Step by Step ...
In last week's blog we shared about our explorations around storytelling in a variety of ways. Similar to story telling, we noticed that dance often consists of different steps as well ...
After reading the “ballet class” book, the children discussed whether or not we had just read a story…
It’s more of a telling book. - Hugh
Like instructions. - Finlay
It had steps. And dancing. And movement. (mentioned by multiple children)
And not really a story. - Lily
To the question "What other things have steps to follow? " the children responded:
Recipe (cooking and baking), Legos , Building, Snack time
My dance is from a Dua Lipa concert. I was watching her and that's what she did. The "Rocket Ship". I named it because I think it kinda looks like a rocket ship. - Finlay
Finlay drew a connection to a past experience and was enthusiastic about sharing his favorite dance move with the class. When showing it to his friends for the first time, he made sure to take his time and pause after he changed his body position to give everyone time to follow along.
How could we document or represent Finlay's dance move, so that we can teach it to others as well?
Write it! Record it what Finlay's doing in it by using the phone. - Hugh
Maybe we can make it as paper and print it out. We would take it keep it on a clipboard and draw it. Then we print it out, make it as a picture. We take a picture! And draw. - Finlay
We need all the pictures of all the different poses. Write down the steps how you do it and like the first pose. - Hugh
Finlay and Hugh decided to work as a team on their idea to record Finlay's dance sequences
"So we know how to dance" - Finaly.
Hugh used an iPod to document Finlay's individual steps and then we printed them out.
Like a puzzle. - Finlay
We have to write down the numbers and when we have all the numbers we know how many poses. - Hugh
visual representation of a sequence and an advancing number line
Finlay: What could we use the glue stick for?
Hugh: To glue them on the paper. How do you write number two?
Ines: Hugh was wondering how to write the number two. Do we have any tools in the classroom to help us remember?
Finlay: Oh yeah! (Finlay leaves the room)
Hugh: I think he’s gonna get the thing to help draw.
Ines: like the stencils?
Hugh: Yeah. Okay, that’s number one. Do you write number two like this?
Finlay: I’m back! The measuring tape. (Finlay brings measuring tape with him)
Hugh: I made them bigger so it looks like it’s getting like a bigger number (increasingly enlarged the size of the numbers 1 to 3).
Hugh: And also what I was gonna do, is draw arrows of what angles the body is doing. (adding arrows to the sticky note). These are arms that go down and the head goes up.
Finlay: So I think, if someone looks at it, they would think “What are these?”
Hugh: And we put them in order like this so they can see the arrows (lining up photos and corresponding post-it notes).
Finlay: I think I might have an idea. Maybe we can tape these on so then we could hang it up.
Do you see anything new? - Finlay
During a conversation following Finlay's presentation, Lily notices
Pictures can't move! - Lily
How can we better represent a body in motion? What materials can move?
Moving toys - Saul
Videos - Remy
Digital drawing - Cate
Stop motion - Finlay
Then you have to erase and erase a lot (when you're trying to draw a body in motion) - Luke
A puppet - Remy
Clay when you pull it - Cate
Rubber bands - Wilder
Wire - Saul
Our friend, Saul, brought delicious Hamantaschen for snack today. The special cookies were filled with dates and strawberry jam. Thank you, Saul! We LOVED them!
"They're actually really good! My favorite part is the middle." - Daniel
We ended our Rainey Room day, enjoying a wonderful day outside and listening to stories, read to us by our Mystery Reader, Lily's mom, Sarah. Thank you for sharing some adventurous and inspiring stories with us!
We hope you will have a fantastic and restful Spring Break. We can't wait to welcome you back to school soon!