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Our friend Lily, celebrated her 4th birthday on October 25th. On Monday, we asked Lily to share more with us about how she celebrates her birthday with her family. I have three birthday celebrations. One already passed and the other and the school birthday. - Lily It was like what you do at normal birthdays. - Lily So if I had to guess what you did at a normal birthday, I think you maybe ate something special. - Sam It was cupcakes! I had chocolate and she had chocolate. - Bea Cupcakes are my favorite kind of treat. - Lily It sounds like Bea was at your birthday. Were other friends there? - Sam No and one grown up and my family. - Lily She had two presents. - Bea And I had others because I had family presents too. I had two others. - Lily And one was a smoothie maker! - Bea Questions We Ask Ourselves When we start birthday committee work, we begin by having a large group brainstorming session before we dive deeper into the work with a small committee. Both in large and small groups we ask ourselves to think about what things the birthday child likes. What do we already know about the birthday child? What can we still learn? What kind of things does Lily like? Maybe she likes unicorns because she has unicorns on her mask. - Finlay She also had a unicorn birthday. - Bea Yep, I love them. They’re my favorite type of animal. - Lily * some discussion about a unicorn piñata at birthday party* They’re just kind of magical and I like kind of magical stuff. - Lily What is magical stuff? - Ines It means like they can make stuff appear that other people can’t do. - Lily Can anyone else think of other magical things? - Sam A princess? Because I have a wand from Lily’s birthday. - Bea So like a rainbow. - Finlay Also we can make some magical paper thing for Lily’s birthday. Like we could put a big piece of paper and like do a outline of a unicorn and then we paint the inside of the unicorn. - Bea I think that would be good! But maybe more than one unicorn. - Lily Like two unicorns. One’s the baby and ones the mom and ones the dad. - Bea Maybe like four. Actually three. Well one mom one baby and one dad. That’s all I want. - Lily And did you have a favorite color you’d like to share with us? - Sam Pink, red, and yellow. - Lily I knew you would! - Lily Speaking to Bea when finding out that she would be on the birthday committee. Birthday Committee Work Keeping Lily's interest in unicorns (her favorite animal) in mind, Daniel and Bea began discussing their ideas for how to incorporate this interest into the birthday portrait in addition to other ideas they had about the overall setup. We need something magical. Like sparkles coming out. She likes sparkles too. - Bea So do the sparkles come out of the unicorn? - Sam They come out of the unicorn’s horn. - Bea And have we thought about what Lily might wear? - Sam All of her favorite colors. Maybe we could sew it like we did for Remy. It would look like pink, yellow, and red. - Bea I remember for Remy you made a dress. So what do you think Lily's portrait outfit might look like? - Sam She always wears headbands. - Bea You’re right. She does wear headbands a lot. Maybe we could make her a headband. - Sam I could bring my headband. - Bea I’m wondering if we could create her something new and make her a headband. - Sam Like how we made Remy's headband? We already have one. We could use that since we already made… - Bea Well I know that the other headband was made special for Remy’s birthday portrait because of what she likes. So I’m wondering if we could make something just as special for Lily? - Sam Yeah. - Bea And make bows. - Daniel Yeah she’s wearing a bow headband right now! - Bea Great. It sounds like we have ideas for what she will wear. - Sam I don’t even know how to make a unicorn! - Daniel Well we could look at a picture. - Bea
Three images were chosen for the unicorn family. A mom, a dad, and a baby (per Lily's request)
