” The programme operates as a living lab. Students experience themselves as being part of a mini-organisation. Students experience themselves as individuals and in a group environment – be part of a developmental group and / or member of a work group.”
The L I F E = H2O team offers schools an opportunity for 5-10-30 senior students to raise awareness about water.
During the experience participants operate as individual and as a group by performing an inquiry –their “relationship” with Water – while taking action – the micro movements of the individual and “wave” as a group.
The project is serious work but also fun. It creates real motivation and commitment for learning about the impact an individual can have and allowing a moment to think, become aware about one´s own relationship with water, with nature and the experience as a group.
Benefits for students
This project has multiple learning objectives for the students:
The student learns to see water as essential to life on earth for humans, animals and plants and that this has implications for his thought and action.
- The student learns to see water as essential to life on earth for humans, animals and plants and that this has implications for his thought and action.
- In addition, the student appreciates:
- life in, on and near the water;
- water ecosystems;
- the health of oneself and others.
- The student realizes that choices and behaviour of people here, elsewhere, now and later can have positive and negative consequences for aquatic organisms and reflects on his own behaviour in this regard.
In the project the students work on several skills:
- In order to understand the importance of water for life on earth and to experience and internalize that understanding requires the students to develop a questioning and inquiring attitude.
- While preparing and executing the project, students work on their organisational skills, planning skills, working in teams and some of them on their creative skills by taping and editing the video of the art project.
- Reflective skills, by reflecting on the execution of the project and by reflecting on their own use of water.
How the project works
Part One starts by a speedy introduction to the project and “micromovements” by the teacher – use online resources
The students then work with their teacher to explore together or in small groups to define the when / where / how / why:
- Date / Time
- Technical settings
- Organization – shoes, vessels, how to get there
- Why is water important – students research the importance of waters, either in an open research or by using the resources that are being provided to them during the project.
Part Two – the Video Shoot The guidelines can be found in start your wave.
The feedback, which builds on this experience – the personal learning
To reflect together on what happened in part one and two.
Focus is on the meaning of the project:
what happened – to oneself, one´s reactions to certain situations, what help´s or hinders, and the collaboration of the group.
The sessions in Part Three allows the space to ask / work with:
What happened to you, how did you feel about being heard, not heard, leading, having a voice. How did you share or manage your reactions – and how did that affect other people?
Art Work Commentary:
The notion of a fractal and scaling are key elements of the art work. The basic elements of the Human Wave are simple hand and full body micromotions: using the vessel to scoop up the sea water, and then emptying the vessel of water. These micromotions create a macromotion (the wave). The fact that the micromotions are created by the players themselves implies human agency, i.e. humans are not innocent bystanders in climate change. The unique vessels symbolize human diversity, but also complicity in the diversity. There’s only one world, we are all connected, and there’s no Plan B.