Learning About Giving

Students love field trips, and I do too. Visits have to be meaningful though, not just a fun day off from school. When planning trips, one needs to ask what  the children learning from the experience. There are many reasons to leave the classroom. A few include, extending the curriculum, participating in authentic learning, and being exposed to new ideas and resources.

I’ve always appreciated the size and scope of the Bill and Melinda Gates Foundation, but until this year, didn’t know that they had a visitor’s center adjacent to their headquarters here in Seattle. If you are ever in Seattle, I highly recommend a visit. It’s only about a 7 minute walk from the Space Needle, and it’s free. Our second grade classes visited last week.

The center is divided into 5 main areas:

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Voices

Hear voices from around the world and see portraits of our foundation family—employees, grantees, partners, beneficiaries, and our co-chairs.

Family & Foundation

Find out why and how the Gates family started this foundation, see examples of how we work around the world, and tell others what you’d do if you had your own foundation.

Partnerships

Discover how our partners are making progress on tough problems globally and locally, and weigh in on newsworthy issues.

Theater

Watch and listen to a rotating program of short videos offering a deeper perspective on our work.

Innovation & Inspiration

Solve real-world problems using your own best skills, and learn more about how people just like you are making a difference every day.

My favorite (and I think the children’s) was the innovation and inspiration area. The entire visitor’s center is designed to be interactive, but we could have spent hours in this particular room. Children are asked to think outside the box to design solutions to some of our problems. They also had several examples of products in the field on display such as shelter boxes and filtered drinking straws. They even had prototypes of items like Soccket, a soccer ball that captures energy during play. Enough to light an LED for a few hours or charge small batteries. The foundation pointed out that they weren’t the inventors of these innovations, but supported efforts like these to further their mission.

One of the neat features of this interactive room was that the children’s ideas or creations were displayed and shared instantly on large walls alongside ideas from previous visitors.

One of the other rooms emphasized partnerships. That while one person may have a brilliant idea and can have an incredible impact, it takes teamwork to achieve many of our goals. Our tour ended with our docent asking the children what they would do if they had a foundation. It was great to hear students come up with ideas that were outside the scope of the Gates Foundation, like animal welfare.

Before our visit, our class had a great discussion about needs and wants. The class agreed that basic needs included water, food, and shelter.

They had a harder time deciding at what time in one’s life one could care for themselves. They decided it could be both a need and want depending on the context. The other two topics that students grappled with were education and health. Several students had solid reasons why they were needs, wants, or somewhere in between.

We involve our students in service in many ways such as helping one another in our own classrooms, partnering with students outside our classroom, planting trees in a city park, and packing food at a local feeding center. Helping children see beyond themselves is not always easy, especially in 2nd grade, and some of these ideas come from the adults around them. It’s extremely powerful, however, when service learning ideas come from the students themselves. Hopefully, this visit inspired a few and planted some seeds that will help serve our immediate and global communities.

What Can One Little Person Do?

A couple of days before our spring break, our whole school went to Seward Park (a large Seattle park) as we had done for the past three years to steward a portion that we had committed to. Many teachers and I agree that it is one of our favorite days (even though this year it was very cold, muddy, and wet), as it brings the school together as a community to take responsibility in our civic duties. In the past, we had been charged of a few duties including the removal of invasive species, but this year there were no more to remove. I would definitely call that measurable progress. Our sole job was to plant and mulch trees for the future of the park. The kids enjoyed nature walks, outdoor games, and of course tree planting. Although, my favorite part of that day comes at the end, when the entire school forms a bucket brigade to deliver mulch from the main park road to the region of the park where trucks simply can’t get to. If you want a scene of a whole school working together with a common goal – the image of kindergarteners to fifth graders continuously handing each other buckets of mulch with teachers, administrators, and parents interspersed throughout that chain, is a very good example of one.

What I love about service learning is the ability for kids to see that one little person can indeed make an impact in the world (we had a coin drive for solar cookers in Chad earlier in the year – an idea from our fifth graders), or even in their own city. We also go to a local organization to help package food for those in need, not to mention the various ways kids help around their classroom and campus.