        After tracing the three members of the unicorn family for the portrait background, Daniel and Bea decided that color should be added to each. The color inspiration came from the images found and selected to represent each unicorn. Initially, markers were chosen. It was quickly observed that it's difficult to cover large spaces with only markers as our tools. Then, we explored oil pastels and chalk which are able to be spread out and blended. These materials seemed to cover more surface area when used and exploring their "blendability" was fascinating! Drawing the unicorn hair proved to be the most challenging part of this step in the committee work. When looking around the atelier for materials, Bea noticed the yarn and thought it could be used to include as the unicorn's hair because the properties of yarn are "warm and soft" like hair!     Making a Headband Knowing that Lily often wears headbands, Bea went to the source to find out more about the functionality of a headband and what it's made of. Lily removed her headband to give Bea a closer look. Ohhh bending. - Bea I think you used a material recently that you could bend when you made a sculpture for my birthday. - Sam Oh. wire! - Bea And what’s wrapped around the headband? - Sam That’s ribbon. - Lily And you could also use fabric. - Bea This is for the birthday committee, right? I can tell. You’re asking me a lot of questions! - Lily And how would we make the bow? Fabric? And tied it and clipped it on (the headband) - Bea Look. it’s rippable. And you can slip it back on. - Lily (demonstrating how to remove bow from headband) Daniel and Bea then got to work selecting materials and creating the headband accessory for Lily to wear in the photo shoot.  items were chosen based on Lily's personal color preferences - yellow, red, and pink. When finished with the custom made headband, Daniel and Bea shared the following thoughts: It looks like, "Hello! I love you!" - Bea It looks like a pop band. (singer) - Daniel
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| Birthday Portrait Conversation About Ines October 12, 2021 Finlay, Lily, Lucas Jen: It’s Ines’s birthday, in fact it already passed. But we can still make her a birthday portrait. Lily: She does likes yellow. I think that’s her favorite actually. Jen: Are there other things about Ines that you know? Lily: Well, on the birthday, they did ask everyone to bring in a flower for her, so maybe she likes flowers? Yeah because we gave her all flowers. Finlay: Bracelets. Jen: Oh, bracelets, what makes you think that? Lily: She basically-she never really wears them. Finlay: But I gave one to her. Lily: I think she might like flowers because we gave her flowers, we all gave her flowers on her birthday. Lucas: We usually make hands for Ines. Mom traces my hand. What kinds of things should we put it in ? Lily: Yellow! Jen: Yes, we said yellow, we said flowers...what other things could we put in it? Finlay: How about we give her wine? Lily: I don’t really know--we basically only know what her favorite color is. Jen: So why do you think you don’t know a lot about Ines? Lily: Well...we don’t really ask anything about her. Jen: Isn’t that interesting. So maybe we could ask her some questions, we can make a list and go do that? (no responses about what kinds of questions we could ask). Jen: Could we ask her what she likes to do? Yes! Finlay: What’s your favorite vehicle that can move? (LIly, Finlay and Lucas ask Ines what she likes to do) Ines: I like to garden, I grow a lot of plants. I like to work with clay, do potter, go outside on hikes. I take cuttings and I plant them, I have about 50 plants in my house. | Birthday Portrait Conversation About Sam October 12, 2021 Jade, Cape, Wilder Jen: So Sam had a birthday already...and we didn’t make her portrait yet! What do you think... Jade: She likes blue, she likes sparkles too! Cape: What do you think her favorite animal is? Jade: Well we can’t ask her because it’s special. Wilder: Maybe an elephant. Cape: Maybe a tiger! Jade: Maybe a lion! Jen: Do you know if Sam has any animals? Jade: She has a dog. She told me she likes cats, that’s her favorite animal. Wilder: Her house? Cape: Unicorns. Jade: We can also ask the birthday child or the birthday teacher what their favorite animal is. Jade: She likes drawing. (they go ask Sam) Sam: I like corgis. I have a little corgi and his name is Winston. And I really like deer. Sam shared a photo of her dog Winston with us:  |
Committee Work in KW (Kids' Workshop)
Jordan and Jill kindly offered to include the birthday committee work in their projections for KW (which happens on Tuesday and Wednesday afternoons for Rainey Room children). Together they researched, explored and created spectacular foregrounds, backdrops and props for our birthday portraits. We absolutely loved this unique cooperation across rooms!
