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Understanding community history
through
cultural transmission, documentation
and transformationand transformation
Arts-ED
Case Studies
Shifting Base in History
Principles / Concepts
Interpretive
Contextual reading
CONTENT BASED
Subjects
Descriptive
Dominant Culture
PERSPECTIVE BASED
Experiential
Creative solutions
Self Discovery/Participation
Inclusive
(community, gender, special needs)
Theoretical
Applied knowledge
Information Giving
Exclusive
Transmitting, Archiving and Use
of cultural history, knowledge, capital and memory
Institutional Model:
Tapping on crystalised memory? Ecological Model
Tapping on working memory?+
1st Gen -Transmission of Long Term Memory
recalling or remembering mental documentation
(stored as facts and sensory details such as
image, sound, movement, feeling, emotion)
2nd Gen- Transformation through Working Memory
improvisations off a memorized database, and
making connections between new information
and background knowledge
Socio-cultural inquiry praxisIntroduction to Context
Discovery walks/hunts, site-visits, interaction with community
Cultural Mapping
On-site investigation, using interviews, illustration, video, photography, apprenticeship. Mapping and documentation.
Synthesis through Creative Works
Analysis and synthesis of collected data and interpretation using new knowledge and skills
OutreachDissemination to community
through product, publication, web, product, exhibition or performance
� Project
Students focus on researching 3
artists/crafsmen
�Outreach:
Web-page on each artist
Living Heritage Treasures
Web-page on each artist
Video on each artist.
Traditional Food & Trade Craftsmen
� Project
Documentation of 17 traditional craftsmen
�Outreach:
Printed brochures at their shop.
Case Study 2
“Kisah Pulau Pinang”“Kisah Pulau Pinang”Dramatization of Migration Stories
Video 1: Little India
Video 2: Chinese Clan Jetties l
Case Study 3
“myBalikpulau”
Cultural Mapping and Interpretation
using Photography
mymyBALIKBALIKpulaupulauCulture & Heritage Education for Young PeopleCulture & Heritage Education for Young People
A Mapping & Interpretation ProjectA Mapping & Interpretation Project
Warm Up Games –
Team building among children
Introduction to Site & Context
5 PROJEK5 PROJEK
Contextual Introduction to Site
Heritage Walks & Hunts
History
Environment
EconomyEconomy
Culture
Community
Tool Tool Tool Tool 1 1 1 1 IT Workshop
Tool Tool Tool Tool 2222 - Photography Workshop
My My My My Name Tag Name Tag Name Tag Name Tag
MyMyMyMy Post CardPost CardPost CardPost Card
Photograph whatever makes your identity:
• Space
My Self
1st Interpretation
• Space
• Object
• Hobby
• Friend
• Food
etc
1st Interpretation
My My My My SelfSelfSelfSelf
Photograph what’s important to know about your family
My Family
2nd Interpretation
Choose 5 most important photos to you and make a photo essay
with 1 caption
My My My My FamilyFamilyFamilyFamily2nd Interpretation
1
My Family
ARUMUGAM(Bapa nenek
saya)
SUNDRAMOORTHYDHANAM
(adik Kannama)
5 ARJUNAN
CINNAMAPenjaja
111 tahun
KANNAMA(emak nenek
saya)
TANGGAVELUKerani ladang getah
32
Example of Participant Family Tree
1 2 SINTHAMARAI(Nenek sebelah emak)
61 tahunOperator kilang
MUNIANDY(Datuk sebelah emak)
SANTHAKUMARI38 tahun
DEVISuri rumah 37 tahun
RAVICHANDRANPemandu bas kilang
40 tahun
NALINII12 tahun
THINESWARAN9 tahun
PAVEETHRA6 tahun
Nenek, Datuk dan Emak
Jodoh nenek dan datuk dicadangkan oleh orang luar. Nenek dilahirkan pada tahun 1944.
Semasa emak saya berumur 4 tahun, datuk dan nenek bergaduh. Kemudian, datuk
memgambil Mak Long saya, Santhakumari yang berumur 5 tahun pada masa itu dan
meninggalkan rumah. Nenek saya pula mengambil emak saya. Selepas itu, nenek dan emak
My Family
Example of Participant Family History
saya mengalami kesusahan. Nenek saya bekerja sebagai seorang penoreh getah. Pada masa
itu, nenek saya tidak mampu membeli sebuah basikal untuk emak saya. Oleh itu, emak saya
terpaksa berjalan jauh untuk ke sekolah. Sekali sekala, Cinnama akan datang dan memberi
makanan kepada nenek dan emak saya. Semasa emak saya berumur 15 tahun, Cinnama
mencadangkan agar emak saya dihantar ke rumah nenek Dhanam untuk tinggal dengan
mereka. Di sana, emak saya mendapat kerja di reban ayam bersama dengan mak cik
Rajeswari. Mereka perlu menyodok tahi ayam setiap hari. Selepas itu, mereka bekerja di
Kilang. Kilang itu bernama Franklin Froslin di Kulim. Emak saya tinggal dengan keluarga nenek
Dhanam di Sungai Kecil, Nibong Tebal. Dia telah menjadi anak angkat kepada nenek Dhanam.
