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7/31/2019 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
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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
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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.
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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 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.
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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 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)
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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 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”.
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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 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
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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'
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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
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
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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
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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.
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APPENDIX 2.5.4 FAMILY DAYS MARKETING FLYER
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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
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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
What's your Zodiac Animal?
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
The World of Chopsticks
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
The World of Chopsticks
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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.
What's your Zodiac Animal?
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.
The World of Chopsticks
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.
The World of Chopsticks
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
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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
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
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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
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
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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.
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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
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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
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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.
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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
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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 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
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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 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
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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 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:
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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.
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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
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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
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 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
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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 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
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 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
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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 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!
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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.
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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.
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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
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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
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
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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.
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
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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?
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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!
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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?
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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 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
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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 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
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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
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
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APPENDIX 2.5.18 GLOBAL HOMES INITIAL SONG LIST
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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
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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)
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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.
Recommended