Tag Archives: National Gallery of Art

Object-Based Learning: More than You Think

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Object-based Learning

Museum educators have been practicing object-based learning (OBL) for years. It has been written about and discussed extensively. This blog isn’t so much meant to expand on that literature as it is meant to explore how OBL is used within the SEEC model.

First, let’s define SEEC’s learning environment. We are so much more than a daycare. We consider ourselves a school whose approach is defined by high quality early childhood practice. Our curriculum is emergent, and we use the community – not just museums – as part of the learning experience. Moreover, our Office of Engagement focuses on family learning via both long-term and stand-alone programs.

Definition

How does SEEC define OBL? At the center of our definition is, of course, the objects on display at the Smithsonian. All of our classes, even the infants, visit the museums regularly. While the experience will look different for each age group, all children benefit from being in front of an object. There could be an entire blog on this topic, but we recognize the importance of seeing the real thing – the awe and wonder it inspires. For children under two, who can not necessarily grasp the significance of these objects, the value often resides in their exposure to new spaces, things, and environments.

Tactile

Teacher and child holding boats looking at a painting of a boat


Because our children are young, we add an additional layer to the OBL experience – the tactile component. Children are concrete learners who explore using their senses and therefore, employing objects that can be handled or physically experienced adds to their learning. This can be a toy, like the boat pictured here, or it could be an element that somehow better describes an object. For example, manipulating a ballet shoe while looking at one of Degas’ dancers.

 

Sensorial

Teacher holding a sail, holding it up for children in stroller to see

At SEEC, we expand upon this idea to curate a sensorial experience by adding components like feeling the wind while looking at this painting at the National Gallery of Art by Winslow Homer. The moving air, though not a physical object, certainly takes on that role with the learner. What’s important for the young learner is that they get to observe the wind portrayed in an actual object, like a painting, and feel the air moving on their faces. These experiences enhance their understanding.

 

Experiment

Teacher and child holding a homemade car on a ramp

Likewise, the “object” can also be defined as an experiment. Imagine that a class visits the transportation hall at the American History Museum or observes vehicles moving on a street. The group could experiment with wheel shapes. A teacher constructs a car out of cardboard and uses a simple ramp to demonstrate how the car moves with wheels that are square, circular and triangular. Students quickly see the benefits of having a circular wheel and begin to recognize differences in shapes and how they connect to things in their everyday life.

 

Nature

Child leaning over brick wall to smell flowers

For educators working in or using informal learning environments, object-based learning should be considered through a wider lens – one that helps young children to experience and explore via multiple modes. Finally, OBL also corresponds to nature-based learning. Just this week I observed how a lesson on nests with toddlers incorporated both museum objects and nature. The lesson started out by looking at nests sculptures displayed outside the Natural History Museum and concluded with the children making their own nests by collecting twigs, grass, and leaves. To add an additional layer and to help the children better interact with the animals, the children helped throw birdseed and watched as the birds came to eat.

To learn more join us for our Learning Through Objects seminar on March 13th and 14th.

The Summer Blues: How Museums and Libraries Support Summer Learning

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Summer Camp 2013Summer conjures up images of running around barefoot, catching fireflies, and endless hours at the pool. In reality though, it can be an insanely stressful time for families. Sometime in February (at least in the DC metro area), parents start enrolling their children in summer camp. In the nation’s capital there is no shortage of camps, but that is assuming you can pay between $300-600/week tuition. It doesn’t end there either. Many camps charge extra for before and after care, tacking on an extra $50-100. Now, multiply that times the number of children you have and you wind up with a pretty hefty price tag.

Many parents turn to alternative options: in-home daycare, families, neighbors or child-homeworkthey adjust their own work schedule. Your checkbook is likely to appreciate the break, but parents and educators worry about their children forgetting what they learned during the school year. While your child might have brought home a packet of worksheets or a mandatory reading list, neither are particularly engaging. The dilemma remains: How can we support children to learn in fun ways that support and maintain school year gains and not break the bank?

