1. 16/7/08sgraham 1 CULTURAL AND GLOBAL STUDIES IN THE JAMAICAN CURRICULUM THE SAM SHARPE TEACHERS’ COLLEGE EXPERIENCE

2. 16/7/08sgraham 2 Presented by : Sonia Graham Culture Agent Sam Sharpe Teachers’ College Granville, St. James Jamaica West Indies Done at the Sam Sharpe Teachers’ College Campus July 16, 2008

3. 16/7/08sgraham 3 Culture Culture - ethos (attitudes / values/traditions and belief systems). an intrinsic factor affecting aspects of human life. A catalyst which determines attitudes to work and production. not quantifiable or tangible, but central to the definition of the basic unit of economic development - the individual and the human spirit - and the eventual unleashing of creative energies.

4. 16/7/08sgraham 4 Role of Culture The study of culture prepares students to answer questions such as: How do belief systems, such as religion and politics influence other parts of the culture? How does culture change to accommodate different ideas and beliefs? What does language tells us about the culture?

5. 16/7/08sgraham 5 ELEMENTS OF CULTURE Manifestations of the Jamaican culture Language – creole, SJE Food – blue draws, duckunoo, jerk Dress - bandana Music – Reggae, Mento, Dancehall Religion – Christianity, Rastafarianism Dance – Bruckins, Kumina

6. 16/7/08sgraham 6 Ministry of Education Mandate "Culture is an important content that we are now trying to weave throughout the curricula from early childhood to tertiary." (Maxine Henry-Wilson 2005/2006 Sectoral Debate) (former Minister of Education)

7. 16/7/08sgraham 7 Tourism Mandate “promoting awareness about Jamaica's history and culture through education, can bring about consensus on national goals and values.” (Aloun Ndombet Assamba 2006/07 Sectoral Debate)

8. 16/7/08sgraham 8 The Cultural Policy Main objectives for education: access to and participation in cultural expression the use of culture as an agent of social transformation.  establish links between cultural policies and policies relating to education.

9. 16/7/08sgraham 9 Curriculum Types Early Childhood Primary Secondary Tertiary For each level elements/aspects of the culture are woven in.

10. 16/7/08sgraham 10 Utilizing Culture in the Jamaican Classroom Culture is used in three dimensions 1. As a teaching tool. 2. As a learning experience from the students’ everyday lifestyle. 3. As a expressive medium to facilitate students’ participation.

11. 16/7/08sgraham 11 Institutions for Training Persons in Cultural Activities The Teacher Training Colleges The Edna Manley College of the Visual & Performing Arts The Jamaica Cultural Development Commission

12. 16/7/08sgraham 12 Promoted Through Culture Agents in each public education institution Culture in Education Programme in Schools (Secondary level) National History Days which are called Jamaica Day Examples include: Chinese and Indian Arrival Days Africa Liberation Day Special days in Maroon and Rastafarian history.

13. 16/7/08sgraham 13 Fostering Culture Through Education A. Jamaica Day - a day set apart in each term that provides opportunities for focus on some element of the Jamaican culture. Examples are: “Celebrating Jamaican Women: History Makers - Hammers and Rocks.” “Celebrating Jamaican Men: Stronger Souls in Finer Frames.” “Celebrating Jamaica Talk: From the Abeng to the Cellphone.”

14. 16/7/08sgraham 14 Contd. B. Field Trips – Students are often taken on educational tours to various cultural sites. Bob Marley Museum, Taino Museum, Accompong Town C. Involvement in Festivals – Students are encouraged to participate in the annual Festival of Arts put on by the Jamaica Cultural Development Commission

15. 16/7/08sgraham 15 Early Childhood Curriculum Early Childhood – Themes such as “My Family” and My’ Community” have specific objectives which will enable the teacher to utilize the various genre of the local culture to facilitate learning.

16. 16/7/08sgraham 16 Revised Primary Curriculum Main strategies used to deliver this curriculum are Integration and Infusion Topics/Themes include: Providers of Goods and Services People Who Serve Us Meeting Our Economic Needs Population Movement - Migration

17. 16/7/08sgraham 17 Secondary Level All subject areas lend themselves to the utilization of the culture for delivery. Students of Social Studies, History, Geography, Principles of Business, Caribbean Studies are exposed to Global Studies and the corresponding culture of the area under investigation. At this level also many students participate in the JCDC Festivals – music, dance, culinary arts, speech.

18. 16/7/08sgraham 18 Tertiary Level Immersion into Global Studies through a variety of courses in Arts and Humanities Participation in Cultural Exchange Programmes – The ACHOTE Programme at the Sam Sharpe Teachers’ College is an example. (An Exchange Student will give her experience with the Programme - 5 mins.)

19. 16/7/08sgraham 19 Demonstrations The following can be used in applications of lessons at all levels of the education system. Folk Songs Jamaican Proverbs Poems (dialect and Dub) Popular Songs Music

20. 16/7/08sgraham 20 Lesson 1 (Integrated) Grade 3; Theme – Providers of Goods and Services; Topic – The Food Vendor Using Folk Song (Linstead Market) Insert other food items (yam, pumpkin, coconut etc) in verse 1 of the song Write song, so students can follow Have them identify the food items in the song List them on board Students will identify food producing parishes on a Map of Jamaica – Trelawny for yam, St Mary for coconut, Portland for banana

21. 16/7/08sgraham 21 Contd. Explain the importance of food production to the various individuals, (farmers, vendors, truck drivers) communities, parishes and the nation Have students examine price list of various food items and “go shopping” at the market, focusing on the specific mathematical/calculation skills needed at that level. (simulation of Market scene) Have students examine line 2 of the song and engage them into a discussion on the reasons the ackee was not sold. Have students describe the feelings of the vendor.

22. 16/7/08sgraham 22 Lesson 2 (Integrated) Grade 2; Theme – My Community; Topic – The Farm Using Jamaican Proverbs Select proverbs with animal names Write proverbs and highlight the animals (mount pictures) Read proverbs slowly Ask students to identify the animals and give the English names for same List them on a table so the comparisons can be made – puss/cat, cack/rooster

23. 16/7/08sgraham 23 Provide other farm animals. E.g. horse, cow Have students classify them according to size, function, # of legs etc. Students can select and draw their choice. Engage students in discussion on “My Favourite Animal” Select one proverb for analysis and get students to demonstrate their understanding of the same – get them to understand the meaning and function of proverbs in their daily lives. Contd.

24. 16/7/08sgraham 24 Teacher Training The teachers are trained at the Diploma level with the requisite skills to impart the cultural knowledge to the students.

25. 16/7/08sgraham 25 Contd. More use must be made of the performing arts as a teaching tool to facilitate the development of discipline, self-expression and self-esteem. Unfortunately many of the graduates in these areas of creativity are forced to seek employment outside of their fields and opportunities should be created to absorb more of the cultural workers and professionals.