Wednesday, March 26, 2014

Wednesday, March 26, 2014

We've been so busy working on timelines of documentation for our projects.  Both of these timelines are almost finished and there's a sense of accomplishment for us and we're generating interest from staff and students alike.

116- The students have been studying maps, so I'm teaching a map-making lesson that I used to do in middle school to teach parts of the map, but to really hit the standards, we're drawing our community around the school.  I put the map of our school on the smartboard and the students did their best to draw the map.

118- The last group of second graders were drawing symmetric designs for their balance lesson and they started talking about art. I grabbed the iPad as quickly as I could and typed their conversation as they spoke.

X- Art is about thinking. When you're trying to draw, you have to think. Copying someone else's work is not about thinking.

L- Art is also about being careful.

X- but it's really about thinking. Thinking in your head is where you do your art. You think your art through first.

L- It's about focusing.

S- And it's practice.

S- You have to try and try again to make it perfect.

L- But no one's perfect.

X- Art can be hard at first, but when you practice at doing your art, you will get better and make it more realistic. It's about your thinking and practice.

L- And you have to stay calm to do it.

Teacher- Tell me about the Burchfield-Penney.

A- I liked seeing the sculpture we're doing these after.
[She means the Nancy Rubins' sculpture at the Albright-Knox. We saw it from the Burchfield windows.]

L- I saw the printing press.
Teacher- What was that?
L- I saw houses and it felt cold. And I saw that room where when you go in it, the water comes down. If you go slow, it goes slow and if you go fast, it goes fast. That will go to another art museum soon. They will have to disassemble it, put it in a van and take it to another art gallery and assemble it again.

L- I saw a painting of a big fish. It was a big, dead fish.
Teacher- Is it the painting on the magazine over there?
L- Yes, that dead fish.
Teacher- I have a secret about that painting.
S- Did you see the video with that snake thing? It's so mean.
Teacher- What's mean?
S- It's so mean that people keep throwing garbage and stuff into the water and it makes pollution and it's really bad for the animals.
X- If you throw bad things in the water, it's not good for the fish and it creates pollution. Pollution is something that makes the water dirty. It makes the fish not survive that long. Pollution is kind-of like poison.
Teacher- what can the community do to help the polluted creek?
L- We should clean the water.
Teacher- how?
A- people need to stop throwing nasty things into the water.
X- the fish will get mad at you...
S- the fish won't get mad at you- they will get sad and die.
X- here's an example- if I throw a garbage can in the water, what will it make? Pollution. That's an example.
Teacher- what could we do, school #33, to help?
A- we could get nets and clean the water out.
S- we could use the nets like we're going to grab fish, but we'll grab garbage instead. Maybe we could put the fish in a big tank or a pool.
X- I have an idea- what if we had a big fish tank and we put them in the tank. They won't die, then, they will survive longer.
L- And then we can feed them!
Teacher- do you think we should take fish out of their natural environment? Would they want that?
S- Maybe we could just take them out to clean it and then put them back after it's clean.
Teacher- Did you see the jars of dirty water? It's unsafe for humans to go in it.
L- Maybe we could get suits to wear over our clothes.
S- We could use nets to take out the garbage and put it in a garbage can. Maybe we could use our hoses to fill the creek with clean water.
X- Or figure out a way to get the ocean water here.
A- You can't use ocean water because it's salt water.
X- It's too salty to drink it.
S- no one can drink it.
A- You would get sick if you drank it. Though I do put salt in my soup sometimes! 

108- We reflected on the Burchfield Penney experiences, learned how to properly use watercolor, and painted in our journals. 

112- The students are almost finished with the mural!  I'm so excited about it! 

101- The students continued their portraits for the identity wall. 

104- The students began drawing the habitat for their nocturnal animals on their nighttime paintings.

No comments:

Post a Comment