The planting of trees struck a chord with me as our Kinder and 2nd grade classes attended the Seattle Children’s Theatre’s production of The Man Who Planted Trees today. It’s a great story (albeit fabricated) about how one person can make a positive impact in the world. The Seattle Times was enchanted in their review. So was a parent in her parent review from Seattle’s Child magazine.

When we got back to class today, some children asked if were a true story, I read them the afterword to the book, which admits that its protagonist was in fact a work of fiction. I’m sure Oprah would have fun with this story. I also mentioned, however, that there are still plenty of examples of people who make a difference with the small but powerfully positive things they do. Jane Goodall, is one living example. Harriet Tubman another example from history. Then I then tried to link the play they attended to their own experience of planting trees a few weeks ago in the park as well as the recent planting they did in their school garden plot. I could physically see the bodies of many of the kids change taking pride in what they had done a few weeks ago.

Sometimes these coincidences just happen. This field trip was booked almost a year ago, with no idea what date we would get, whether the show would be any good, or how well it would tie in with our school’s theme of sustainability. While the story is magnificent, the book is a little dry for second graders. The Puppet State Theatre Company from Edinburgh that brought this production to Seattle, had the children hanging on every word. Aside being a wonderful piece of theater, being able to connect this story with the work the kids did a just before break was a really nice serendipitous teaching moment..

There’s a nice  service learning article  that appeared in the connected principals blog a couple of weeks ago that echo some of what I’ve said here.

Kids can have such a positive impact with the little things they do, I feel very lucky to be part of a school that gives them many opportunities to do so.

Virtual Art

I finally had some time to play with Google’s new “Art Project” site where you can virtually tour 17 art museum around the world. I’ve been very fortunate to have been to 10 of those, and it’s never the same as standing in front of an actual piece and viewing it in person. I’d rather my students actually go and see a piece of art in a local museum or gallery in person. Field trips are an essential part of learning, and while many schools are cutting back due to the recession, many can be had for free. Nonetheless, I have to say that it’s an amazing website and the virtual tours seem like their ‘street view’ in Google maps. Most of the top artworks are available, and if you have a google account, you can start your own collection and save them in the cloud. Unfortunately, there are a few disappointments. One of the biggest impacts I had viewing art was in Madrid, at the Museo Reina Sofia.  It was Picasso’s painting, Guernica. That painting is not available for viewing. Each museum only has a few wings you can tour through. Nonetheless, it’s a great tool for having children respond to art when you can’t get to the Moma in New York, for example. Once you get deep into using the navigation and information tools in the side bar, it’s easy to get caught up in it. There are audio and video guides and notes, but best of all for many of the featured works: you can zoom in possibly closer than you could in the museum without setting off any alarms. Some of the high-res pictures are great for looking at detailed brush strokes. This article from the Boston Globe today about schools cutting back on field trips is quite sad. If the objectives of the field trip are clear, a lot of learning takes place outside the classroom.

The folks at Google are planning to add more museums and wings. And, should the Seattle Art Museum be added, it would be great to have a virtual preview of a place and then have them see it for real in person.  This youtube video below is a good way to get an idea and get started. How else could this be used in education? I look forward to hearing your ideas. I can tell you that this year, the simple ability to project and use Google Earth has made the concepts of continent, ocean, country, and even smaller divisions, much easier for all second graders to grasp, not to mention geographic vocabulary.

 

The Importance of Art in Schools

It’s surprising and disappointing how so many schools choose the arts as one of the first department to go either when times are tough or when they are pressured to increase their scores on achievement tests. It doesn’t take one long to find that these cuts are taking place all over the country: Fort Lauderdale, California (and that was in 2006 when things weren’t as grim) (here’s a more recent story from CA), and even as recently as this past week over in the UK. At least according to the Obama’s art-education platform, it states that …”we should encourage the ability to think creatively that comes from a meaningful arts education.” This article about the exhibit from the Seattle Times talks about the links art has to “math, science, literature, you name it.” I feel extremely fortunate where I work. When they designed the new school building, they had several local artists contribute to a few pieces around our campus.

