2014 IIME REPORTCountrySchool[ French Polynesia ][ Collège de Taiohae - Nuku Hiva ] Fine art Teacher [ Emeline Cholley ]grade (12 years old ) student number ( 63 )JP School [ Jyuichiya Elementary School of Kanazawa ] Teacher [ Kou Fukuda ]# Subjects, Activities and Times of the lessons*We made the IIME project with 3 classes of twelve years old pupils. So the time mentioned for eachlesson is corresponding to the time per class.
About the painting of the mural, only voluntaries of the 3 classes participated. They were 36.
SubjectEnglish(September)Fine arts
Creation of
5 quizzes(September)

EnglishTechnology

Dance & Fine arts

History & geography(October)

English(October)Technology(October)Fine art(October)Conception of the lesson
Getting to know one another
The Polynesian pupils send cards to introduce themselves.
“Show in images who you are and what you like”
The pupils introduce themselves through personal drawings.
Lesson on narrative images such as comics and others.
Recording of the Polynesian pupils who first introduce
themselves and then give a clue to enable the Japanese pupils
to guess who made the drawing.

Times*
*
2h

4h

1h

Creation of an online game: “Match the recordings with theright drawing”, posted on the College website.
Making of a video of the “Ori Deck dance” (a trendy dance)
Pupils filmed themselves dancing for the Japanese pupils.
Thematic research (1): ExposésThe pupils made exposés about various subjects from the local
culture in the form of a page with a title, a historical and acurrent picture of the subject, a small text explaining the pastand present customs linked with each subject, and a personaldrawing of it.

4h

6h

Summary and translation of the local culture exposés.

1hLaying out of the translated exposés combined with scanneddrawings and pictures and posted on the College website.

2hVisual report made by the pupils on two symbolical places of
Taiohae: the ancestral Temehea site and the Cathedral.
Creation of 2 slide shows from the pictures taken by the pupils.

1h“Showing the Marquesas Islands local culture with variousdrawings”. This step is a kind of visual brain storming toprepare the mural’s content.

Fine art(October)
English(November)Fine art(November)
English(November + December)Fine art(November + December)

3h

Questionnaires about the Japanese pupils documents onKanazawa heritage.

1h

Each pupil makes 3 sketches to part the mural with theirJapanese partners.

1h

Making of a video: The pupils prepare several questions fortheir Japanese partners.

2h“Looking for a drawing to express the Marquesan heritage”
Once the canvas agreed with our Japanese partners, thePolynesian pupils make downscaled rough designs of the futuremural (team work in groups of 3 or 4).

5h# Theme and Message of the muralTheme

Message

Heritage (cultural and natural)On the Japanese part, we can see a mix between traditional symbols such as the castle ofKanazawa, the Kenrokuen garden and technological symbols such as the train and the citystation.
On the Marquesn part, the cultural and natural heritage is represented.
The natural heritage is shown through the ocean life, the volcanic mountains, thewaterfalls, the flora and fauna (horse, bird, turtle, shark, manta ray). Today, the Marquesan
way of life is still very close to nature.
The Marquesan patterns and the couple dancing the emblematic “bird dance” on a“PaePae” (ancestral Marquesas’ living place) show that major cultural traditions are still
alive in the Marquesas Islands.
The centered red circle mingled with the Marquesan cross symbolizes the meeting of thetwo cultures. The diagonal and curved division of the mural, drawn like a wave, is meant torecord that Japan and the Marquesas Islands are both archipelagos of the Pacific Ocean.

# Effects and the Problems
Effects your students have gained
Our pupils learn to work together by doing thecollective artwork. They had a new approach to theirown culture and way of life by comparing it to theJapanese pupils’ environment.
They were surprised to discover by the traditional
Japanese dance of Kanazawa, which is very different
from their own traditional dance. It made them think
and talk a lot.

Points for further improvement
It was our first participation in the project.
I think we could have communicated more byvideoconference, above all about the muralcomposition.
Our computers are old and our internet connection
is very slow. That’s why we didn’t try
videoconferences. Maybe, the English level of thepupils was not good enough to exchange in that way.
That was our English teacher’s opinion.

