| Right. Are we all here? |
| Okay. |
| As you know, today Vivien is going to do a presentation on the hat-making project |
| she did with her class during her last teaching practice. So... |
| Over to you, Vivien. |
| Thanks. |
| Mr Yardley has asked me to describe to you |
| the project I did as a student teacher at a secondary school in London. |
| I was at this school for six weeks |
| and I taught a variety of subjects to a class of 14 year old pupils. |
| The project I chose to do was a hat-making project |
| and I think this project could easily be adapted to suit any age. |
| So, to explain the project... |
| After we'd done the research, |
| we went back to the classroom to make two basic hat shapes using rolls of old wallpaper. |
| We each made, first of all, a conical hat by... |
| well, if I show you now... |
| cutting out a circle and then making one cut up to the centre |
| and then... er... overlapping the cut like this... |
| a conical hat that sits on your head. |
| The other hat we made was a little more complicated. |
| First of all, we cut out a circle again... |
| like this... |
| then you need a long piece with flaps on it. |
| I've already made that bit which I have here. |
| you bend the flaps over and stick them with glue or prittstick |
| to the underside of the circle... like this. |
| Again, I've prepared this so that I don't get glue everywhere. |
| The pupils do, of course, so you need plenty of covers for the table. |
| And there you have a pillbox hat as in pill and box. |
| Now variations and combinations of these two hat shapes formed the basis of the pupils' final designs. |
| The next stage of the project was the design phase |
| and this involved, first of all, using their pages of research to draw a design of their hat on paper. |
| That's the easy part. |
| They then had to translate their two-dimensional design into a form to fit their head. |
| I encouraged them to make a small-scale, three dimensional hat first |
| so that they could experiment with how to achieve the form they required |
| and I imposed certain constraints on them to keep things simple. |
| For example, they had to use paper not card. |
| Paper is more pliable and easier to handle. |
| They also had to limit their colours to white, grey or brown shades of paper |
| which reflected the colours of the buildings they were using as a model for their hats |
| and they had to make sure their glue didn't show! |
| Well, it was very enjoyable |
| and just to give you an idea of what they produced, |
| I've brought along three hats to show you. |
| This one here is based on a circular stairway in an old building in London. |
| It uses three pillbox hats, one on top of the other. |
| This was designed by Theresa. |
| Here's another one that has a simple strip going round the base of the hat |
| but has then gone on to add strips of paper that come out from the base |
| and that meet at the top of the hat - rather like a crown - |
| making a fairly tall hat. |
| This was made by Muriel. |
| And lastly, there's a combination of the pillbox or single strip around the base |
| and then the conical hat shape on top to form a castle turret. |
| This was made by Fabrice, |
| and there are many more that I could have brought. |
| Thank you, Vivien. |
| That was most interesting. |
| Now what we can learn from this... |