FROM SOURCE TO SEA MEMORY WALK, DOROTHY ALLEN PICKARD KEY STAGE 2 YEAR 3 ACTIVITY: Following the course of a river from its source to its destination

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1 YEAR 3 FROM SOURCE TO SEA MEMORY WALK, DOROTHY ALLEN PICKARD Following the course of a river from its source to its destination How is the land alongside the river used? What can you find along the river? Memory walk by Dorothy Allen- Pickard and Youth 2 Youth group River Tamar boat trip (please refer to useful contacts sheet) and Tamar Valley branch line: 1. Ask the children to look at a map of the River Tamar and ask them to memorise the shape. 2. Watch Memory Walk between 00:00 to 03: Ask the group to draw the River Tamar. Working in pairs, taking turns to close their eyes and draw what is described to them can extend this. 4. Can you think of any towns, villages or places along the River Tamar? 5. What do they think the river could be used for? 6. Encourage the group to create a large scale drawing of the River Tamar on the floor, using drawings and words to show key places, buildings and activities (This can be a current map, historical map or act as a timeline of events along the river.) A YOUNG ROOTS PROJECT FUNDED BY THE HERITAGE LOTTERY FUND The film has been shaped and developed by the young people of Bere Alston s Youth 2 Youth group in collaboration with film maker Dorothy Allen-Pickard. Exploring their connections with the river and the heritage of their local area, the film takes in the varying landscape of the River Tamar. Speaking to local residents within their town and supported by the Cornish Mining World Heritage Site, the National Trust at Cotehele, local archives and the South West Film and Television Archive, the young people formed links with their past creating a beautiful film which speaks to the Tamar s industrial past and the experience of living along its banks today. The copyrights proprietor/s has licensed the material contained in these DVDs for classroom use for education purposes only and prohibits any other use, copying, reproduction, editing or performances in public, in whole or in part. Page 1

2 YEAR 4 IT S A SMALL WORLD How different individuals and groups of people have moved to a local area and brought about positive change TROPIKOS, JOHN AKOMFRAH In the 16th Century, ships built on and sailing from the River Tamar journeyed to Africa, participating in the profitable slave trade and introducing the experience of African culture to Plymouth on their return. Exploring how British and African citizens encountered each other, Tropikos juxtaposes the experience of the people, cultures and landscapes from Africa and the South West which have formed a disparate yet shared heritage. Using a range of narrative texts and stunning locations in the Tamar Valley and evoking characters from Elizabethan history, Tropikos gives a re-imagined life and meaning to the age of discovery and to characters who have been left to dwell in the archives of history. Tropikos by John Akomfrah OPTIONAL TRIP: Explore the school s village or town THE DIVIDING LINE, MARK VERNON Barne Barton is a former MOD housing estate: a community suffering from high deprivation, isolated from the rest of Plymouth and cut off from the river by the naval base and MOD owned shoreline. In The Dividing Line, Mark Vernon uses the voices of those living in the area, archive film and spectacular aerial footage of the Tamar to explore these issues. The film celebrates the people, community spirit, green spaces and naval heritage of a remarkably situated housing estate. 1. Show Tropikos, between 21:00 24:30 minutes. 2. Can the children identify the different cultures represented in this film? 3. In the film, what have the different cultures bought to River Tamar and surrounding area? 4. Ask the children to think about people, a building or a shop which may originate from a another culture. Do they think this is positive? There may even be someone in the class. Have they learnt anything new from them? Do they do anything different? 5. Ask them to think about their home town or village. What food, buildings or ideas would they like to bring to their community? 6. Evidence could be shown through a collage picture or 3D model using recycled materials, to create / develop their own community, village or town. OPTION FOR SCHOOLS IN PLYMOUTH AND DEVONPORT AREA The Dividing Line by Mark Vernon Devonport Naval Heritage Centre www. devonportnhc.wordpress.com 1. Show The Dividing Line between 09:50 13:49 minutes and 16:00 18:45 minutes. 2. Ask the children to think about how Barne Barton and Devonport have changed as a community. 3. Why has the community changed? Who used to live there? Who lives there now? 4. How did the community use the river and how do they use it now? 5. Encourage the group to imagine an isolated place, by a river. What would it be called? How would they change it? How would they use the river? They could consider how they could improve their home town or village. 6. Evidence could be shown through a 3D model using recycled materials, to create their own community, village or town. Page 2

