Feeds:
Posts
Comments

Archive for the ‘art’ Category

Student and Chickadee

This photo captures it all. It was taken last week when my students visited an outdoor education centre. Although this student was reluctant to go outside on a scavenger hunt with his peers, he was interested in the opportunity to feed chickadees with birdseed.

I observed various students as they approached the wooded area with seed in hand. Boots crunched in the snow as children moved around for the ideal spot. Arms were outstretched high above their heads, as though elevating their chance to attract the birds attention. Some students giggled, some talked, and others made the call of the bird, chick-a-dee-dee-dee, with no success. When the others left, this student walked into a thicket and hunkered down in the snow. I sat close by and we waited. Although it felt like a long time in our silence, we were soon surrounded with chickadees. It was a magical moment that just required nature, time, and space.

Bringing the outdoors in and taking children outside is a necessary component to any learning program. This is especially true for those who want to support inquiry-based learning and a sense of wonder in their students. Last year, when I had students write about their “I Know Here,” their special place was often a bedroom. A few students named a park, but many settings were artificial and controlled. In Richard Louv’s book, Last Child in The Woods, he says, “Most children are hard-pressed to develop a sense of wonder… while playing video games or trapped inside a house because of the fear of crime” (p 96). Many children seek a quiet refuge, if not their bedroom it may even be a corner in a room. But in these environments they lack the space to move and the natural environment to interact with. Nature inspires children in all their capabilities – athletic, artistic, scientific, and poetic! “Nature presents the young with something so much greater than they are; it offers an environment where they can easily contemplate infinity and eternity” (Louv, p 98).

Connect your students with nature, by:

  • allowing time for unstructured exploration or walks
  • encourage students to just notice their senses
  • integrating with technology by using apps to document biodiversity or natural forms
  • supporting student wellbeing by explicitly recognizing the benefits of nature
  • igniting a sense of appreciation and wonder.
Advertisements

Read Full Post »

The year I taught a combined grade 1 and 2 was so rewarding for me as I documented the progress and learning of the class and in particular a few students who were struggling. There were doubts when colleagues saw the room set up with centres such as blocks, reading, art studio and a doll house (for grade 2’s!). Then there were questioning parents at the end of September asking, “When is my child going to learn?” The month of September was just community building and learning the independence of centres in the afternoon after a morning of literacy and math. Of course there were times for direct teaching and group lessons around Science and Social Studies, but they were brief. Appropriate for the age group. Then the students were able to apply their learning and questioning during centre time. They were accountable by having a plan of what they wanted to work on – such as building bridges in the block centre or depicting the energy of the sun in the art studio. At the end of the day we would gather on the carpet and students had time to share what they created or discovered. I would record their findings on large paper – the “knowledge building” session – and we would decide to add resources to our Inquiry Board for other students to learn from.

I put the findings from the documentation together in an article – it was published last year in The Canadian Association for Young Children journal (Fall 2013). I am attaching the PDF version as I think it provides a good example of the process from September to June. It is also demonstrates how centres in a Primary classroom allow for differentiated learning and the Hundred Languages. Board_CCFall2013

Read Full Post »

September has been a month filled with community building in our Grade 5/6 classroom. We have slowed down the back to the books rush with activities that are building relationships.

Coming from a Kindergarten class last year, I immediately noticed that the students seemed to have lost their sense of wonder. Many were looking at me for instructions, ready to respond appropriately – but not to ask questions and be curious. Our inquiry question for the next two months is “How do we balance our needs with others?” This will incorporate our learning in Language, Social Studies, Art, Media Literacy and some Math and Science. In addition to this project, I am starting another Literacy/Art inquiry project that is based on the book, “I Know Here” by Laurel Croza.

I Know Here by Laurel Croza

I want to encourage the students to wonder about their own community, then interpret it and present it in their own unique way (hundred languages). We read the book together. The next day I took them outside to the front of the school to record what they could see, hear, smell, feel and taste. It was amazing to see how their response were more guarded and limited than what some younger children would offer in the same setting. We then made showing statements rather than telling statements, similar to the author’s style of “I Know Here”.

The next day we discussed possible representations that the students could do. They came up with a variety of ways that they could show what they know. We recorded them on the whiteboard.

Image

Our next step is to ask ourselves questions about our community/neighbourhood and hopefully access that sense of wonder…

Read Full Post »

The environment is the third teacher when it provides children the opportunity to slow down and take note. One of the questions I often ask is, “What do you notice?” This encourages reflection, conversation, and knowledge-building among the students. For some students, observations take time. They answer without really thinking or noticing – by rushing to give an expected answer rather than a response that is unexpected.

