Geography and Poetry

Each student brought a picture from their neighborhood to spark a great discussion

We each...

Made our mobiles...

A little different from one another!

What better way to begin a study of geography that to begin with your students?

Each of us brought a photo of our neighborhood and placed it on the wall. Then our instructor asked us some guiding questions. We talked about perspective, commonalities, and differences. 

We incorporated discussion of geographical terminology (latitude, longitude, rural, urban, suburban) and other attributes of our community represented through our photos. We discussed what pictures tell us about the region and even the country. 

After our discussion we spent some time writing to prompts in our interactive notebooks - responses about our neighborhoods which we then shared with the class.

Then came my very favorite part! Poetry!!!! Our instructor presented the structure for a Cinquain poem. (I just finished doing these types of poems in my field experience classroom!) After working with a Cinquain help sheet, we each wrote poems about our neighborhoods (or neighbors). 

We integrated the poetry writing exercise with a little art extension - by which we "published" and displayed our poems from the classroom ceiling as mobiles! 

So super cool...making all these connections across so many content areas - Language Arts (Writing, Speaking), Social Studies, and Art. One of my favorite classes! Ready to do this with my own classroom of students!

Bre is up on the tables - hanging our Cinquain Mobiles!

Exploring Famous Works of Art

What are college students doing playing with shaving cream and paint, you may ask...Well - we are exploring the features of famous works of art! We began class by examining Vincent van Gogh's famous painting "The Starry Night." We made observations and discussed the painting at length. One of the most important things that we discussed was that it is unimportant that students in an elementary classroom try to re-create such famous works of art, but that it is worthwhile that they engage in discussions surrounding the great works of art, and then explore some of the techniques and qualities captured within those works. 

Our assignment for the evening was to capture a moment, emotion, thought, or feeling. The elements required were that we incorporate movement, texture, and color - as we had discussed with van Gogh's works. 

Then we went to work. First we spread the thick paper with a layer of shaving cream (when it dries it has a really cool impact on the texture of the art). Next we chose from a variety of paints, and using brushes, combs, fingertips, and craft sticks we worked the bold colors of paint into the shaving cream. 

To finish, we added texture and movement, again using combs, brushes and fingertips. As we were finishing up, our instructor gave us black sheets of construction paper  Earlier in the evening Lauren had noted that she really loved the silhouette at the forefront of "The Starry Night." To expand on this student observation, we were to each use the paper to create a silhouette for our impressionistic work. 

Using Puppets in the Classroom

During this class we spent time discussing multiple intelligences in a small group setting. After we shared the results of our own multiple intelligences tests, we analyzed how such knowledge can inform instruction and be applied to the experience of arts and other content areas in the classroom. For the later part of the class we selected picture books and hand puppets to develop a language arts experience for students which would include an arts element (drama/storytelling/theater)

One of the most important things we discussed was how to facilitate these types of experiences in an upper elementary setting, where older students may feel apprehensive about "playing with puppets" or find it embarrassing to act in front of peers. Several suggestions were made to increase participation and enjoyment among older students. Suggestions included selecting texts which appeal to the age group or allowing the students to perform the puppet show or dramatic act for a specific purpose such as for younger groups of students (a Kindergarten or first grade class) or for parents (parent night) or for community groups (a public library story hour). 

As you can see - even us adults had a lot of fun while learning!

A Classroom Trade Fair

Some students purchased items to trade - such as these home-style breads.

This semester we participated in a classroom trade fair. This is how it worked:

Each student was told to bring items from home. We could bring just one item or multiple items - the choice was ours but we were told to keep in mind the principles of supply and demand. Some people chose to purchase items, others chose to make items, and others gathered odds and ends from around the house.

Sarah used a frame to make a unique dry erase board.

On the day of the trade fair, each student cleared their desk and displayed their "items for trade." Each student was given an index card. The index card was folded once, so that it would stand upright like a place card. On one side students listed the items for trade and the "terms" of trade - if items were being traded as a whole group or individually. On the other side of the card, the students wrote "closed" - which they were to use when all of their items had been traded.

After setting up our trade fair items, we took a moment to review rules - no touching the trade fair objects was the big rule! The entire class was given two minutes to silently look over all the trade fair object and then the floor was opened for trading.

It was a very interesting experience. It was most interesting to note what other students brought in to trade, as well as to note which items were "hot sellers," being traded multiple times and for multiple items!

Emily made these beautiful bookmarks to trade.

After the trade fair we looked over 3rd, 4th, 5th, and 6th grade Social Studies, Language Arts, and Math Standards to see possible activity extensions and further applications for the classroom.

This was one of the most productive in-class activities I have been a part of.

I am not sure whether Carmen purchased these
for the trade fair - or whether they were "odds
and ends" from around her house...but I was
super glad that she traded with me - I wore
them to field experience the next day.

Lauren found these in her attic or basement - some 

funky old hats and scarves...she

traded them for a "mystery bag."

This was the hottest item at the trade fair - brought by Aubrey. It was traded at least two or three times before Lauren ended up with it. This paper sack labeled "Mystery Bag" created quite a stir...people weren't sure whether to fight for it or whether it was a giant prank...with Aubrey you never know! In the end, Lauren won out...and she SCORED! Big time. It was FULL of all kinds of unique scarves - some for your hair, others for your neck...most of them were super cute! Lauren was so nice and gave a few away...what a fun trade fair item! Ahhhh...the allure of mystery!