Showing posts with label playing. Show all posts
Showing posts with label playing. Show all posts

Friday, July 8, 2016

#SOL16: Shadow Play


Today I viewed/experienced La Boîte de Pandore Une photography exhibit curated by Jan Dibbets at Musée d'Art Moderne in Paris.  The exhibit features photographs spanning 200 years and juxtaposes old and new in some interesting ways, including some very contemporary works by Seth Price, Wade Guyton, Kelley Walker, and Spiros Hadjidjanos that push against a common understanding of photography and the photograph. I am often puzzled by Seth Price's work and enjoy that puzzlement. He makes me think about what I believe photography is and isn't.  I was reading an interview he gave and was stopped when he was talking about a printer and said, "You just can’t get away from how amazing mistakes look."

"You just can’t get away from how amazing mistakes look" ought to be a tagline for every school of education, for life.

self portrait 
So it was in that spirit of experimentation that I decided to buck the trend and not snap photos with my phone of art work on display at the museum (the day before Dev and I went to the Lourve [ugh, don't ask] and watched as hundreds of people lined up in front of the Mona Lisa snapping pictures with their phones. I wondered then as I do now, what's that about? What compels us to this? Is it as simple as in the face of beauty we are moved to capture it in some way?  Or is there something else, something unsettling about all of that snapping?) Anyway, at the close of the photography exhibit there was a brief filmed interview with the curator. As I watched I began to notice that the hot spotlights in the room allowed for some very interesting shadows to form. Earlier in the exhibit I noticed a shadow of myself that formed against a smooth wall and made a quick image.

So it wasn't too surprising that I drifted from watching the interview and began paying attention to shadows. For two or more months, I have belonged to a Facebook group of photographers who focus on making images of human shadows and to date, I have contributed one image. I have viewed a lot though and surely this influenced me. As I sat in the small room, I unlaced my sneakers pushed them into the light and made an image. I edged my foot into the dark and light and made another image. (Mind you I had this exhibit largely to myself. Everyone else was at the Lourve making snapshots of the art. Okay that was a bit snarky.) I raised my hand, spread fingers and played the piano and so on.

Sneakers
My Right Foot
Player Piano
This interest followed me back into the daylight as I made my way back to the hotel stopping now and then to make an image of a shadow.



Here are a few of the images I made while walking in Paris:


self portrait

self portrait
Man in a Fedora

Self portrait

II.

Towards the end of the exhibit, the curator placed a quote from Towards a Philosophy of Photography by Vilém Flusser (1983).  Flusser writes:

The imagination of the camera is greater than that of every single photographer and that of all photographers put together: This is precisely the challenge to the photographer. Likewise, there are parts of the camera's program that are already well explored. It is true that one can still take new images, but they would be redundant, non-informative images, similar to those one has seen before. As stated elsewhere, redundant photographs are not of interest in this study; photographers in the sense intended here are in pursuit of possibilities that are still unexplored in the camera's program, in pursuit of informative, improbable images that have not been seen before" (pp. 36-37, from here).

Oh to be in pursuit of possibilities--unexplored possibilities.

Some days a phone is just a phone and the camera within is merely a means to reproduce the familiar. It's like a friend you never tire from being with. Some days a phone camera, like any tool, can be used to make something unexpected. Today, was a day of playing and after so many months where grief has more than dogged my step, it was a simple joy that transform the weight of grief into nothing more than shadows.


Thursday, March 14, 2013

When Joy, Play & Learning are Deliberate: Learning in K-2

This is such an inspiring look at literacy that is intentional, play-based, and artful.  From the UK.

Reading, Writing and Drama Playing




Lesson Plans Related to the Video:

Reception – The Gruffalo
Introducing the new story


Learning Objective:  To listen and respond to a story.

Context of Learning:  Linked to our context of Monsters and Dinosaurs we will be using the book The Gruffalo by Julia Donaldson and Axel Scheffler.  The children will be developing their ability to listen and respond to the story, the sequence of the story and explore the setting, characters and theme of the story.   
Success Criteria: All children to be able to talk about what they can see in the pictures.  All children to be able to say if they liked the story and why.
Key Questions:  Where is this story set?  What is it like in the woods?  What is a Gruffalo?  What does the word gruffalo make you think of?  What does the gruffalo look like?  Did you like the story?  What was your favourite part?  What did you notice about the story?
Whole Class teaching
Explain we are going to be reading a new book and finding out about new characters.  Show the title page of the woods, where is this story set?  What is it like in the woods?  Discuss with talk partner what they can see and record comments around the picture.