The Institute of Museum and Library Services recently published a paper entitled Growing Young Minds: How Museums and Libraries Create Lifelong Learners. With the national discussion on early childhood education at the fore, this paper examines the important role that museums and libraries play in supporting learning within the community. It makes particular mention of how museums and libraries can serve to lesson what many refer to as the “summer slide.” Utilizing libraries and museums makes a lot of sense for budget-minded families who are looking for ways to engage their children. Firstly, many of these institutions often offer free/reduced admission and programming for families. Secondly, their offerings are diverse in subject and increasingly, hands-on in nature. These institutions are more often taking into account what and how your children are learning in school and are offering programs that extend current studies or prepare them to be successful learners. Moreover, the museum and library environment lends itself to a family experience. Generally, child and caretaker can go together where they both can observe, experience, and discuss an exhibit or program together. Having a shared experience brings families together for one-on-one time and can inspire more learning at home or in the community.

What if you can’t make it to the museum, you ask? Go on-line! Museum and library resources are becoming increasingly child-friendly and parents can be assured that their children are having a safe and educational experience. Take a look at some of the tips below and get rid of those summer blues!

Parent Tips:

Spend time looking at what your local museums offer and have your child choose a few exhibits that interest them. Choice is the key word here – the more interested a child is in something, the more likely they are to want to learn.

Don’t forget about Smithsonian Story Times and Play Spaces:

Check out the Smithsonian Science Education Center’s new engineering game, Tami’s Tower 

Link the library and museum visit by checking out books pertaining to an exhibit or object of interest.

Find a good parent blogger (We love KidFriendlyDC and Beltway Bambinos) and follow them for ideas of what to do and special deals!

Visit the National Gallery of Art’s website for interactive on-line games.

 

Object Feature: Louise Bourgeois’ Spider

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It was during a recent conversation with one of our faculty, that made me pause and consider Louise Bourgeois’ Spider at the National Gallery of Art. To be honest, I wasn’t immediately drawn to this piece. I’m admittedly not a big fan of spiders, but, as is often the case, when you learn more about something it opens up new doors.i-k7Trf6j-X2

Size and Location

On the surface, this piece has a lot of elements that make it ideal for young audiences, most noticeably its location. I truly enjoy being in sculpture gardens. They are an all-ages space – conducive to movement and activity for children and still, contemplative, and provocative in a way that appeals to adults. The sculpture garden is a community space akin to a central square or other public space that features art. It is family friendly space that speaks to different generations who can learn and be inspired.

The piece is also worth highlighting for its size and 3-dimensional nature. While I rarely say “no” to using smaller artworks, a large piece that allows a child to move around it and view it from multiple perspectives, is always ideal. So caregivers and educators, if you visit, make sure that you leave time for ample careful looking. Notice things like the texture of the material, the details of the legs, and how it looks from different perspectives.i-ctMrDxC-X2

Content Connections

The artwork is an ideal segue into STEM, social emotional, and literary learning. First, it’s a spider. Spiders, while not always a crowd favorite, serve an important and definitive purpose in ecology. As an insect eater…. Young children don’t always see spiders as important or as helpers, but this immense artwork provides the opportunity to introduce the spider in a way that is new to a child. This makes me particularly excited as we think about museums as catalysts for children for learning about and protecting their community. In this case, being able to impart some information about the importance of spiders in our ecosystem, one can help children connect to their environment and understand that all living things play a valuable role.

i-mrJb3V9-X2Meaning

My colleague recently shared with me about the significance of the spider. Ms. Bourgeois created spiders in the latter part of her career as a symbol of her mother. Like the spider, she saw her mother as a protector. She viewed her as strong, but also vulnerable. While these are abstract concepts for young children, they can be illustrated by looking closely at the spider. Notice that it is large and tall, yet its legs outstretched like a hug. The spider is a childhood recollection, so the spider’s size is like that of an adult. Have the children imagine a favorite adult, how do they express their love or what do they do to help keep you safe.

Though I would not likely add onto this during a single lesson with young children, its worth noting that spider’s figure is also very delicate. I encourage you to look closely and find what areas of the sculpture look vulnerable or contradict its overall looming presence. Interestingly, Bourgeois’ memories of her mother reflect her father’s ten-year affair with her governess.

Finally, for learners of all ages, connecting art to literature is a way to enhance and build on both the literary and visual experiences. The first thing that came to mind was Charlotte’s Webb, but of course there are many child friendly stories out there that would accompany this sculpture. For example, Eric Carle’s The Very Busy Spider.

i-ZwMc9ms-X2Learning Extensions

Go on a hunt for spiders and spider webs.

Create a web together using string.

