Pages

Wednesday, April 17, 2013

So here's something you should check out...

Since August last year, I've been reading the blog of a friend of mine, Neil Sharpson. Neil has taken on a challenge that to me seemed insurmountable, but he really is making headway!

Neil has decided to watch, analyse, and review all of Walt Disney Studio's Animated films in chronological order. I have to admit, it is very nice to read Neil's blog and reminice about childhood films, while also laughing at Neil's observations and sub-plots. (That is, sub-plots of the blog, not the film.)

I'm jealous I didn't think of it first to be honest! Now, click and enjoy the adventures of...

The Unshaved Mouse!
Wait... how'd I get here? CURSE YOU HORNED KING!!!

 The caption of that picture makes sense once you click. I promise!

Tuesday, April 16, 2013

Buy! Sell! Bevelle!!!

What Actually Happened...

I know that I've said it a few times now, but I seriously cannot stop being amazed, excited and impressed by the children during these drama lessons.

This week, the children had to meet as representatives of their nations to establish trade routes.

In preparation, I made a "Resource Record" for each country. This sheet listed all the main resources that the countries needed. Keeping with the theme of fantasy and magic, I renamed some real world resources to names that were more in keeping with the theme. Coal, Mako (oil), Magicite (Plutonium) were the three main sources of fuel and energy. Meat, Fish and Fruit and Veg the main sources of food. Wood, Stone and Iron were the main construction materials, while Iron and Mythril (A magically charged metal) were used for manufacturing and for weapons production.The children also got a sheet that explained each resource, and in the case of the fuels, gave information on their effect on the environment.

On every sheet, each country were told how many tonnes of each material they needed, how much they had, and the recommended price they could buy/sell that resource for. Some countries had too much of some resources, some didn't have enough (or none at all!) meaning they had to source it from nearby countries. One really important note on the bottom of the sheet told the children that the prices on the sheet were merely recommended, and not set in stone. I briefly explained the simple maths involved, and set them loose.

A sample Resource Record sheet. These things were the bane of my life for a few hours.
 This one lesson took me so long to prepare. At first I was going to just assign random numbers to how many tonnes each group had, until I realised that if I did that it was possible that some of the

What followed just blew my mind.

At first there was an initial hesitation, where the children didn't really leave their seats, and just tried to deal with those beside them. Thankfully, this approach didn't work out at all and the children were forced to get up and walk.
The leaders of Candy Lab and Terra Gaia deep in thought.
I can't possibly comment on every single transaction, because of the sheer number of them! But I did manage to listen in, and help some of them. While helping I witnessed some amazing events. Here are a few!


My first highlight is of Jill and Sarah. Their country was only 10 tonnes short in fuel, and they needed to find some fast. Sarah really wanted to buy Magicite (Bevelle's equivalent to nuclear power)but Jill refused to saying "I'm not buying that and chancing poisoning someone or killing plants!" I followed the girls around the room watching them argue about using Magicite all while hunting a mere 10 tonnes of fuel. They were just about to give up when they spoke to the only country left and found 10 tonnes of coal. I didn't let the girls know that they had really dodged a bullet. They don't know that one of the first problems that Bevelle faces is an energy crisis!

My next highlight was Paula, who runs her country alone. This girl was in her element! The first thing she did was totally disregard the recommended prices, and bring all her prices up. When I asked her why she did this she simply shrugged and said "Someone will buy off me eventually and then I'll make more money! The girl had a natural gift in negotiating. She could get others to lower their prices and at the same time convince them to buy her wares at higher prices! At one stage I saw her buy some stone, something that I distinctly remembered giving her country enough of. I approached her and asked why she bought some stone (assuming she misread the sheet or had made a mistake) She then asked me not to be mad.

I swear she had this exact look in her eye.

I smiled and just asked her to tell me. "I bought stone now so that when the rest of the stone is sold I can sell the extra I have for an even bigger price... Is that okay?" I staggered back. Was she... She was! Without any prior knowledge of its existence, Paula was investing! Genius!

Another highlight was the barter system that cropped up very quickly. Children, particularly those who run the poorer nations, saw barter as a way to save actual cash. This will be something they'll hopefully remember while trying to solve the poverty issues of the world.

Gradually as the children were flitting around the classroom looking for something to buy a centre of trade began to develop. (Economists might be interested in this!) The two richer countries, who were also those that needed the most resources, gradually drew people in towards them until finally all 13 children (2 children were absent) were crowed around a table, talking over each other, calling out "who has any iron? I need iron!" It looked like a proper little stock exchange!

Like this; but kids.

 Finally, I settled the children down and asked them how they felt about that lesson, or what they learned. This was the response.
  • I enjoyed going around the room and getting to talk and work things out.
  • I was confused by the maths, but I didn't care. I just kept trying to figure it out because my country needed coal. (LOVE THIS ONE.)
  • I loved making money! (need I say that this was Paula?)
  • I felt like a proper business man!

So Where Do We Go From Here?

Onwards! Ah no, unfortunately I underestimated how long it would take for the children to get their work done. As a result, the children only got half of the resources they need. I'm okay with that to be honest, it means I have a week of respite to refine the Crisis Document. "What's the Crisis document?" I hear you ask! Well...

The Crisis Document is the summary of all of the issues and problems of Bevelle. These problems are that are complex, interlocked and must be solved for us to "win" the Bevelle Game. Homelessness, Energy shortage, Magicite (Nuclear) weaponry and power, poverty, famine, and even endangered species all feature. Wow, I'm putting a lot of pressure on these little guys!

Most Importantly...

The children are learning. They are engaged, enjoying themselves, and coming to creative solutions to serious and "adult" problems. I think that this may actually working!!!