2016 IIME REPORTCountry/Region [ Canada ]School[ Lincoln M. Alexander S.S ] Teacher [ Anura Bellana ] Grades (9-12)
JP school [ Tomiya High School ] Teacher [ Mio Yashima ]Members (8)# Subjects, Activities and Times of the lessons
Subject
Idea Generation(Planning Stage)
Production
Stage
Reflection stage

Conception of the lesson
Generated ideas for the mural. Researched using books and the internet sites.
Draw and compose preliminary sketches and samples of various compositions
on paper.
Look at the Japanese half of the mural and redesign our composition tocorrespond to their side. Transfer preliminary drawings onto the canvas, paintin layers.
Invite an audience and show the completed painting at our school. Discuss theoverall experience and the final image.

# Theme and Message of the mural
ThemeMessage
United thoughts to share with the world

Hours
10 hrs.

25hrs

1.5 hrs.

Exploring the visual cultures of our two nations

We can explore, share and become familiar with theunique visual cultures of the world. This type oflearning and sharing can get us closer to eachother.

# Effects and the Problems
Effects your students have gained
Points for further improvement
Students gained an interest in traditional Japanese More opportunities to communicate directly andmotifs and wanted to explore their origins. They also learn more about each other’s contemporary
wanted to communicate with their Japanese cultures.
counterparts.
# How has your impression toward your partner’s country/region and the world changed?
Changes in the students
Changes in the teachers
Our students understood that the students from I am glad my students could see how people fromboth cultures ended up using the most popular and other countries perceive Canada and how different it
repeated motifs of their traditions even though they may be from the their own (Canadian students’)wanted to discover something new and fresh about perceptions.
each other.

# Flow of the Activity
ContentMonth
MEET

Sept.

Selfintroduction

SHARE

Oct/

Research on
the theme

UNITE

Nov

United message/

Mural design

CREATE
Mural painting

Dec/Jan/,Feb

APPRECIATE
Reflection/
Appreciation

March

What you did
Your student’s attitude/reflection
Sendpictures
and They were excited to hear from thepersonal info.
Tomiya students and they waited in
anticipation.
Students started to Communication was not as smoothcommunicate with their and fast as they anticipated but theyJapanese
partners understood the language barriers andusing Social media and other obstacles involved in this typeemailsof communication.
Share research and Our students mostly did this part withideas
books and internet sources. At thispoint they were still sharing theirpersonal information.
Exchanged emails and Students enjoyed the drawing andmessages
onthe painting process. They also waited forprogress. Started todraw and paint the comments from their Japanese
partners.
muralShowed the mural at We wished we had bit more time but
because our scheduling of end ofour schoolsemesters, exams and holidays thisbecame impossible.

Subject
Communication

Communication

Research

Visual Art

Visual 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

Aim

ResultUnderstanding our own
cultures

B4How your students have reached it
They began see their culture through the eyes of JapaneseStudents.

Understanding theother’s cultures

A

4

They began show an interest in learning more about theJapanese culture beyond the cliché’ images.

B

4

They could see the challenges faced when communicatingwith students from another culture.

C1

A

3

A

3

I think we could have communicated and collaborated more
to go beyond imagery that we’ve generated.

A4

I think the process taught them about both challenges andbenefits of collaborative activities.

A

4

Qualities of their visual and verbal expressions haveimproved.

4

They could reflect on the whole process from beginningcollaborations to the final product. They felt good about theirefforts being appreciated by their Japanese counterparts aswell as our school community.

Communication ability
in the class/with partners

IT skills
Creating friendshipin the class/with partners

Collaborationin the class/with partners

Attitude in learning
Expression ability
in words, in pictures

Appreciation ability
Appreciate the mural and thewhole collaborative learning

A

They were already well versed in IT skills.
Some students continue to maintain their friendships.