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"I
think the students were overawed by your realistic delivery...
All teachers were amazed at how much breadth and depth of
understanding had been achieved during one day of medieval
immersion" KimWidrich
- Lavala Catholic College 2006
"All
the students I have asked stated they thoroughly enjoyed the day,
especially the armour, games and tournament which were more active…
I look forward to your next visit" J
Tyer – Billanook 2002
"Just
wanted to say THANK YOU for our Medieval Day yesterday. The
students thoroughly enjoyed the presentations on Weapons &
Armour, and particularly loved the Tournament. It's not often
they can legitimately hit someone like that!!! The presenters
were fabulous!!" Angela
Bottari - Marcellin 2008
All
these topics are designed to be flexible, and can be adapted for
all Middle School years (grade 5 to level 8 or 9). We
have slightly different topics for Junior school students (see Junior School Programs), and can tailor alternatives for
schools with different needs.
Most
schools choose a selection of topics, and rotate students through
several.
Most
of these sessions are designed for single classes, or groups not
larger that 32. A few are suitable for larger groups, and we
often start or finish a day with a large group presentation.
However we prefer to incorporate several small group
interactive topics, for best educational effect.
(see
Develop
Your Own Timetables)
For
best results it is important to avoid over-stimulating (too many
active sessions), or boring (too many passive sessions) your
students.
"Students
engaged and engrossed... theoretical and practical demonstrations
perfectly balanced resulting in learning and understanding..."
David Happ. De
La Salle - 2009
Knights and
feudalism were the backbone of Medieval Society.
This session
typifies how our programs interact with the students. Many
‘recreationists’ just demonstrate stylised fighting using metal
weapons. (We would never bang metal weapons together anywhere near
students, not least because of public liability
issues.)
By contrast we
use the blunted wooden weapons that everyone from the Romans to
modern Kendo students use for military training and exercises;
which allows us to take volunteer students and train them as pages
and squires would have been trained, and then give them a
chance to take on one of our armoured fighters. (Some of whom are
female, which always gets a good response, particularly at girls
schools!) The students
love it.
We can usually
have a large number of students participate, and we believe we can
teach more useful concepts in a period of active involvement than
in any amount of just sitting and watching.
The
Tournament may also be used as a large group display to finish a
timetable of class group rotations through other programs. (For
information on this option see Develop
Your Own Timetables)
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"What an
excellent way for students to learn; putting them into the
situations and letting them think them through. Why didn't we have
this when I was as at school?" Balwyn High
School - 2009
A survey of
customs, laws and sciences, including
stocks, whips, and torture instruments.
Convincing the
students that medieval people had sensible and realistic approaches
to Crime and Punishment is easy, if you role play the crimes and
take votes on the punishments! The comparison
with the foundation and development of many elements of modern
society is also a fascinating challenge to most students.
Another
possibility for large group lecture, often used to start a day of
class group rotations.
Requires
a DVD or VCR. Or this topic can use an Interactive
Whiteboard if you have one available (and if you are not already
doing an IWB topic). Otherwise we can bring our own if
necessary.
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"The students
were enthralled! They laughed, the [sic] learned and they were
eager to be part of the show. Their teacher was turned into a year
8 students, she was just as keen and as interested!"
Catherine
Blake. Star of the Sea - 2009.
A thousand
years of medieval history through its changing military technology
and political structure. A series of
role plays covering everything from the collapse of Rome to the
Renaissance.
Again, the
students get to vote on which paths they would take to survive, and
again they come to appreciate the sensible reasons for the way
Medieval Society actually developed.
Besides,
many of them get to dress up in armour and weaponry and play the
roles of barbarians and knights. Even
the most disinterested student suddenly becomes an
enthusiast.
This
topic can be used for large groups, but works best with single
classes.
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"Very
enjoyable - boys remained interested throughout... resources were
great... instruction and information clearly communicated".
John Nocci. St
Bernard's - 2009.
The
multi-media news and education channel of the medieval
period.
