Implementations of “Historical Heritage of My Town” (SOI-MT-277)

Author: Elizabeth Ebejer, Librarian

School/Organization: Malta Libraries

Imdina, is Malta’s oldest city. A fortified city that is located on a plateau, one of Malta’s highest peaks. Imdina’s strategical location, oversees the whole island, thus no wonder it was the capital city. The structure and the narrow, maze-like streets full of beautiful palaces, noble houses and churches are almost the same medieval era. Citta Notabile housed all the administration and continue to do so till the arrival of the Order of St John in 1530, when they transferred all the administration to Birgu at the heart of the the Grand Harbour. With all this in mind I chose LS Historical Heritage of My Town (EN-CUR-367). I will be adapting this material to the Maltese Islands scenario and will delve into the historical heritage of Imdina which will be a perfect backdrop. The learning scenario suggested interdisciplinary experience where the topic of cultural heritage is executed in Nature and Science, Language, Art, and Music, to which I will add Drama through Role Play. The students of Year 8, (12 – 13-year-old) will interrelate and empathise with the storyteller and performers during the Role play.  The students will apply all the five human senses, i.e., sight, hearing, smell, taste, and touch, during the role play.

The implementation context

Using Role-play to Target The Skills Of Empathy – Dawra mal-Imdina 1436
The use of role-play as an educational and training method forms part of a set collectively known as simulation. These strands have the purpose of mimic real-life or imaginary situations, to teach facts, concepts, skills, awareness, and sensitivity. Role-play offers a unique opportunity for students with varying abilities to communicate and express themselves. Such activities have enormous benefits and can encourage a wide variety of knowledge, understanding and skills. Role-play helps students understand and appreciate points of view different from their own; by associating with the position of personages in history. Students empathize into a form of understanding and an insight into character and motivation. This makes them more able to understand. This learning scenario provides the reader with a theoretical overview of what is role-play, what is empathy and how this creation and this skill can help students understand History embraced within the ‘New History’ approach. Dawra mal-Imdina-1436, is a Role-Play that encompasses the Year 8 History syllabus. My main objective is that students will achieve more knowledge about the period understudy and Imdina’s magnificent story through this role-play.

The narrative

Too many facts, too little conceptualizing, too much memorizing, and too little thinking.” 

. . . Paul Hurd 

DAWRA Mal-IMDINA -1436

The storyteller is a 12 -13-year-old (Female student) that visits 15th century Imdina

What is Role-Play?

History through role-playing is both practical and motivating students. It is student centered since it attempts to lead the students into new historical situations. Role-play helps to connect the students with the past; thus, the medieval period.

What is New History? 

New history asserted that the main objective of the instructor was to establish a bond with the students. The student was at the center of the learning process, given the opportunity to analyze, interpret and extrapolate history. Students will be given an instrument that teaches them to clench the notion of the past, simultaneously putting in its personal understanding.

What is Empathy?

Empathy is the capability to comprehend and share the feelings of another. Dawra mal-Imdina-1436, is the Role-Play, with the purposes of the ‘New History’, student centered and the active participation in the process of instruction.

The Learning Scenario 

Pre-Roleplay, – Power Point Presentation – Iż-Żmien Nofsani f’Malta

The Role-Play – Scripted Role-play – Dawra mal-Imdina-1436Post Role-Play – Follow up – Evaluation – Discussion

Learning outcomes

The ExperienceThe power point presentation depicted the period with information and resources, to help students understand the medieval period. The role-play enhanced their knowledge, and the post role-play occurred that empathy took place. Students took center role and discussed with their peers’ fears, emotions, and imagination. The discussion evolved that a suitable number of students continued their discussion at home. Students asked their parents/guardians to take them to Imdina, just to visit and be part of.  And rest assured that everyone took part even students that do not utter a word. The friendly atmosphere the sense of laid-back lesson the friendly environment made the post role-play success and enlightened them to look at history with a unique perspective.

Outcomes for the educator

Being part of a community where knowledge and good practices are shared between educators in my humble opinion is an enriching experience.  Although language might be a barrier, but the common denominator is the benevolent of the student that we encounter every day. The planning of every learning scenario is thought around the student. Various learning scenarios can be adapted not only to classroom environment but also in other sites such as libraries. The learning scenarios encourage an educator to think outside the box and adapt to one’s curriculum.

Did you find this story of implementation interesting? Why don’t you read about the related learning scenario? Historical Heritage of My Town (EN-CUR-367) created by Alen Klančar

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Public Domain Mark 1.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Rijksmuseum.

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