Evaluation form experimentation at a Japanese High School in UK

Evaluation form experimentation at a Japanese High School in UK

About the Experimentation

1. To examine and generate the methodology for a creative workshop which will be held with local communities in King’s Cross.

2. I have been working as an art teacher at this school and I am also responsible for the supervision of the art programme. Also, I have already built good relationship with students. It seems like appropriate vehicle to test methodology.

3. This experiment will proceed as a regular art class of Teikyo School. The classes are held once a week for 5 weeks, with each class session 2 hours long.

4. Student groups comprise the third year A group and B group the age groups is between 17 and 18, in total 30 students.

5. The headmaster has requested that I create a piece of art work for exhibition at the school festival in October 2013 and throughout the summer term.

Process

Introduction to Students - 1st week

We did Briefing and sketch exercise. I asked them to show me their favourite places on campus either by drawing or by taking a photograph. Another question was: To prepare themselves to discuss their work in the next class, such as “why is that your favourite place?” “What’s happening in there?” I asked to write down 10 lines before they came to the next class.

Brief  - Generally speaking, teachers and members of staff design facilities in schools, and pupils are naturally fitted into provided structure of it. However, at Teikyo School, most pupils spend three years as boarders thus they would have a say in the current situation of the campus. The aim of this project is to show pupils’ expectations and innovative design ideas for future improvement of the campus to teachers and the headmaster by their narratives and visualisations, a process called “Design Fiction”. Furthermore, hopefully this project can be a good exercise to know, improve and create their environments by themselves in the future society.

Design Fiction – ‘The invention, creation and construction of possible futures, which are explored, tested, evaluated and improved’, to allow, use, and materialise their central features as stories.” Grand, S. and Wiedmer, M. Design Fiction: A Method Toolbox for Design Research in a Complex World [Internet]. Available from: <http://www.fhnw.ch/hgk/idk/themen/mediendaten_themen/design-fiction-a-method-toolbox-for-design-research-in-a-complex-world> [Accessed January 10th 2013].

Started with both 1st year students and 3rd year students.

The First Sketch + Photograph exercise – 2nd week

Students were asked to choose and show their favourite places on campus either by drawing or photography with stories about the places. The aim was to re-capture and re-recognise their accustomed campus, to re-design their own campus.

 

 

 

 

 

 

 

 

Internal exhibition – To share students’ favourite places – 2nd Week

2nd week

The second class was a full exhibition of students’ work from the previous class. They pinned sketches on a wall in the art room and then we had a short presentation and an exhibition this week. It took a form of exhibition but we intended to more like free discussion to allow students’ natural/spontaneous to conversation about their chosen places. The aim of this phase is to share students’ favourite places and the stories behind them.

 

 

 

 

However, the project faced on some difficulties on this stage. At the first year level (age 15-16), most of female students had strong hesitation to share their sketches, pictures and stories, and some of them were complaining about this exhibition. Moreover, it was on April that is very beginning of the Japanese school year and they had just met each other at that time and just started to build relationships among the students which will be lasting 3 years. So students, especially girls were really discreet about what they were expressing, saying and showing to others. In fact, during break time, I saw some persiflages between boys and girls. It seemed very sensitive issue for this boarding school and I felt that if this project causes for bullying, I would not be able to mend their relationship because I was a part-time teacher just for once a week. Thus, I gave up 1st year students’ involvements for this project, and 1st years were switched to learn and design pictgrams for the campus.

This could be a good precept for next phase of my PhD practice, to do workshops with King’s Cross local participants, I have to have a strategy for how to engage people, provide with a sense of secure among participants.

Collecting People’s thoughts – 3rd Week

This week, students became collectors. Since the previous exhibition, 3rd year students were separated into 9 groups based on their chosen area/spaces. students asked the members of staff what they felt about their chosen area/space? They were supposed to ask 3 local staff, and 3 Japanese staff to enhance people’s opinions for their future design of the campus.

I also challenged students insofar If a member of staff showed a lack of interest, I wanted students to ask them to think what they would do with it? This is an important phase for the co-participatory design process because by doing this, participants would be able to turn this into a spontaneous role, rather than remain passive students.

 

 

 

 

Creating Stories and visuals  - 4th and 5th Week

This week, students were asked to make stories and visuals about what would a future world and campus be like? They Picked a character and took them forward into the future world. * Both English version and Japanese version are slightly modified. Because the original stories include dirty expressions.

Questions:

• Chose a person you know now what they are doing, and give a role in future society. In this future world, how would they behave differently?

