Another educator just email me asking for my top tips for the personal project. I shared with them my top two. My students hear these a lot!
My big two tips for students starting the personal project project:
1. The project is not only personal
...Yes students are working independently, exploring a topic they love, BUT it should have an impact on others (teaching others, raising awareness of an issue, service, action, etc)
2. The product/outcome is not as important as the topic!
Students should not know what their product/outcome is going to be for at least a few months - they should research first.
If the school has students do a proposal, it could include 1. the topic 2. the global context 3. POSSIBLE products/outcome. For example, if a student wants to learn about plastic in the ocean...their end product could be anything from reusable cutlery through to a social media campaign! Students need to not lock onto the idea of their product/outcome straight away!
Hope that helps!
Grade 7 have just done a mini unit looking at emotional branding. We mainly focussed on looking at the ways Coca Cola try to associate their product with happiness. Here we were able to look at some experiential advertising they have done, which have aimed to create moments of happiness.
Here are my favourite:
Coca-Cola Hello Happiness (creating phone booths, which accept bottle caps as currency, so men working in Dubai, to support their families, can call home).
Coca-Cola Small World Machines - Bringing India & Pakistan Together (Students really liked this, and we have a lot of students from India and Pakistan, who were able to provide more context for their classmates)
Coca-Cola Happiness Truck in Istanbul Rush Hour We have a few students who have lived in Istanbul, who were able to share with the class just how awful the traffic can be there!
Students loved seeing these videos. We were able to slip in some discussions about good and bad things Coca-Cola are doing and also how Coca Cola are a global company that brands itself differently around the world.
We also looked at this video, as an example of how/why we might use stock footage.
Students are now challenged with creating a one minute video, clearly depicting one emotion, made only with stock footage/public domain videos. We discussed when and why designers might use this stock footage and how we can best search for videos that show the emotion we have chosen. Students found this a little challenging at first, as they had very clear ideas of the footage they wanted, but realised not everything is available to them.
This is a short unit, part of a longer interdisciplinary unit, and we will come back to this later in the year, because in music class, they will be designing a soundtrack for their video! To learn more about the unit, have a look at our slideshow.
At my school (The International School of Stuttgart), all teachers are part of a focus group. This means we all get a say in making positive changes to the school. I decided to sign up to the conferencing group, because I loved how we ran conferences in my old school (Halcyon London International School) and was keen to do this again.
For .me the current problems with traditional conferences are:
The version that my subject piloted looks like this:
I've sent a feedback form, and will share the results here later!
Thank you for all the positive comments on my last post - the PP Report Checklist for Students.
I decided to create a first draft feedback template based on that document. I've added in space for supervisor comments and some more details about the layout. I've also moved the ATL articulation to the bottom of the page.
Top tip for viewing:
So that the document is on one long continuous page, instead of broken up on single pages, go to 'View' then untick 'Print Layout'.
Here's a link to the document. If you want your own version, go to . 'File' then 'Make a Copy'