All Saints Catholic School with Shona Watt: Students used sequins to design their own motifs based on desert creatures, the water shortages and referencing the Palestine of the past.
Barking Abbey School with Shona Watt: Students made elements of the Rose of Jericho plants using recycled metal as a reference to the problems with water shortages that the Palestinians suffer from.
Dagenham Park Church of England School with Shona Watt: Students made images on graph and isometric drawing paper illustrating various elements of past and modern embroidery.
Eastbury Community School with Shona Watt: Students were introduced to Palestinian embroidery and its modern use in art to make political statements.
Riverside School with Shona Watt: Students each made a clay plate and designed their own patterns with which to decorate their plate.
Robert Clack School with Shona Watt: The students made real embroidery pieces on gloves dyed in indigo blue.
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Barking & Dagenham

All Saints Catholic School with Shona Watt: Students used sequins to design their own motifs based on desert creatures, the water shortages and referencing the Palestine of the past.
Barking Abbey School with Shona Watt: Students made elements of the Rose of Jericho plants using recycled metal as a reference to the problems with water shortages that the Palestinians suffer from.
Dagenham Park Church of England School with Shona Watt: Students made images on graph and isometric drawing paper illustrating various elements of past and modern embroidery.
Eastbury Community School with Shona Watt: Students were introduced to Palestinian embroidery and its modern use in art to make political statements.
Riverside School with Shona Watt: Students each made a clay plate and designed their own patterns with which to decorate their plate.
Robert Clack School with Shona Watt: The students made real embroidery pieces on gloves dyed in indigo blue.
Abune Gorgorios School with Martha Hardy: This artwork brings together different elements of the life of the school through the song Abay, Abay, Abay (Abay is the local name for the Blue Nile).
Africa Andinet No.1 School with Martha Hardy: Students created their own songs about the river set to famous Ethiopian songs which they then represented through dance, striking poses for photographs.
Fasilo Secondary and Preparatory School with Martha Hardy: Students considered how their city had grown through networks of trade due of its river and lakeside location.
Ghion Secondary and Preparatory School with Martha Hardy: Students considered what messages they would like to send to fellow students in Sudan and how to get them there.
Menelik II School with Martha Hardy: Students depicted things which should be in the river, like birds and boats, but making them from the debris of human life.
Nazereth School with Martha Hardy: Students explored how power is created from the movement of water and considered how this could be expressed visually.
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Ethiopia

Abune Gorgorios School with Martha Hardy: This artwork brings together different elements of the life of the school through the song Abay, Abay, Abay (Abay is the local name for the Blue Nile).
Africa Andinet No.1 School with Martha Hardy: Students created their own songs about the river set to famous Ethiopian songs which they then represented through dance, striking poses for photographs.
Fasilo Secondary and Preparatory School with Martha Hardy: Students considered how their city had grown through networks of trade due of its river and lakeside location.
Ghion Secondary and Preparatory School with Martha Hardy: Students considered what messages they would like to send to fellow students in Sudan and how to get them there.
Menelik II School with Martha Hardy: Students depicted things which should be in the river, like birds and boats, but making them from the debris of human life.
Nazereth School with Martha Hardy: Students explored how power is created from the movement of water and considered how this could be expressed visually.
Dawlish Community School: Students focused on female African role models as gender inequality is such a big problem in Malawi.
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Exeter

Dawlish Community School: Students focused on female African role models as gender inequality is such a big problem in Malawi.
Brainston Academy with James Njoroge: Students were inspired by the discovery of iron along the river and how that spurred the industrial revolution and the growth of cities.
City Primary School with James Njoroge: The students made a photographic comic strip to illustrate how the River Severn got its name from Geoffrey Thompson’s History of the Kings of Britain.
Juja Road Primary School with James Njoroge: Students created different types of fish found in the River Severn using foil paper and cardboard with a watercolour background.
Lang’ata Junior School with James Njoroge: Students were inspired by the interesting ‘marbling effect’ that oil and liquid pollution has to the rivers water.
Brookhouse School with James Njoroge: Inspired by the Dragon Boat Festival on the River Severn, students created colorful paper reliefs using collected materials.
St. Teresa Girls’ Primary School with James Njoroge: Students looked at different ways the River Severn is helpful to people who live and work around it.
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Kenya