| Preparing the background and foreground for Ines' portrait The children decided to draw and cut out smaller flowers for the foreground, with the plan for these to surround Ines in her birthday portrait, like flowers growing in a garden. For the background they traced, painted and collaged larger flowers to be hung as a backdrop in the photo booth in Rainey Room. Children also created flowers out of clay to incorporate Ines' interest in clay.  | Preparing the background for Sam's portrait To create Sam's favorite color, sparkling blue, the children used transparent blue materials to create an arrangement on the light table first. This arrangement was then transferred to the overhead projector to create a blue background on the shadow screen. Another group worked on creating Sam's dog Winston as a prop for her photo shoot. Let's paint him! - Bea |
The photo shoots
| In addition to creating a grassy landscape with silky scarves and the clay and painted flowers, the children chose flower necklaces as part of Ines' outfit for the photo shoot. "Two. That looks good." - Cape | We knew that Sam's favorite color is blue but we also noticed that she is wearing the color green a lot. "Green is my second favorite color and it's also the color that represents my school." - Sam Sam went to Michigan State for college and is a big fan of their college football team, which is why we asked her to wear her favorite MSU sweater for the photo shoot. "I used that projector for the corgi in KW" - Bea |
Selecting and editing
the final birthday portrait
| She’s not making the expression I wanted her to make for the birthday portrait - Lucas (looking at a different photo) Yeah like this, smiling - Bea Yeah that’s what I want - Lucas But I can see lots of other things that remind me of kids workshop stuff so I like I. - Lucas Maybe she’s picking it from her garden! - Bea, about Ines holding a flower in her hand That looks like her. - Bea She does look more like Ines - Lily Now we just need to adjust. - Lily  We need to change the color - Lily Let’s do blue. It looks like she’s chilly out. - Bea Yellows warm and blue is cold - Lily Yellow is warm. Make it warm because for the flowers. - Bea Yeah. That looks like Ines now. - Lily |  We can see the feet ("Winston's" black feet int he painting) and she's like really smiling, being really happy. She's like this. - Bea, showing us a big smile To enhance the blue background digitally we adjusted the temperature of the image. Look how blue it is! - Bea Yeah because she really wants it blue. - Jade Can we make it really small because then it looks really cold. - Bea Remember when we take some of it out? (cropping the image) We need to cut off the white. It fits in the photo (picture frame). - Bea |
Ines and Sam's birthday portraits
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You will love it when you open it! - Bea
To celebrate our birthdays, we shared our favorite snack and how we celebrate our birthday at home with the children. Instead of a traditional Rainey Room birthday celebration (because walking around a small chair that many times, well....) we opened our wrapped birthday calendar portraits together at snack.
Projections for the week of October 25-29
Events happening this week...
- Please join us for our Fall Classroom Stories Night on
Thursday, Oct. 28 from 6-7pm in the Chapel of the Carpenter!
- It's Pajama Day at school on Friday, Oct. 29! Please send your child in their favorite pajamas!
- Please join us for our Fall Classroom Stories Night on
Thursday, Oct. 28 from 6-7pm in the Chapel of the Carpenter!
- It's Pajama Day at school on Friday, Oct. 29! Please send your child in their favorite pajamas!
Happy Friday!
Here are some images of indoor and outdoor classroom work that happened throughout the week.
Lots of collaborative building took place in both spaces!
Lots of collaborative building took place in both spaces!
Building Inside ...
Building Curiosity ...
Building Outside ...
Building Strength ...
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Have a wonderful weekend. See you at the book fair!
This week, we have dedicated time to discuss and explore the school book fair!
What is the book fair?
Where you read books. - Daniel
For reading. - Jade
For taking home books. - Lily
Buying books! - Lucas
Is it just like the art fair or is it different than the art fair? The art fair is like you go inside a school and you see art. - Hugh
And you can buy art. And you can buy books at the book fair! - Finlay
Where will the book fair take place?
Outside of the school in the front lawn. - Lily
I’m going to it! - Finlay
It’s actually going to happen in Blake Hall. - Sam
Downstairs! - Lily
After gathering some information and further discussing what the book fair is and where it will take place, we read the book fair brochure together as a class to gain a stronger awareness of the theme for the event and meaning behind it.
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| It has the school symbol! - Hugh What’s our new symbol? - Lily Ines is wearing it on her shirt today. - Sam I thought that's the logo. - Lily A logo is like a type of symbol. - Sam Remember when we were in Brown Room and we saw the new logo? Where the old logo was . And on the sign outside of the school. - Hugh I saw that a lot of times! - Frannie I saw that like 50 times. - Daniel |  When looking at the brochure, children recognized the new gingko leaf logo and the "imagination brain" which last year was often referred to as the school's symbol by our class. |
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Little Stories Everywhere
What does it mean to tell a story?
What does it mean to tell a story?
It means like once upon a time there was three pharaohs or something. - Finlay
Some Rainey Room friends tell a story about St. Johns ...
Once upon a time there was three classrooms. - Finlay
Tucker room, Rainey room, and Brown room. - Wilder
And in those classrooms there were...