Yesterday my students and I had a great day of art. One of Seattle’s local artists, Juan Alonso who created 5 pieces of abstract art around our campus came to talk to the students about what inspired him and about some of the process involved. He also started giving workshops to classes on abstract portraits. I can’t wait until it’s our class’ turn. What I love about abstract art especially is that it is open to interpretation unless the artist actually tells you what inspired him. The sculpture on the right sits in front of our school. I always pictured it as the font of knowledge or something to do with passion. Juan Alonso explained that when he thought of an elementary school, he thought of a child with arms reaching upward. Now every time I see it, I can’t help but think of that.

After our assembly, four classes headed to the Picasso exhibit at the Seattle Art Museum. It’s the last week of the exhibit, and I have never seen the place that packed. Rather than battle the crowds and try to see all of it, our wonderful docent selected just a few. She had the kids full attention and began by asking them what they thought they saw. With this kind of open ended question, it was amazing how much effort the children spent looking at the painting, the colors, shapes, etc. and the thoughtful, yet out-of-the-box responses were inspiring. Asking children to inquire about art is no different than what we ask them to do in science. Much of the vocabulary needed to describe Picasso’s work is shared with geometry. Reading about his life and the times, learning about Spain and France, and writing about their experience are natural connections. Our docent was wonderful and asking the right kind of questions forcing the kids to think a little more critically rather than just come up with a one-right-answer response.

Of course, what I loved is that his art is celebrated for breaking the rules, for being a visionary and wanting to push boundaries in art, for leading change rather than following it, and working hard. Some of his paintings were based on hundreds of initial sketches. This exhibit also highlights someone who worked until he was 91. Noticing a couple of my children’s eyes light up when the docent pronounced that Picasso created his art as one would write a diary. You know the kids who want to draw before writing and those who prefer it the other way around. Why not celebrate both kinds of kids and be open to different ways of arriving at the same objective.

The children then took part in a workshop at the museum offered by a teaching artist where they created mixed media collages of portraits using the concept of viewing things from multiple perspectives. The results, though unfinished, were wonderful, unique, and more importantly something they were all proud of. Whether it be the performing or visual arts, schools must make room for it. Visual art promotes multicultural education, critical thinking skills, inquiry, creativity and innovation, math skills, science, literature, and so on.

The exhibit runs for just a few more days until the 17th of January and the museum has extended its opening times until midnight. This was one of those things that wasn’t part of the planned curriculum, but in my opinion, worth doing. It was my third time seeing this exhibit, and I was still awed. I hope some of the children were too. If you don’t mind crowds, you can click on the picture below which will link you to the museum’s website.

The Shadow by Picasso

A Sustainable Field Trip?

Where do you think this is?

I’ve always lamented the fact that teachers get plenty of time off, but never get to choose when it occurs. I won’t be able to see New England in the fall until I retire. It’s just one of those things. But then again, when we Seattlites are given a day like today, sunny on Halloween, we take advantage of it.

The next couple of pictures were taken from the Japanese Gardens in the Arboretum. The fall colors were magnificent.

 

Then we discovered a new area called the Pacific Connections Gardens that have gardens from Australia, New Zealand, The Pacific Northwest, China, and Chile.

You can read more about the project here.

It fits in with our garden and sustainability theme this year and is near enough to our school to also fit in with our sub theme of sense of place…

It’s only a 20 minute walk from our school which would add to our other sub theme of sustainable transportation, and I started thinking of the social studies connections, or integrating it with the service learning project at Seward Park, as well as our own school garden that we started this year. The opportunities seemed limitless, but then I thought about safety and walking with 20 children through busy roads to get there. I’ll have to think it through, but I’m glad the sun in shining on this beautiful fall day, and it’s amazing what one can stumble upon in your own neighborhood.