Brainston Academy with James Njoroge: Students were inspired by the discovery of iron along the river and how that spurred the industrial revolution and the growth of cities.
City Primary School with James Njoroge: The students made a photographic comic strip to illustrate how the River Severn got its name from Geoffrey Thompson’s History of the Kings of Britain.
Juja Road Primary School with James Njoroge: Students created different types of fish found in the River Severn using foil paper and cardboard with a watercolour background.
Lang’ata Junior School with James Njoroge: Students were inspired by the interesting ‘marbling effect’ that oil and liquid pollution has to the rivers water.
Brookhouse School with James Njoroge: Inspired by the Dragon Boat Festival on the River Severn, students created colorful paper reliefs using collected materials.
St. Teresa Girls’ Primary School with James Njoroge: Students looked at different ways the River Severn is helpful to people who live and work around it.
Balaka Secondary School with Akulu Lipenga and Macpherson Ndalama: The artwork comes as a response to the fact that most of the river or water pollution in the world is caused by humans.
Ferry LEA School with Akulu Lipenga and Macpherson Ndalama: The students explored the resourcefulness of boats as a way of transforming the river.
Liwonde Community Day School with Akulu Lipenga and Macpherson Ndalama: Having been introduced to a few facts about the city of Exeter, students created Lego impressions of important buildings that keep the city going.
Liwonde Secondary School with Akulu Lipenga and Macpherson Ndalama: The students discussed the value of bridges and their importance in connecting communities.
Malosa Secondary School with Akulu Lipenga and Macpherson Ndalama: Students learnt the story of Countess Isabella and were asked to draw how they think, she would look.
Namaloma Community Day School with Akulu Lipenga and Macpherson Ndalama: The students researched the animals found in Exeter and also learnt about animals that they’ve seen in Liwonde.
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Malawi

Balaka Secondary School with Akulu Lipenga and Macpherson Ndalama: The artwork comes as a response to the fact that most of the river or water pollution in the world is caused by humans.
Ferry LEA School with Akulu Lipenga and Macpherson Ndalama: The students explored the resourcefulness of boats as a way of transforming the river.
Liwonde Community Day School with Akulu Lipenga and Macpherson Ndalama: Having been introduced to a few facts about the city of Exeter, students created Lego impressions of important buildings that keep the city going.
Liwonde Secondary School with Akulu Lipenga and Macpherson Ndalama: The students discussed the value of bridges and their importance in connecting communities.
Malosa Secondary School with Akulu Lipenga and Macpherson Ndalama: Students learnt the story of Countess Isabella and were asked to draw how they think, she would look.
Namaloma Community Day School with Akulu Lipenga and Macpherson Ndalama: The students researched the animals found in Exeter and also learnt about animals that they’ve seen in Liwonde.
Abi Dar Al Ghoufari School with Aicha El Beloui: The students focused on living creatures and made imaginary drawings
Abi Houraira School with Aicha El Beloui: The students represented the activities, both domestic and economic, happening in and around the river.
Amira Aicha School with Aicha El Beloui: The students at this school were asked to imagine the different living species found in the river and to represent them through drawing.
Zerktouni Secondary School with Aicha El Beloui: This artwork represents the river’s connection with the Atlantic Ocean.
Imam AlBoukhai School with Aicha El Beloui: The students represented pollution and its effects on the creatures of the river.
Al Joulane School with Aicha El Beloui: This artwork represents the future of the river, imagining how the two banks would develop through the decades.
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Morocco

Abi Dar Al Ghoufari School with Aicha El Beloui: The students focused on living creatures and made imaginary drawings
Abi Houraira School with Aicha El Beloui: The students represented the activities, both domestic and economic, happening in and around the river.
Amira Aicha School with Aicha El Beloui: The students at this school were asked to imagine the different living species found in the river and to represent them through drawing.
Zerktouni Secondary School with Aicha El Beloui: This artwork represents the river’s connection with the Atlantic Ocean.
Imam AlBoukhai School with Aicha El Beloui: The students represented pollution and its effects on the creatures of the river.
Al Joulane School with Aicha El Beloui: This artwork represents the future of the river, imagining how the two banks would develop through the decades.
Chobham Academy with Shona Watt: Using recycled metal sheets students designed and made headdresses loosely based on historical portraits of English royalty.
Kingsford Community School with Shona Watt: The students modelled clay pieces based on the different imports.
Little Ilford Community School with Shona Watt: Students made collaged illustrations based on the exotic and fantastical names of teas imported into Great Britain during the 19th century.
London Design & Engineering UTC with Shona Watt: Students made masks from recycled materials exploring the concept of metamorphosis.
The Royal Docks Community School with Shona Watt: Working from the theme River of Life, students made creatures and wildflowers that would have once inhabited the area.
St Angela’s Ursuline School with Shona Watt: Students made head pieces from recycled cardboard.
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Newham

