspx#aztecs
















Coffee, tea and chocolate all arrived in

England at around the same time: coffeefrom 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 moreexpensive than coffee, tea was the

costliest of the three. And all threebeverages 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 thesunlight 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 – thewhole room filled with the exotic aromas

of places he’d never been – the soft rainyhills 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-NEE-oh), swirled around the audience.




tea crates and tea bowls. It was

overwhelmingly exotic. And definitely not

English.

He lifted the lid off Chocolate Pot and took

a long sniff. Instead of the usualchocolate-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 he’dnever 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 longsniff. 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 he’d 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 wasoverwhelmingly exotic. And definitely not

English.

Dark brown ribbon (2m) – to symbolise dark

coffee – on a stick or spoon, swirled around

the audience.

And so the shop keeper knew – he had to

choose all three pots to make the best

cuppa in town. They were all such olddrinks that had come from so far away –

across the sea, and each had arrived inEngland at around the same time. How

could he choose between them?

Coffee Pot, Tea Pot and Chocolate Pot hadnever been more proud of themselves.

And of each other. They would never

forget their stories of where they wereborn that the ancient voices had brought

them in their dreams that night.




During the party – as he poured out thewarming and delicious hot drinks to the

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.

Twirl all three ribbons – get children to swirl – wearing the hats?

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



UCL Student Homes Project Page 246

APPENDIX 2.5.9 FAMILY DAYS - WORLD OF CHOPSTICKS - SCRIPT


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

world’s 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 world’s output.

There are many varieties of rice; the main differences are long, medium and short-

grain rice. The grains of long-grain rice tend to remain intact after cooking; medium




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.

① Rinsing rice helps get rid of any starch and impurities. Rinse until the water is clear

and not cloudy.

② For every cup of long grain rice, add 1 1/2 cups water.

③ Bring the rice to a boil, uncovered, at medium heat.

④ 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.

⑤ After the rice has been cooking for a few minutes, check for holes or "craters."

⑥ When you can see the holes or craters, put the lid on tight. Turn the heat down to

low.

⑦ 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 it’s with a big family and it’s 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 don’t share, so

they don’t 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)

We’ve 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 andhave 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)

① Place stick between thumb and index finger and rest your chopsticks on the ring

finger of your right or left hand.

② Place stick between thumb and index finger and rest your chopsticks on the middle

finger.

③ 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)

It’s 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)

It’s 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 it’s harder than white rice so it takes your st omach 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 isenough.

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 let’s 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)

Let’s 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?




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

Tag Number Object Country of origin or inspiration

1 Punch bowl

2 Corner cupboard Japanese

3 Games table

4 Glass dome with birds Birds from South America

5 Murphy radio set

6 Chocolate pot Chocolate from South America

7 Early knife and fork Italy

8 The tea party portrait Tea from China

9 Wooden plaster mould Ancient Greece/Rome

10 Table Morocco

11 Bellarmine jug Germany

12 Flower bowl Dutch

13 Candlestick Scandinavia

14 Cloves Indonesia

15 Cinnamon China

16 Walkman Japanese

17 Victorian hat Feather from South Africa

18 Pipe Stone from Turkey

19 Teddy bear Germany

20 Nokia mobile phone Finland




APPENDIX 2.5.13 FAMILY DAYS - GAMES – YUT NORI



















APPENDIX 2.5.14 FAMILY DAYS SIGNAGE













APPENDIX 2.5.15 GLOBAL HOMES WORKSHOP COPY

Title Copy Location Time

Student Jukebox Music is an essential part of the student experience.

Relive high times as a student listening to hits from

the 70s to the 2000s

Outside the Shop 6-6.45pm

7.15-8.00pm

Exhibition Talk:

At Home with theWorld

Take a guided tour of the temporary exhibition led

by GM staff.

Exhibition space 6.45-7.30pm

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 your

flatsharing stories.

Art Room 1 6.45-7:30pm

7.45-8.30pm

The World of

Chopsticks

Learn about different types of rice and proper

chopstick technique; then sample rice in a challenge

which showcases your chopstick skills.

Art Room 2 6.00-6.45pm

7.45-8.30pm

Communication

Breakdown!

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.

Lower Concourse

(outside art

rooms)

6.15-8.15pm drop-in

Collage your

World

Harness your inner artist and create a collage

showcasing your favourite part of home.

Multi-media area 6.15-8.15pm drop-in

Refreshments Crisps and wine Restaurant 6-8pm




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




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




APPENDIX 2.5.17 GLOBAL HOMES RESEARCH PROVIDED TO FACILITATORS

Communication Breakdown Instructions for communication game in

which a team tries to reconstruct an object.

Collage your World Photographs of ‘persona’ exercise from MSIclass

Suggestions on how the activity could be

adapted for more personal and home-

focused context

Live Band Song list of recommendations from project

team and the GM audience




APPENDIX 2.5.18 GLOBAL HOMES INITIAL SONG LIST




APPENDIX 2.5.19 GLOBAL HOMES PROPOSAL

Activity Content of session Staff Location Time Cost

Music Student songs from 70s-

2000s

Gary and band (up to 4

people)

Outside the Shop 6-6.45pm

7.15-8.00pm

£400 max

Exhibition talk Tour of the At Home With

the World exhibition

Alex Goddard curator Exhibition space 6.45-7.30pm

7.45-8.30pm

£0

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

UCL students DSHT +

additional students to

talk about gestures

Art Room 1 6.45-7.30pm

7.45-8.30pm

£0

Chopstick

Challenge

Shorter version of children’s

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

Minyoung/Namyoung Art Room 2 6.30-7.00pm

7.15-7.45pm

8.00-8.30pm

Material costs £50

max




different rice.

Team work Game 30 minute version of the

game

Freelancer Lower Concourse

(outside art rooms)

6.15-8.15pm

drop-in

Freelance lead £105

Personality

workshop

Create a mood board about

yourself so your

flatmate/partner can

understand you better

Freelance artist Multi-media area 6.15-8.15pm

drop-in

Freelance lead £105

(materials will be

paper and

catalogues/magazinesso no cost)

Refreshments Crisps and wine GM staff Restaurant 6-8pm £90 max

Total cost £660 (max £750)



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.

Documents

6 - Project Outcomes - LIT