Month: January 2020

The Board Game

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@S created a game using stones from the ‘loose parts’ collection.

Next, she decided to make a chess board game. @S began by making a big square, including lines for playing the game.

She made triangles and circles that represent the two teams.

Then, she made poster to inform others about the ‘rules of the game’ and instructions on how to play the game.

@S “The paper around the game is because we don’t want the pieces to go outside.”

Before sharing the game, @S said “We have to test before we really played.” So she played the game with Ms. Tina and created a video to show her friends how to play the game.

The Instructions:

Step 1: Put the two circles here.

Step 2: Put the triangles here.

Step 3: Put the two black circles here.

Step 4: The people don’t want to go outside so we need this paper here.

Step 5: If he goes outside he cannot go inside.

@S played the game with Ms. Jiao.

Through her creative design, @S:

  • used discussion and play to generate new ideas and investigations.
  • interpreted visual, audio and oral communication: recognizing and creating signs, interpreting and using symbols and sounds.
  • expressed herself using words and sentences.
  • understood that mark-making carries meaning.
  • used mark-marking to convey meaning.
  • chose and completed the task independently.
  • demonstrated persistence in her task.

Chinese New Year

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Different grades have shared a collection of artwork for Chinese New Year. We went on a walk to explore the artwork. There were lanterns…

…portraits of children in Traditional Chinese festive clothes…

…paper cuttings…

…books and decorations.

We wonder if we can create our own Chinese New Year artwork…

How might WE be inspired to share of creativity?

Ms. Cherry read The Story of NIAN to the children.

We watched the story of Nian too.

The children were inspired by the story and created their own dragons. They explored shadow puppetry using their own creations. Some children were happy to colour copied pictures while others designed their own dragons. They coloured in the pictures carefully and used scissors, markers and sticky tape to create these pieces of art.

https://twitter.com/shemogani/status/1219554766403051521

Happy Year of the RAT! 

Through these experiences we are learning:

  • that Chinese New Year is as an important Chinese celebration

  • how rituals and traditions contribute to own and others’ cultural identity

  • to collaborate and be open-minded
  • to value diversity

Geo Shapes

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We were creating pictures using GEO shapes. The children followed a sequence in order to recreate the same shape displayed on the screen. [Shapes have characteristics that can be described and compared.]

The children looked carefully to see if they can find the different shapes they need from the tray. They had to count the number of shapes used and follow the instructions.  [Listen to information. Use all senses to observe and notice details.]

Next, we looked at other pictures, recreating them using the Geo shapes. Sewon said it looked like a butterfly. Then, we made a flower. We noticed that the children used different starting points when creating their pictures.

The children continued to stay engaged, creating yet another picture. This time a fish. Looking closely at the shapes, they counted and collected the different shapes they needed. They had to be mindful of space and worked carefully around the carpet, taking care not to break pictures made by the other children.

We made a flower, a butterfly and a fish. When creating the fish, some children started by collecting 6 orange squares and then working their way outwards from the shapes. Some chose to start with two triangles and created the mouth and the face of the fish. The tail was quite tricky, the children rotated the shapes to see if they can match the picture on the screen. [Demonstrate persistence in tasks. Use strategies to problem-solve.]

The next day, the children continued to create different pictures using the shapes. 

Opposite

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We read the book ‘Exactly the Opposite’ by Tana Hoban. This special picture book is a wordless book. We gathered together to read it, creating our own story as we turned the pages.  

We looked at the cover. Sebastian explained that it looks like his shoes. We compared our shoes. Ms. Shemo and Ms. Tina wore shoes with laces. Their laces were tied up neatly. Sebastian explained that he had ‘broken’ laces (untied).

Sebastian “Open and closed”

Sewon showed us how the gate was ‘open and closed’ using her hands.

Yoochan “No leaves and have leaves.”

Bruce “Broken and not broken (eggs).” [in Mandarin] Tyson and Leming agreed.

Sewon used her hands to explain ‘Fallen down and standing upright’.

Yoochan “Not out and out.”

Sebastian “No tails and have tails.”

Yoochan “Small and big.”

Sewon used her hands to show ‘front and back’.

Sarah “Pushing and pulling.”

Leming “Smoking and Ice.” [in Mandarin]

Sarah “It feels hot and cold.”

Jiwon “Swimming and no swimming.”

Yoochan “No fish and fish.”

We wondered if the book was non-fiction (about real things) or fictional. Sarah explained that it is a book about real things because it has used real pictures. Jiwon, Tyson and Bruce agreed.

What other opposites can you think of?

Through this experience we noticed how the children were able to:

  • listen to gain and share information
  • use new words linked to context being taught
  • ask and respond to simple questions
  • use manners in conversation
  • communicate thoughts with words
  • use words to describe an object

The Story of Paper

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The children gathered around Ms. Ai to create boats using paper from the recycled box. They were curious and wanted to see how pieces of paper can be turned into something new and exciting.

