|Mappa Mundi/ TreeMappa workshop introduction
The Concept for Mappa Mundi
The Mappa Mundi concept comes from the medieval maps of the world that were created. One of them is in Hereford Cathedral in the UK. Mappa Mundi maps were not accurate geographic maps. They showed different ways of seeing the world and places of significance.
Mappa Mundi 2.0 – revisits the concept by mapping significant content onto a virtual map. By using Google maps and embedding content onto it, maps and journey will be created that are then ‘scraped’ into a project specific website www.everymap.net (not yet live). This will be viewable on the Internet by anyone, but content can only be uploaded by project participants
The dramatic frame or way in The Mappa Mundi concept with frame participants as map makers. They will receive a ‘commission’ which will provide them with the motivation to create a map and drama/media/arts based content for that map. This content will be embedded on My Maps in Google Maps and journeys will be mapped.
Workshop activities for Mappa Mundi participants will involve positioning them with the responsibilities of map makers such as in the UK e.g. Ordinance Survey Office, they make different maps for different clients such as property developers, local government etc. Whilst physical locations and evidence will be used, it will not be the only kind. Content can juxtapose ideas, moods, eras, cultures, perspectives.
Content type will be tagged for different types e.g.:
The content will be searchable on the website and users will be able to navigate the maps and follow the journey.
Initial workshops – C & T have trialled a 2 hour workshop with map making focus with several primary groups in the UK and used the following kinds of processes
Exploring maps with students. What are they used for, what do they show us (road maps, satnav etc). Look at a street map of the local area. What does it show? What doesn’t it show about the people and what goes on in the area? How could we map the things that are important to the people who live here? What kinds of things would go on the map?
Games – Traffic light. Students to walk around room, when leader calls Red, they stop, Yellow, they kneel and Green they Go. Play the game for a while. Discuss: what are traffic lights? They are symbols, they give us instructions on our journeys.
Games – Keep your distance – Ask each student to think of two other people present in the room. Everyone walks around the room. They are to try and keep equal distance from each of the two people. Discuss: What was the impact of your movement?
Exploring the environment – Send students out to investigate the environment. Look for special features, landmarks, things going on.
When they come back, ask them to create a physical map of the area (define the space and direction)
Zoom in on interesting parts, create images with bodies of those landmarks etc Mould statues of symbols that you would put on the map. (Could take photos)
What about people, jobs, quirky things that have happened? Create still images of these.
Explore Google Maps – Look at the kind of information and content you can find on Google Maps. Introduce the concept of signs and layers (Social, Cultural, Historical, Economic, Personal memory)
Memories – Ask participants to think about the memories they have related to the map/area. Share a memory in a 10 second snapshot (as in a video clip).
Consider the time/duration/aesthetic of the Internet. Lots of ‘bits’ of short stuff. Simple messages. Don’t overdo documentary style, also consider imaginative, spiritual, aesthetic content.
Digital content - Take ideas drawn out of workshop activities and create content that can be posted to the Internet. Photos, audio, video (including photostories using voiceover and music), text. Consider how that with video the objects often have to be what they are meant to represent (in a more literal way than if you do drama in the classroom).
TreeMappa – possible workshop activities
Dramatic frame or way in – An international research consortium has discovered methods for tapping into the sounds and memories of trees (could develop a class ‘bioscanner’). This sound in unintelligible to begin with (could sound like music) but some people are able to translate these sounds and read the stories of the trees.
Games – tree version of ship to shore. Call out words/action
. plant the seed (kneeling)
. climb the bunya
. pick the berries (way up high)
. timber!!!! (fall down)
. treehugging day (could find a partner)
. leaves blown south
. leaves blown north
Timeline – Pick a tree in the school that students all know. Ask students to think about what they tree would see in a typical day. Divide students into groups, give each group a time of day and ask them to create a moving tableaux of what the tree can see and hear.
Variation - Determine how old the tree is. Give students different years or eras and ask them to depict then what the tree might have seen or heard (this may require some input first to build student knowledge of different eras)
Trees in our school/area – In pairs, ask students to select a tree to focus on, research and document. (could create a photosynth).
Get students to look at visual elements in the tree – the line of the trunk, the line of the branches, the shape of the leaves, the way the leaves move. Draw lines and shapes on a page (not in literal tree form, but across the page).
Explore interpreting these as sound. What might the ‘voice’ or music of the tree sound like?
Explore interpreting these as movement.
Three words at a time – after learning about the life cycle of the tree, the eras, or incidences of relevance to a particular tree, build class story (around circle) set constraits, such as only 3 words at a time. Side-coach students to help keep it going. Remind them to listen to what’s come before and keep trying to build on that.
Which trees should be saved – Set a challenge for students. Only ten trees can be kept alive and saved. Which 10 should they be? Students have to share one sentence about why their tree is important.
Tech Stuff and sites
http://treemappa.wikispaces.com/ - This is a closed wiki, that only members can post to. This is being used as a documentation site, though there are issues with wikispaces access at school. Each page also has a discussion forum option that you can click on at the top if we do want to use it.
Once you are a member, you can edit pages, add content and create your own pages (contact Sue if you want to do this and need help).
www.candtnetwork.org - C & T network – a workspace that is in a protected area. Participants can make and upload content
Teachers will be given a login and password (bottom right)
Go to Navigate – Overview of Live projects, Project info, see content
Add stuff. Limit 2 MB/5 minutes in duration
Final maps will be uploaded to www.everymap.net
http://maps.google.com/ Google maps – go to ‘My Maps’ (top left) , then ‘Get started’
See icons in top right of the map for adding features and lines or shapes.
When you add a placemark you can embed links to image, video, audio and weblinks.
You can work on satellite, (image) street or terrain view (top right of map) and also look at layers of content
Click on save at the end (you can choose to add collaborators to work on your map)
You can sign in to upload photos
To upload, go to the line that says YOU (towards bottom of the page) , and then ‘Upload’ probably a good idea to resize images first
To use a photo there to embed in Google Maps, click on ‘Share This’ to top right, then click on ‘Grab the HTML’
Make sure you acknowledge sources of photos. If they are not yours make sure you have permission to upload them.
A TreeMappa account has been set up
To Upload, click on “Upload” top right of page. Unless uploading from somewhere with high speed Broadband, it’s often a good idea to save videos so the file size is under 5 MB. Keep them short – no more than 3 minutes usually.
Other sites referred to
Photosynth – create 3D imagery http://photosynth.net/
Musicovery – find music by mood etc http://musicovery.com/
Visual Thesaurus http://www.visualthesaurus.com/
Ref: C&T http://www.candt.org/ and firstname.lastname@example.org