For a week or so, the Tucker Room children have been gathering sounds around St. Johns. We are always finding interesting sounds - the creaking of a door, the tapping of shoes, etc. The sounds are being recorded on teachers' phones and collected on the program Garageband. Today, we asked the children to listen closely to sounds we've already recorded and paint the ideas that came from each sound. In the following clip you'll hear three sounds and you'll see the painting that corresponds.
First painting: Grace heard this noise and called it a "whistle". She drew a long slide whistle with high pitched noises coming out of each end, represented as zig zags. She said the yellow paint "shows the lines where to go". Prater assisted in adding the yellow to the margin between zig zag lines.
Second Painting: Lucy and Ellee heard this noise and said it was a mouse who was screeching because he got hurt from falling off a ledge. Ellee said, "He fell off a really sharp mountain." Lucy said, "At the top of the mountain there's a hole he fell into. It was a snowy mountain." Near the bottom left of the painting is the mouse, next to some cheese, sitting under the ledge. In the top right corner is the screech itself.
Third Painting: Jay and Mac heard this crunching sound. Mac said he thought it might be a "rat eating nuts". They used acorns as a reference to make a large light brown nut. Jay worked meticulously on the different grey colors of the rat's legs and face.
Click below to view the brief slideshow 3D collages.
WE ARE LOOKING FORWARD TO SEEING YOU ALL TONIGHT AND SHARING OUR CLASSROOM STORIES!
Eventually, the boys worked together to create one giant race car so they could drive in it together. They became robbers, and began collecting items to stash in the car.
Mac: You're the police, Melanie.
Alex: You're the bank police. You patrol in the morning. We're burglars.
Friends have been taking photos of children for our new school directory.
Ellee - What about taking pictures of everyone in the whole school?
Grace - What about the new kids in the school?
Maya, Willa, and Grace were "making magic" outside.
"We use the water and we put some on our hands and rub it together over our mouth and say a magic word, Pony Alexa, and then you have magic.
The Book Fair is coming up tomorrow! Our class went to look at all the books in Blake Hall. The children saw books they knew such as Mercy Watson, Dragons Love Tacos, and Rosie Revere Engineer. They also noticed new books like The Antlered Ship and Robo-sauce.
Art showed us pictures from when he was in an orchestra as a younger man. Then he played many of our favorite songs: Yellow Submarine, Zipadeedoodah, O Susanna, This Land is Your Land, Beauty and the Beast, and When You Wish Upon a Star. We danced exuberantly to his jazz tunes.
For a few days, children have been working on portraits: both family portraits and self portraits. Below: Jay looks closely at himself in the mirror and he draws the features of his face. Hadley and Lila draw the members of their family.
Maya, Willa, Ellee and Lucy created "magic" today. Below is their conversation.
Willa: (to Ellee) I heard you had magic.
Maya: If you step into here you’re gonna stay in this trap. I’m not trapped. If someone else steps in it they get stuck in it.
Ellee: I can step on it to defeat it. I save the daughter of the kingdom. I’m Super Celestia and she’s super Dash. Here - the magic will disappear. (moves wooden objects) It’s disappeared.
Willa: Now, when I put them back over here, then the magic is all here again. (moves objects back to where they were) The magic is here again. I removed them!
Ellee moves them back once more.
Ellee: Just protecting my daughter. (she hugs Lucy) Now it’s time to transform! Super Celestia!
Lucy: Super Dash!
Ellee: We can steer away because we live on a ship.
Willa: I’m a super, super magical fairy. We turn into super heroes.
Maya: That’s our magic (holds a cup). We live in this house.
Willa: We use leaves to make us even more magical.
Watch the children's reactions while they anticipated Chaplin's next moves.
Photo by Hadley
Later, we read Flotsam by David Wiesner, a book with no words, but told in pictures. "A boy is at the beach and finds an old camera. He takes the film to get it developed, and sees photos of fantastical undersea cities and inventions." The children all contributed to telling the story.
More experimentation with instruments in the studio which is slowly becoming a "music studio."
Prater's Winnie the Pooh illustration (based on her book she's been sharing with our class)
At second meeting, we had a discussion about "conflict resolution", which is an important skill for all children at St. Johns.
Joci – Let’s talk about saying you’re sorry to another person when either they’re doing something they shouldn’t be doing or when it was an accident.
Alex – Like if you kick someone in the forehead.
Cassius - Then it will be on purpose and they might kick you out of the building or something.
Joci – Teachers would never do that.
Grace – Teachers are nice.
Joci – A teacher’s job is to keep everyone SAFE. Your job is also to keep yourself and others safe. That means in your body and with your feelings. Everyone needs to be safe.
Alex – What if someone kicks you out of a game? Like you can’t play the game.
Carl – Hockey people throw people against the bench. They go to the penalty box.
Joci – Yeah, you have to wait . . .
Carl – . . . for 5 minutes.
Joci - When something happens in our class, we don’t have a penalty box or a time- out. We think you are all responsible children and we are part of a community and we’re all friends. If you do something that hurts another friend by accident or on purpose, you need to say, “I’m sorry,” “I didn’t mean to do that” or what else can you say?
Hadley – Do you forgive me?
Mac – What if the lifeguard kicks you out of the pool?
Joci – Yeah, lifeguards do that. It’s part of their job. But that’s not how we do it here at St. John’s.
Ellee – During the day, someone took my turn playing a game. I got kind of upset, then I asked her, “Can you stop that?” And I walked away.
Hadley - When I was playing the keyboard with a friend she strummed it when it was my turn. She said she was sorry.
Joci - Grace said earlier, “ya know, it just takes a second to say you’re sorry.” Then you can go back to playing. But you have to mean it. You have to care.
Joci and Melanie roleplay what apologizing looks like.
Bruno – If someone says something mean to you, you just walk away.
Cassius – Sometimes if someone did something that you didn’t want them to do, they’ll say I’m not gonna play with you.
Bruno – You could not listen to that person.
Joci – What if instead, that person says, “I don’t like that.” “Please don’t do that again.” You use your strong voice. Then you don’t have to walk away. The other person could say, “I’m sorry” or “Is there anything I can do for you?” or “Are you okay?” Then you can both move on and play.
Melanie and Joci role-play using “strong” voices.
Later, Ellee shared that when she had difficulty earlier she asked her friend to speak nicely and when that wouldn’t work, she went to a teacher for help.
The "buds" chased each other in the alleyway at the end of the morning.
We are working on a Thank You card for Alex's Grandpa Jeff who visited our classroom recently and played some songs on his guitar. A couple of his songs were "Wagon Wheel," "Oh Susanna," and "I'll Be Working' On The Railroad", which, as he explained, are folk songs. We thought it might be nice to draw the story that each song tells as a way to say thank you. Below, Grace draws a banjo for "Oh Susanna" (...with a banjo on my knee). Prater (upper right) drew a train on the tracks. Willa (bottom right) drew a wagon wheel. Willa said, "They put things inside the wheel. They open and close them (pointing to the dots inside the wheel). This is gonna be the rain." As she listened to the lyrics of the song, she heard the word "mama" a few times. "My mama has long hair," said Willa, and she added her mama to the picture.