People, teachers, - Wilder
and toys. - Finlay
And water bottles and lunch. - Wilder
And playing, and tables, and eating. - Finlay
And learning. - Hugh
And going outside. - Wilder
It goes forever and ever until everyone's dead. - Finlay
Tucker room, Rainey room, and Brown room. - Wilder
And in those classrooms there were...
People, teachers, - Wilder
and toys. - Finlay
And water bottles and lunch. - Wilder
And playing, and tables, and eating. - Finlay
And learning. - Hugh
And going outside. - Wilder
It goes forever and ever until everyone's dead. - Finlay
I want every book on this list! - Lucas
Included in the brochure are a list of "teacher favorite" books that staff at St. John's have recommended to others.
Today, we were able to visit the book fair as a class to not only look at some of these stories in person, but also discover additional interesting stories to read as well!
Today, we were able to visit the book fair as a class to not only look at some of these stories in person, but also discover additional interesting stories to read as well!
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I love all the books! - Remy
Here are some books that stood out to children both during the in-person book fair tour and afterwards when recalling books that we enjoyed reading.
 | | I really like that book. It makes a pond for the frogs. I’m so happy about it. I liked that. - Cape I love that cloud story and I like when that little cloud made the rain. - Wilder |
 |   | (I like it) Because it got sparkles on it. - Remy There was pink in the book. Everything Pinkalicious wants is pink pink pink. - Frannie It’s red and pink. - Bea It just looks kind of nice. It looks like Pinkalicious. Ive read that before. - Lily Rubylicious must be the red haired one. - Lily |
 |  | I saw all those Halloween decorations. I do like Halloween decorations. I don't like the ghost, but I do like the pirates and pumpkins and other stuff. I picked it out because it had all that funny stuff. - Cape |
 |  | They were trying to catch fish and I heard them say “thank you hippo”. - Bea He got a bathtub with a penguin! - Remy |
 |  | I want that because I like dinosaurs. Well really, dinosaur bones. - Daniel |
 | I like that they’re at a married and are acting silly. - Lucas |
 |   | I liked when they were defeating those monsters. - Finlay They got married. - Bea Why would a boy marry a boy? - Hugh Back in the day a boy couldn't marry a boy and a girl couldn't marry a girl because it was against the rules, but now they can. - Bea |
We spotted something else we recognized and are excited about. The St. John's pajamas!
There will be some pajama sets available for purchase at the book fair.
We will have our first school pajama day on Friday, October 29th, and cant wait to show these off!
There will be some pajama sets available for purchase at the book fair.
We will have our first school pajama day on Friday, October 29th, and cant wait to show these off!
 I have one of these at home! - Remy |  |
No. It’s big stories everywhere. See? - Frannie
We are so looking forward to spending time with you at this years book fair.
Being able to experience some of the stories with the children today was so exciting.
We will see parents tomorrow evening at the preview party and then families together on Saturday!
Being able to experience some of the stories with the children today was so exciting.
We will see parents tomorrow evening at the preview party and then families together on Saturday!
Height Comparison and Measurement
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We have observed a recent interest in comparing our heights. Many children have attempted to compare their height with friends by standing next to each other to "see" who appears taller. Some of our hypotheses for why our heights differ involve our age. Does age correlate with height?
But I'm still three. - Daniel
I'm three, too. - Luke
You are not three. Remember you said that you are taller than me? Remember we measured? - Daniel
Hugh and Wilder sit next to each other and Hugh observes the difference in their leg lengths.
Are you noticing that your legs are shorter or longer than Wilder's? - Sam
Shorter ... but I'm four and you're three. - Hugh to Wilder
Maybe because I ate more. - Wilde
But I'm still three. - Daniel
I'm three, too. - Luke
You are not three. Remember you said that you are taller than me? Remember we measured? - Daniel
Hugh and Wilder sit next to each other and Hugh observes the difference in their leg lengths.
Are you noticing that your legs are shorter or longer than Wilder's? - Sam
Shorter ... but I'm four and you're three. - Hugh to Wilder
Maybe because I ate more. - Wilde
What do we notice about the height of our bodies or length of our body parts?
How can we compare them?
