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Take a look at the following two examples of projects made with more or less the same group of students, and the same theme.
In Example A, the volunteers sought to teach the beauty of together-ness via combining many uniquely decorated hands into one larger poster. While decorating the handprints, volunteers facilitated conversation about teamwork.
This teaching primarily taught a “reveal” sort of lesson – the actual act of decorating did not further the students’ understanding of the project. |
In Example B, the volunteers sought to teach the importance of teamwork via an assembly like construction of five different colored chains. Each child had a very specific role, and at the end of it, they were able to identify that “they all” had constructed the rainbow.
This teaching involved a “reveal” product, but primarily involved the children learning while the project was constructed. |
Example A was a more organized crafting experience. (Although Example A was also created when I was a much more experienced coordinator, and had a much more experienced team.) However, Example B approaches teaching from multiple angles – and the experience itself is unique and important in its impact on the student…as the student had the opportunity to work in a team, work in a specified role, witness the utility of group work, etc. Example A was cleaner and safer – but Example B led to a much richer experience, and the knowledge that – even if they were too young to vocalize its definition – you did usher them through an experience that involved teamwork.
Now, projects that teach in construction are not always feasible. Depending on your group of students, school, and classroom environment – they may usually not be feasible. Some schools, for example, would have nowhere to hang either of these creations. (Or it may be ambiguous – I suggest checking with your school as soon as possible.)
In cases like this, you can consider projects that teach in retrospect/continue to teach after their creation. I humbly beseech you to look at the following example:
Now, projects that teach in construction are not always feasible. Depending on your group of students, school, and classroom environment – they may usually not be feasible. Some schools, for example, would have nowhere to hang either of these creations. (Or it may be ambiguous – I suggest checking with your school as soon as possible.)
In cases like this, you can consider projects that teach in retrospect/continue to teach after their creation. I humbly beseech you to look at the following example:
In this project, a younger group of students created Shrinky Dink pendants to give to someone in their life they love. The week’s theme was “appreciation” – and I felt the children were young enough to use the word “love” innocuously and genuinely enough. This activity involved some thinking on the part of the student, at least in terms of who they planned on giving the necklace to. Some of the more artistically inclined students put in a great deal of time decorating. But in general, the creation of the product did not necessitate learning about the theme.
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However. That next week, when I came to work with the older group – one of the fifth grade girls got excited when I showed them the shrinky dinks they’d be making today. I looked to her, and she was pointing to a necklace she was wearing – her sister had given her the “loves you” pendant last week.
This means that not only did the student give the pendant to someone they appreciate – the individual reciprocated this appreciation enough to still wear the pendant a week later. This is Learning over Time. Every time the older sister wears that pendant, the younger sister sees that her appreciation means something to other people. Preserving the handwriting of a child is also an empowering action – making art out of their very name.
Example C is a lesson that teaches over time. Maybe only the seeds will be planted with you there – but the ability of the product to last will act to help grow the idea. It will always be difficult to see the consequences of your lessons. But trust that the children – likely much in the same way you did at that age – care about what they create.
This means that not only did the student give the pendant to someone they appreciate – the individual reciprocated this appreciation enough to still wear the pendant a week later. This is Learning over Time. Every time the older sister wears that pendant, the younger sister sees that her appreciation means something to other people. Preserving the handwriting of a child is also an empowering action – making art out of their very name.
Example C is a lesson that teaches over time. Maybe only the seeds will be planted with you there – but the ability of the product to last will act to help grow the idea. It will always be difficult to see the consequences of your lessons. But trust that the children – likely much in the same way you did at that age – care about what they create.
Teaching Peace, and...
Do not feel as though you are not allowed to incorporate different types of material into your lessons. Yes, Peace through Play exists to bring peacemaking and leadership skills to Boston youth. But if we teach less abstract things along the way – that isn’t a bad thing either. In fact, it is indeed a good thing. Children are curious, and sneaking in vocabulary and science and history will not hurt them. Just make sure you have an overarching connection back to the theme at hand.
For example…Tessellations and Togetherness
In one shrinky dink project, students decorate an MC Escher design of a bird. All the birds tessellate.
For example…Tessellations and Togetherness
In one shrinky dink project, students decorate an MC Escher design of a bird. All the birds tessellate.
Tessellations create a tidy metaphor for interconnectedness. As an added bonus – the shrinking process rarely keeps the pieces fitting perfectly together – which can lead to a discussion about the idea of remembering the ideal of peace, even if your plans do not play out as intended. Do not dismiss the ideal.
That said, teaching what tessellations actually are is a great opportunity as well. In fact, doing a standard Make-your-own-Tessellation lesson requires much less prep time than the above “peace dove” activity – and in general is more educational, while not necessarily delivering a less strong message.
Empowering children through leadership skills and creative thinking gives students coping outlets and provides evidence of their minds’ potential.
Arm students with knowledge of all kind – knowing is powerful.
On a similar vein, consider bringing historical figures into the context of peacemaking – give the students real individuals who exemplify our lessons.
That said, teaching what tessellations actually are is a great opportunity as well. In fact, doing a standard Make-your-own-Tessellation lesson requires much less prep time than the above “peace dove” activity – and in general is more educational, while not necessarily delivering a less strong message.
Empowering children through leadership skills and creative thinking gives students coping outlets and provides evidence of their minds’ potential.
Arm students with knowledge of all kind – knowing is powerful.
On a similar vein, consider bringing historical figures into the context of peacemaking – give the students real individuals who exemplify our lessons.