How Do I Love Thee: Final Project

Module 8: Synthesizing

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Do you think your child plays "too" much at school? Learn how playing in your child's classroom sparks the creative child within. skultecep818.blogspot.com/ 

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Understanding the importance of teaching children through play can be difficult for some parents to grasp. However, what they don't realize is the damage and affect standardizing testing has on young children in kindergarten. Today, teachers feel that their students are loosing their ability and freedom to be creative. Teachers are also loosing their creativity when it comes to planning and implementing lessons because they are required to teach to the test. Leaving students overworked, tired, stressed, and bored with school as early as kindergarten.

Incorporating play into your classrooms will not only help stimulate your students brains, but it will help develop each developmental aspects of a child: cognitive, aesthetic, physical, social, emotional, language, and affective. By using these seven tools: perceiving, patterning, abstracting, embodied thinking, modeling & dimensional thinking, and playing we can mold and shape creative young children through play.  

Modeling & Dimensional Thinking:

Modeling for instance helps us understand the world around us by abstracting a topic and also intertwining dimensional thinking to zoom in and out of topics, ideas, or objects. Modeling helps makes things more accessible that might be difficult to experience and understand. Now let's zoom into the topic play.

As we zoom in we face, the human body of a child. Each child who enters our classroom enters with different developmental levels. Some children may have more social/emotional development than others and some may have less language development than others. Each child is different. However, as a teacher we plan lessons and activities that cover all developmental aspects of a child. The image below shows some of the domains and what parts of a child's body is developing through each domain. 

After looking at the image above some of you might be still wondering, how does play really help students learn, be creative, and develop their young minds? Below is an image of two parents thinking that all the children are doing in this classroom is, “playing”. Well, they are right, but little do they know that in each of the activities the children are engaged in are actually improving some aspect of the child's development (social, emotional, etc.)  

Each child in the image above helps explain to these parents how their activity is helping their whole body develop. For instance, the little girl jump roping is developing her gross motor skills. Whereas, the child on the floor is developing number concepts with the blocks he is playing with. Even though children might just think they are, “playing”, we as adults know that the activities they are choosing are helping them in more ways than one. Instead of putting our students in classrooms where they are told what to do every minute we can let them learn through trial and error. They can figure out what is right, wrong, and what their bodies and minds can actually do. They can be creative and be the individuals they want to be.  

Perceiving:
To perceive something is to use our five sense to really dig deeper and look beyond what is right in front of us and see a whole new perspective/meaning to that “something”. Let's take the word play and dig deeper and think about, what exactly is play? Some of us may think of play as children running around, children playing with toys, or children playing on playgrounds, but it is more than that. To help people see that there are many different types of play we have to think outside of the box. For example, play can be playing an instrument, computer games, sports, pretend play, play dough, a play or skit, etc.

Within the classroom children explore play using their five senses. Through sensory play children explore paint or shaving cream. Young children smell new objects and things that might be less familiar to them. Children also see and manipulate objects in their own creative ways. In pretend play children take on many different roles and act out skits or plays that they have created themselves. As we take a deeper look at play we can see that play isn't just about children running around. In fact we can incorporate all these different types of play into the classroom and help children discover new ways to play that they may be less familiar with.  

Patterning:

Let's take a closer look at the cognitive domain in a child's development. During free choice or “play time”, children can make choices on which activities they choose to explore. Throughout the year the children explore different themes. For this example, the children are learning about transportation. I have placed different pictures of transportation that the children see in China in a little basket. I have placed this basket in the “math area”. However, I am not informing the children that in this area it is called the “math area” and today you will make patterns. I allow the children to explore the materials on their own. Through their own exploration the children might create simple patterns. For example, they might create a pattern like this: bike, car, bike, car, bike, car, which is called a two-part pattern. This is the very first step to developing patterns for young children. Later, the children might begin to create three, four, or even five part patterns. Although the children are playing the teachers can create many different centers throughout the classroom. Some of these centers might include: math center, science center, construction, art area, pretend play, etc. Within each center are specific activities chosen to help develop each domain.

Let's look at patterning in a more complex way. We are going to use dice. For this example I will be using dice from the game Tenzi. Tenzi comes with four sets of dice. Each set is a different color and contains ten dice. We are going to use the dice to create multiple patterns and break down the dice. A child might arrange the dice by the same number (such as all fours), arrange them in order (1, 2, 3, 4, 5, 6), or arrange them by color. There are endless possibilities. Children can use something as simple as dice and form many complex patterns. Through play they are exploring and discovering patterns in ways they may have not discovered yet.