How can we compare them?
| Frannie: My leg is short like Daniel’s. Daniel: My legs are bigger than Frannie’s. You know what, since I ate more than Frannie, my legs grow faster than her. Hugh: My legs are almost the size as yours (Ines'). Ines: We are comparing the length of our legs. Did you know you can also compare the length of our bodies? Hugh: By scales! A scale is a flat thing that you step on and it has this little thing that tells how big your body is. Ines: It tells you the weight of your body. Sam: How heavy something is. Ines: What can tell you how long you are? (Ines bring a measuring tape to the meeting) This is called a measuring tape. Bea: I actually measured myself today. Luke: I want to measure me. Hugh: My nanny has that. Daniel: Looks like a belt. Daniel: I think I’m gonna be up to three. (guessing his height on the measuring tape) |  |
Introduction to different measurement tools
We introduced a variety of measurement tools that we have available in the classroom, such as measuring tape, yardsticks and rulers, to the children during a morning meeting. How do we use them? What are they used for?
Ines: What is a ruler?
Wilder:It’s something that measures you how tall you are.
Finlay: A ruler. With numbers.
Ines:What do the numbers tell you?
Finlay: How tall you are.
Hugh:Ruler tell you how tall you are. It’s a different thing than a measuring tape.
Ines: How are they different?
Hugh: There can be different kind of rulers.
Wilder: Yeah there can.
Remy: I know what’s a ruler. A ruler is something how big it is. Because I saw a ruler from a kid magazine. I have kid magazines at home. Just uno. I speak Spanish.
Ines: So there are different kinds of rulers. Are all rulers the same length?
Remy: No! A measuring ruler for bodies, how big you are.
Ines: What else can you measure with a ruler?
Wilder: You can measure, you can go around your head and see. Like this.
Ines: You can measure different parts of your body.
Jade: Your feet!
Wilder: Or how long your legs are.
Ines: Can you measure things in the classroom?
Everyone: Yes.
Wilder: We could measure turtles. You can measure your snake pet if it’s friendly.
Hugh: You could measure something like your TV.
We introduced a variety of measurement tools that we have available in the classroom, such as measuring tape, yardsticks and rulers, to the children during a morning meeting. How do we use them? What are they used for?
Ines: What is a ruler?
Wilder:It’s something that measures you how tall you are.
Finlay: A ruler. With numbers.
Ines:What do the numbers tell you?
Finlay: How tall you are.
Hugh:Ruler tell you how tall you are. It’s a different thing than a measuring tape.
Ines: How are they different?
Hugh: There can be different kind of rulers.
Wilder: Yeah there can.
Remy: I know what’s a ruler. A ruler is something how big it is. Because I saw a ruler from a kid magazine. I have kid magazines at home. Just uno. I speak Spanish.
Ines: So there are different kinds of rulers. Are all rulers the same length?
Remy: No! A measuring ruler for bodies, how big you are.
Ines: What else can you measure with a ruler?
Wilder: You can measure, you can go around your head and see. Like this.
Ines: You can measure different parts of your body.
Jade: Your feet!
Wilder: Or how long your legs are.
Ines: Can you measure things in the classroom?
Everyone: Yes.
Wilder: We could measure turtles. You can measure your snake pet if it’s friendly.
Hugh: You could measure something like your TV.
If you have different tools to measure lengths or heights, we would love to explore and learn more about them in the classroom. Please let us know if you would be able to share them with us!
Measuring our height
"It's saying how long you are" - Lily
We noticed that it can be challenging to measure your height while standing up, so we decided to measure the length of our bodies while laying down on the floor.
Where do we start to measure and where do we stop?
First we needed to define a starting point for everyone (we used a line of orange tape on the ground, along which we lined up our heels). We ran tape alongside the body, making sure to go as straight as possible, which means sometimes dresses, arms and hands had to be adjusted. The tape then got cut off once we reached the top of the head.
Afterwards a measuring tape was used to determine the exact height of our body which was represented by the tape.
Where do we start to measure and where do we stop?
First we needed to define a starting point for everyone (we used a line of orange tape on the ground, along which we lined up our heels). We ran tape alongside the body, making sure to go as straight as possible, which means sometimes dresses, arms and hands had to be adjusted. The tape then got cut off once we reached the top of the head.
Afterwards a measuring tape was used to determine the exact height of our body which was represented by the tape.
We used our definition of body height - from the feet to the top of the head - to collaboratively organize animals by their height.
Is the giraffe taller or shorter than the horse?