Chobham Academy with Shona Watt: Using recycled metal sheets students designed and made headdresses loosely based on historical portraits of English royalty.
Kingsford Community School with Shona Watt: The students modelled clay pieces based on the different imports.
Little Ilford Community School with Shona Watt: Students made collaged illustrations based on the exotic and fantastical names of teas imported into Great Britain during the 19th century.
London Design & Engineering UTC with Shona Watt: Students made masks from recycled materials exploring the concept of metamorphosis.
The Royal Docks Community School with Shona Watt: Working from the theme River of Life, students made creatures and wildflowers that would have once inhabited the area.
St Angela’s Ursuline School with Shona Watt: Students made head pieces from recycled cardboard.
Ein Al-Sultan Co-Ed School with Amer Shomali: In response to Larissa Sansour’s Nation State, the students created work based on imaginary scenes that one would see from inside the tower block.
Jericho Secondary Girls School with Amer Shomali: The students imagined the River Jordan and created an artwork, Our River, which highlights the injustice of water access.
Auja Basic Co-Ed School with Amer Shomali: Inspired by Steve Sabella's work No Man's Land, the students created a piece of work which represents the lack of water in Palestinian territories.
Aqabet Jaber Basic Boys School with Amer Shomali: Inspired by Hasan Daraghmeh's Flower of Salt artwork, the students revisited the topographic maps of their area of residence, Jericho and made magnified artworks.
Fatima Al-Zahra Secondary Girls School with Amer Shomali: Students imagined living in a high-rise tower in Jericho, with no access to land. They depicted how the tower would be seen by someone standing by the river.
Masqat Secondary School for Girls with Amer Shomali: Students made artwork from photos they took in the museum and inspired by research of their local area on google maps.
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Palestine

Ein Al-Sultan Co-Ed School with Amer Shomali: In response to Larissa Sansour’s Nation State, the students created work based on imaginary scenes that one would see from inside the tower block.
Jericho Secondary Girls School with Amer Shomali: The students imagined the River Jordan and created an artwork, Our River, which highlights the injustice of water access.
Auja Basic Co-Ed School with Amer Shomali: Inspired by Steve Sabella's work No Man's Land, the students created a piece of work which represents the lack of water in Palestinian territories.
Aqabet Jaber Basic Boys School with Amer Shomali: Inspired by Hasan Daraghmeh's Flower of Salt artwork, the students revisited the topographic maps of their area of residence, Jericho and made magnified artworks.
Fatima Al-Zahra Secondary Girls School with Amer Shomali: Students imagined living in a high-rise tower in Jericho, with no access to land. They depicted how the tower would be seen by someone standing by the river.
Masqat Secondary School for Girls with Amer Shomali: Students made artwork from photos they took in the museum and inspired by research of their local area on google maps.
City of Peterborough Academy with Stuart Payn: Students examined the economies of rivers, in particular, the emerging river economies of Peterborough’s radically modernised South Bank.
Ken Simpson Community School with Jeni Cairns: The students talked about pollution and discussed the wildlife and habitats of their local river, the Nene.
Ormiston Bushfield Academy with Stuart Payn: Taking River City as a theme, the students explored the ancient roots of Peterborough’s existence and relationship with the River Nene.
Queen Katharine Academy with Jeni Cairns: Students discussed how people use rivers. They made cyanotype prints from stencils they had made with paper using the sunlight.
St John Fisher Catholic High School with Jeni Cairns: Students investigated the different forms of life in and around the river and talked about the importance of looking after our waterways.
Thomas Deacon Academy with Stuart Payn: The students discussed how rivers shape and inform the cultural landscape of the city.
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Peterborough

