Subject area: Expressive Arts
Level of support required:
The aim of this lesson is to encourage learners to reflect on colour: both the symbolism behind different colours in relation to sectarianism, and in a wider sense.
Begin by reading together through Walk The Walk as far as page 95, the section where Mirembe arrives for the wedding wearing her bright orange dress.
Print the All Colours discussion questions and then facilitate a group discussion.
Now ask your learners to complete the All Colours activity:
On your own, pick some favourite colours and use the points raised in the discussion to make a collage. Find as many things as you can that are your chosen colours, and stick them onto your collage. Cut out pictures of your colour from magazines, or print out examples. If you can’t find physical examples you can colour in your collage with pens or write words on the collage to convey your ideas. For example, red can represent danger (e.g. a red traffic light) or love (e.g. red hearts or roses) etc.
Once your learners have completed the activities, complete the follow-up discussion.
Reflecting on Learning
After taking part in the discussion, were learners:
- Aware of the reasons why colour is such an important feature in Walk The Walk?
- Able to identify the symbolism and associations that come with different colours?
- Able to name the positive and negative aspects of using colour as a way of identifying?
- Discuss the ways in which different characters in Walk The Walk feel about colour
- Identify colours that carry strong associations or symbolism
- Share their ideas about the way in which colour can become part of a person’s identity
Further work/useful resources:
The Colours of Our Scarves
A flyer with information on the Colours of Our Scarves project.