Covers
education, entertainment, deformity, the social pyramid, roles and
status, and several
versions of juggling and other activities for the students.
Everyone gets
a good physical workout, but the emphasis remains on allowing
students to compare and contrast with their own education and
information systems and social structures.
This topic is
very interactive, and designed for single classes. Maximum
32.
This
topic now usually uses an Interactive Whiteboard (unless you are
already doing other topics that need them). If you don't have them,
don't worry: we can bring our own with us! Otherwise we will
require a VCR or DVD player.
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"Students were
engaged and entertained... good dramatic representation of disease
and malnutrition captivated students... modern analogies with
drugs... [peasants] a 'herd of cows'.. Medieval jobs and 'poo'...
being about medieval control... a lot of fun". Rod
Bear. St Albans Regional College - 2009.
"A very hard
activity to conduct with a group of energetic boys... [but] the
boys were engaged and ... enjoyed dancing (who would have
thought!). Jane Fleming.
St Bernard's - 2009.
Explores the
role of dance at different levels in medieval society. Peasant games
and social dances, court and entertainment dances, and the display
dances of the high nobility.
All students
participate in three or four simple dances, and usually we get to
demonstrate a couple of more complex concepts with one or two
students.
Along the way
we can do a detailed discussion on living conditions, social
interactions, and the search for marriage partners.
We
can also debunk a few Hollywood myths about sex stereo-typing
in the medieval world.
This
topic can be done for groups up to 40 or 50, but works best for
smaller groups.
(Contrary
to popular misconception, boys schools do well at this... "Boys
enjoyed it... Willing participamts! Enthusiasm all there..."
Sally Robertson. St James Regional College - 2009.)
Requires
CD player.
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"Fantastic
control and ensuring students are engaged". Giuliana
Faidla. Nazareth College - 2009.
Archery was
the common activity for every farmer and most nobility from the
ancient world until the rise of gunpowder. However the
competition between bow technology and armour through the medieval
period had a stunning effect on social change; and
vice-versa.
Everybody
gets to participate, and we use blunted arrows against rubber
targets to make things safer (and more fun). This
means that (with the addition of our safety nets) we can easily do
archery in halls or gymnasiums if the weather is
bad.
Absolute
maximum of 32 per group (less than 30 preferable).
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"Student
participation really brought this segment to life. Wearing the
clothes and being 'hands-on' meant that it was much more than just
a seminar". Kelly Murray.
Lavalla St Pauls - 2009.
Tracing social
development again, this time using clothing and accoutrements, The issues we
deal with include technology, trade, social status, and sumptuary
laws.
We do
not use lots of costumes, because feedback shows that students
simply cannot remember them all. This is a tactile session,
where a limited number of costumes are physically touched by every
student, and then developed into a story-board of medieval
history.
As well as
some students dressing up, the class is asked to take votes on
various elements of status and behaviour.
This topic is
commonly requested by girls schools, but works equally well with
boys or co-eds.
Longer
sessions sometimes require an O/head projector.
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"Students
really got involved, and were focused on the information. Really
impressed that our handicapped students was also given an
opportunity to become involved". Kylie Mobilia.
Westbourne Grammar - 2009.
Living and
Learning in a non-literate society. The focus here is on who
gets assigned to do what jobs, and why. The games are designed to
make the information both enjoyable and memorable.
There is a lot
of information in this session, but the focus is on activity.
We use this session to break up a series of passive or turn
taking sessions with something more active.
Every student
will participate in a series of games, and the class should
therefore contain no more than 32 participants. 26 works even
better.
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"The boys were
able to handle a great deal of input and apply to task. A great
idea to focus on the modern application of Heraldry".
D. Haven.
Salesian College - 2009.
What it was
for, how it worked, and its relevance to the modern world – from
football jumpers to flags to traffic signs. Students
will design their own meaningful heraldic device which tells and
actual story about their family history.
This can be a
fascinating topic, and some schools love it. However
we would only suggest it if students are already covering four or
five more interactive topics in the same day. We
prefer not to do it if we are only doing two or three other
topics.
