2013 IIME REPORTCountry [ Zimbabwe]
School[ Helena infant school ] Teacher [ chipo marunda ] grade ( 2-4 )JP School [ Takasago Elementary School ] Teacher [ Maiko Azuma]

student number ( 30 )# Subjects, Activities and Times of the lessons
Subject
Conception of the lesson
art

Times

develop painting skills and composition and appreciation of work

6

Social studies

presentation if Japanese and Zimbabwean culture.

15

Enviromental
sciencestudy of the different climates, food and farming looking at similarities anddifferences

5# Theme and Message of the muralThemeNatureMessage

each culture has different landforms natural and man made that are the world beautiful and wemust love each other and the world.

# Effects and the Problems
Effects your students have gained
Points for further improvement
most of my learners have not had experience with or more interaction could have taken place between thegone out of Zimbabwe. The partnership with the school learners. However time differences and limitation withand the embassy broadened their thinking. This project technology in zimbabwe were a set back.
brought the whole school together as the Japanesepresentations where whole school sessions.
# Have you made your activity open in your school or in your local area? How was their reaction or reputation?

PR you did inside/out of your school

Reaction/reputation from around# Flow of the Activity
ContentMonthIntroduction

Research

What you didrecieved and sent out
introduction cards

octoberoctober/November/partneredwiththeJapanese embassy for
information gathering on
Japanese culture. Took atrip to Victoria fall and havezimbabean traditional dance
sessions to understand ourlocal culture. The Japaneseand Zimbabwean traditional
picnic.
Used the internet

drawing and painting themuralComposition

january

paiting

Painting

january
appeciation

Appreciating
muralfebruaryYour students attitude/reflection
they loved it. They became awareof the postal service system in
Zimbabwe and how messages are
passed on around the world.
The learners had a practicalworthwhile learning experience allteachers managed to mainstream
Japan into their teaching. The staffand students had a hands on
experience that was meaningful.

Subjectsocialstudies

EnglishEnviromentalArtTechnology

it was challenging to combine abilities inpainting the mural however the learners
where excited every time it was time topaint. The 2 full day painting workshops
as combined classes were a thrill for thelearners. They also developed skill insharing and expressions ideas. They
learnt to respect and use other peoples
ideas in class.

Art

the learners loved the painting
process. As teachers we whereable to nurture artistic talent.

art

the learner used words such as " wow,
it's fabulous,it's lovely, beautiful, we loved
to paint it, it was fun" all this showed an
extension of their vocabulary and how
they felt about the project. In
appreciating the project they wanted to
dedicate the painting to Trevor one of
their class mates who passed away inFebruary. He contributed a lot to thelearning process. They really developed
an attachment to the piece.

art# 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 Effect

AimResult

Understanding our owncultures

B4Understanding theother’s cultures

A4C

3

Communication ability
in the class/with partners

How your students have reached itthey learnt from locals. Visiting artist came through to the school toreinforce lessons on African culture. The school hosted a culture dayand traditional picnic.
the Japanese Embassy conducted 15 1 hr long session on different
aspects of Japanese culture. Curriculum links with the Japaneseculture reinforced the concept.
verbal discussions about the project took place then the teacher
packaged the information and uploaded on the forum.

IT skills
Creating friendshipin the class/with partners

Collaborationin the class/with partnersC2

the constant power cut and limitation in IT material affected thelearners communication.

B4

the creation and exchanging of introductions. Pictures all contributed
to the development of friendships.

A5with 2 workshops the mixed ability group worked together . After thatthe learners worked in small groups when painting the mural.

Attitude in learning

A

5

Expression ability

B

3

Appreciation abilityC3

the lessons where all hands on. Eg the embassy did a presentation on
Japanese food in the next lesson the children had a zimbabean picnicwith traditional food
we used local language is some sessions so the learners could
confidently express themselves. Plenaries where conducted after
every painting session.
the Japanese picnic was set to be a rounding off event for thelearners to exhibit what they learnt during the project.

Please submit to jam@artmile.jp . Thank you for your cooperation.