# How has your impression toward your partner country and/or the world changed?
Change in student’s impression
Change in teacher’s impression
Some Polynesian pupils discovered a culture they I was surprised to see how the Japanese educational
didn’t know at all. Some others thought Japan was system is different from ours. I also noted theonly a modern country with skyscrapers. Those were importance of the collective approach through thesurprised to learn about more traditional aspects works sent to us.
such as the kenrokuen garden, the traditional houses
district…

# Flow of the Activity
ContentMonthIntroduction

ResearchComposition

Painting

Sept.

Oct.

Nov.

JanFeb.

What you did
We made presentation cards
and 5 quizzes to match apersonal drawing with arecorded presentation andcomment in English.
(1) The pupils made exposés
about various local cultural
topics. They translated themand presented them on thecollege website.
(2) They went to visit
historical places in the cityand took pictures.
(3) They drew a panel ofsubjects of the local culture.
(4) We sent several videos of
the traditional and modern
local dances (Ori Deckdance), plus videos of the
traditional Marquesan ovenfilmed during the local
heritage day.
The pupils sketched some
propositions
forthecomposition of the mural
36 voluntary pupils of thethree classes painted themural in small groups outside
their school time.

Pupils of the three classes
went to visit the mural andthe whole of the works
exhibited in the town hall.

Appreciation
Reflection

March

We are making an online quiz
to know more about pupil’s
appreciation and reflection.
This step is not achieved yetat that time.

Your students attitude/reflection
Subject
They enjoyed making presentation cards.
It was more difficult for them tointroduce themselves with drawings. It’s English
an exercise they are not used to doing at Fine arts
this age. They had fun when recording
their voices to make the quizzes.
The exposés were an effort for thembecause they had to do some researchat home and on the Internet.
They were enthusiastic to take picturesduring the visit. They were proud of theresults (slide shows).
They worked with care to do theirdrawings because they knew they were Hist/geo
for the Japanese pupils.
, English
Fine arts

The pupils felt involved in thecomposition.
Theywereabit
disappointed not to have exchange onthat matter with the Japanese pupils.
In the beginning, they were shy atpainting. They learnt how to draw withthe use of a video-projector. They learnt
how to paint using shading and othertechniques. In the end, they felt more
confident and eager to finish the mural
on time. Even pupils who are not very
good at drawing participated in thepainting.
Some of them thanked us for beingchosen to participate in the project.
They said that they were aware of theimportance of remaining close to theircultural heritage and their language.
They were proud of being able tocomplete the mural all together and show
it to the world.

Fine arts

Fine arts

Fine arts

# Aim of the Lessons and Result
Aim: Rank A to C in order you put emphasis on (A: very much/ B: much / C: not so much)
Result: Rank 5 to 1 (5: very effective / 4: effective / 3: so- so / 2: not so effective / 1: not effective at all)

Expected EffectAimResult

Understanding our owncultures

A

5

Understanding theother’s cultures

B

3

Communication ability
in the class/with partners

IT skills
Creating friendshipin the class/with partners

Collaboration

B4C

1

B

3

B

4

Attitude in learning

A

4

Expression ability

B

4

Appreciation abilityB4in the class/with partners

How your students have reached it
By comparing to Japanese pupils’ information.
By doing research on their own culture.
By representing some aspects of their own culture.
By discovering and commenting the Japanese
documents and videos.

pupils’By practicing English to introduce themselves and ask questions
to the Japanese pupils. By making recordings of themselves andacting in videos. By discussing in class on the creation of themural.
By recording, taking pictures and making videos.
By doing the layout of their exposés.
There was little individual communication with the partners
because there were too many participants (63).
By discussing in class on the creation of the mural.
By painting in small groups on the collective artwork.
By exchanging information on each other’s culture.
By sharing the mural’s painting.
They were involved in most of the activities and eager to know
about the Japanese pupils’ way of life.
They enjoyed learning drawing and painting techniques toachieve the mural.
They practiced English with more interest because there was an
actual aim.
They were able to explain what they did. They were aware they
had learnt about themselves and about others.