The use of light and projection in the classroom has provided students with new perspectives. They may be looking at a familiar subject, yet they see it in a new way. When they are introduced to the act of tracing an image, they are fascinated with the simple task and it slows down their consideration of the subject.

From our neighbourhood walks, we had observed a variety of trees. The children compared coniferous and deciduous and talked about the differences that made each identifiable. However, when drawing deciduous trees, their observations from the walks were not evident. The trees still looked like trunks with a circle of green set on top. So we revisited the trees and took photos.

neighbourhood tree

 

 

When an image of one of the local trees was projected to a table in the classroom, the children were intrigued with the task of tracing its many limbs. I noticed how this task slowed down their movements and also their consideration of the tree. After this opportunity, the children’s drawings were more realistic in that long limbs were included and the proportions changed.

 

Tracing and noticing

Read Full Post »

In Kindergarten, my favourite integration of subjects is probably language, science, and art. The children are always fascinated with nature and our surroundings. We have looked at trees, squirrels, clouds, plants, and birds as topics of study. The tangible subjects provide the best science subjects – as the children can observe and predict first hand.

A few months ago, one of the books we were reading introduced hibernation. This was a concept that we explored further. Then we found we were comparing hibernation with migration. I was amazed at how much the children understood in our group discussions. I wanted to provide an opportunity for those with other strengths to also demonstrate their understanding of these concepts, so I thought about a class mural. This would provide an open invitation for those children to contribute and it also allowed them the opportunity to collaborate and discuss their ideas and understandings.

Setting out Kraft brown paper as the backdrop and providing the children with a variety of materials, they were invited to add signs of hibernation or migration.

Hibernation and Migration Mural

 

I noticed that some children were more interested in contributing their ideas as visual representations, while others were more interested in providing oral comments and discussing the work of their peers. They wanted to add clouds, snow on the ground, and a sun. Once the mural was complete, I asked the children, “How do you know whether the animals are hibernating or migrating?” Here are a few responses:

  • “The bear is hibernating because he is sleeping in the cave.”
  • “The frog is hibernating in the pond.”
  • “I know the birds are migrating because they are up in the sky flying to where it is warm.”
  • “I see a butterfly that migrates.”
  • “The bunny has a path to get out and in of his tunnel.”

Completed Collaborative Mural

 

Not only does this make their thinking more visible, it also demonstrates how well the children are learning in relationship with one another. All year they have been working side by side showing their ability to not only share materials but work on shared representations – representations that demonstrate their ability to collaborate.

Read Full Post »

I have returned to teaching kindergarten, but it is my first experience with full-day kindergarten. September has been a month of community building and establishing routines. I knew it would be like this, but from where I left in June with my Grade 1 & 2 class, I need to remind myself that things will be different (especially for the first few months!).

My classroom has been a challenge, as it was formerly a Special Education classroom and is a basic rectangular room with little architectural detail. Although it is October and I know in my mind’s eye how the room should look; being at a new school and with limited resources it is taking longer than I expected.

The art studio is always one of the first areas of the classroom that I like to develop. So many children feel comfortable in this area and are able to demonstrate their skills and interests. In the first two weeks, the students were creating pictures with a full assortment of markers. I wanted to observe their representations of a natural object using a controlled palette. So, I set up a small table with a vase of hydrangeas, as well as a jar of pencil crayons in an array of pink, green, and brown shades.

The results were as I imagined. The children showed more use of detail, such as the outline of the vase and the distinct stems. They also considered the appropriate colours when presented with a limited selection.

Read Full Post »

During our inquiry, “How has the world changed?” students considered structures and movement as outlined in the Grade 1 and 2 Science curriculum.  We read books together on all types of structures, and found the book Let’s Go: The Story of Getting from There to Here by Lizann Flatt to be a foundation to our study. Somehow, an interest in inuksuit emerged. It was a wonderful example of how the students interests in a topic took us to new learning that still connected with our curriculum. They were able to identify the purposes of an inuksuk and experimented with various materials while representing their learning, such as blocks and torn construction paper.

Image

Image

Image

Read Full Post »

Older Posts »

johnaleslietdsb

Our Inquiry Journey

The Third Teacher

reggio inspirations in my classroom

let the children play

reggio inspirations in my classroom

Inquiring Minds: Mrs. Myers' Kindergarten

reggio inspirations in my classroom

leaf and twig

where observation and imagination meet nature in poetry