However those
schools which do it every year say they love it!
Requires
an Interactive Whiteboard or Data Projector (we can bring one if
you don't have one), photocopied sheets, and 2B
pencils.
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This topic combines all the best
elements of Medieval
Japan and
The Muslim
World.
Class members are dressed to
play the roles of nobles and commoners from each
of: Europe, the Middle East, and Japan. This then allows
a detailed comparison between the
cultures.
This topic has become very
popular with schools who innitially requested just Japan or just
Muslim, as the compare and contrast elements are so interesting and
informative.
We recommend that the topic be
used as a 'calm them down' session after four or five of the more
interactive sessions.
Requires an IWB, or data
projector.
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"Ties in well
with our curriculum and nice to see different activities on the
topic". Simon
Woodhall. Loreto - 2009.
A comparison
of how geographic, demographic, and cultural features in Europe and
Japan led two such dissimilar societies to develop the same style
of Feudal culture. Compares
everything from the uses of Heraldry to the concepts of Literature
and Romantic Love.
Though largely
lecture style, there are some role play components. This
topic was developed after many requests from schools, and has
proven very popular with the test schools.
It may be used
as a large group presentation, preferably at the start of a day of
more interactive sessions. We recomend it be used as a 'calm them
down' session in a day of several more interactive
topics.
Requires
an Interactive Whiteboard. (If you don't have one, we can usually
bring a portable).
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At the request
of Ilim College, this topic was specifically designed to compare
and contrast the European and Muslim experiences of the medieval
period (and we sometimes throw in a bit of Medieval Japan as
well, because the comparisons are instructive).
The most
notable difference is inheritance of land and serfs in Europe and
Japan, compared to the temporary overlordship assigned by Muslim
states: and the effect this has on social relations.
This and the contrasts between the integration of religion
and law in Muslim lands compared to Europe and Japan, allows for a
very interesting series of comparative role plays. (Yet again
though, we would not recommend this topic until three or four
more interactive sessions have been chosen).
Requires an
Interactive Whiteboard. (If you don't have one, we can usually
bring a portable).
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"The
comparative activities and dress was quite engaging. The IWB
allowed students to play with technology and the clothes allowed a
tangible activity. Excellent material and content".
Bronwyn
Traill. Whittlesea S.C. - 2009.
The logistics
of moving and trading in a world of underdeveloped and unsafe
communications. The
issues of monetary exchange. The
impacts of such travel, particularly during periods of mass
migration and the crusades.
Also a lot of
information here on Technology in the medieval world. The
industrial power of the thousands of water and wind mills, etc.
Some good comparisons with cultures in the Mediterranean or
Middle East and China, which did not make such use of
technology.
An interesting
lecture style topic, but another which we consider to be an adjunct
to a well chosen program of more active topics.
Requires
Interactive White-Board (If you do not have one we can bring
a portable.).
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This is a
simple summary of the development of military technology and it’s
effects on the society. Mainly
built around video clips and role plays, this is another lecture
style option which may be used after several more interactive
choices have already been included.
Requires
a DVD or VCR.
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Many schools
like to invite the Early Arts Guild to provide a Brass Rubbing
session as one of the rotations.
We have worked with them many times and can highly recommend their
presentations.
This
must be booked separately with the Mark Hill of the Early Arts
Guild on 03 9699 8417, or Go to Early Arts Guild
Website
An excellent
session which provides information about the meaning of medieval
brasses, and gives students a physical souvenir of their work. Availability,
and number of students per session, are limited, so make
your enquiries to the Early Arts Guild well in advance.
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Again, not one of our topics.
Preshill introduced us to a company called Al Martinez
Studios, which brings a portable blacksmithing setup to your
school and actually lets students make simple fire tools and
toasting forks and the like.
We were very impressed by the
set-up, and would highly recommend it to anyone willing to go to
the effort. The limiting factor we note is that not too many
students can participate in a given period, so you should not
expect them to give every student a go!
Contact: 03 9372 1555, or
e-mail: al_martinez@optusnet.com.au
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