I was just looking through some old photos and videos trying to free up storage!! I came across these G4 students marionette puppets. During their UOI Sharing the Planet they were exploring the concept of conservation and focusing on trees. I had them do a little research on paper coffee cups and then we saved coffee cups for a week. Students then created these marionette puppets. So cute!
Always happy to #collaborate with fellow teachers to integrate art in their lessons. G3s we’re exploring the elements of fairytales during library and we came up with this project. We both dedicated time and readjusted a few schedules. Students and teachers were so excited to work on this during their library time.
A few years ago Grade 1 students were inquiring about communities in their UOI. I snapped a few photos of them creating these cardboard buildings of our community here in Qatar. It was such a great lesson. You can really learn a lot about them as you listen to them chat with each other. They mostly talked about all the hotels and tall buildings there are in Qatar and then some would talk about the hospitals and police stations, etc. After all the buildings were created we turned them into a relief wall hanging.
Grade 3 students explored color theory with watercolor painting. I wanted students to work on mixing colors instead of just using the colors straight from the palette. Previously I have had students use oil pastels to create the barriers that would prevent colors from mixing and turning into a puddle of brown muddy colors. This year I decided that if I had them practice and focus on controlling the amount of water and use Analogous colors then we could eliminate a step and then develop more skills in regards to creating texture and leaning about color mixing.
I think that students were more successful in building their knowledge in color theory but I want to work with them more on drawing bigger so that they have more space to mix the colors. Some of their drawings were so small that they didn’t have the space to work with mixing colors.
Take aways from last weekends iSTEMed conference in Doha…
From Cesar Harada, “Imagination is the most precious stuff the children have.” Many of the conversations and workshops focused on stimulating students creativity through empathy.
At the conference I attended a workshop with Suzanne Presinal and we were challenged with creating a playground for animals. We first brainstormed different animals we were interested in and then once the group decided on an animal we began to create the playground from paper and recycle bits. As we were building the playground we began to think about what the characteristics of our animal, a meerkat, were and what they would like best. Our playground eventually included a widescreen TV that would play videos of meerkats, because meerkats like to mimic each other as well as hammocks and slides and places for them to climb. Everyone was in charge of different areas and we worked as a team to build a playground that meerkats would enjoy.
There were other workshops that I attended that gave some useful information but the overarching theme from all of them was to begin with empathy to engage the children. I will definitely be paying more attention to appealing to the students empathy side in the future when asking them to design.
In a ceramic workshop that I am taking with Waleed R. Qaisi, we were discussing Conceptual Art and that the artwork is a result of something from withing the artist and the art doesn’t have to be something representational, sometimes its about exploring the material and the balance of composition. I struggle with this and so i decided to do research on Conceptual Artists and their process.
I found this video of Ai Weiwei’s “Sunflower Seeds.” While the sunflower seeds are a recognizeable product, the viewer might question, “Why has this artist made, or placed, all of these sunflower seeds on the ground this way? What does it mean?” After watching the video I had a better idea of Conceptual art and was able to develop a concept to explore throughout the workshop.
In preparing to attend the “Integrating the Reggio Emilia Principals and Philosophy in the Early Years Classroom,” I brushed up on some reading about the philosophy and came across an article by the Scandinavian School in San Francisco republished with permission on Education.com. The article focuses on these five aspects of the Reggio Emilia Philosophy: the child, the teacher, documentation, curriculum and the environment. While reading, I thought of my students and the teachers I work with as well as my own practice. Here are a few things I took from the article.
1. When discussing the child, it states that the Emilio Reggio Philosophy believes in a “listening pedagogy.” If I am to practice a listening pedagogy then when my students don’t understand something I need to teach them. This is not limited to art skills but also life skills. For example, teaching in Qatar, the many of the students at my school have nannies who clean after them. When asked to clean their stations and they don’t do the job that I expect then I need to show them. This “direct interaction with the environment and social groups” helps them understand how I think the station should be cleaned.
2. The teacher is an educated learner in that they are observing and reflecting on how best to provoke and inspire the child’s learning. In “listening” to and observing the child, the teacher is able to use personal knowledge and pedagogy set to up and guide the learning process. As I listen to and observe students while working through a provocation I can learn about their interests and prior knowledge to motivate them to move from the comfortable and familiar into the unknown.
3. Documentation is also an important part of the Reggio Emilia Philosophy. Documentation can take many forms such as photography, audio and video, transcription, and student work. Through documentation both teachers and students are able to reflect on the education journey. This is also important for guiding the curriculum. When reflecting on documentation I can develop a plan for working with my students as well as reflect on what was successful and what needs improvement.
4. Curriculum should be child led and driven. I don’t think, however, that this means students should be expected to know what they want to learn about. It’s through the process of giving the students provocations and then listening to and documenting the child’s response to the stimuli that the teacher can then develop curriculum catered to the child’s interests. As the expert, the teacher can then weave into the curriculum language, maths, social skills, arts and sciences accordingly.
5. Finally, the environment is also an important aspect of the Emilio Reggio Philosophy. Referring to it as the “third teacher,” this physical space should be a place where students are comfortable to work and take ownership of. This space should be set up according to the needs of the child and the teacher. There should be spaces for clean work as well as a space to be messy. There should also be spaces for students to work individually and in small and large groups. It should be an organic space that is lived in.
After attending the workshop, “Integrating the Reggio Emilia Principles and Philosophy in the Early Years Classroom,” led by Dr. Nkechy Ezeh at SEK International School, Qatar, I was reaffirmed that the Reggio Emilia Philosophy is not a cookie cutter approach to teaching. As Dr. Ezeh led us through practical strategies of learning through this philosophy and gave examples of documentation, I reflected on my own practice further. For me, the Reggio Emilia Philosophy is the opportunity to take ownership in an engaging learning process for both myself and my students, using provocations to jump start lessons and guide the curriculum and encourage life long learning through exploration.