• Imagining a day in their life in 10 years later.

• What would be their life style be like, friendship, technology, political situation?

• Imagining everything in the future life, travel, food….

• How the space will change to fit future conditions into the character?

• Draw a whole day and the spaces

• “Think about what family, food, friendship, authorities – stricken / relax make them think their future position” all this is the method we use to create to get you to imagine future and story out of it.

• Just a day in the life is not story, story must have suspense, drama, and positions/maybe confliction? Put something you must overcome, makes story much more interesting.

 

 

 

 

Story A – Football Course

Students: Kento Umehara, Kotaro Oyama, Daisuke Kanno, Kwanghyun Kim, Kaoru Shibata, Mahito Shimotai, Ryo Sugimura, Tatsuya Zosen, Jumpei Teraoka, Shin Horie, Kazuki Maeda, Takumi Matsumura, Shunsuke Miura and Hayato Yokota.

story1

*Up to 8 hours is permissible in a day to do outside activities because of the destroyed ozone layer.

*The School is really strict.

*The school has various nationalities as groups. Brazilian and Japanese groups are the two largest groups.

Half of students are Brazilians in the School. Students bet their lunch on a school football game everyday. Winners can have lunch but losers cannot eat lunch that is the rule of the school. This is the life and death game for their daily life. Gaining 100 victories is a stipulation for graduation from the school.

There are two teams, Brazilian and Japanese team. Brazilian team is a powerhouse because some players have experience playing football as part of the Brazilian side. This strength keeps away the victory of Japanese team and makes them stressful.

At that time, Takatani and Yoshie come to the School as transfer students. Takatani belonged to the National Japanese team and Yoshie is a famous fashion model in Japan. Takatani was a national player. Yoshie was famous as a fashion model in the world.

The Japanese team has been losing games and the fact makes their school life hard… At 6:30 am, they are forcibly woken up by the housemaster every morning, then they have to catch fish for their breakfast. At 8:00 am, they have a meeting in order to form a strategy to win the daily game. Yoshie tells them about the features of the Brazilian team.

*オゾン層破壊により一人一日8時間までしか外出できない。

*帝京ロンドン学園の校則が厳しくとなる。

*様々な国籍の生徒達が学園で学んでおり、中でもブラジル人と日本人のコミュニティが大きい。

帝京ロンドン学園内の生徒の半分がブラジル人となった。そして毎日恒例の昼食をかけたサッカーの試合を行っている。勝ったチームは豪華な食事をとれるが、負けたチームは食事をすることすら出来ない。まさに一日の運命をかけたサバイバルゲームだ。そして試合に100勝すると卒業出来る

チームは日本人チームとブラジルチームがある。ブラジルチームには代表を経験している人がいたり、とても強豪である。日本人チームはなかなか勝つことが出来ず、みんなストレスを抱えていた。

そんな時に転校生のタカタニとヨシエがやってきた。彼は日本チームに入部し、ヨシエはマネージャーとなった。タカタニは元日本代表でヨシエは世界でも有名なファッションモデルである。

これ以上負けることの出来ない日本人チームは朝からとても厳しかった。毎日6時30分にDutyの人が叩き起こしにくる。朝ご飯は各自、池で魚を釣ったりして食事をとっている。8時になり、この場所ではどのようにすれば勝てるかチームメイトと共に作戦を考え、ヨシエはブラジルの特徴などを伝えている。果たして結果は…?

Verse: 1

The game, Japanese team versus Brazilian team will come very soon. However, they have a problem about the lack of a player, the blank position is the keeper. They are confused and have no idea how to get over this situation… One hand is raised. It is Yoshie’s hand. She says I will be the keeper. They are negative for her offer because their opponent is the Brazilian team, this is the strictest team to gain the victory. She knows about it but does not change her mind.

転校生を迎えた日本人チーム、因縁の相手のブラジルとの戦いが目前になっていた。そして事件は起こる。日本人選手が足りない。何故かいつもの顔ぶれが揃わない。それも替えのいないキーパーである。だがどれほど頭を回転させようとも埋まらない状況は変わらなかった。そこで一つの手が挙がった。ヨシエである。彼女がキーパーを務めると言うのだ。みなはもちろんのごとく反対した。何せ相手はあの宿敵ブラジルである。彼らは一心不乱にボールに食らいつき勝利にはシビアな最強の軍団だ。それでもヨシエは引かない。意見を変えたのは選手達であった。

Verse: 2

As soon as the game starts, the Brazilian team gets an opportunity for a corner kick. Japanese team could not save their goal from a Brazilian player’s heading shot. The game goes to the second half. Yoshie tries to protect the goal net as well as possible. Then, a  big chance flies down to the ragged Japanese team. Takatani is evading opponents easily. All at once, Ikeda makes an instruction for Japanese team.

