![]() ![]() Maps were recurring symbols, especially from younger students. The majority represented the European continent rather than the EU. ![]() They highlighted official borders between European countries and in one or two cases included names of capital cities and/or national flags. As Halocha (2006) has pointed out, the use of map projections, map and atlas centres, scale, size and proportion all affect a student’s view of their European identity, and these varied in relation to the geographical location of the student’s country of origin. Again the accompanying written texts were brief. ![]() For example: ‘I chose this picture because it shows several European countries’, and, ‘It helps me to study the seas round the continent’ (two boys aged 10, Portugal). Typically the text consisted of a few geographical facts and no explanation of image choice. One or two examples demonstrated social awareness. Another Portuguese boy wrote, ‘The continent of Europe is too polluted because people do bad things and throw rubbish on the ground.’ A 16-year-old Irish girl used an Internet image of a street artist drawing the map of Europe to explore Europe through an artistic lens. Her written comment equated the non-permanent medium of chalk with the need to protect Europe, along with freedom to draw in the street: A Czech participant presented a historical world map showing all the colonies annexed by the British Empire in red. This was a complex, ironic response from an older pupil who clearly understood how to manipulate images so as to put forward an ideological perspective and target a particular audience (British members of the research team). The data included many architectural ‘landmarks’ representing ‘other’ countries in Europe. Maltese and English students picked images of iconic buildings in mainland Europe. A Czech student drew a picture of the Big Ben clock tower in London and explained this was ‘because Big Ben is in London, London is in England and England is in Europe’ ( Figure 5). Images of the Eiffel Tower, the Leaning Tower of Pisa and Tower Bridge dominated this data, which also referenced European cathedrals (Cologne and Barcelona), the Coliseum, the Acropolis, the Brandenburg Gate, Stonehenge and a (Dutch) windmill. The extent to which these recreated images reflected what the students regarded as important aspects of Europe varied, but some accompanying texts implied a sense of personal identity and. Visit our art supply page for more information about the supplies used in this lesson.This article describes and interprets artworks that interrogate identity and explores their potential application as a resource for teaching in schools. Colored pencils (sometimes we also use Prismacolor colored pencils).You can purchase our coloring art markers here. ![]()
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