Stepping Back in Time

Recently, my class was offered a prize for being the class with the most students participating in the PTA fundraiser at our school. The prize wasn't specified, so I asked my students what they would like to do. Going on a field trip was one of the popular choices. I had been wanting to take my students to the local historical society for a tour, with hopes of generating enough interest to spark an inquiry into the past, so this worked out perfectly. 

Never having been to the historical society myself, I wasn't sure what to expect. I knew, however, that two of our social studies standards involve learning about the past, so I thought it would be a good experience. A local resident, who has lived his entire life in the area, was our tour guide. 

We took a quick photo before entering the historical society.

A collection of old cameras was a favorite for one of my students.

The students were amazed by the way people used to make phone calls.

Many students were interested in the trains that used to run through town.

Everyone recognized this old fashioned piece of medical equipment.

Blackboard? What is a blackboard?

We were curious about the homemade kites made of newspaper.
Hmmmm...we might have to try to make one ourselves!

The military uniforms were also popular with many students.

The students were only able to recognize one tool on the tool wall.
Can you guess what it was?

It was difficult to imagine not having running water in houses.

It was fun to see an actual ice box. At least, I thought so...

The students spotted the jars of candy right away!

Our historical society is housed in a building that used to be a community
center of sorts. It even had its own movie  theater.

No one wanted to try out this hair dryer!

It was an interesting and informative tour, but I am not sure the students were interested enough to want to learn more. It did provide a common experience, however, which is one of the first steps in developing an inquiry project. 

Upon returning from the field trip, I asked the students what they found most interesting, and what they wondered after their visit. Here are a few of their thoughts:

1. I wonder what the houses looked like back then.
2. How did the people get all their eggs to town?
3. What did the trains look like that ran through town?
4. I wonder why the uniforms were made the way they were.
5. How did they make kites out of newspaper?
6. What did they use for money?

We also spent a great deal of time comparing and contrasting items we saw at the historical society to similar items in our current world.

I am going to let the topic sit for awhile while I share some historical fiction with the class, along with some journals and other artifacts I found while cleaning out my mother's house last winter. My hope is that this will generate more interest, but I am resigned to the possibility that it may not. After all, in true inquiry, we must follow the learners. 

Makerspaces

Lately, I have been thinking about the concept of makerspaces. It is a buzzword right now in education, and the concept is intriguing to me. So much so, in fact, that I have been doing some research on the topic.

The first thing I discovered is that there really isn't any pure definition of what a makerspace is or should be. Some say it should involve tools, such as 3-D printers and power tools, others say it is a place to think, invent, create, collaborate and tinker. As I plan for a makerspace in my kindergarten classroom, this is the definition I prefer.

The concept of a makerspace fits with my belief of providing a developmentally appropriate education, along with my belief that it is my duty to provide rigorous, engaging learning experiences that prepare students for life in the 21st century. The research I found seems to support these beliefs, as well:

“What do you do in a makerspace? The simple answer is you make things. Things that you are curious about. Things that spring from your imagination. Things that inspire you and things that you admire. The informal, playful atmosphere allows learning to unfold, rather than conform to a rigid agenda. Making, rather than consuming is the focus. It is craft, engineering, technology and wonder-driven.” Thinkers and Tinkerers

“Makerspaces provide hands-on, creative ways to encourage students to design, experiment, build and invent as they deeply engage in science, engineering and tinkering.” Jennifer Cooper, Designing a School Makerspace (Edutopia)

I have made a few very basic makerspaces this year--mostly containing craft-type supplies. They were an instant hit and one of the most popular places to be during Discovery Time in my classroom. 

I require students to make a plan prior to creating. I do this because I want them to realize that the design process is a very important step, and that sometimes we have to modify our designs when things don't work the way we intended. Currently, this planning page is very simple, but I plan to revise it to create a materials list, now that most students are able to write words clearly.

Here are some of their creations, along with their plans:

Recently, I have expanded the types of materials I have at my makerspace to include pieces from the take apart station (computer keyboard pieces, screws, etc.) This was a bit of a game changer in terms of what the students designed and created. Unfortunately, I forgot to take pictures of those creations.