Visit the Insect Zoo and look for different types of spiders or Learning Lab – notice similarities and differences.

Spiders have eight legs, but did you know that most spiders have eight eyes too.

Make spider webs by laying paper down in an aluminum pan and moving tiny balls around that have been dipped in paint.

Object of the Month: Calder Gallery at the National Gallery of Art

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As was the case in September, this month’s Object of the Month is actually an entire gallery. This gallery is dedicated to the artist, Alexander Calder, and is located in the newly re-opened East Wing of the National Gallery of Art. The latest iteration of this gallery is bright, airy, colorful, and full of shadows. It is in many ways the perfect art space for a young child can while away their time looking and getting lost in their imaginations.
The objects within the gallery can be used in conjunction to several age-appropriate themes.

  • Shadows – The sundial just outside the Smithsonian Castle in the Haupt Garden  + Moonbear’s Shadow by Frank Asch would round out the experience.
  • Color – Calder’s bold color palette is a great way to introduce your child to colors.
  • Shape – Circles, triangles, even a quadrilateral (the elephant’s ears)!
  • Ocean – Finny Fish offers an imaginative take on our ocean friends- combine it with a trip to the Natural History’s Sant Ocean Hall.
  • Balance – His mobiles are a great way to introduce children to the concept of balance.
  • Movement/Wind – Take notice, Calder’s mobiles move and come alive!
  • Space – Many of his pieces reminiscent of the solar system, especially Vertical Constellation with Bomb.

 

Infants, Toddlers, and Twos

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Visit the NGA’s website to learn more about each of these objects.

The animals in the center of the gallery are a perfect height for your infant and toddler, especially those who are in the stroller and struggling to see what is around them. I like the idea of pairing these objects with Sandra Boyton’s Are You a Cow or Doreen Cronin’s Click Clack Moo. I am also very fond of the Crinkly Worm and pairing it with one of my all-time favs- Inch by Inch by Leo Lionni. Whichever literary direction you go, you can also choose to bring photos, stuffed animals, or even watch a short video featuring one of the animals. Head out to the nearby terrace and see if you can imagine moving like a bull or a worm.  If worms, cows, and bulls aren’t your thing, then focus on the elephant. This sculpture is a playful interpretation of the animal and is certain to capture your child’s attention. Enjoy an elephant hunt though the 3Smithsonian and stop by the Sackler Gallery to see the Seated Ganesha, the rotunda of the Natural History Museum to see Henry the Elephant and of course, the Zoo. Take a photo of each visit and display it somewhere at home where your child can see it (you could make a mobile if you want to stay true to the Calder theme). By documenting their experience, it will help them connect events and see their own learning.

Threes and Four

I was recently in this gallery with a group of adults as part of a workshop and I was asked to work with a partner to create something Calder–inspired with paper and some scotch tape. We don’t often think about it, but museums, with the right materials, can also be art studios.  I love these types of activities not just because they support creativity, but because they encourage young children to look carefully. Here are a few gallery-safe ideas:

  • Sketch the shadows on the walls2
  • Use pipe cleaners to make shapes and forms.
  • Add pieces to a mobile that you have started
  • Have them tear a piece of paper into one of the shapes they see  (just remember a trash bag).

Enjoy, have fun, and don’t forget to share your ideas with us too!

A Playful Experiment

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Originally posted May 2014:

This past week I had the chance to attend one of SEEC’s seminars: Play: Engaging Learners in Object Rich Environments. During the two-day workshop, we explored the meaning of play and how to use it when teaching with objects. We began the seminar by defining play as a group. Some of the key words were: fun, tools, free thought, child directed, social, emotional, intellectual. To help us articulate the discussion, we also read Museum Superheroes: The Role of Play in Yong Children’s Lives by Pamela Krakowski, which distinguishes play as:

active engagement, intrinsic motivation, attention to process rather than the ends, nonliteral (symbolic behavior) and freedom from external rules.1

I reflected on these concepts and how they related to my own teaching. I wondered how I could incorporate more play into my practice, especially when I was in the museums. I decided to try out some new play strategies on a recent visit to the National Gallery of Art with a group of preschoolers.

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Asher Brown Durand The Stranded Ship 1844 oil on canvas National Gallery of Art Gift of Ann and Mark Kington/The Kington Foundation through Millennium Funds 2003.71.1

My first playful endeavor was completely spontaneous. I began the discussion by asking the children to describe this painting by Asher Brown Durand. One  girl pointed toward the artwork and said:

The sun is always moving through the sky.