3 YEAR 4 A PLACE FOR EVERYTHING THE MUSSELS PERSPECTIVE, URIEL ORLOW Shot on HD-video and 16mm film, The Mussels Perspective focuses on the effects of the river s industrial past, especially the mining which shaped the landscape of the Tamar Valley. Orlow creates a dialogue between the river s heritage and the research into the long term effects it may have on the life in the River Tamar and the sea beyond. Focusing on habitats and how animals and plants are adapted to suit them Vulnerable habitats and how they can change Local field trip and understanding your local habitat The Mussels Perspective by Uriel Orlow OPTIONAL TRIP: River Tamar ferry trip (please refer to useful contacts sheet) or rock pooling All films and music pieces remain copyright 2014 of the artist/ film makers. All Rights Reserved. The copyrights proprietor/s has licensed the material contained in these DVDs for classroom use for education purposes only and prohibits any other use, copying, reproduction, editing or performances in public, in whole or in part. ACTIVITY WITH TRIP: 1. Watch the film between 05:00 06:55 minutes and visit River Tamar. 2. You could also watch the film between 00:00 01:20 minutes for footage on mussel s being tested in a lab environment. 3. Encourage the children to collect drawings and photographs of the creatures they can find in and around their local stretch of water. This may include: salmon, sea trout, wading birds, mussels, butterflies and lichen. 4. Do a scientific survey - where do they find the creatures and where do they cluster? In a rock pool, by the boats, along the shoreline? Does it make any difference if it is high or low tide? 5. Can they physically see or find anything that could harm the creatures and their habitats? 6. Encourage the group to think about how they can help preserve their local habitat. 7. The children s research could be represented by creating an animation using an App on an ipad or tablet (Animate-It via making clay or papier mache river creatures, designing a river creature awareness / protection poster or plotting bar charts to show their data. 8. The life of a mussel, fish or river bird may be a good starting point for a story, poem or play. ACTIVITY WITHOUT TRIP: 1. Watch the film between 05:00 06: You could also watch the film between 00:00 01:20 minutes for footage on mussel s being tested in a lab environment. 3. Ask the children how they would describe the habitat in the river. 4. What kind of creatures do they think they might find in the River Tamar? 5. What could harm the creatures? 6. Encourage the group to think about how they can help preserve their local mussel community or local specie s habitat. 7. The children s research could be represented creating an animation using an App on an ipad or tablet (Animate-It via making clay or papier mache river creatures, designing a river creature awareness / protection poster or plotting bar charts to show their data. 8. The life of a mussel, fish or river bird maybe a good starting point for a story, poem or play. Page 3