The Japanese team approach the penalty area by their pass and dribble. Takatani has the ball and pulls the last forward out. Then, the battle goes serious between Takatani and the Brazilian keeper. The keeper attacks Takatani to take the ball. Takatani falls down on the ground. The ball goes to just beside Brazilian goal net; the goal net is not touched by the ball.

試合が始まった。開始早々にブラジルのCK。ヘディングでゴールにボールを叩きこまれた日本。試合は後半に移る。なるべくヨシエにはボールに触れさせまいと体を張り、ボロボロになった日本に唯一のビッグチャンスが訪れた。助っ人のタカタニが3人、4人と相手選手をヒラリヒラリとかわす。

パス・ドリブルを繰り返し、ようやくペナルティエリアに日本はたどり着いた。ここでボールを持っているのはやはりタカタニ。彼は残りのDFを抜去り、キーパーと一対一になった。キーパーはタカタニをつぶす気でボールを取りに来た。タカタニは地面に倒れ込む。ボールの行方はポストの真横、ネットをゆらすことはなかった。

Verse: 3

Starvation makes football games dangerous, like a rough rugby game… The teams students wake up at 5:00 am always and do running on mountain for 3 hours. After that, students do weight training and soccer training. This soccer game will be a special game because 99 games was done and next game will be 100 times game. Yet, Japanese team lost the victory. They give loser team their advice. To win the game, hunting and eating fish at the swamp is best way. Japanese players go to the swamp to hunt fish. However, fish are man-eating fish. Team work is essential to get fish. Japanese players were noticed it by Takatani and Yoshie. Players could get fish by their team-work. Players have known about the importance of collaboration. Thus, any players have no idea to lose the game by Brazilian team… Do you think the Japanese team can win the final game to graduate from the school?

帝飯に飢えた選手達はまるでラグビーのように危険なプレイをした…なぜなら99勝目…ラスト1試合で卒業出来るからだ…だが試合はおしくも2−1でブラジルチームに負けてしまった。負けた帝京チームにタカタニとヨシエは一言助言をする。帝京のある池で魚を捕まえてその魚を食べると試合に勝てると…それを聞いた帝京生はまっさきに魚を捕まえに行った!だがその魚は人食い魚だった。それを捕まえるためにはチームワークが必要だった。タカタニは今帝京チームに欠けているなにかを気づかせてくれた。そして帝京生はチームワークを活かして魚を捕まえることが出来た。チームワークが必要とわかった帝京生はもうブラジルチームに負ける気がしなかった。果たしてラスト1勝し卒業することはできるのか?

Verse: 4

The Japanese team lost the previous game so they didn’t have their lunch. They are very hungry. The synchronised swimming is brutal class for them. Love is prohibited by the rule of the school. After the synchronised swimming, Takatani and Yoshie have romantic involvement in the pool…

People enjoy doing water slider, TV and Pub. The pool is the place that Japanese team and Brazilian team can relax with each other without antagonistic mind. Such as night life has no border that is why everyone love it. The pool makes the best time for their prize. Today, all students bask in the afterglow with good relationship and will start next day.

日本人チームは試合に負け、昼飯はお預けとなり午後はプールでシンクロ集団行動。昼飯抜きという状態でのシンクロはまさに地獄の所業。この学校は恋愛禁止となっていたが、シンクロタイムが終わり、タカタニとヨシエはプールの中で愛を育んでいた。

その後はフリータイム。他の人達はウォータースライダーやTV、Pubなどで遊んでいる。そしてこのプールの時間が一番リラックスでき、唯一ブラジルチームと良い関係が保てる時であった。ナイトライフに国境はなく、どの国の人でも言葉がなくても分かり合え皆大好きだ。一日のご褒美としてプールという場は最高の時間をつくり、一日の余韻を残しながら次の日を迎えるのであった。

Story B – General Course 

Students: Kento Amakasu, Shintaro Okawa, Haruki Kogo, Yoshiaki Goto, Masashi Shimazu, Kazuhito Sumii, , Tomoaki Takatani, Yosuke furuno, Takateru Watanabe, Riona Ichigi, Misaki Ono, Rina Kikuchi, Emi Tagawa, Kaori Noda and Kanami Hanashima

story2

In 2025, China, Taiwan, Japan, Korean and Philippines make Asian Union for peace and economic reasons. Yet, some countries are still suffering from destituteness.