I took this opportunity to ask the rest of the class whether they had ever noticed the sun moving through the sky too. They immediately offered their own examples. At that moment, I decided we should play the Earth. I asked everyone to stand up and slowly turn their bodies. I grabbed a parent and had her stand in the center pretending to be the sun.  As we moved, I explained how it was actually the Earth’s rotation that made it look the sun was moving in the sky. This was a completely unexpected and child-initiated moment, which was great. I think it was the playful element though that really made the experience memorable. If I hadn’t asked the children to get up and pretend to be the Earth, they would have been less likely to understand and remember the concept of rotation. By having them participate in the experience the concept was made real, tangible.

Part of the seminar was inspired by our colleagues at Discovery Theater. This session was, as one would expect, more theater driven and honestly, really challenged me. As the class continued to describe the Durand painting, I added secondary questions to enliven the discussion. For example, when the ocean was observed, I asked them to show me with their bodies how the ocean was moving and then I asked them to make the sound of the waves.  The kids were happy to illustrate both for me so when it came time to talk about the clouds and wind, we added sound effects and movements again. These exercises captured the essence of the painting, encouraged different learning styles and made everything more fun.

photo 2 (3)As the last part of the object lesson, I laid out several objects and asked them to work together to recreate the painting. They needed no instruction, but went right to work, collaborating until the composition was complete. Was it exactly like the painting, no, but they had used these tools to create their OWN composition. They were quite proud and were completely engaged in the activity. I saw them looking back at the painting, rearranging objects and making their own decisions.

All in all, the visit felt playful and meaningful. I am continuing to think about how to make my lessons more playful and how play can be a tool for learning within the museum environment.  If you have any ideas, please share!!!!

1. Journal of Museum Education, Volume 37, number 1, Spring 2012, pp. 49-58.

Museum Visits: Autumn Edition

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Congratulations parents, you made it through the summer and the first month of school! By now, I hope you are settling into a routine and finding that you have a few free afternoons to enjoy this glorious time of year. While many of you are out apple-picking or in the pumpkin patch, the National Mall is another viable option. It can offer a cost-friendly opportunity where you can divide your time between the museums and taking in the beauty of the Nation’s Capital.

For this year’s fall picks, we have two categories: autumn-inspired exhibits and newly-opened features.

Autumn

PreK class making their own Arcimboldo portraits.

PreK class making their own Arcimboldo portraits.

Four Seasons in One Head is tucked deep inside the National Gallery’s main level in a room that is often forgotten but should never be ignored. Arcimboldo, known for his distinctive portraits in which faces are formed from natural materials, depicts the four seasons in this image. This portrait has an element of mystery that will pique a child’s curiosity and it offers a strong connection to what your child is observing everyday outside. To make deeper connections bring along straw and autumnal fruits for the child to touch and interact with during your visit (note: keep all materials in a sealed plastic bags).

Artifact Walls- You Must Remember This at the National Museum of American History is a no-brainer when it comes to fall-themed visits. Situated adjacent to the Warner Brothers Theater in the Constitution lobby of the National Museum of American History Museum, the cases showcase a selection of Hollywood costumes. In the past, it has featured such classics as robes from the Harry Potter films and Super Man’s cape. With Halloween fast approaching, this is a great stop for the family who wants to brainstorm costume ideas. It is also a learning opportunity for children to think about the process of costume making. PreK children might enjoy sketching their Halloween costume or working with an adult to make a list of materials you will need for the costume.   These simple activities will encourage fine motor development and planning skills. Younger children might enjoy reading a book where one of the costumes are featured or simply bringing a favorite book in which a character wears a costume.

image (7)Food: Transforming the American Table 1950–2000 also at the National Museum of American History is the perfect stop as we begin to approach Thanksgiving.   This exhibition demonstrates the inclusive nature of American culture as seen through food. Young children can see examples of our multicultural food identity in their everyday lives as they accompany you to the grocery store or eat at a local restaurant. Before your museum visit, identify foods in your kitchen that originate from countries other than America and then see if you can find them in the exhibition. Infants and toddlers, on the other hand, might enjoy taking a stroll through the space and matching cooking implements from home with ones on display. End your visit by sitting at the large table planning your Thanksgiving meal or reading a book about family meals.

