2-D Animation videos

After attending the basic animation training, LME was able to produce two short 2D animation videos. The animations are based on stories that have Buddhist morals and values. Both the videos are intended for educational purposes and augmentation of the LME curriculum. The aim of the project is to create materials that meet the preference of current young people and kids’ mindset. Thus, we are exploring using modern tools to educate the ancient wisdom tradition for our young students.

Of the two animations, the first one is about Milarepa’s first meet with his teacher the Marpa that took place in a field. Here, the Marpa asked Milarepa to plough the field. Thus, this simple task in the field became the auspicious link to Milarepa fulfilling the great task of liberating sentient beings. The video conveys the message of interdependence, power of causes and effects, and devotion.

The second video, titled “Busuku”, is about a Shantideva, who taught the Buddhist text the Bodhicharyavatara. The video (1:11 minutes) shows Busuku appearing on the high thorn, teaching a large audience, and disappearing into the sky. The video has a message of how one must not throw judgment on others.

We will keep on producing similar short animations for educational purposes.

Student’s Community Based Project Work

Lhomon Education students are engaged in a few project works in and around the Institute as a part of the Lhomon curriculum. The project is aimed to engage students in practical applications of what they have learned in the classroom. It is to create an opportunity for students to think about learning beyond the classroom, to help develop the knowledge, behaviours, ideas, and to make them see the connection between the classroom and real-life learning. Project-based learning is not only intended to provide opportunities for students to collaborate or drive their own learning, but it also is to teach them skills and values such as problem-solving, helping others, learning to give back and developing additional skills integral to their future, such as critical thinking and time management.

The project works included, constructing an incense shelter, maintaining a footpath, making a flower garden, stitching prostration cushion, constructing a birdhouse,  designing Embroider, developing a mini-organic garden, designing a compost pit, constructing a material recovery facility (MRF) and maintaining a compost toilet in the institute. All these ideas are brainstormed and proposed by our students as a part of the project process. For students, the entire process—from brainstorming to sharing ideas, taking responsibility to collaborate, and planning to implement the project—were all enriching and learning experiences.

Here are some statements made by a few students as they were executing their respective project work.

Karma Wangchuk, who worked on the cushion project, said, “My plan was to stitch, hand gloves out of the waste blanket. First, I could not come up with a hand glove as it was too big. I made mistake in measurement. When I did the second time, it was accurate measurement and could come up with a pair of good hand gloves to be used for prostration.”

Eugene Chophel, who worked on a flower garden project, said, “I did not know that sawdust can be used to prepare manure for the garden until I did this project.”

Jigme Tshering, who worked on an embroidery project, said, “Before last year, I saw my elder brothers working on an embroidery project, I did not learn from them then. Now when I do this project myself, it is not so easy. However, with the help of my friends, finally, I could come up with small beautiful embroidery of the flower.”

Pema Tashi, after working on a mini-garden project. said, “Now I realize how difficult it is to plant vegetables and consume them.” Jangchub Dorji, another student who worked on the same project, said, “We have to appreciate our farmers for the vegetables that they provide to us.”

Chador, who worked on the footpath project, said, “I feel proud of myself and I think that Memi (old man) will walk freely without any problem on this footpath”. Tashi Dorji, from the same project, stated, “From this project, I learned how to benefit others through kindness and compassion. I have been able to solve at least a few sufferings.” Analyzing all these statements carefully, we can conclude that our students are exposed to wide ranges of learning opportunities that taught them skills and values that are fun, interactive, inquiry-based, experiential, and contextual.