The cognitive tool of patterning is to create and manipulate objects by taking them to the next step of their original state. My first example was of students using basic materials in the classroom to make patterns. For example, using toys, pattern blocks, snacks, and manipulatives. With my second example I was able to take one specific group of materials (dice) and show multiple different ways that they can be manipulated into different patterns.

Patterning shows parents that learning through play is fun! The children don't have to sit through lectures, or hours of large group sessions. They get to discover on their own what the world has to offer. They also get to pick and choose how they use the materials in the classroom to be creative. 

Abstracting: 

Abstracting is taking a look at a topic, concept, object, or idea and digging deeper to break them down and taking a closer look at these broken down portions. Helping us to see that even when we break them down they still represent the same overall idea.

There are many ways to abstract play. However, the first one that came to my mind was pretend play. In Sparks of Genius, the author states in Chapter 8, “We should give children toys that they can use in many ways. Let them adapt blocks, simple dolls, paper cloth, and household items to as many scenarios as they can imagine. Encourage them to imagine a stick to be a sword, a scarf a river, a pair of alphabet blocks a pair of dice” (p. 156). When children play this is exactly what they do. They become creative with the materials around them. The pretend play area in the classroom is a perfect place to watch this happen. I place many items in the pretend play area. For example, cloth, sheets, rocks, containers, a box, menus, brushes, etc.

Let's take a look at a cardboard box. As an adult you might think of a cardboard box as something to store things in or to help you move. However, when children see a cardboard box they see an endless amount of ideas. A child might turn this box into a bus, a boat, a ship, a rocket, a submarine, a house, a shop, an airplane, etc. It's amazing to just sit back and watch children take objects we might think as household items or simply nothing at all and turn them into extraordinary things. The same goes for an object like a bed sheet. A child turns a bed sheet into a magic carpet, a veil, a blanket for a picnic, a blanket for a baby, a hood, a ghost, a tent, etc.

Play isn't just about playing with store brought toys. It is about being creative and turning objects into anything your imagination wishes. The next time you look at an object think about it in a child's perspective. How would they play with this object? There are also many children around the world that don't have store bought toys. Instead they use sticks, cardboard boxes, stones, sand, mud, etc. All of these materials can be used and transformed into all different types of play.  

Embodied Thinking:

Embodied thinking is using our bodies and thinking about where they are, what they are doing, and how it feels (the sensation of our muscles, skin, tension, and balance). In kindergarten children use their bodies all the time through play to think outside of the box. Their bodies help them learn new topics and understand concepts. Embodied thinking also helps English Language Learners understand new English terms that they might find difficult. Our students don't want to learn about new topics from their desks, watch videos, read about it, or write about it. Instead they want to get up and move their bodies.

One way I used embodied thinking with my students is when we were learning about molecular movement. The terms solid, liquid, and gas can be quite difficult for young children to understand. However, by using their bodies they can move like solids, liquids, and gases. Tell your students that they are an ice cube (a solid) in a pan. The children should then all huddle close and vibrate their bodies slightly. Then as you turn the burner on tell the children they are starting to melt and they are turning into a (liquid). The children should then spread farther apart and bump into each other. Then as the water is fully melted and beginning to boil they will begin to turn into a (gas) as they evaporate. The children should be much farther apart and may bounce off one another. Now when you ask the children a question, what happens when a molecule is a solid? Their brains will remember when they used embodied thinking and used their bodies to move like a molecules. Which will help them answer the question. 

Playing:

Play has emerged throughout each of the seven tools of creativity. Each tool provides explanation as to how children are learning through play. I provide different activities to try out and ways to structure the classroom to support play in each developmental domain. As a teacher the parents have been the hardest to convince and explain why play is important. I have created an activity to implement at the beginning of the school year with the parents to hopefully help change their minds!

In, Sparks of Genius (1999), the authors state, “playing has become so rare in our society that some people worry that the art of it will be lost” (p. 266). We rarely see or think about adults playing in their work environments. The reason for this is that, “the only difficulty with playing-and it's a big one-- is being able to remain enough of a child to do it” (Bernstein, 1999, p. 265). People like Fleming remained the child inside and “never grew up”. They were excited about their work and found it fun. Today, people are bored sitting in their office chairs all day. Sometimes everyone just needs a break to play!

