Transcript PowerPoint presentation to accompany activity

Starter-The Coast & Music-Benjamin Britten
 Benjamin Britten was one of the most famous English 20th





century composers. He lived in Suffolk and he was inspired by
the landscape that he lived in. His opera, ‘Peter Grimes’, is all
about a young fisherman who was accused (wrongly) of
murder and he eventually decided to commit suicide by
drowning at sea. Rather a sad story, but some of the music is
very good! You are going to hear two pieces from his ‘4 Sea
Interludes’.
As you listen to each of the pieces, write down some of your
thoughts. What images do you get in your head- think about
the following: What time of day could it be?
What is the weather like?
What do you think the sea is like?
What sort of a seascape do you think of?
Make sure you explain your ideas. How do
the two pieces of music differ?
What did the music mean to you?
• Track 1
• Discussion
• The track is called ‘Dawn’ and
•
•
•
•
is meant to evoke
intermittent gusts of wind
and lapping waves
Track 2
Discussion
The track is called ‘Storm’
and is meant to evoke
images and of a violent sea
sweeping everything before it
Was your interpretation
similar to this?
An Example of a Small-Scale Coastline that has
Changed over time- East Head Spit, West Sussex
• The music you have just listened to suggests that the sea can be both peaceful, but
•
also extremely powerful. In fact, the coast is dynamic- a great example of this can
be found at East Head spit where both calm and stormy seas have created the
landscape
By the end of the lesson, you will understand the physical processes and the issues
involved at East Head
Where is East Head?
What is it like?
• The picture here
was taken from
Google Earth which
lets you explore
aerial photography
and Bird’s Eye
views
The ‘Hinge’- was going to be
breached permanently until
the rock berm was
constructed
Spits
• Spits are long, narrow accumulations of sand/shingle with
•
•
•
•
•
one end joined to the mainland and the other projecting out
to sea or across a river estuary.
They form where the orientation of the coastline changes.
Sediment is deposited and it continues to grow over time.
They develop a hooked end due to a succession of storm
events from the opposite direction to the prevailing wind,
and also due to wave refraction.
Spits become more permanent when people build groynes,
but also naturally by the formation of salt marshes behind
the spit.
Spits reach an equilibrium when stretching across an
estuary as the water becomes too deep for the sediment to
continue to build above the level of the sea. The strong
currents of the river prevent them from extending further
too.
The Animation will explain further!
Click here for a Flash animation showing how spits form from
the Wycombe High School geography portal.
What Have You Found Out?
• Discussion
• Rates of retreat have been about 1-2 metres per year- however, 1
•
•
•
metre was lost in a single storm events in 2000
The ‘hinge’ (the narrowest part) was breached in 1964 due to high
tides and strong storm events. It has also been suggested that
trampling of the sand dunes by tourists could have made things
worse
1786-1866: No defences along the coast- lots of sediment reached
the spit and it built up
Defences from 1887 onwards: lack of sediment supply and wave
action caused the spit to reduce in size and retreat
What has been done and why bother?
• http://www.conservancy.co.uk/learn
•
•
•
•
/places/easthead.htm has much
more information on this!
A virtual field trip is available at
http://www.conservancy.co.uk/learn
/places/ft_easthead/easthead.htm
I took a number of photos on my
trip to East Head. However,
unfortunately I have lost my notes
on the protection strategies and also
a record of where I took the photos.
Can you help me on the following
slides?
You will need to plot on where the
pictures were taken and in which
direction is was facing
Can you also suggest what
management has taken place in the
picture and why it was used?
Place each of these pictures on the map with an
arrow pointing in the direction of which the photo
was taken.. Part 1
Place each of these pictures on the map with an
arrow pointing in the direction of which the photo
was taken.. Part 2
Next time… (some suggestions)
• Follow-up tasks could include:
• Should it have been protected? Use the website to
•
•
see what species are present on the spit/ salt marsh
Use tourist numbers to plot on map traffic counts/
pedestrian counts/ user surveys etc- this could be
done using GIS
Perhaps a list of possible defence methods with
costings- give the students a budget and they have to
present what they have done to manage/protect the
spit- they could annotate a map using an interactive
white board
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16