©Creative Diamond Collective 2022 – Marleen Spierings and Museum van Volkenkunde. Find Marleen Spierings
–> send a message to receive more pdf lesson plans. For this lesson plan, secondary schools in Leiden worked with the museum educators of the Leiden Museum of Volkenkunde (anthropology).

Students: ages 14-16 

CEFR-level: B1-B2 

CEFR-level Cultural Literacies and Object Learning: B2 

Part A: Object Learning 

Objectives: 

  1. To explore the use of objects in learning and teaching. 
  1. To introduce the concept of object-interview as a tool for object-based learning. 
  1. To use the Elephant of Ganesha as a case study for object-based learning and object-interview. 

Materials: 

  • The Elephant of Ganesha or a photograph of the object. 
  • Notebooks and pens for each participant. 
  • Worksheet for object-interview. 

 

Lesson Plan Part A Object Learning 

I. Introduction (5 minutes) 

  • Welcome participants and introduce the Elephant of Ganesha. 
  • Explain the purpose of the workshop. 

II. Object-Based Learning (10 minutes) 

  • Define object-based learning and its benefits. 
  • Discuss how objects can be used in teaching and learning. 
  • Explain how the Elephant of Ganesha can be used for object-based learning. 

III. Object-Interview (10 minutes) 

  • Introduce the concept of object-interview. 
  • Explain how object-interview can be used for object-based learning. 
  • Hand out the worksheet for object-interview. 
  • Instruct participants to conduct an object-interview with the Elephant of Ganesha. 

IV. Object-Interview Debrief (5 minutes) 

  • Discuss the results of the object-interview. 
  • Share observations, thoughts, and insights. 
  • Reflect on the experience of conducting an object-interview. 

V. Conclusion (5 minutes) 

  • Summarise the main points of the lesson. 
  • Invite questions and comments. 
  • Provide additional resources for object-based learning and object-interview. 

 Lesson Plan Part B: Museum Debate on The Elephant of Ganesha Thesis Statement 

Thesis Statement: “The Elephant of Ganesha should be returned to its country of origin.” 

Objectives: 

  • To engage in critical thinking and debate skills. 
  • To explore differing perspectives on the repatriation of cultural objects. 
  • To understand the ethical considerations surrounding the ownership and display of cultural artifacts. 

Materials: 

  • Research materials on the repatriation debate. 
  • Notebooks and pens for each participant. 
  • Flipchart or whiteboard.  

I. Introduction (5 minutes) 

  • Welcome participants back and introduce the topic of museum debate. 
  • State the thesis statement: “The Elephant of Ganesha should be returned to its country of origin.” 

II. Background Information (10 minutes) 

  • Provide a brief overview of the debate on repatriation. 
  • Present key arguments from both sides. 
  • Encourage participants to take notes. 

III. Group Discussion (15 minutes) 

  • Divide participants into small groups. 
  • Assign each group a position: in favor of or against the repatriation of the Elephant of Ganesha. 
  • Instruct groups to discuss and develop arguments supporting their assigned position. 
  • Encourage them to consider legal, cultural, and ethical perspectives. 

 IV. Debate Preparation (10 minutes) 

  • Regroup participants into pairs, ensuring one person represents each position. 
  • Instruct pairs to share their arguments with each other. 
  • Encourage them to challenge and strengthen their arguments through discussion. 

V. Museum Debate (20 minutes) 

  • Facilitate a structured debate between participants representing opposing viewpoints. 
  • Set clear rules for respectful and constructive discourse. 
  • Allow each participant a designated time to present their arguments. 
  • Encourage participants to respond to each other’s points, ask questions, and offer counter-arguments. 
  • Take notes on the main arguments and counter-arguments on a flipchart or whiteboard. 

VI. Reflection and Conclusion (10 minutes) 

  • Facilitate a reflection on the debate process and key arguments presented. 
  • Encourage participants to express their thoughts and any changes in their perspective. 
  • Summarise the main arguments from both sides. 
  • Conclude by emphasising the importance of respectful and open-minded dialogue when discussing complex issues. 

VII. Final Thoughts and Follow-up (5 minutes) 

  • Provide a brief summary of the workshop and the debates that took place. 
  • Encourage participants to continue exploring the topic independently. 
  • Share additional resources for further reading or research on repatriation and cultural heritage. 
  • Thank participants for their participation and engagement. 

Note: The time allocations for each section are approximate and can be adjusted based on the workshop’s overall duration and the level of engagement from participants. 

 Object-Interview Worksheet Elephant of Ganesha 

  1. Describe the Elephant of Ganesha in detail. What are its characteristics, materials, and features? 
  1. What do you think is the significance of the Elephant of Ganesha in Indian culture? What does it represent or symbolize? 
  1. What emotions or feelings does the Elephant of Ganesha evoke in you? Why? 
  1. How do you think the Elephant of Ganesha can be used for teaching and learning? What subjects or topics can it be related to? 
  1. What is its historical significance? 
  1. Who created them and why? 
  1. What is its cultural context? 
  1. What can we learn about the people who made and used them? 
  1. How were they originally displayed? 
  1. How were they acquired by the Dutch Museum of Volkenkunde? 
  1. How have they been preserved over time? 
  1. What is their current location and how are they displayed? 

What did you learn from the object-interview? What insights did it provide about the Elephant of Ganesha and object-based learning in general? 

The responses to this question will depend on the participants’ experiences during the object-interview activity. The purpose of this question is to encourage participants to reflect on what they have learned about the Elephant of Ganesha and object-based learning. Possible insights may include a deeper understanding of the object’s symbolism, cultural significance, and the effectiveness of object-based learning in engaging with and understanding cultural artifacts. 