What’s New

Don’t forget that the Smithsonian is also home to the Discovery Theater. On November 23 and 24, the theater will host Mother Earth and Me: Sister Rain and Brother Earth. This interactive musical uses life-size puppets to tell the story of Mother Nature and her determination to save the Earth from drought – with the help of the audience. Recommended for ages 4-8, this story conveys the importance of working together to protect the Earth.

The Great Inka Road, The National Museum of the American Indian has it all! It is brand new and showcases the museum’s cutting edge collaboration with the company ideum to capture 3D imaging of the ancient Incan capital of Cusco. The images can be viewed on an interactive touch table and are completely spherical. This technological innovation allows visitors to move through the images in all four directions and transports viewers into the space of the pictures. But that is far from the only interactive element. The exhibit also features several video and audio elements which include bilingual storytelling and two “flythrough” stations where you can take a virtual tour of Cusco.

IMG_3588

Family workshop participants heading into the Sackler Gallery.

Sōtatsu: Making Waves opens October 24th at the Arthur M. Sackler Gallery and based on prior experience, this will be a great stop for the family. The spacious galleries in the Sackler are often quiet and work well for families who might need a little space. If the two screens highlighted on the Sackler’s website: Waves at Matsushima and Dragons and Clouds  are any indication, the exhibition will be full of lively, dramatic imagery that will capture a young child’s imagination.  In addition to featuring large-scale Japanese screens (perfect for young viewers) hanging scrolls and fans will also be included. It is a great opportunity to introduce young children to these mediums and experiment with making your own versions. Don’t forget to check out the ImaginAsia classroom schedule on the Sackler’s website for the all-ages offering tied to this exhibition!

Children are Citizens: A Collaboration with Project Zero (Part I)

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Children are Citizens

Visiting the Smithsonian Castle

Visiting the Smithsonian Castle

On April 25, 2015 at the National Gallery of Art several DC schools, including SEEC, and Harvard’s Project Zero celebrated the launch of a book authored by over 300 students. The book was the result of a research and professional development project entitled: Children are Citizens: Children and Teachers Collaborating across Washington, D.C. The premise of this project is the belief that children are as much part of the community as their adult counterparts. They should not only be able to voice their opinions, but also participate in their community. Through their participation children will learn to see other’s points of view, work together, and understand how we are all interconnected, thus creating an informed and thoughtful citizenry who will become active participants in our democracy. To learn more about Project Zero and this collaboration visit here.

SEEC’s Role
The first phase of the project entailed some thoughtful discovery. Children and teachers had several conversations about what they thought of their city, what they would like to change, important people and places. The second phase culminated in a book where SEEC students focused on their relationship with the museums on the National Mall.

Three classes participated in this project—PreK3, PreK4 and Kindergarten. We will begin with the PreK4 class, also known as the Cinnamon Bears. Their section of the book focused on their favorite parts of the National Museum of African Art and the Smithsonian Castle and some insider tips, including that the Smithsonian Castle is not a real castle! It also featured a list of their favorite objects in the museums, a story entitled The Story of How the Security Officers Own the Museums and photos of museum collections taken by the children.

Below you will find the interview with Cinnamon Bear teacher, Carrie Heflin about her experience with the Children are Citizens project.

Carrie teaching

Carrie Heflin

What made you want to participate in this project?

Project Zero is such an influential presence in the Early Childhood community and I feel so strongly about encouraging children to be active citizens that when we were asked to participate in this project, my commitment was a no-brainer. I couldn’t have dreamed up a better idea for a worthwhile endeavor than to show the DC community and my students how capable and powerful they can be.

Could you describe the process through which your class participated in the project?

We spent a lot of time talking together as a class about our ideas for this project. Much like the process for the adult facilitators, at least the first fifty percent of the project was all planning and bouncing ideas around. We didn’t get to the actual field work—researching and putting together the data for the book until around February. I loved the sense of respect and community that I felt in the classroom when we had these discussions. It was so nice to take time to just talk about our feelings and opinions and to truly listen to each other.

Can you outline how this project was implemented in your classroom?

