8 Uhusiano Unaozaa Matunda
Richmond Embeywa
Msichana wa kijani kwenye bustani mwenye picha Crinklecrankle.com chini ya leseni CC BY-ND 2.0.
Kiwango:
Cha Kati/Cha Juu
Maneno Makuu:
bustani ⧫ uhusiano za kibinadamu ⧫ matunda na mboga ⧫ msimamo
Summary:
This multi-day lesson explores our human connections to plants (especially fruits and vegetables) in our gardens, an aesthetic/gallery space with potential to foster students’ multiliteracies and also create opportunities for them to reflect on the ways in which humanizing the garden may influence their own (future) habits.
On the first day, students are asked to talk about their conceptualizations of what a garden looks like and list the types of fruits and vegetables they expect to find in the garden. These first-day activities will act as foundation and support students’ aesthetic interactions with the garden on day two and three.
On the second day, students will analyze and experience different points of view in a specific garden – The Literacy Garden – that supports refugee-background communities and reflect on the ways in which the garden humanizes people. Many members of these communities come from Swahili-speaking countries such as Congo, Tanzania and Rwanda. This serves as a good reminder that speakers of languages considered “foreign” can also be closer to home than we think.
On day three, students will experience collaborative drawings from their classmates and become a fruit. From this new identity as a fruit, students will have an opportunity to explore more human/fruit connections.
Muhtasari:
Somo hili linachunguza uhusiano kati ya binadamu na mimea (hususa matunda na mboga) kwenye bustani zetu, nafasi ya uzuri au sanaa inayosaidia wanafunzi kujenga uwezo wao wa kusoma na kuandika (multiliteracies) na pia kuwapa nafasi ya kutafakari husiano hizi za kibanadamu kwenye bustani na njia ambazo mawazo haya yatashawishi mazoea yao ya baadaye.
Katika siku ya kwanza, wanafunzi watatoa maoni kuhusu fikra au mtazamao wao wa bustani. Je, bustani linakaa vipi? Unatarajia kuona matunda au mboga gani kwenye bustani? mazoezi haya yatawapa wanafunzi msingi wa kujihusisha na uzuri na sanaa ya bustani, ambayo yatatekelezwa siku ya pili na tatu.
Katika siku ya pili, wanafunzi watachambua na kuchukua nafasi ya watu au mimea mbalimbali kwenye bustani maalum – The Literacy Garden – inayowapa riziki wakimbizi na familia zao na pia kutafakari njia ambazo bustani ina leta utu ndani ya watu. Wanajamii hawa wametoka nchini mbalimbali zinazozungunza Kiswahili kama vile Kongo, Tanzania na Rwanda, jambo ambalo linaweza kuchukuliwa kama kumbusho kwamba wazungumzaji wa lugha za “kigeni” huwa pia miongoni mwetu.
Katika siku ya tatu, wanafunzi watajihusisha na michoro pamoja na wenzao kisha wajidhanie kuwa tunda. Katika nafasi hii mpya, wanafunzi watapewa fursa ya kujadili uhusiano uliopo kati ya binadamu na tunda.
Malengo ya somo:
- Kuweza kueleza muundo wa bustani
- Kuweza elezea picha simulizi za bustani kwa kutumia taratibu tofauti (maelezo, michoro)
- Kuaweza kujifikiria kama tunda/mimea maalum na kuelezea mtazamo huu kupitia kwa taratibu na hisia mbalimbali
SIKU YA KWANZA: Bustani ni Nini?
This first set of activities is designed to invite students to conceptualize the garden before moving to other activities that will ask them to analyze and experience particular gardens and elements from the garden.
Mazoezi haya yamekusudia wanafunzi kuweza kutafakari maoni kuhusu bustani (je, bustani ni nini?) kabla ya kujihusisha na yale yatakayowahijati kuchambua na pia kuchukua nafasi mbalimbali kwenye bustani.
Kutafakari Bustani
Doing this activity in pairs allows students to provide each other with vocabulary support. If the instructor feels like their students are less likely to need this support they can set this up as an individual activity.
Zoezi hili likitekelezwa baina ya wanafunzi wawili wawili itawawezesha kusaidiana kimsamiati. Mwalimu ana uhuru wa kuamua iwapo msaada huu unahitajika au zoezi lifanywe na mtu binafsi.