4 YEAR 5 ROUND AND ROUND Diversity of nature and repeating patterns Designing homes for animals 1. Visit the River Tamar and/or watch the film from 36:30 41:50 minutes. 2. Ask the children to collect objects or draw objects and patterns that they can see in the film/river. 3. How many different shapes and patterns can they find in a set area? (you could cordon off a small area, for example 5 x 5 metres) - this could be re-enacted in the classroom using fishing nets and encouraging them to wear wellies. 4. How do they think some of the patterns are created? One way to demonstrate this is to drop a stone in the water, showing the ripples moving across the surface of the water. (This could be demonstrated in a paddling pool or the school swimming pool/ pond). The Dividing Line by Mark Vernon 5. They can also explore stones and pebbles in the water. Why are some smoother than others? THE DIVIDING LINE, MARK VERNON Barne Barton is a former MOD housing estate: a community suffering from high deprivation, isolated from the rest of Plymouth and cut off from the river by the naval base and MOD owned shoreline. In The Dividing Line, Mark Vernon uses the voices of those living in the area, archive film and spectacular aerial footage of the Tamar to explore these issues. The film celebrates the people, community spirit, green spaces and naval heritage of a remarkably situated housing estate. River Tamar field trip The copyrights proprietor/s has licensed the material contained in these DVDs for classroom use for education purposes only and prohibits any other use, copying, reproduction, editing or performances in public, in whole or in part. 6. Separate the class into small groups and encourage each group to explore a specie, fish, shell fish, birds, etc. Each group should find information about their specie. What does it look like? Where does it live? Does it make its own home? (They can do this by the river, on the internet or using books). 7. What effect would pollution have on an animal s habitat? 8. The children could use recycled materials, natural found material from the river and shoreline or clay to create their own animal home (if a trip is not feasible, you could use soil and sand). They must consider what their specie requires with regards to protection in their natural environment. Page 4

5 YEAR 6 A VOYAGE OF DISCOVERY Exploring how adaption can lead to evolution Venturing on an imaginary voyage with opportunities for writing letters, explanations, note-taking, recounts and discussions 1. Watch the film from 13:49 15:50 minutes. 2. Ask the children whether they eat fish at home? What type of fish do they eat? 3. Talk to the group about fish species and how we need to protect certain species. 4. Why do they think fishing rules have been set in place? The Dividing Line by Mark Vernon River Tamar ferry trip or field trip along the shore 5. Split the class into groups of four. Each group should discuss which fish species they would like to protect. This could be either a salmon, sea trout or mussel. 6. How would they make people aware of their species and how important it is to eat fish that are in season, locally caught and at the right size. THE DIVIDING LINE, MARK VERNON Barne Barton is a former MOD housing estate: a community suffering from high deprivation, isolated from the rest of Plymouth and cut off from the river by the naval base and MOD owned shoreline. In The Dividing Line, Mark Vernon uses the voices of those living in the area, archive film and spectacular aerial footage of the Tamar to explore these issues. The film celebrates the people, community spirit, green spaces and naval heritage of a remarkably situated housing estate. The copyrights proprietor/s has licensed the material contained in these DVDs for classroom use for education purposes only and prohibits any other use, copying, reproduction, editing or performances in public, in whole or in part. 7. An additional activity could embrace the daily routine of a fisherman and to document the state of the fishing during the year, working through the seasons. Note-taking which fish and the quantities that are caught daily, with weather reports. Page 5

6 YEAR 6 YOU RE HIRED This is the Inspire Enterprise Unit which will give the pupils an opportunity to create and market their own products. 1. Watch the film. 2. Set the task to create a marketing strategy for this film. How would you promote it? 3. Consider your audience, what is the film about, who might be interested in the film? Here is an example of a poster, which was designed by the Youth 2 Youth Group from Bere Alston, for Memory Walk : 4. Promotion material may include a film poster, a DVD case or an advert (an animation could be created for an advert using Animate-It via www. animate-it.com). Tamarama by Richard Allman 5. Groups could even plan their own preview for the film. Who would they invite? What time of day would the event be? What would the invite look like? TAMARAMA, RICHARD ALLMAN An animated journey through the Tamar Valley from the river, capturing the natural beauty of the upper tidal reaches to the modern industrial landscape of the Tamar bridges and naval dockyards. In his first animation, Richard Allman uses his unique drawing style to capture the essence of this historic waterway which marks the boundary between Devon and Cornwall. 6. This is a great chance for the group to work on a project together, using a scenario to consider. The copyrights proprietor/s has licensed the material contained in these DVDs for classroom use for education purposes only and prohibits any other use, copying, reproduction, editing or performances in public, in whole or in part. Page 6