Introduce the character of the mouse and read the blurb.  What is a gruffalo? What does the word gruffalo make you think of?  Discuss children’s thoughts and feelings.  Show the children a picture of the gruffalo.  What does the Gruffalo look like?  Tell your partner.

Read the story - Stop at varies intervals ask questions Why do the animals think the mouse looks good?  Look at the animals faces and discuss feelings, How is the animal feeling now they have seen the gruffalo?

Booktalk – Ask children to share their thoughts about the story - Did you like the story and why? What was your favourite part and why?  What did you notice about the story? (rhyming words etc)  Was their a pattern?  How did the mouse describe the gruffalo?

Independent learning activities:
Painting the gruffalo.
Retelling the story using a variety of props in a large builders tray.










Reception – The Gruffalo 

Exploring Characters

Learning objective: 
To talk about the main characters in the story and how they are feeling.
To think, say and write simple sentences for a thought bubble.
Context of Learning:  Linked to our context of Monsters and Dinosaurs we will be using the book The Gruffalo by Julia Donaldson and Axel Scheffler.  The children will be developing their ability to listen and respond to the story, the sequence of the story and explore the setting, characters and theme of the story.   
Success Criteria:  Children will be able to explore the different feelings of the characters by using their facial expressions and words.  
Key Questions:  How is the … feeling?  How do you know?  Why is the … feeling like that?  What is the mouse thinking?  How many words in out sentence?  What is the first word?  What does it begin with?  What do we put at the end of our sentence?
Whole Class teaching
Show pages from the story and discuss how the characters are feelings and why.  Can you use your face to show that feeling? 

Explain that they are going to help to retell the story and that they must become the different characters using their bodies and faces to show how they are feeling.
Retell the story with the children joining in using a drum to indicate when to freeze frame.  Use a microphone to interview the children in role about how they are feeling and why.

Model writing 
Now we have thought about how the characters are feeling we are going to write a thought bubble.  Show the last page of the mouse eating a nut, what is the mouse thinking?  Share with your talk partner, ask children to share their ideas to the class.  Choose a sentence to write, say the sentence, count how many words.  What is the first word?  What sounds can we hear in it?  When we have written the sentence count the words has it got the correct number of words? Reread does it say what we wanted it to say? 

Independent learning activities:
With teacher children to write their own thought bubbles – think, say, write a sentence.
Using their own puppets and the theatre to retell the story.




Planned activities to support learning
Of the Gruffalo

Throughout the week planned activities both adult led and independent for the children to develop their knowledge and understanding of the story further.

  • Drawing other characters using pastels
  • Props to retell the story
  • Puppets and a theatre to retell the story
  • Puppet making
  • Book making
  • Using computer programs to draw the Gruffalo and parts of the story
  • www.gruffalo.com
  • Collage a gruffalo
  • Label body parts
  • Created storymaps and used them to retell the story in their own words
  • Using instruments to add sound effects
  • Writing speech bubble for what the characters say throughout the story
  • Learn the Gruffalo song and actions
  • Pairs/snap game using character pictures also children can describe or say a sentence about that character
  • Sand tray – props to retell story
  • Reading The gruffalo’s Child

Whole class teaching sessions

·      The children listened for the repeated phrases and joined in.
·      Shared writing – labeling around the gruffalo how the mouse describes him.  Comparing the mouse and gruffalo. 
·      Explored the theme of who was the scariest creature?  Was the mouse clever?
·      Split into groups, each groups was a different character and we retold the story and the children acted out their part.
·      Learnt The Gruffalo song and made up actions.





II. Guided Writing: Experienced-based




Guided Writing Strategy Guide



Recommended Professional Resources

Corbett, Pie & Julia Strong. (2011). Talk for Writing Across the Curriculum. London: Open University Press.
Corbett, Pie. (2008). Storyteller. London: Scholastic.
Heard, Georgia & Jennifer McDonough. (2009). A Place for Wonder: Reading and Writing Nonfiction in the Primary Grades. Portland, ME: Stenhouse.