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How We Express Ourselves: Materials and media can be used to express…

- - - - 11 FEB RESPONSE: We will delineate between physical and emotional feelings by tapping into mindfulness. We will ask Nora to come and do a whole group lesson to practice reflecting on our state of mind.
        
        21 FEB. PSE: Why do we need to now about feelings? ANALYSIS: Children using more words, know more vocabulary. Replied that we need to know about feelings so that people can help us. Sometimes we feel things in our body but don't know how to describe it. (Nora will link documentation here) Children have also been documenting their feelings associated with a color through these cards:
        
        24 FEB. RESPONSE: Use a personal journal to reflect. "Today I felt - I felt this way because - I felt this way in my body --> Reflection journal linked in Toddle
      - 11 FEB. RESPONSE We will provide some explicit instruction to expand emotional vocabulary. We will explore books and target different emotions. We will document with pictures of their faces showing these emotions. See our list here.
        
        Feb. 11, 2020: Theo approached Ms. Sarah and shared that he found a video on Epic about "Empathy." Wanted to share it with the class. We tried to, but the internet was slow and we weren't able to watch it as a class.
      - FEB 11 PE - We will discuss our body systems during exercise in terms of how we feel physically (fast heart rate, fatigued, thirsty) and how we feel emotionally (excited, joyful, frustrated)
      - FEB 11 SLP We will explore the language of emotions, connecting them to physical states and to colors - Books - My Many Colored Days (Dr. Seuss); When Sophie Gets Angry (Molly Bang) - Articulation session - using Theo's KidsTube video about empathy to work on his target sounds, as well as develop the concept of feelings.
- - - - 14 FEB OBSERVATIONS - PAPER STUDIO: First two days I could count the students; the next couple days a lot more students came and didn't want to leave. Noor - twice came for a short time and left. Owen, Kaitlyn, Novella, Sydelle, Kayla, Kora, Nunu all very interested. Mostly they were copying each other, but Kayla & Kora started making drums and said they saw it on Epic! Nunu made many purses. Zella & Camilla wanted to work in the paper station after school, but they never came to the studio. Lucia stays mostly by herself (flitting from studio to studio)
        
        14 FEB GENERAL ANALYSIS: For many students this experience has been low-risk, so their social skills are being highlighted. For Julian and Ester it is less comfortable - possibly because of the unexpected or the overwhelming nature. Lucia needs a place to be alone. We are seeing a bit of a mixing of materials across spaces.
        
        Teacher Research Question 2: What are students discovering about how materials work?
        
        14 FEB RESPONSE: 1. Students will rank their studio choices and then commit to one "material/studio". Next week will be focused on line of inquiry 2 - how materials work. 2. Make essential agreements for each space (good in art due to specials, but not other spaces.) TAKE A VIDEO RECORDING OF THE CONVERSATION RANKING - PUT IN SEESAW
        
        Building Studio
        
        **14 FEB RESPONSE: Add a poster on Day 3 & 4** of exploration "what can x do" (put sticky notes on paper - look at data next week)
        
        18 Feb: We will expose the students to a guided inquiry in each studio before they commit to one studio to explore. We will lead a mini-lesson in each studio to show them some more techniques that they did not discover independently.
        
        Paint Studio Mini Lesson: Observing different styles of paintings of the same subject (flowers) and asking what emotion the artist is trying to express. Students will decide a feeling and paint a still life.
        
        24 FEB: Some days students were excited about using emotions vocabulary and describing paint, but not every day. Focused on have a plan before beginning their work. Noticed children gave a lot of attention to detail. Some students mixed colors, but most not until they had an invitation to do so. ANALYSIS: Children excited about and using new words, but they aren't always accurately used.
        
        Light Studio Mini Lesson: Experiment with materials to explain specific terms (transparent, translucent, reflective, opaque) OBSERVATIONS: Children were interested in the scientific vocabulary.
        
        Paper Studio Mini Lesson: Collage. Discussing collections (collages can be made out of any collection of items) and using collages to express how we feel. We discussed 'texture' and experimented with making collages using scrap paper, tape, magazine cutouts. Students took gallery walks to identify techniques used by other students. We also named our collages. OBSERVATION: Students' titles for collages were poetic and thoughtful.
        
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        Sound Studio Mini Lesson: Introduce specific language (higher notes, lower notes, pitch)
        
        Maker Space Studio Mini Lesson: Documentation here At the beginning when asked to interpret the art work, children struggled with this; when asked to describe how it made them feel, this was better.
        
        Research: We watched a video about a woman who makes sculptures of sea creatures create solely from trash collected from the beach. The students were very inspired by this. They want to create things using the trash that we have collected in our building studio.
      - 14 FEB OBSERVATIONS - MAKER SPACE: Less popular than imagined, except yesterday. Same 5 or 6 boys coming: Theo, Henry B, Henry F., Yuven, Markon, Noah, Yaseen, Mickey (Henry F.'s new favorite is light...) Interesting that these are the boys that like to wiggle and move. These boys often made big buildings and then repeatedly knocked them down. Good with resetting the studio. Theo and Julian played restaurant - dramatic play. Mickey and Yaseen have been making a rocket since the first day. Noah made a walking stick the first day and is still playing with it. Pretending he's old ("a granny"). Yesterday everyone was making certain things.
        
        17 Feb SLP - can work more dramatic play into the sessions with Julian
      - 14 FEB OBSERVATIONS - MUSIC STUDIO: First 2 days was about students "getting stuff out". Trying to make the loudest possible noise. Charlie C. came in first day, said it was too loud, then came back when it was quieter and said, "Now I can make a loud noise!" Julian there first 2 days - not touching anything, just reading and then use the iPad. Julian didn't want to go to any space most days. Louis there a lot, Lewi trying to create a band -- lots of excitement, Yesterday fairly quiet. Nunu came and was conducting a band. (link in video). First day of organized music making.
      - 14 FEB OBSERVATIONS - PAINT STUDIO: Student quite needy. Lots of help needed getting materials. Most students spending time completing a painting, then leave. Span of detailed paintings to more abstract. Alice, Hella, Dara are the only children who began and then returned the next day to finish. Ethan, Ireobade, Milen, Kaitlyn & Sidel a few times. Camilla & Zella have been there several times. Ethan sits and paints - telling others around him what he's doing. He did try painting with his fingers. Azmaray there the past 2 days. Yesterday put out paper plates & kids were very interested in mixing colors. Camilla stays longer. She & Zella painted portraits of each other. Ester only going to paint studio.ANYALYSIS: Children don't seem to be super into it; they see it more as an activity to finish. Milen doesn't necessarily want to paint - just comes to talk.