Mind –map all the cultural assets in your town/ villages
Study of ONE Cultural Asset – per pair
My Town / My Village
3rd Interpretation
Study of ONE Cultural Asset – per pair
EXPLORE, MAP & DOCUMENT
A) Observation
B) Interview
C) Documentation - Notes, Sketches, Photo
Tool Tool Tool Tool 3333 - Mind Mapping
Tool Tool Tool Tool 4444 - Research & Interviews
Study of Village Site
Example of Research: Paddy & River SUNGAI & SAWAH
Di kampung Titi Teras terdapat sebatang sungai. Sungai ini merupakan sebuah tempat yang tenang dan
tempat yang sering dikunjungi orang untuk menangkap ikan. Antara jenis ikan yang terdapat di sungai ini ialah ikan
sepat, keli, haruan dan lain-lain lagi. Air dari sungai ini asalnya dari sebuah bukit yang berdekatan. Ia adalah
sungai semulajadi.
Sungai ini mengalirkan air ke sawah melalui tali air. Tali air ini sentiasa dibuka. Ia hanya akan ditutup jika
tali air sedang dicuci. Air dari sungai mengalir ke dalam sawah melalui lubang.
Sawah padi ini mempunyai ramai pemilik. Seorang pemilik tanah mempunyai 1 ¼ ekar tanah hingga 10
ekar tanah. Sawah mereka diusahakan sendiri dan ada juga pemilik yang mengupah orang luar untuk
mengusahakan sawah mereka. Seorang pekerja dapat menyiapkan kira-kira 9 ekar tanah sehari. Mereka
memulakan kerja pada jam 7 atau 8 pagi. Untuk menyiapkan proses penanaman padi sebelum di jual mengambil
masa kira-kira 4 bulan. Proses penanaman dijalankan pada dua musim kerana padi hanya subur pada waktu itu. masa kira-kira 4 bulan. Proses penanaman dijalankan pada dua musim kerana padi hanya subur pada waktu itu.
Pesawah menggunakan baja jenis 219 atau 220. Mereka menggunakan dua jenis mesin untuk proses ini, antaranya
kavoter dan traktor untuk membajak tanah.
Proses-proses yang terlibat adalah seperti berikut :
Tanah dibajak
Benih dicuci
Benih direndam
Tunggu sehingga benih tumbuh
Serakkan benih
Sembur racun
rumput selepas 2 minggu
Taburkanbaja
Sembur racun serangga selepas 2 minggu
Sembur racun serangga selepas
2 bulan
Tunggu sehingga
padi masak
Hasil padi akan dijual kepada sebuah
kilang yang bernama Gok Peng yang
terletak di Seberang Prai.Sembur
racun serangga selepas 2 bulan
Sembur racun serangga selepas 2
minggu
Kumpulan penyelidik: Aliah Afifah,
Nur Fartini, Siti Maryam, Nur Ain
Kumpulan fotografi: Boey Kuan,
Jian Hooi
Study of Urban Site
• Design routes for walking heritage trail
• Illustrations, photo shoot, map drawing
Mapping Cultural Heritage AssetsMapping Cultural Heritage Assets
SCHOOL EXHIBITIONS
PUBLIC EXHIBITIONS
MAP ‘Discover Balik Pulau’
Training of Young Heritage Tour Guides
Training for students tour guides to prepare them to conduct tours of their own
research sites to Balik Pulau schools students
Introduce to trader in town
Bring peers on tour at paddy field area
Introduce to trader in town
CASE STUDY 3
“Wayang Bayang”
Retelling an Oral Folktale through Shadow Retelling an Oral Folktale through Shadow
Puppetry
Aims:
1. Understand oral history in relation to context-manifested in comic storyboard and oral script
Aims of the Project Aims of the Project Aims of the Project Aims of the Project
2. Understand symbolism in decorative motifs andforms-manifested in carved 2-D puppets
3. Understand a performing art in terms of form, content, material-manifested in shadow puppetry
Introduction to SiteIntroduction to Site –– Guided WalksGuided Walks
Sourcing for Oral Stories / History
Interviews with local residents to document local stories
Cross reference with other sources of infomation
Study of Local Architecture & Motifs
• Collecting designs/motifs thro rubbing / tracing /illustration
• Study of symbolism in relation to cultural/religious philosophy
Interpreting the Narrative
• Fleshing out the dramatic narrative in comic storyboard
• Conceptualising the conflict and characters in relation to site
and cultural context
Designing Characters • Study of period, occupations, roles, clothing of characters
• Designing character types thro symbolic and literal use of shape, motifs, line and form
Designing Backdrop/setting Symbolic and literal use of shape, motifs, line and form
ExperimentationExploring the art and science of light and shadow
Innovating with Technology and New material
Composing Music and Lyrics
Experimenting with found objects, and traditional instruments
Scripting & Rehearsals …
Public Performance
Playback of Local Oral Folktale to the Community using puppetry
Recovery of historical
and cultural identity
Strengthened Inter-
no control over
Cultural Transmission & Transformation
IMPACT ON
COMMUNITY
Inter-generational
fabric
Documentasiof
traditional skills and
knowledge
loss of Integrated enterprise
Revitalisationof cottage
crafts
over physical
environment
The Need to Make Meaning
• Encourages understanding history as a series of circumstances
• Historical identity of shared space is widened thro collective works
• Encourages acceptance of different perceptions/experiences of • Encourages acceptance of different perceptions/experiences of
same circumstance (personal and community meaning)
• Allows individuals to discover the interplay between the past and
the present
• Encourages intergenerational and community cohesion
Collecting and Transforming Memory
---------------------------------
• Children learn by constructing
• The children construct from thought, practice and
generational remembering.generational remembering.
• Their products express their understanding
• They imbue their products with personal meaning.
VISIT US: 19, Cannon St. George Town, Penang
CONTACT US:
Website: www.arts-ed-penang.org E-mail: [email protected]
Community Based
Heritage Education Programs