A group of teachers who explore and brainstorm ways to integrate Web 2.0 technologies into teaching
Australian Art Education Vol. 33, No. 2, 2010
Five Reasons to Take Young Children to the Art Gallery and Five Things To Do When You Are There
“Role play – One aspect of this sequence was the assumption of the persona of pictorial figures by dressing up in character. Dressing up as the characters they saw in pictures, adopting their facial expressions and stance, encouraged close obsen/ation, but engaged children also in imaginative or empathetic interpretations of the experiences, feelings and lives of the figures represented in the works. In one museum setting children explored the impacts of war through displays developed around the ANZAC theme. They dressed up in period costumes, military and school uniforms and work clothing. They engaged in role play interactions and posed for photographs.
Developing role-play dramatic interpretations of art works encouraged playful, imaginative and inventive engagements. Using prompt questions like – What if? What has happened to make this person feel this way? or What happens next? – educators encouraged children to think beyond the picture itself, to visualise and act out contexts, extensions and interpretations that re-framed their appreciations in ways relevant to their own lives and experiences. Other educators use other questions: “If you could jump into this painting, I want you to think about where you would be and what you would be doing” invites children to construct new made-up narratives, imaginative relocations and extended dialogues about what they have viewed in pictures (Eckhoff, 2008, p. 468). These are playful and enjoyable ways to close looking and child-centred learning: Children love to dress up, they love to role-play and pretend, they love to build, they love to climb and explore. Children’s museums provide opportunities for children not only to choose between all these sensory and intellectual treats but also to decide which aspects they will engage in. They have permission to start when they want and stop when they want (Falk & Dierking, 2000, p. 186).”
Author – Pernille Ripp Paper Blogs: A Lesson in Commenting on Student Blogs.
We have been hard at work on our paper blog as we prepare to unveil the actual blog experience this Friday. One of the essential things I do (and tweak) every year is the using paper blogs to get my 5th graders to think about how to comment, and more specifically how to start a conversation with their comments. While the idea is not mine, I borrowed it from McTeach, it has developed over the years into something I love doing and find essential as we prepare to blog and converse with the world.
The whole idea is very simple.
Creating the blogs:
When blogs are done:
After the walk-around
Author: Pernille Ripp – My Students’ Classroom Vision.
“Every year I ask my students to come up with their vision for 5th grade. This year I wanted to somehow use the song “Brave” by Sara Bareilles since it not only has an incredible message to all of us but also a very catchy beat. Here is what my students came up with this year, I am so proud of them.”
I have found morning time in the classroom to be a busy, and exciting time. Many of the children have things they want to share with the teacher and the class and need time to have a chat. Sometimes children are almost bursting to tell someone their news.
Upon reflection, I believe a ‘weekly news’ setup could be a great way to ensure that those who want to share something are given the chance to be heard.
The ‘weekly news’ chart (much like a meeting agenda) would be on display for the entire week. Children have the opportunity to add one item each to the chart before midday Friday. At the end of the day on Friday, time could be allocated for ‘class news’ where each item is covered. If the classroom is equipped with an Interactive Whiteboard, an ipad could be wirelessly connected to it so that the children who are speaking are filmed and shown on the screen as they talk.
Children might like to share news (good or sad), stories, songs, performances, achievements, artwork, or learnings from the week.