The teachers did most of the facilitation for this project. We started out with some casual discussions about the city and about the project and then moved on to talking about the book, how books are made, and what information we wanted to contribute to the final product. A member of the coordinating team, Ben Mardell, would stop by occasionally to check in on our progress and to talk with the students about their ideas and opinions on the project thus far. The last phase was the most active. We went to all the different museums we had chosen to showcase in our portion of the book and took pictures and gathered information in small groups.

How did the professional development portion of this project help or change your ideas of how to teach or connect children to the city in which they live?

I really enjoyed getting to know and hear ideas from educators at other schools. We got together about five different times over the course of the project and it was lovely to share our experiences and learn how other classrooms explore the city. I always left our meetings feeling so inspired about all of the wonderful ways other educators were making the city accessible to their students and it helped challenge me to reexamine the way I looked at the city and how I talked about it with my class.

20150425_110313

Bears Display at the NGA

The project seems to emphasize collaborations and discussion, is there a conversation you had among your students that really stands out?

One of my favorite conversations I had with the class happened after one of Ben Mardell’s visits. He had talked to a small group of students about the museums and they ended up starting a story about where the museums came from. Ben sent me the script of the conversation in an email and, when I read the story back to the class they all had something to add. Before long it had morphed into this origin story of how the museums came into being. I learned so much about my students and how they view our community. They had these wonderful ideas about how the security officers are the real owners of the museums and they protect them from all the “bad guys.” I was so taken with the story and the children were so invested in it that it ended up hedging out some other material that we had originally intended to include in the book and it is still my favorite part of our section.

How do you think your students views of DC changes during the course of the project?

I don’t know that their views changed so much as my views widened to include more of theirs. I don’t have any hard evidence of any of my students budging even an iota on their original convictions, but the sense of understanding we gained from each other and from all of our conversations and collaborations in the classroom strikes me as very profound- even if it wasn’t the original intent.

What was one of your more challenging moments during the process?

I was often challenged by trying to balance working on the project and teaching lessons on our current topic of study. I know some of the other schools that participated made the project their main focus rather than trying to add it on to their curriculum. I think I might try that track if I had it to do over again.

What was one of the most rewarding moments during the process?20150425_105806

The absolute most rewarding moment was at the book release event at the National Gallery of Art when I saw all of the students walking around wearing big red badges that said “Author” on them. The sense of pride, accomplishment and empowerment was palpable and I think that really was the point of the whole thing.

Teacher Feature: Three Year Old Classroom Explores Gardening

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It’s Teacher Feature Thursday!

This week we are featuring Erin Pruckno. Her three year old classroom was learning about Eric Carle and Erin decided to spend a week focusing on The Tiny Seed. Below you will find a reflection from Erin and images from her lesson.

Gardening_Cover

What were your topics of exploration?

In this unit, we were using the books of Eric Carle to engage with a variety of topics that our class wanted to explore, topics like animals, food, rainbows, and more. This particular lesson was from our week on plants, using The Tiny Seed to guide us. We focused on the parts of a plant, the plant life cycle, what plants need to grow, and in this lesson, how we garden to care for plants.

What were your learning objectives? (What did you want your children to take away from the lesson?)

One of my objectives for this lesson was for the students to develop a sense of their role in tending plants—many of them are interested in the plants on our playground, so I wanted to encourage their sense of responsibility in caring for the natural environment. I also wanted to foster their language development by introducing new vocabulary for the different tools we use to garden, which would also add new elements to their dramatic play. Finally, we used the lesson as an opportunity to organically build letter recognition and phonemic awareness as we named and labeled the different tools.

What was most successful about your lesson?

My students really enjoyed picking out and adding tools to our poster of “Gus the Gardener.” Making it into a game by telling them to close their eyes and pick is always a hit too! I also think that the lesson was successful in encouraging my class to think about the sounds associated with letters as they matched a label with text to the corresponding image of a gardening tool. They also were quick to pick up on the new vocabulary, using the words for tools they previously didn’t know as they played with them on the playground later that day!

What could you have done differently? What recommendations would you have for another teacher trying out this lesson?

The fun part of this lesson is that it doesn’t have to just be about gardening! I’ve also used a similar format to introduce the job of a paleontologist and all the tools he or she needs to dig. It could also work for exploring other occupations, like doctors or builders. During the museum portion of our visit, we were very lucky that there were two paintings side-by-side that allowed us to compare and contrast gardening indoors versus outdoors. Another teacher could accomplish the same thing by bringing in an image of a different kind of garden in another painting, or by comparing and contrasting two different photos or prints if they can’t make it to a museum. Visiting indoor and outdoor gardens would be another opportunity for making comparisons about the kinds of gardening and the tools we need.