Mr. Tori is a newly appointed teacher and he has brought his lover Takako to Teikyo School. 10 years ago, he was a student at the school. Takako has decided to do work in order to support income with Mr. Tori.

2025年比、台、日、中、韓が平和を目指し一つの共同体になったが、ある国の人々は貧しくなった。

そして日本人である鳥先生は恋人のたかこを連れ、以前自分が生徒として学んでいたロンドンの日本人学校に教諭として来た。たかこは経済的にとりちゃんをささえる為に、学食で働くことになった。

Verse: 1

At the first day, Mr. Tori and Takako ride on a horse to go to the school.

They felt dignity of the Teikyo School’s history by the view from on the horse. The words of TEIKYO SCHOOL UK are shining still now. The school has stables and they tied their horses to it. He does eye contact to a woman in the security staff and goes to the teacher’s office with light steps. He joins the morning meeting and rides on the horse to go to classroom.

初日、とりちゃんとタカコは馬に乗って学校に出勤した。

馬の上から見た景色は、帝京にきたことを感じさせるものだった。TEIKYO SCHOOL UKの文字は今も輝いている。帝京には馬を置ける小屋があり、そこに馬を置く。彼はセキュリティの女性にアイコンタクトをし、軽やかに職員室へ向かい仕事の準備をすると、職員会議に参加した。そして教室棟へと馬を走らせた。

Verse: 2

Mr. Tori arrives at his classroom to do homeroom. The classroom has the 3D projector. Before, he enjoyed Takako’s pictures by using the projector and the record was left in the projector’s memory. Students are finding it and made fun of Mr. Tori.

そして鳥ちゃんは朝のホームルームをしに自分の担当している教室に行った。

教室にはプロジェクターが完備されており、以前にそのプロジェクターを使って大画面でタカコの写真を見ていたが、それが生徒用の机の上にある画面に履歴が残っていて生徒達にからかわれてしまった。

Verse: 3

At the canteen, there are conversations with many foreign languages. Changing environment of Japanese school made his surprise afresh.

食堂にはいろんな言葉があふれていて、改めて日本人学校の変化に驚いた。そのときふと上を見上げると色鮮やかなサラダバーの看板が見えた。

Verse: 4

Teacher Tori-chan comes to tower T3 for preparing the English speech contest. The room is darker than before because of autumn season. Tower T3 has been done some construction work to install new mechanical equipment.

鳥ちゃん先生は生徒たちとマナーハウスの前で話をした。近年マナーハウスは、近隣の住民の為に夜間はライトアップされているのだった。

Verse: 5

Mr. Tori and Takako go to the balcony and make conversation. His Japanese made moved her because he has never spoken Japanese since they moved in the school. The school is no longer a Japanese school.

鳥ちゃん先生は翌日に行われる英語スピーチ大会の準備をするためにT3に来た。秋も深まり日の入りが早くなったせいか窓からの日差しもあまり無くなり部屋がより一層暗く見えた。T3は建て替え工事が終わり最新機材を導入したばかりだった。

Verse: 6

The important talking is begun by Mr. Tori at the balcony while the evening sun is setting. “Marry me.” He said.

In the campus, the balcony is not designed as up high position and natural grass cover around the school, because sometimes internal strifes occur by some students’ groups who have excessive patriotism. Today, Asian goes to be the union such as EU. Teacher Mr. Tori and Takako jumped out from the Japan, They have chosen to get married.

鳥ちゃん先生とたかこはベランダに行った。たかこは久しぶりに鳥ちゃん先生が日本語を話した事に感動した。というのは、この学校が日本人学校ではなくなったので、鳥ちゃん先生はこの学校に来て一度も日本語を話した事がなかったからだ。夕日が沈みそうなまだ明るい学校の校舎のベランダで鳥ちゃん先生は「大事な話がある。」とたかこに話し始めた。結婚しようと告白した。

帝京ロンドンでは万が一の事故に備えて、ベランダはあまり高くは設計されていなかった、そして校舎の周りには、天然草を敷き詰めて万が一の事故に備えていたのであった。アジアがEUのように一つになった今、日本を飛び出てイギリスに来た、鳥ちゃん先生とたかこは結婚することを選んだ。

*Currently I am doing…

Asking teachers to give me feedbacks.

Asking 3 different disciplines to give their opinions about the stories and visuals.