| Introduction |
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This resource, a series of 15 photographic portraits that comprises 'The Estate',
was shot in 2001, by photographer Boris Stout. These colour portraits show an
ethnically diverse mix of people in their inner city high-rise homes. Despite
living in identical contexts, residents of all ages demonstrate a diversity
of aesthetics and cultural identity.
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Like any community the block is steeped in history - as I photographed
them, residents told me stories of the past some of joy and many of loss
but all of which related to home - which is the block. It struck me then
that in many senses the tower-block is an urban village but with so much
that is transient it seems to be one that will be locked eternally in a
struggle to define it's identity.
Boris Stout, Photographer
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Included is background data and information outlining the urban and social
context, compiled by the photographer. This project was funded by Architecture Week 2002.
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| Activity summary: |
- To investigate the significance of personal places
- Pupils observe a series of 15 colour photographic portraits of people in their inner-city homes
- They use these to observe how a diverse mix of ethnic groups living in identical high-rise flats demonstrate a diversity of aesthetics and cultural identity
- They relate these concepts to other public and personal contexts
- They reflect on their own personal spaces and articulate a response through discussion and creative activities
- They identify and reflect on the similarity and differences of choice in order to celebrate difference
- Links can be made with National Curriculum schemes of work:
Art & Design: Unit 1A Self Portraiture, Unit 2A Picture This!, Unit 6C A sense of place, Unit 5A Objects & meanings, Unit 7A Self-image, Unit 9A Life-events
ICT: Unit IA Introduction to modelling
History: Unit 2 What were homes like a long time ago?
Geography: Unit 5 Exploring England, Unit 12 Images of a country
Citizenship: Cultural diversity, identity, respecting difference
- Extension tasks:
Art & Design: Create a series of photographic self-portraits using an identical set where each student individualises their image
Geography: Investigate the cultural make-up and types of homes represented within the class
Citizenship: Prepare an assembly using the findings from the class work that celebrates diversity
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| Lesson Plan:
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1. Introduce Personal spaces/significant places
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Ask students to think of a 'personal' space/place and feedback their ideas to the class
Consider: What do personal & significant mean? - private, individual, one's own.
Personal spaces are different for each person
Ask students why is their space/place is significant
Identify the factors that make places personal and significant e.g. culture, religion, traditions, positive associations, likes, security, comfort, familiarity
(Keywords: personal, significant, difference, public/private)
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2. Introduce examples using The Estate photographic portraits
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Ask students to gather round. Introduce the photographs: People in their personal spaces - their home (go to resource supplied)
Class discussion - ask students:
- Where are these people?
- What do you notice about these places?
- The rooms are similar but they show different ways of personalising the space
- Identify the differences (culture etc.) and how they are represented: (decoration, objects, use of space etc.)
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3. Explore difference through personal identity
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Small group discussion - ask students to compare
2 or 3 of The Estate photographs. Ask:
- What do you see?
- What can you learn about the people who live here?
- What seems significant to them in terms of how they use, or have personalised their space?
- Can you tell how they might feel being here?
- Identify differences in interpretation amongst the class to demonstrate that there will be many different interpretations of meaning when 'reading' an image. We can only find out the true meanings by asking the people in the picture about their personal space.
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4. Identify and explore personal spaces
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Individual work - ask students to consider a significant place.
and introduce the questionnaire (go to resource supplied)
Ask for a volunteer to act out how they feel in this place & photograph them
Ask students to make a list of personal spaces
Select a significant one and complete the questionnaire
Review questionnaires and relate findings to identify references to cultural identity, traditions, & religion.
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5. Record significant places
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Ask students to make a drawing of their place
Bring in reference, images, photographs, objects & associated with their significant place and present them to the class.
Make drawings, collages, photograph and annotate
Create digital collages (go to Playroom, for an example of an IT activity and Add-Text, for free downloadable software.)
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6. Present significant places
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Review ideas and link to the key objectives.
Ask students to 'read' each other's objects or images and observe the differences in interpretation.
Consider: when does a space become a place?
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Recommendations:
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- Use the questionnaire as a framework for investigating the photographs.
- Collect catalogues from interior design shops for collage.
- Use the photographs in combination with the background data to support Humanities/Geography.
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RIBA Architect in the House
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