City of Peterborough Academy with Stuart Payn: Students examined the economies of rivers, in particular, the emerging river economies of Peterborough’s radically modernised South Bank.
Ken Simpson Community School with Jeni Cairns: The students talked about pollution and discussed the wildlife and habitats of their local river, the Nene.
Ormiston Bushfield Academy with Stuart Payn: Taking River City as a theme, the students explored the ancient roots of Peterborough’s existence and relationship with the River Nene.
Queen Katharine Academy with Jeni Cairns: Students discussed how people use rivers. They made cyanotype prints from stencils they had made with paper using the sunlight.
St John Fisher Catholic High School with Jeni Cairns: Students investigated the different forms of life in and around the river and talked about the importance of looking after our waterways.
Thomas Deacon Academy with Stuart Payn: The students discussed how rivers shape and inform the cultural landscape of the city.
El-Barrary Model School for Girls with Rawan Elbadwi: warStudents unleashed their imagination by using a paper quilling technique with bright colours in order to portray all living creatures.
El-Shaikh Mustafa El-Amin Boys School with Rawan Elbadwi: Using pottery and traditional plates made from dry palm leaves, the students portrayed real stories that have had an effect on their communities.
Ivory Private School with Rawan Elbadwi: Students enjoyed learning about the stories about the river and each used henna prints and palm leaves to tell a story.
Khartoum New School for Girls with Rawan Elbadwi: Each student chose to make work about a city that is famous because the River Nile is flowing through it.
Kibeida International School with Rawan Elbadwi: Students used plastic bags and paper cups to make this artwork referencing the pollution both in the river and on its banks.
Khartoum New School for Boys with Rawan Elbadwi: Students focused on the economic activity that contributes to domestic production.
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Sudan

El-Barrary Model School for Girls with Rawan Elbadwi: warStudents unleashed their imagination by using a paper quilling technique with bright colours in order to portray all living creatures.
El-Shaikh Mustafa El-Amin Boys School with Rawan Elbadwi: Using pottery and traditional plates made from dry palm leaves, the students portrayed real stories that have had an effect on their communities.
Ivory Private School with Rawan Elbadwi: Students enjoyed learning about the stories about the river and each used henna prints and palm leaves to tell a story.
Khartoum New School for Girls with Rawan Elbadwi: Each student chose to make work about a city that is famous because the River Nile is flowing through it.
Kibeida International School with Rawan Elbadwi: Students used plastic bags and paper cups to make this artwork referencing the pollution both in the river and on its banks.
Khartoum New School for Boys with Rawan Elbadwi: Students focused on the economic activity that contributes to domestic production.
Beamont Collegiate Academy with Kirsty Rae: Students made bunting to represent the rowing regattas on the River Mersey and explored making boats to be viewed from above.
Bridgewater High School with Kirsty Rae: Students studied the story of the return of the Atlantic Salmon to the River Mersey and the rich ecosystem that now exists.
Cardinal Newman High School with Kirsty Rae: Students studied how the river is used for trade in modern times and did charcoal drawings of the huge shipping cranes at Liverpool 2 container terminal.
Culcheth High School with Kirsty Rae: Students represented their river’s rich history of trade by drawing the intense network of roads and towns that are situated along it.
Sir Thomas Boteler High School with Kirsty Rae: Students looked at the controversial plans to harness tidal power as a renewable source of energy in the Mersey basin.
Wade Deacon High School with Kirsty Rae: Students looked at the River Mersey’s history of severe pollution and made a timeline showing how the river has improved.
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Warrington

Beamont Collegiate Academy with Kirsty Rae: Students made bunting to represent the rowing regattas on the River Mersey and explored making boats to be viewed from above.
Bridgewater High School with Kirsty Rae: Students studied the story of the return of the Atlantic Salmon to the River Mersey and the rich ecosystem that now exists.
Cardinal Newman High School with Kirsty Rae: Students studied how the river is used for trade in modern times and did charcoal drawings of the huge shipping cranes at Liverpool 2 container terminal.
Culcheth High School with Kirsty Rae: Students represented their river’s rich history of trade by drawing the intense network of roads and towns that are situated along it.
Sir Thomas Boteler High School with Kirsty Rae: Students looked at the controversial plans to harness tidal power as a renewable source of energy in the Mersey basin.
Wade Deacon High School with Kirsty Rae: Students looked at the River Mersey’s history of severe pollution and made a timeline showing how the river has improved.
Nunnery Wood High School with Pete Ashton: Pupils constructed camera obscura viewfinders to match aspects of their school to patterns found in photos from Juja Road Primary School in Kenya.
Tudor Grange Academy with Pete Ashton: Pupils explored their school with camera obscura's looking for patterns and shapes before decorating their hand-made cameras.
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Worchester

Nunnery Wood High School with Pete Ashton: Pupils constructed camera obscura viewfinders to match aspects of their school to patterns found in photos from Juja Road Primary School in Kenya.
Tudor Grange Academy with Pete Ashton: Pupils explored their school with camera obscura's looking for patterns and shapes before decorating their hand-made cameras.

Rivers of the World

Rivers of the World is an international art and education project delivered in partnership with the British Council.

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