(the horse's back was taller than the giraffe's but the giraffe's head was taller than the horse's)
Is the sting ray taller than the cat?
(the cat's ear was taller than the sting rays flat body, regardless of the sting ray's larger body width)
Do we measure the turtle to the top of its shell or its head?
different forms and applications of measurement
around the classroom
around the classroom
using blocks as an alternative unit of measurement
 | Lily and Finlay placed long, rectangular blocks alongside the red tape, which represents Lily’s body height/length. Lily: One, two three, four, five (counting the “space” between the end of the last block and the end of the tape) Ines: Did the blocks reach all the way to the top? Lily: No. We need one. Finlay adds a long skinny block that then covers the red tape completely. Finlay: Look! Lily: Now we can’t see the red. (lifting up the block to compare to the length tape underneath) It’s too long. It’s too long. (adding another block to the top) This would be too long. Mhh… |
| Ines: Do you think we have a shorter block that we could try? Finlay walks over to the construction area and brings back four longer boards. Lily: No! We said shorter, not longer. Oh yeah, maybe two would work. Two maybe. I guess. I think. Let’s take this off (removing shorter blocks on the top) Finlay lays long boards on top of previously used blocks along the tape. Finlay: It goes inside. (Boards extend the length of the tape) Lily: Well, we did say short. |  |
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Finlay brings smaller square blocks from the construction area.
Finlay: Well these are the shortest one I can find.
Lily: Yeah, that would be better. I think that’s just right.
Ines: So we used three of the longer ones.
Lily: And three of these? (holding up square blocks)
Ines: Yes, let’s try it out.
Lily: It works.
Finlay: Well these are the shortest one I can find.
Lily: Yeah, that would be better. I think that’s just right.
Ines: So we used three of the longer ones.
Lily: And three of these? (holding up square blocks)
Ines: Yes, let’s try it out.
Lily: It works.
| measuring items around the classroom | using measurement as a tool to create Remy's birthday portrait costume |
measurement as a way to define and create
Hugh: I'm trying to making a square.
Ines: I see you're using a measuring tape for it. How is the measuring tape helping you to make a square?
Hugh: So I know where to cut.
At first Hugh placed the measuring tape on the piece of paper and tried to cut along it. We noticed that the measuring tape didn't provide the stability Hugh was looking for when attempting to mark and cut the paper. Next we tried to use a ruler to mark the location in which Hugh wanted to cut the paper.
Ines: I see you're using a measuring tape for it. How is the measuring tape helping you to make a square?
Hugh: So I know where to cut.
At first Hugh placed the measuring tape on the piece of paper and tried to cut along it. We noticed that the measuring tape didn't provide the stability Hugh was looking for when attempting to mark and cut the paper. Next we tried to use a ruler to mark the location in which Hugh wanted to cut the paper.
Preparing for the Book Fair
| | We are getting ready for the St. John's book fair next week! As part of our preparation we have been investigating ginkgo leaves on the light table in the classroom. In the Atelier, children created large scale ginkgo leaves using wire and beads. Look out for these beautiful creations at the book fair! |
These images were taken by the children using the photographer Susan Strawbridge's camera during our interview with her on Thursday
What else have we been working on at school?
And now, ladies and gentlemen, we present to you, the Rainey Room band "Rock" (Lily)!
With
Cape and Finlay on the piano
Lily, Michael, Lucas, Wilder and Jade on the drums
Saul on the fiddle
and
Hugh on the keyboard
with their hit singles "French fries go gold" (Michael) and "Tie dye" (Lily)!
Cape and Finlay on the piano
Lily, Michael, Lucas, Wilder and Jade on the drums
Saul on the fiddle
and
Hugh on the keyboard
with their hit singles "French fries go gold" (Michael) and "Tie dye" (Lily)!
Have a wonderful weekend!
Photography
As you know, we have shown interest in photography and using cameras since our Brown Room year. We have used photography as a form of documenting, as a research tool, a way to share, and a way to connect.
This year, we are continually expanding this interest by learning more about the ways in which we can use photography as form of expression.
For our Rainey Room birthday gifts, we felt that using portraiture could be a tool to not only strengthen our relationships by developing our awareness and empathy for one another, but also to capture our genuine personalities. This process has demonstrated that children are capable, competent, and joyful when using photography as a language in the classroom.