A. Jadili maswali yafuatayo na mwanafunzi mwenzako.
- Ni jambo gani linalokuja akilini unapofirikiria bustani? Jibu swali hili ukitumia jedwali na utaje angalau nomino, vivumishi na vitenzi tatu.
| Nomino (Aina ya matunda/ mboga, aina ya mchanga, vifaa vinavyoweza kutumika katika bustani, na kadhalika.) | Vivumishi (Aina ya bustani, muundo, rangi, umbo, ukubwa, na kadhalika.) | Vitenzi (shughuli zinazoweza fanywa katika bustani) |
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B. Jadili maswali yafuatayo katika makundi madogo madogo.
- Je, ni matunda au mboga gani iliyojadililiwa ilikuvutia? Toa sababu.
- Je, mlitumia nomino, vivumishi na vitenzi sawa katika maelezo yenu? Kulikuwa na tofauti gani?
- Katika makundi, kila mtu anafaa kuchora tunda au mboga aipendayo, halafu linganisha michoro yenyu na pia muamue ni mchoro upi ulio wa kuvutia zaidi ambao pia unaokaa kuwa ya kweli kabisa.
Because this is part of the foundational activities to help conceptualize what a garden is, students do necessarily need to explain in detail why the drawings are interesting/realistic but they are welcome to do so if there is a lot of interest.
Kwa sababu mazoezi haya ni ya kuwapa wanafunzi msingi kutafakari kuhusu bustani, si lazima wanafunzi waeleze kwa undani sababu zao za kuchagua michoro, ila wanaweza kutoa sababu hizi iwapo wamependezwa zaidi.
| Jina la tunda/ mboga unayopenda | Mchoro wa tunda/ mboga unayopenda |
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Uchambuzi wa Bustani
This activity invites students to think about the ways in which the human-garden connections can be achieved by comparing this garden to other types (conceptualizations) of gardens discussed in previous activities.
Zoezi hili limekusudiwa kuwachocha wanafunzi kutafakari kuhusu uhusiano uliopo kati ya binadamu na bustani kwa kulinganisha bustani hili na maoni yaliyozungumziwa hapo awali..
A. Tazama bustani kwenye picha ya msichana wa kijani hii kisha uandike orodha ya maneno yanayoweza kuelezea picha.
It may be interesting for students to discuss a little more about why they think they have guessed the right location. It can facilitate an interesting discussion about how this image connects with associations about geographies and locals (from other lessons – thinking about locations and landscapes)
Inaweza kuwa vyema kuwapa wanafunzi nafasi ya kutafakari kuhusu eneo (je, hapa ni wapi?). Swali hili linawezachangia katika mjadala muhimu wa kuunganisha kile ambacho picha hii inatuambia kuhusu jiografia na maeneo. (Angalia somo la maeneo na mandhari)
| Nomino (je, ni Nani na nini kilicho kwenye picha?) | Vivumishi (Je, mtu/mmea/tund liko katika eneo ni gani? Je, mtu/mmea/tunda hili linakaa vipi? Una mpangilio upi?
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Vitenzi ((Je, ni vitenzi gani vinavyoweza kutumika kueleza watu/matunda/mimea kwenye picha?
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B. Wanafunzi wawili: Jibu maswali yafuatayo kisha ulinganishe maelezo yenyu ya picha A na yale ya hapo awali.
| Maswali | Bustani kutoka shughuli za awali | Bustani katika picha |
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SIKU YA PILI: Maoni au Nafasi Mbalimbali kwenye Bustani
This activity invites students to experiences of different people (here, refugee-background communities) and their connections to the garden. These connections go beyond dietary/healthy reasons to include economic reasons and agency.
Zoezi hili linawapa wanafunzi fursa ya kujifahamisha na maisha ya watu mbalimbali (hapa, wakimbizi na familia zao) na mahusiano yao na bustani. Mahusiano hayo yanalenga zaidi ya sababu za kiafya na kujumuisha sababu za kiuchumi na uwezo wa kujiamulia.
Uchambuzi wa Tafakari kwenye Bustani
This first activity can be done individually and students will have an opportunity to use action verbs and discuss narrative aspects of the images. Students can do activity B in pairs or small groups so that they have an opportunity to compare their notes and analyze more points of view.
Zoezi hili la kwanza linaweza kufanywa na wanafunzi kibinafsi ambapo watapata fursa ya kutumia vitenzi kuzungumzia maswala ya simulizi ya picha. Wanafunzi wanawezafanya zoezi B kwa makundi madogo madogo ili wapate fursa ya kulinganisha maelezo na kuchambua maoni mbalimbali.
A. Tazama picha tatu katika kiungo na ujibu maswali yafuatayo.
- Ni mitazamo/ uzoefu upi umeonyeshwa?
- Ni vitendo gani vinawakilishwa?