 Teacher Key to Object Learning Questions Elephant of Ganesha 

Describe the Elephant of Ganesha in detail. What are its characteristics, materials, and features? 

  • Characteristics: The Elephant of Ganesha is a traditional Indian carving depicting the Hindu deity Ganesha riding an elephant. It is typically made of wood or stone. 
  • Materials: The Elephant of Ganesha is often crafted from materials such as wood, stone, or metal. 
  • Features: It showcases intricate details and craftsmanship, including the depiction of Ganesha with multiple arms and an elephant head, as well as various symbolic elements. 

What do you think is the significance of the Elephant of Ganesha in Indian culture? What does it represent or symbolise? 

  • The Elephant of Ganesha holds significant importance in Indian culture as it represents the deity Ganesha, who is widely revered as the remover of obstacles and the lord of beginnings. It symbolises wisdom, knowledge, and prosperity. 

What emotions or feelings does the Elephant of Ganesha evoke in you? Why? 

  • This question is subjective and may vary for each individual. Encourage students to share their personal emotions and feelings towards the Elephant of Ganesha. Possible responses may include feelings of awe, reverence, or inspiration due to its cultural and spiritual significance. 

How do you think the Elephant of Ganesha can be used for teaching and learning? What subjects or topics can it be related to? 

The Elephant of Ganesha can be used as a teaching tool in various subjects and topics, including: 

  • Religious studies: Exploring the significance of Hindu deities and their role in Indian culture and religion. 
  • Art and aesthetics: Analysing the craftsmanship, symbolism, and cultural context of the carving. 
  • History and civilization: Investigating the historical and cultural context of the Elephant of Ganesha within Indian civilisation. 

What is its historical significance? 

  • The historical significance of the Elephant of Ganesha lies in its connection to Hinduism and its cultural heritage in countires like India and Indonesia. It represents the long-standing tradition and religious practices of the Indian people. 

 Who created them and why? 

  • The Elephant of Ganesha is typically created by skilled artisans who specialize in traditional carving techniques. These craftsmen create such objects as devotional pieces and works of art to express their devotion to Ganesha and to cater to the religious and cultural demands of the community. 

What is its cultural context? 

  • The Elephant of Ganesha holds a prominent place in the cultural context of India. It reflects the deep-rooted beliefs, customs, and traditions associated with Hinduism. The carving is often found in temples, homes, and public spaces, signifying the presence of Ganesha and invoking blessings. 

What can we learn about the people who made and used them? 

  • By studying the Elephant of Ganesha and its creation, we can gain insights into the skills, artistic traditions, and religious practices of the artisans who made them. Additionally, it offers a glimpse into the spiritual and cultural significance of Ganesha in the lives of the people who use and venerate these objects. 

How were they originally displayed? 

  • The Elephant of Ganesha was originally displayed in temples, shrines, and other sacred spaces dedicated to the worship of Ganesha. It served as a focal point for devotion and as a visual representation of the deity. 

How was the specific object of the elephant of Ganesha acquired by the Museum of Volkenkunde in Leiden, The Netherlands? 

  • The specific acquisition details of the Elephant of Ganesha by the Museum of Volkenkunde in Leiden, The Netherlands are unknown by the audience of the museum. However, it is common for museums to acquire artifacts through various means, such as donations, purchases, or archaeological excavations, or because someone brought the object to The Netherlands while it was taken from the country dominated in their colonial past, such as Indonesia. 

 Why does Indonesia want this object of The Elephant of Ganesha to be returned? 

  • Some countries like Indonesia want to bring back cultural objects that were taken from them in the past, sometimes without permission, during times when other countries had control over them. They believe these objects belong to their country and should be returned. This has become a big topic of discussion and debate. 
  • People want the Elephant of Ganesha to be returned to Indonesia because they want to take care of their own cultural heritage, remember their history, and correct past unfairness. Indonesia believes that the Elephant of Ganesha is important to their country, and they want it to be shown and protected in the right way, following their own traditions. If you want to know more about why Indonesia wants the Elephant of Ganesha back, you should check what the Indonesian government or organizations involved in preserving cultural heritage have said in official statements or in the news. 

How have they been preserved over time? 

  • The preservation of the Elephant of Ganesha and similar objects relies on proper care and conservation practices. Museums and collectors employ methods like temperature and humidity control, cleaning, and restoration techniques to ensure the long-term preservation of the Elephant of Ganesha. These objects may also be stored in controlled environments and displayed under appropriate lighting conditions to prevent deterioration. 

What is their current location and how are they displayed? 

  • The Elephant of Ganesha can be found in different museums or institutions. Museums have special areas where they display art and objects from different countries, including India. The Elephant of Ganesha may be shown in a section dedicated to cultural or religious art, along with explanations about its meaning. 
  • Museums say they can take good care of these objects and keep them safe for a long time. They believe that by keeping these objects, they can let people from all over the world see and learn from them, which is important for education and research. 
  • Museums also think that displaying these objects helps different countries understand and appreciate each other’s cultures. They say that by having these objects, they can work together with experts and institutions from the countries where the objects came from, and this helps everyone learn and share knowledge. 
    • Museums often say that they got these objects legally in the past when the rules were different. They think it’s not fair to judge them based on today’s standards because the laws and rules have changed. 
  • Some museums believe that by showing objects from different cultures, they can show that we all share a common human heritage. They think that if they start returning objects based on where they came from, it could go against this idea of understanding and appreciating all cultures. 

Note: The teacher key provided here serves as a general guide and may require adjustments based on the specific context of the workshop and the knowledge level of the participants.