 

Here are a few images from their unit on gardening:DSCN2891Erin’s class was spending time exploring the wonderful world of Eric Carle and decided to spend a week on his book, The Tiny Seed.

DSCN2886The group had read The Tiny Seed several times throughout the week so Erin decided to have the class work together to re-tell the major plot points.

DSCN2889Erin then read a new book to the group: A Seed Grows by Pamela Hickman. The book introduces the different tools used in gardening.
 DSCN2898Erin brought out some of the tools found in the book and introduced the group to her illustration: “Gus” the gardener.

DSCN2904 DSCN2922“Gus” needs his tools! Erin invited each child to pick a picture of a garden tool and add it to the image. They all worked together to try and identify the different images.

DSCN2937Erin then had a second bag with the names of each tool and invited them to pick a word and match it to the image on the sheet.

DSCN2939The class then headed out to the National Gallery of Art (NGA). On their way into the museum one of the NGA gardeners invited the students to check out his gardening tools.

DSCN2960The final stop was to see Miro’s The Farm and Matisse’s Pot of Geraniums. Erin asked the group to do some close looking and describe what they saw in the two paintings. She emphasized that these paintings were both of gardens but one would be found indoors and the other outdoors. Erin then brought out “Gus” and had the group work together to identify which tools could be used to plant in either garden or both.

This class had a wonderful time learning about gardening and Eric Carle! Be sure to check back for our Teacher Feature next week!

Quiet Moments: How a Washingtonian Family Does Spring Break

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Spring

DSCN3881Spring has finally sprung in DC and although the cherry trees haven’t yet blossomed, the tourists have arrived. If you are anything like me, you prefer to stay away from the crowds, but still want to make the most of spring break with your family. The trick is choosing the right destination. Living in or around D.C. means we are fortunate enough to visit museums year-around. Consider leaving the big attractions like; Air and Space and Natural History for the winter months when they are less crowded and using spring to discover some hidden gems.

The Freer Gallery of Art

Gallery Visit: Japanese Screens
The Freer is scheduled to close next year for renovations so it is an excellent time to visit. This spacious room is a great place to have a seat and do some close looking, read a book or sketch. Remember, you don’t have to be an expert to enjoy or share art with your children.

Make a Connection

  • Read a book like Eliza’s Cherry Trees: Japan’s Gift to America by Andrea Zimmerman and sketch the screens.
  • Learn more about what a Japanese screen is from this teacher resource on page 65.

Finish your visit by walking out through the Sackler, which is connected to the Freer, and heading down Independence Avenue to the Tidal Basin to check out the blossoms. It will undoubtedly be crowded there, but at least you started things out quietly.

The National Museum of African Art

Gallery Visit: Conversations: African and African American Artworks in Dialogue
Inside this exhibit is one of my favorite pieces currently on display at the Smithsonian; a butterfly mask from Burkina Faso. It’s also located in a quiet nook of the Museum and perfectly situated for children to walk around and observe.

Make a Connection:

  • Children are often attracted to butterflies for their beauty and they will likely connect to this mask for that very reason. Bring photos of butterflies and compare wings. Look for shapes, patterns and color.
  • Discover the other animals represented on the mask.
  • Pose questions: Why is the butterfly important in Burkina Faso? Where is Burkina Faso? (this information is included in the link above)
  • Ask your children to design their own butterfly wing and bring paper and colored pencils to the gallery. Finish your visit up with a walk over to the butterfly garden.

The National Gallery of Art

Gallery Visit: American Masterworks from the Corcoran, 1815 – 1940 
This gallery might be a little busy, but its worth it because it closes on May 3. There are some breathtaking works in this gallery that are large and inviting for children and adults alike.

Make a Connection:
Since there might be a few more people in this space, choose what the family wants to see ahead of time by looking online. This will help you plan and will get the kids excited for the visit. Once there, find your selected works and share what you like about them. Do you notice anything in-person that you didn’t online?  If your children are too young to talk – that is ok – talk to them. They will still benefit from the experience.

Enjoy your spring break.

Teacher Feature: Two Year Old Classroom Explores The Human Body

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It’s Teacher Feature Thursday!

