1. PSHE: Investigating identity

2. Investigating identity:
1. “What’s in a name?” 2. “Special objects” 3. “Painting me”

3. Investigating identity
In this PowerPoint, each section consists of references to the Jumping on my Shadow script to look at as context, followed by activities.
The suggestions offered allow the students to probe the themes of the play more deeply.
Teachers can select and adapt these ideas to meet the needs and interests of particular students.
If teachers are aware, or become aware, of students with deeper personal experiences such as situations of migration, it is advisable that other appropriate staff become involved in the work.

4. Investigating identity1.
What’s in a name?

5. What’s in a Name? (Script)
Names have an important role in Jumping on my Shadow…. Lack of understanding, respect or familiarity can lead to our names being mispronounced by other people, which can affect how we feel about ourselves. Fear, or other people’s ignorance, can make people change their names to fit in to a new place, or protect themselves. The writer Peter Rumney’s maternal grandfather changed his surname on arrival in the UK because of a mistake by officials. His paternal uncle changed his surname to avoid being shot if he was captured by the Nazis. (see Family Tree Activity in History section)

6. What’s in a Name? (Script)
Page 21: Official 2 Let's try again shall we, er (looks at document)… Josip?… (Pronounces name incorrectly). Page 29: Josip Please Mr M… Mr um… Mr Miah Miah!……

7. What’s in a Name? (Script)
Page 31: Josip Who is Aba?… Mr Miah Aba is "Father" in my language Josip Oh, in my language Father is Baba! Aba, Baba! Page 51: Anna Your sister, what was her name? Why have you never told me about her? G'mother Her name was Anna. Like you. Did I never tell you? Just like you…

8. What’s in a Name? (activity)
Place students in pairs. This can be left to students to arrange, or names can be pulled from a sack or envelope to promote random pairings. Prompt students to engage in conversation with one another, sharing the personal history behind their names.

9. What’s in a Name? (activity)
Possible prompts:
Who gave you your name?
Is there a unique story or situation behind your naming?
Does your name have a particular origin, meaning or translation that you know of?
Do you think your name suits you?
What are your likes or dislikes about your name?

10. What’s in a Name? (activity)
Possible prompts:
Do you have a middle name, or any other extra names besides your surname?
Have you ever chosen to be called something different e.g. shortened it or had a nickname?
Have other people ever called you something different e.g. family, friends, other students, teachers or people you don’t know very well?
Have people ever mispronounced your name – and how did it feel?
Back in the whole-class group, ask pairs to share three things that their partner has told them.

11. What’s in a Name? (activity)
Discussion points:
Why are names important?
What is the different importance of first names versus surnames/family names?
Can you think of examples of when people’s names are not used?
What are the reasons behind not using, or changing a name?

12. What’s in a Name? (activity)
Discussion Points:
Nicknames or pet names which could be affectionate, or insulting.
Patriarchal tradition of married women and children taking the husband’s last name. What do you think about this?
People choosing to change their names to express their identity (socially, culturally or historically). Think about situations where people’s names are taken away e.g. army or armed forces.
Think about people who have changed their name to hide their identity.

13. What’s in a Name? (activity)
Ask students to return to their parings for further conversation
Prompt students to interview each other more personally……

14. What’s in a Name? (activity)
Possible questions:
“What are your partner’s likes and dislikes?”
“What activities do they enjoy?”
“What words would they use to describe themselves?”
“What are some qualities or abilities that make up your partner’s identity?”
“What are things you have in common?”
“What are some way in which you are different?”

15. What’s in a Name? (activity)
Using paper and coloured pens, ask each student to create a FRIENDSHIP NAME POEM using the information they have gathered from interviewing their peers. Students can use the information to build descriptive ideas or statements using their partner’s name as the base. You can choose whether to use full names or just first names, whoever name the participating student is most connected to.

16. What’s in a Name? (activity)
Example: Polish
nAmed after her grandmother
Understanding friend
Laughs a lot
Interested in art
Never eats broccoli
spEnds weekends with her family
Back in the whole-class group, ask each pair to present each other with the poem.
Share one thing they have learned through the interview that they have in common, and one way they are different.
Teachers can choose to display the poems in the classrooms.

17. Investigating identity
2. Special objects from home

18. Special Objects from Home (Script)
In Jumping on my Shadow, Grandma appears to have only one object from her past….
the photograph of herself and her sister saying goodbye to their mother at the train station.
Why do you think she decides to burn the photograph?
Why do you think she decides to rescue it from the oven?
Mr Miah won the Emperor’s medal for his previous services to the Empire.
Why do you think he shows it to the Officials on his arrival?
Why does he remove it when Josip is told he can’t stay?
Why does he put it on again when he decides to help Grandma protect Josip?
What objects do you think Anna and Josip will keep, or remember, when they are much older?

19. Special objects from home (activity)
Ask pupils to bring a special object from home into school.
It may be special because it is important to them, to their family, or to their friends.
Ask them to consider why the object is special to them?
Because it is theirs?
Because it is someone else’s important to them?
Because it comes from another place?
Arrange all the objects together in an installation in the hall.
Discuss amongst the whole class, or in smaller groups if necessary.
What connections can be made between the things people say about their special objects?

20. Investigating identity3.
Painting me

21. Painting Me (script)
page 12 Anna Grandma Eva... G'mother Yes child?… Anna Please don't call me "child" Grandma… G'mother Yes, Anna, darling?… (Adds water and yeast) Anna Don't call me "darling", I'm not your boyfriend you know… G'mother Yes, Anna?… Anna How long have you been in this country? G'mother A long time.

22. Painting Me (script)
page 19 Anna cleans the brush, goes to the mirror, and slowly starts to brush her own hair. She gazes at herself in the mirror: Hello Anna… She sings a brief snatch of her Grandmother's song. (Exaggerated sweet smile) "Helloo" (Angry at adult face) "Anna do this, Anna do that…" (Disdain) What did your last slave die of?" (Straightforward gazing, to herself) Hello, Anna…

23. Painting Me (activity)
Painting Me : Colour, shape, texture
(See also Role on the Wall for a similar exercise about the play’s characters)
This activity is one that Nettie Scriven, the Jumping on my Shadow Designer, uses when working with actors on characters but has been amended to be used as a personal tool to explore identity.
The exercise will need to be handled sensitively. You might want to involve support staff or school counsellors.
The use of working large scale, if it is possible, is important to the exercise as it enables the participant to become ‘embodied’ within the work whilst thinking and exploring…. It can also be adapted to explore characters within the play.

24. Painting Me (activity)
Resources needed:
A large space
A piece of ‘life size’ paper ( newsprint, lining paper) per person (If needing to work smaller this can be achieved on an A3 size- but work oh huge sheets in a group of 5/6 )
Paints/palettes/brushes/or extra large felt pens

25. Painting Me (activity)
Working in pairs, but creating individual figure shapes, lie on the paper in the shape you feel today , and your partner will draw the outline around you felt pen. This will create a big image
Then draw the outline of your partner. Have a look at the shape you have created. Do you want to change it in any way?
Pick a colour, or colours, that represent your mood and feeling, and using paint, add the colour to the body outline, or to the whole body shape.
Are there different moods and feelings - some on the outside, some on the inside?
(cont.)

26. Painting Me (activity)
Add texture to your shape….i.e. do you feel grainy, feel like jelly, or are you a mixture of textures?
Add any words you might be thinking, or any words to express your feelings .
What places or things make you feel most comfortable or happy? Paint or write these down very quickly.
What is it about your painting that helps to explain who you are?
Share what you have discovered about yourself with your partner, then in larger groups.