Some children created musical instruments using different types of paper.

A Piano

They made maps, iPhones, games and money using paper and card.

A computer with lots of buttons.

Learning Outcomes:

  • engage with, and enjoy a variety of visual arts experiences.
  • use their imagination and experiences to inform their art making.
  • create artwork in response to a range of stimuli.

Noticing the children’s interest in paper, Ms. Tina decided to share some examples of paper art . The children then sorted out different paper to use in their creations. 

Ms. Anna Mila used a video to show the children the process of how paper is made. The children asked to watch the video repeatedly, asking insightful questions about the trees. They made great observations about the paper making process.

After we watched the video and read some books about how paper is made/recycled, we went into the atelier to make paper.

First, the children needed to rip up scraps of previously used paper.

Then, they needed to add lots of water.  

Then, they needed to blend the paper into a pulp.

Next, it was poured into a bin with water that had a screen in it. The children needed to pour the pulp into all corners, covering the whole screen as evenly as possible.  

This part of the work took great concentration and strength.

Sometimes the children noticed that they needed to add more paper scraps.

After the paper was poured, the screen needed to be lifted up carefully and then placed on a drying rack so that the pulp can dry, creating paper.

When the paper pulp on the mesh had dried, the children carefully lifted it off the drying racks. They were excited to see their own paper!

They sat around the tables with their own sheet of recycled paper and paints, excited to the create yet a new piece of art.

We wonder, what other materials and objects can we recycle?

Concepts: change, purpose, responsibility, creativity, connection, conservation, causation, changes of state, production.  

Learning Outcomes:

  • select tools, materials and processes for specific purposes.
  • understand the impact of simple actions on their immediate environment
  • understand that resources are necessary to meet the needs of living things
  • develop enthusiasm and respect for nature and Earth
  • develop care and concern for Earth and its environment

Approaches to Learning (ATL’s)

  • listen actively and respectfully to others’ ideas and listen to information.
  • ask for clarifications.
  • interpret visual, audio and oral communication: recognizing and creating signs, interpreting and using symbols and sounds.
  • express oneself using words and sentences.
  • participate in conversations.
  • be aware of own and others’ impact as a member of a learning group.
  • follow the directions of others.
  • demonstrate persistence in tasks.

The Brick House

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We have been listening to the story ‘The Three Little Pigs‘.

Leming approached the table that had bricks and wooden strips.

He began to create with the material. Leming noticed that each time he placed a piece of green wood across the two ends, it would fall inwards.

He decided to use bricks as a base, to hold up the falling wooden beams. He was able to solve this problem through experimentation. He explained that he was creating a house for a pig.

He gently placed the wooden beams, careful with his movements.

The last piece.

We wonder what Leming is thinking as he creates. What is his plan?

Leming explains that he has made the brick house, pointing to the props and the story we read. The pig is in the brick house and the green section is the fireplace.

We noticed how Leming has been thinking about the different houses as he built his own. He understood that the brick house had different spaces that were part of the story.

Leming is sharing his creativity through the use of props and stories.

Learning Outcomes:

  • use imagination and original ideas to create
  • explore and retell familiar stories dramatically
  • select tools, materials and processes for specific purposes

Props… continued…

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We continue to work on our project for our performance ‘The Little School of Horror‘. The children add leaves on the ‘Eating People Flower’. The children cut out different shapes of leaves and put them inside and outside of the plant.

Then, they decided to add blood on the plant because “The plant has eaten many people”. They wanted the blood to be ‘really scary’.

Next, they added sharp teeth inside the plant to make it even more scary.

Michelle got into the plant (box) and tested it to see if it was big enough for one person.

Throughout the process, the children demonstrated how they can choose and complete tasks independently, while sharing responsibility for decision-making. It was evident that they can be persist while engaging in their projects.

We are learning how to:

  • engage with, and enjoy a variety of visual arts experiences
  • select tools, materials and processes for specific purposes
  • use their imagination and experiences to inform their art making
  • create artwork in response to a range of stimuli

Stay tuned for our next steps…

Exploring with Paper

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Ms. Tina introduced the children to ‘Haha’.

  • Teacher “What is an art gallery?

The children wondered…

  • Teacher “It is a place with a lot of art.”
  • Sebastian “Toys?”
  • Teacher “It could be.”

The children talked about what people might do while they look at the different displays.

  • Teacher “Can we be loud in the art gallery?”
  • Children “No we have to be quiet.”

Haha went to an art gallery over the weekend. Children from a different school have created lots of wonderful pieces of art using different types of paper. He shared what he had seen there.

The children shared their thinking as they looked at the different pictures.

  • Charlotte “A floating city!”

  • Charlotte “It’s a bird house.”

  • Bruce “A monster house.” Sebastian agreed.
  • Yoochan “like toilet (shape of the toilet).”

  • Yoochan “Cakes!”
  • Sarah “It’s signs. Something you can’t do.”