This week we are featuring Javasa Finney. Her twos classroom was learning about the human body and decided to spend a day learning about hair and how the human body grows. Below you will find a reflection from Javasa and images from some of her lessons.

Body_Cover

What were your topics of exploration?

During the months of October and November the Penguins were exploring the human body.  We talked about the different parts of the human body.  Some of the parts we focused on included:

  • hair
  • skin
  • mouth
  • bones
  • eyes
  • brain
  • heart

In addition to how these body parts work we had a lot of fun learning about the five senses.  We talked about nutrition, how important it is, and how what we eat affects our body. Then they made delicious food from the different food groups with my co-teachers throughout the week. We also talked about the importance of sleep and how important exercise is for the human body.  They were extremely excited to have the opportunity to go exercise at the Washington Monument.

What were your learning objectives? (What did you want your children to take away from the lesson?)

I wanted the class to learn all about their amazing bodies. My main learning objective when teaching the kids about the human body was for them to learn about how important their bodies are and how to care for them. I also wanted them to learn all the bodies’ functions and abilities.

What was most successful about your lesson?

During the time we spent learning about the human body there are two lessons that I feel were extremely successful and memorable.  The first one would definitely be when a baby came to visit.  The child is currently a student in the infant class here at SEEC.  The five month old was our model for the lesson. During this lesson I talked to the Penguins about how we start out as small babies.  We talked about how different a baby’s body is compared to older people.  We talked about how when babies are born they don’t have teeth and can’t talk, walk, run, or jump.  They learned that during the first year a baby sleeps and drinks a lot and cries to communicate.  During circle time we made observations about the baby’s body and talked about how fragile it is.  Then the Penguins had the opportunity to touch him.  It was wonderful to see the children light up and respond to the child.  The second most successful and memorable human body lesson was our lesson on hair.  We learned how hair can be many colors, textures, and lengths.  We talked about the things we use to care for our hair.  Then the Penguins had the opportunity to try on wigs that were different colors, textures, and lengths. This lesson was followed up with a trip to the National Gallery of Art.  We went to look at the “Little Dancer” by Edgar Degas sculpture. First we made observations about the body and then we had the Penguins take a closer look at her braid.  The braid is made of real human hair, coated and held in place by wax.

What could you have done differently? What recommendations would you have for another teacher trying out this lesson? 

During the first lesson, if I were to do this again, I wouldn’t keep the baby on my lap the entire time.  I realized later it would have been nice for the kids to see him crawling, playing, etc.   For the second lesson about hair, I would have picked a different day to go to the National Gallery of Art.  The day we went there were several trips there and the room with “Little Dancer” was extremely crowded.

Here are a few images from their unit on the human body:

DSCN1370Javasa began the week by exploring how our bodies grow and change. As a way to illustrate this development, Javasa invited a child from the infant classroom to visit. She wanted the class to look at the baby and compare his body to their own and the teachers’. Javasa explained that people start by needing a lot of help from adults but as our body changes we become more independent.

DSCN1373Javasa explained that the baby couldn’t feed himself, talk, or even walk yet. She showed how the baby would eventually learn how to do all these things as he gets older.

DSCN1382The next day the class moved on to Hair. Javasa read “Hair” by Cynthia Klingel and Robert B. Noyed to introduce the topic. The book helped students understand that people all over the world have many different types of hair and hair styles and each one is as special as the next.

DSCN1387One of Javasa’s co-teachers shared her collection of wigs as way to talk about how hair can be all different colors, textures, lengths, and styles. She explained that hair comes in a range of color but if you want certain colors (for example, pink) you would need to dye it that color.

DSCN1390She showed the group a zoomed in picture of a hair follicle. The kids couldn’t believe how the root of their hair looks.

DSCN1393Javasa went on to explain that hair can grow curly, straight, or wavy.

DSCN1397 DSCN1398The group spent a long time looking and touching their own hair.

DSCN1409Then it was time to try out new hair!

DSCN1415 DSCN1431They had a wonderful time trying on the different wigs!

DSCN1436 DSCN1438The group then walked over to the National Gallery of Art to see Degas’ “Little Dancer.” They were fascinated by how Degas used real hair for the sculpture. The children discussed the color, length and style of the dancer’s hair.

This class had an awesome time learning about their bodies! Be sure to check back for our Teacher Feature next week!