2017 IIME REPORTCountry/Region [ CANADA ]School[ Lincoln M. Alexander S. S.] Teacher [ Anura Bellana ]JP school [ Ena High School ] Teacher [ Emi Hikozaka ]Grade (9-11 )Members( 8 )# Subjects, Activities and Hours of the lessons
Subject
Conception of the lesson
Introductions, researching dance styles and their origins. Sharing thisPlanning
information with the Japanese students.
Responding to the ideas and compositions received from the Japanese
Producingstudents by recomposing, drawing and painting
Showing the mural at the front foyer of the school and looking back at theReflecting
whole process.
# Theme and Message of the mural
ThemeMessage
United thoughts toshare with the world

Cultural Expressions in Performing Arts
Coming together of diverse cultural expressions of the World.

Hours
10203

# Effects and the Problems
Effects your students have gained
Points for further improvement
Learned about indigenous cultural traditions of Further
explorethesetraditions
through
Canada that are often neglected by past and current comparative means.
education systems. We also explored traditional
cultural expressions of Japan thanks to the English
club members of Ena high school.
# How has your impression toward your partner’s country/region and the world changed?
Changes in the students
Changes in the teachers
There is so much to explore within Japanese Possibilities of cross-cultural teaching withinculture and traditions beyond Manga.
other regions of the world.

# Flow of the Activity
ContentMonth
MEET
Selfintroduction

SHARE

Sept,

Research on
the theme

Oct.

UNITE

Nov.
Dec

United message/

Mural design

CREATE
Mural painting

APPRECIATE
Reflection/
Appreciation

FebMarWhat you did-Introductions-Exchanging of emails-Sharing ideas for the mural-Researched indigenous andcontemporarydancestyles(usedinternet
sources as well as personalexperiences)-There is so muchdiscover in each othertoYour students attitude/reflection- they found exchanging of ides werevery slow--

Students began be interested in
the cultural expressions of theindigenous people of Canada
Also appreciated the traditional
Japanese dance forms

Subject

VisualArt

VisualArt-Glimpse of hope for the future
VisualArt-composed responding toJapanese
student’s
composition-drew these compositions
on the canvas- painted the compositions-enjoyed the physicality of mixing andapplying paint onto the canvas- worked cooperatively with each other- resolved aesthetic differences bynegotiating-Showed the mural in theschool hallway to an
appreciative audience-Enjoyed the praise for their hard work

VisualArt

VisualArt# Effect and evaluation gained through the collaborative learning
Evaluation: Rank 5 to 1 (5: very effective / 4: effective / 3: so- so / 2: not so effective / 1: not effective at all)

Expected effectEvaluation

Understanding yourown cultures

4

Understanding yourpartner's cultures

4

Information literacy(research, share)

Communication ability(interactive exchange)

Critical thinking(objective, critical views)

Active learningand action
Collaboration(in the class, with partners)

Expression ability(in words, in pictures)-was able to get them somewhat interested in a traditionally neglectedpart of Canadian culture (indigenous cultures)-Japan is more than Manga

4-Students were able to apply their previous knowledge of researchmethodologies

3-Communication with Japanese students were not smooth as they
expected3-We were only able to access limited amount of critical thinking with thisproject4-Students learned through experience (communicating with Japanesepeers, reaching their own topic, expressing their ideas in visual form)

5-Students enjoyed being in a group and accomplishing a task

4-They found various visual solutions to problems of expressing theirideas (through colours, lines, shapes, forms, and textures)

4-We exhibited the mural for a very brief time in our school hallway.
Students enjoyed talking about the mural.

Appreciation ability(the mural, the wholecollaborative learning)

Scenes / points teachers felt the effects