This year, we are continually expanding this interest by learning more about the ways in which we can use photography as form of expression.
For our Rainey Room birthday gifts, we felt that using portraiture could be a tool to not only strengthen our relationships by developing our awareness and empathy for one another, but also to capture our genuine personalities. This process has demonstrated that children are capable, competent, and joyful when using photography as a language in the classroom.
As a class, we continue to adjust our definition of portraiture as our understanding of the technique develops.
What is a portrait?
Lily: It’s a painting of a person.
Sam: Does it have to be a painting?
Lily: No. It can be a drawing.
Finlay: It could be a picture of a lego.
Sam: What part of a person?
Remy: Your legs. Your face.
Finlay: Your hair?
Bea: It’s where you make yourself differently.
Finlay: You take a picture.
Bea: Make yourself different.
Finlay: That’s a selfie (when you take a photo of yourself).
Bea: I’m saying someone takes a picture of you.
Lily: A picture of a person.
Rainey Room Birthday Portraiture Work
Photo Days
It’s not anybody’s birthday, but we are taking pictures!
- Daniel (10.13.21)
In preparation of our class picture day, we had group discussions about what we thought might happen during this time.
It's where somebody takes a picture of you. Like a photographer. Like last year someone came and took a picture of the classes. They ask you to smile. We're learning how to take pictures, but we don't know a lot. - Bea
Bea's reflection gave us an interesting idea. Since we would have a photography expert at school during picture days, could we invite her into our classroom to show her our own photography work, ask her questions, and learn something new from her?
The Picture Day Experience
Following our photo session with Susan, the photographer, we reflected on the experience together.
What kind of photos did Susan take yesterday?
Us! - Wilder
What are the types of photos called when you take photos of people?
Portrait. - Finlay
Did Susan ask you to do anything when she was taking your photos?
She asked to take off the mask. - Lily
She couldn’t see you smiling if you did that. - Wilder
How did she make you all smile?
She teased! - Lily
She did so much silly stuff. Like a butterfly in her hair. - Finlay
And like put a diaper on her head. - Lily
Did she only take one photo?
A bunch of photos! - Remy
What do you think she did with all the photos?
A portrait. - Lily
Shes gonna print some out. - Remy
She’s gonna put it in one of those. - Wilder (frame)
How do you think she picks the best one?
She goes through all of them. - Wilder
Us! - Wilder
What are the types of photos called when you take photos of people?
Portrait. - Finlay
Did Susan ask you to do anything when she was taking your photos?
She asked to take off the mask. - Lily
She couldn’t see you smiling if you did that. - Wilder
How did she make you all smile?
She teased! - Lily
She did so much silly stuff. Like a butterfly in her hair. - Finlay
And like put a diaper on her head. - Lily
Did she only take one photo?
A bunch of photos! - Remy
What do you think she did with all the photos?
A portrait. - Lily
Shes gonna print some out. - Remy
She’s gonna put it in one of those. - Wilder (frame)
How do you think she picks the best one?
She goes through all of them. - Wilder
Susan Strawbridge in the Rainey Room
Susan was able to join us for a visit!
| Susan Strawbridge specializes in child photography in the DC area. From her website: Inspired by love, light and laughter, my goal is to capture the essence of childhood – joy, happiness, carefree energy and, of course, a little bit of mischief. I have an energetic, creative and informal approach to my portrait sessions. Instead of relying on traditional poses, I prefer to tap into the imagination of children to capture special moments that define a child or who you are as a family. |  |
When asking Susan how she takes a portrait photo, she used the following terms to describe what she is looks for in a good photograph - Color, Contrast, Focus, and Expression!
Susan emphasized the importance of the expression of the person she photographs.
The thing that’s most important to me when I take a picture is your expression. I can tell you without saying a single word if I’m feeling happy, sad, surprised… - Susan
or angry! - Finlay
Susan was also very impressed by our birthday portraiture work and the story that each unique photograph tells about our friends!
Then, she let us use her very special camera to take our own photos which was very exciting!
A Camera Manual
After using Susan's professional camera, we were inspired to create our own Rainey Room digital camera instruction manual.
Now others will know how to use all of the available functions that we have become familiar with throughout our photography experiences.
Now others will know how to use all of the available functions that we have become familiar with throughout our photography experiences.
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