Kabla ya kuendelea na zoezi inayofuata, mwalimu anaweza kuwahimiza wanafunzi kutafuta bustani za jamii zinazofanana katika miji mingine na kulinganisha bustani hizi.
B. Wanafunzi wawili: Linganisha maandishi na upeane sababu za majibu yako. Jadili ukitumia maswali yafuatayo.
- Je, kuna tofauti/ kufanana katika majibu yenyu?
- Je, ni jambo gani muhimu lilozungumziwa katika majadiliano?
- Je, una mengine ya kuzungumzia?
C. Tafakari ya bustani la Literacy. Soma muhtasari huu kisha ujibu maswali yafuatayo.
- Tafakari kuhusu uhusiano kati ya watu na chakula. (hususa matunda na mboga). Fikra hizi zimebadilika au kutobadilika vipi?
- Picha hizi zinaelezea mambo gani kuhusu mradi huu kwa jumla?
SIKU YA TATU: Kuzaa (Kuchukua nafasi ya) Matunda.
Maumbo au shepu ya binadamu kupitia ganda la chungwa #1 mwenye picha Jangra Works chini ya leseni CC BY-ND 2.0.
Utumiaji wa Maarifa: Uhusiano wa Binadamu na Tunda
This activity encourages students to see themselves as artists and to experience not just their own work, the collaborative work of other students.
Zoezi hili linawahimiza wanafunzi kujiona kama wasanii na kupata uzoefu wa kazi yao, na ile ya wanafunzi wenzao
A. Tafakari wewe ni tunda kisha uyaeleze mawazo yako kutumia mchoro,
- Ulichagua tunda lipi? Kwanini?
- Je, tunda hili linakuwakilisha vipi?
- Andika maelzeo mafupi (sentensi 2-3)
| Muhtasari wa Bustani ya Literacy: Bustani hili la Literacy (uwezo wa kusoma na kuandika) inawapa riziki wakimbizi mjini Tucson. Kupitia kazi wanayofanya kwenye shamba hili, watu hawa wanapata fursa ya kujiendeleza kimaisha kwa kukuza mimea yao kisha kuuza katika soko mbalimbali za wakulima.
Kwa maneno yao… “nafanya kazi kwenye bustani ili nipata chakula cha afya kilichokuzwa kwa mbolea ya kiasili” “Ili nipate mapato” “Kupunguza gharama zetu”
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| Mchoro | Maelezo |
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B. Wanafunzi wawili: Tafakari michoro yenyu kwa kujibu maswali yafuatayo
- Je, ni kwanini ulichagua mchoro huu?
- Kuna kufanana/tofauti gani kwenye michoro? Tafakari kuhusu shepu au umbo, aina ya tunda, muundo, ukubwa na kadhalika.
- Je, ni nani anai mchoro wa kuaminika zaidi? Mbona?
C. Kama mradi wa kikundi (wanafunzi 3-4), unda mchoro shirikishi wa mwisho unaowakilisha sifa za kipekee za wanafunzi wote kwenye kikundi. Andika aya moja fupi inayojibu swali hili. Je, mchoro huu unawakilisha kila mwanafunzi vipi?
| Mchoro shirikishi | Aya fupi |
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Uchambuzi na Uzoefu wa Sanaa
The instructor will ask students to make a gallery by hanging their drawings on the wall but make sure they hide the paragraph so that students from other groups can only see the drawings.
Mwalimu atauliza wanafunzi kuunda maonyesho ya sanaa kwa kutundika mchoro ukutani na kuhakikisha wameficha aya ya maelezo ili wanafunzi kutoka vikundi vingine wapate kuona michoro pekee.
A. Tazama maonyesho darasani kisha uchague mchoro unaokupendeza na utafakari kutumia maswali yafuatayo. (Unaweza pia kujifikiria upo ndani ya picha)Uchambuzi
- Ni jambo gani linakuvutia kwanza? Unatazama wapi?
- Je, ni vipengele vipi vya kibinadamu unavyoviona ? Ni nini inafanya vipengele hivi kuwa ya kibinadamu?
- Je, mchoro huu una ukweli wowote?
- Mchoro huu unaonyesha uhusiano upi kati yetu (binadamu) na matunda?
Uzoefu
- Mchoro unaibua hisia zipi?
- Jithanie upo kwenye mchoro. Je, mchoro huu una harufu gani?
- Jithanie upo kwenye mchoro. Je, mchoro huu una muundo upi?
- Je, kuna vipengele vyovyote ya kibinadamu vinavyokuwakilisha? Ni vipi? Vinakuwakilisha vipi?