KS 2

The throne links to the Qualifications and Curriculum Authority scheme of work “Take a seat”. Ask pupils to think about who might sit on a chair like this and why the artist has used guns to make it. Ask them to design and make chairs made of other unusual objects, perhaps for specific people or characters in books.

Citizenship

KS 3

Many children were forced to become soldiers during the war in Mozambique and many others suffered as civilians. Brainstorm with pupils about their needs as young people. Compare these with the rights in the UN Convention on the Rights of the Child. Which rights do they enjoy?

KS 4

When people are aware of the damage done by guns and knives, why are they so reluctant to give them up? What actions by police or other agencies can be taken to support movements against weapons? Encourage students to see similarities and differences between the civilian urban context and post-war Mozambique. What might be the difficulties in decommissioning, say, IRA weapons?

Generalcultural studies

KS 5

What happens when the fighting is over? Prepare sets of nine cards, each with a feature of post-war situations, such as ready availability of weapons, witnessing of horrors, and dislocation of people. Ask students to rank cards in order of importance. Discuss group decisions. Does the “Throne of Weapons” project address any of these issues? Can art have a role in social reconciliation? Should art have a social function?

Donnie Houser, education officer for Bristol’s City Museum and Art Gallery and Richard Woff, education officer British Museum