In light of this piece of research: “… [It is a] space where kids have the opportunity to make – a place where some tools, materials, and enough expertise can get them started. These places, called makerspaces, share some aspects of the shop class, home economics class, the art studio and science labs. In effect, a makerspace is a physical mash-up of different places that allows makers and projects to integrate these different kinds of skills.” Dale Dougherty, The Maker Mindset, in Design, Make, Play, my goal is to expand the types of materials I place at our classroom makerspace and to insert myself into the process alongside the students from time to time, in order to further their skill set and to challenge them to think more deeply.

I would love to see how other teachers are using makerspaces in their classrooms. Please share pictures and ideas in the comments below!

Encouraging Creativity While Maintaining Individuality

When I think back to elementary school, I remember many "one size fits all" art projects. Sure, they were cute, but they all looked the same. One project stands out, however. It was fifth grade, and we got to carve bars of Ivory soap in art class. I remember being extremely proud of my carving, because it didn't look like anyone else's. Chances are, it wasn't gallery worthy, but it was memorable, nonetheless.

There is truth to the saying we teach what we know, because for many years as a teacher, I had my students create lovely art projects that were all relatively cookie cutter. It wasn't until about 8 or 9 years ago that I started to appreciate the value in maintaining individuality while at the same time, encouraging creativity. Looking back, I think it had a lot to do with letting go of the control over the project, and the need to have things look a certain way. As I did that, I came to appreciate the beauty in children's artwork and I also began to realize how much I could learn about a child simply by viewing their creative expressions. In fact, now when I see a cookie cutter art project, I reflexively cringe on the inside. 

With the push down of academic standards, creativity has been shoved by the wayside. This year, as part of my goal to make the classroom the third teacher, I have been experimenting with ways to keep creativity alive in the classroom, while at the same time maintaining individuality. It is constant journey, but here is what I have come up with so far:

Directed Projects

The thing I like about directed projects is they allow a child to create something beautiful, but they do not all look the same. Five and six year old children have limited artistic skills, so we still need to model some things for them. Directed projects allow this to happen. In the past month, I have done two directed projects with my class. The first was a Statue of Liberty directed drawing we did as part of our study of U.S Symbols. This project idea came from a unit I purchased from Deanna Jump on TPT. This is the third year I have done this project, and I am amazed every year how beautiful they turn out.

Just this past week, I did a directed multimedium project with my class as part of our star inquiry. I got the idea from the smartteacher.com. Again, I love how this project encouraged the children to be creative, but maintained their individual styles.

Discovery Time Provocations

Using the classroom as the third teacher has become vital to the success of my classroom. When I set up provocations, I try to think of ways students can be creative with materials without teacher direction. This allows all children to achieve success because there are not parameters they must follow or meet. Children are free to create as they choose. 

This student documented what she observed at the science table. She explained that the stem was curvy and the brown spots on the side were where the pumpkin had been chewed on by an animal.

Magna Tiles allow students to create in multiple ways. They can create two- or three-dimensionsal designs. Placing them on the light table enhances the beauty of the creation and allows students to see how the light reflects the colors of the tiles.

Makerspaces such as this one allow children to design and create anything they choose using the materials available to them.

Allowing free access to materials such as paper, markers, stapler, glue, etc. lets students know that you value creativity and trust them to create freely.

Originally, I had a color scheme in mind for our star cave, but I love the way the students took the initiative to paint it the way they saw fit.

The art easels are always open, encouraging students to paint whenever they feel the desire.

Changing the materials at the light table encourages students to create in new ways.

Mosaic tiles allow students to create using the colors and design they choose. This student created a skateboard.

A cheap Dollar Tree frame and some objects from nature inspired this creative collage.

Projects Which Allow for Variation

Maintaining individuality doesn't have to mean different projects for everyone. Simply allowing the children to cut, tear and create the project that you describe rather than using pre-cut pieces encourages a child to be creative and successful in his/her own way, as these projects demonstrate.

Torn paper flags created as part of our study of U.S. symbols

Another torn paper project--carrots created during our carrot inquiry.

As you can see, there are many ways we can encourage creativity in the classroom, without taking away a student's individual expression. I can't imagine ever going back to cookie cutter art projects again!