Unfurled

Finally, this blog would not have closure without reference to “the fiddlehead” that I have alluded to throughout my blogging. The fiddlehead is now unfurled (above left)to represent an emergence of new ideas and experiences (from this course) for us to implement and draw upon as emerging teachers. We should also seek to unfurl the creative sprits represented by the numerous little fiddleheads (right) in our classrooms. Take care,

Reflection

Upon reflecting on this course I think it has been important for us to understand that creativity flows at different levels and expressed in varying degrees. I don’t believe in the phrase, “I’m not a creative person,” as I alluded to in one of my prior blogs. It just takes that precious time we are in so short supply of to explore or “identify” a distinguishable artistic ability. Either that, or we pass it off as not meeting the “im a creative person critieria.” Certainly singing, drama, visual arts, and music are “the arts," but there is so much more. We can teach our students to think creatively about the subjects they learn whether that be in math (as Stephanie referred to in her blog), Science (as seen in Erin’s blog), poems and writing to the soul (Sherry’s blog), elements of photography (everyones blog), and symbology (numerous blogs).

Final blog? Well perhaps.....

Well, I will refrain from using “final blog” because blogging is something with our own classrooms. My practicum school was setting up a blogging system with the grade 7 class for students to communicate with other students about their some of their work and thoughts about their work. In an era of technology I think its an excellent idea if its done properly and tightly controlled for privacy issues etc., it becomes very powerful for students knowing that other classmates are looking at their work, and care enough to comment about their work. The school was using this as their guide for implementation http://classblogmeister.com/ The teacher librarian was very excited about it and there are many many examples of schools that do this already.

Snow Shoes

I have a very meticulous and detailed father who has made snowshoes since he was in his 20s. He collects the maple, steams it and presses it (make more plyable and strong), and gets the lacing from deer (sometimes cow hide). He puts hours and hours into the process out in his “trapping shed” back home. There very very well made and so much time and detail put into every lace and bend in the

wood to make it just right. He has made a few pairs for himself and one for each of us in his family… it’s a long process though and does it in his spare time. My brother and I believe this is something we should also take up (when we have the space to do so) in the near future to expand our own creative horizons.

Fiolo spider

My “Folio spider” for the poster presentation representing the interconnected “web” of instruction and assessment. The spider goes with the “theme” that portfolios are ongoing assessments, where instruction and assessments cannot be separated! Cheers

Practicing for the sing along and potluck was for sure a learning experience and most definitely a memorable one. I think the potluck was a good experience because some of the shyer folk seemed to come out of their shell and do what they needed to do to perform because they felt enlightened from being “in the moment,” and that’s warming thing to witness. Just getting into the feeling of music in a spirit of optimism is creativity in and of itself – it’s that willingness to let it flow. When everyone puts in a good vocal effort, then others are no longer afraid to be heard (and why should they be anyway). I sing in the shower all the time, and then think “the walls are pretty thin, I hope the neighbors can’t hear!” Then I reconsider to myself and think that it didn’t sound that bad to begin with.. ;-) My mom, I swear, develops a lot of her songs for her school when she is in the shower at 5 am, and my dad on the tractor when he “thinks” no one can hear him. I thought the energy present was self evident. I think the sing along was a good choice because it lets the Christmas feeling flow to the audience and they become involved without feeling “forced” to watch a more dramatized skit, for instance, that may not have connected as well with the audience. I observed Willow smiling and singing through most of it, and even saw Colin singing! * Yeah* Good work classmates.

A Garden of Whales

I really love this book - the illistrations are stunning, and the story beautiful. I had it with me to share with the class but we were quite tight for time on many occasions so I shared it with my ADDM group. The images in it, and the story is so soothing. It creates that almost “dusky Yukon feel,” but in a “summer evening in a cabin by the ocean” kind of way. I am a huge fan of visualization activities using art and while I did not get a chance to try this one out on practicum, I will for sure in my next one practicum. The night time imagery and emotive feelings in this story are extremely powerful– this is probably my favorite children’s book of the last few months. I hope many of you can use it in the future. Its about a boy who dreams of being a whale from his bath tub…. And the dream takes him to rescuing and interacting with whales in many different ways. “We took up the Whales in the dark of the night, and slipped them into the sea from our garden.” A Garden of Whales by Maggie Steincrohn Davis. Fabulous art integration here.