  • Charlotte ‘Like candies.”

  • Yoochan “Like Television.”

  • Charlotte “Like zombies.”

In the morning the children had collected a range of different pieces of paper.

These papers needed to be sorted so that we can use them to create.

What should we remember when we are sorting the paper?

How should we hold the paper?

Ms. Tina made a long line of paper.

She laid out 7 trays to help us sort. Charlotte suggested that we sort the paper by colour. Everyone agreed.

While sorting the paper the children thought of other rules for their sort. They noticed that some of the paper was thicker. Some had patterns and different textures. They worked in groups to sort and collect 6 trays of paper. Each group shared their rule for the sort.

Bruce, Leming and Yoochan had sorted the paper into two trays. Although both trays had white paper, one tray had ‘PAPER WITHOUT LINES’ and the other had ‘PAPER WITH LINES’.

Michelle and Charlotte explained that their sorts were by the thickness of the paper.

We wondered…

How should we sort the paper if we wanted to be able choose the paper without difficulty?

Michelle decided that it would be better to add the white papers on their tray into the trays that had ‘PAPER WITHOUT LINES’ and ‘PAPER WITH LINES’.

The children then needed to decide where these papers will be stored. They suggested the shelves by the table.

Sarah, Charlotte and Michelle created labels for the trays.

We wonder what we might create with this paper…

How might we express our creativity with paper?

Watch this space!

Number Games

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We are exploring numerals to 20. First we worked as a team to name the different numerals.

Next, we had to put the numbers in order. Sarah noticed that we did not have a number ‘0’ Zero. She said we needed to start with it. Michelle suggested that we make a ‘0’ for future games.

The children were very excited and everyone wanted to collect and help with as many cards as possible. The group had to work hard to make sure everyone had a turn. They decided that sharing the cards would be a good way to work together. The number line began to take shape.

We checked to see if the line was in order. 

Then, we played a ‘loop game’ with numbers. Each child had one or two cards. Each card was divided into two. The first section shows a number (with tally marks, fingers, dice, 10 frame) and the second section asks a question that will lead to finding the next number card. It was a clue to find the next card. You would call out “I have…, who has…?”

The children had to look carefully at their cards to see if the next card was theirs. We noticed how the children helped each other, counted to check the numbers and waited patiently till everyone had a turn. 

We managed to put the pieces together, but we had a problem. The circle was incomplete! We were missing a card. Ms. Tina asked if we could help make the next card. 

Charlotte said we needed a card that had showed the number two. She said we can use tallies to show 2.

Then, we can ask the question “Who has 10?” on the second section of the card. Ms. Shemo helped with that.

The circle was made. The loop game was completed. We all worked together to solve the problems.

Through these experiences we are learning:

  • that numbers are a naming system
  • to read and order numerals in sequence
  • to work collaboratively with a group
  • to share and take turns
  • to solve problems
  • to speak clearly and express ideas using words and sentences

The Three Little Pigs

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The children were preparing to help retell a familiar story. Each child had a role to play in telling the story. Some played the characters and others helped with the setting. The teacher narrated the story with the children joining in the repeated refrains.

We read the story ‘The Three Little Pigs‘.

Once upon a time…

The children listened carefully the story. They had to remember when they needed to take the stage. They helped each other as they laughed and recited the story. 

The setting or the background changed frequently. It had to match the story as it is narrated. 

The performers needed to go back and forth, the space had to be shared and the audience needed to practice good listening. 

After the performance concluded, the children continued to play with the story props, creating their own versions of the story ‘The Three Little Pigs’. We noticed that they used their preferred language to crate stories, sharing their creativity in multiple ways with varied groups.  

We are learning how to:

  • participate in shared reading, posing and responding to questions and joining in the refrains
  • respond actively to read aloud situations; make predictions, anticipate possible outcomes
  • retell familiar stories

Expressing our Creativity!

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Paper as a Tool to Express Creativity

The children have continued to gather at the writing table. They enjoy creating with paper, making computers, ID cards and packages. While working at this space, the children talk to each other about their ideas. They negotiate and share the materials, taking turns to use the resources with purpose.

Clay as a Tool to Express Creativity

Some of the children have been using clay to make models of their own carnivorous plants. They looked carefully at the details as they painted with care and purpose. They cleared and washed up all the materials they had used at the end of their activity. Taking care of the materials and tools we use is an important part of learning.

Approaches to Learning (ATL’s)

  • express oneself using words and sentences.
  • participate in conversations.
  • use mark-marking to convey meaning.
  • be respectful to others.
  • be aware of own and others’ impact as a member of a learning group.
  • choose and complete tasks independently.
  • share responsibility for decision-making.
  • demonstrate persistence in tasks.
  • use strategies to problem-solve.
  • engage with, and enjoy a variety of visual arts experiences.
  • select tools, materials and processes for specific purposes.
  • use their imagination and experiences to inform their art making.