This is something every teacher who is teaching kindergarten should try at the beginning of each school year with their parents. Open house would be a perfect time to try this activity. As the parents come into your classroom for open house have them sit down at the tables. Introduce yourself and talk to them as if this is the first day of school and they are your students. Then begin to explain the choices that they have during free choice and what is available at each center. After you have explained this tell the parents they are free to start free choice. Obviously, some parents might find this strange or they might be hesitant to begin. Encourage the parents to explore the classroom and choose an activity to play and engage with. After a few minutes some of the parents will be fully engaged in the activity they have chosen. You might find some parents creating a road out of blocks or trying to find out which blocks will help make a car go down a ramp faster. As the parents are engaged walk around the classroom and ask them open ended questions, “I can see that you have made a ramp. How far does the car go, and which blocks made the car go the farthest?” This will help the parents open their eyes and mind up to a child's perspective. Keep the parents engaged in free choice for about thirty minutes. Then ask them to clean up and find a seat at the tables again. Once the parents are back ask them a few questions. What did it feel like when I told you to start free choice? Did you enjoy the activity you chose? Did you feel as though you were learning through play? How so? Keep the conversation going and have this help stem the conversation of how play is important for young children in their everyday life. Let's try to keep our parents open to new ideas and different forms of play. We need to stimulate our parents brains as well as our students!

In order to help young children develop in each developmental domain we need to incorporate creative thinking tools into our planning. By doing this we will spark the creative child within each of our students. Let's set them free. We need more teachers saying, “yes” to play and “no” to standardized testing. Let our students become the architect, actor, mathematician, scientist, veterinarian, etc. that they want to be. We just have to let them be the creative individuals they are in a classroom that isn't tied down by rules and regulations.  

Module 7: Playing

Module 7: Playing

This weeks module falls right into my very own topic. Play has emerged throughout each of my modules through the semester. I have explained in each module how children learn through play. What I have also mentioned is that parents find it difficult to grasp this understanding. I have focused on parents and play in a few of the modules and this week I decided to create an introductory activity for the parents in my classroom.

Play to me affects the whole body helping to develop ourselves mentally, physically, socially, emotionally, etc. There are many different forms of play and play can be incorporated into any topic, concept, idea, etc. Play is an experimental process we may not know the outcome, but we are learning through 'practice play', 'symbolic play', and 'game play' according to Jean Piaget.

In, Sparks of Genius (1999), the authors state, “playing has become so rare in our society that some people worry that the art of it will be lost” (266). It's rare that you ever see or think about adults playing in their work environments. The reason for this is that, “the only difficulty with playing—and it's a big one-- is being able to remain enough of a child to do it” (Bernstein, 1999, p. 265). People like Fleming remained the child inside and “never grew up”. They were excited about their work and found it fun. Today, people are bored sitting in their office chairs all day. Sometimes we just need a break to play.

Play is extremely important in the child development classrooms. We use play all the time to create activities that reach each domain in a child's development. As I have mentioned before this is the one thing that parents can't seem to ever understand. That's why I decided to create an activity that involves my parents and play.

At the beginning of each school year we either have open house, or a chance for us to meet the parents of our students for the new school year. I know that this would take a lot of effort to get the parents to do this, but I want the parents to come into my classroom and sit down at one of the tables. I will then introduce myself and then act as if they are my students. I will explain what choices the children have during free choice and what is available in each center. I will then tell the parents that they are free to go to free choice. Obviously, some parents might find this very strange. I will encourage parents to explore the classroom and choose an activity to play and engage with. I know that there will be some parents that are more outgoing and will help get the rest of the parents moving. I would hope after a few minutes of being settled in and feeling more comfortable they will be fully engaged in an activity that they have chosen. Some parents might be trying to create a road out of blocks or trying to find out which blocks will help make a car go down a ramp faster. As the parents are engaged I will wander around asking them open ended questions, “I can see that you have made a ramp. How far can you get the car to go, and which blocks work better?” Although, some parents may feel as though I am talking to them like a child. I want to help open their eyes to a child's perspective. I will allow the parents to be engaged in play for about 30 minutes. Then I will ask them to clean up and find a seat again at the tables. Once the parents are back I will begin to ask them questions. What did it feel like when I told you to start free choice? Did you enjoy the activity you chose? Did you feel as though you were learning through play? How so? There are endless amounts of questions I could ask the parents based off of observations and the direction of conversation I get from some of the parents.

I developed this activity because I want parents to be open minded about play. I also want them to understand how important play is for a child's development. They will also be able to see how we do reach different types of play that affect different areas of a child's body through the various activities. Instead of spending the whole year trying to defend our practice I would hope that this would help the parents to understand a little bit better. They might also see that they need to explore play themselves in their own work settings or at home with their children. In, Sparks of a Genius, the authors mentioned how children use to take apart radios, bicycles, TV's, etc. They don't do that anymore. This reminded me of when I was younger. My parents would always give my brother old iron's, TV's, computers, and let him take them apart. He always spent so much time on this. Trying to take all the pieces apart and storing them for later use. The authors are right you never see or hear of kids doing this anymore. Instead parents just buy new ones when things do break. We need to keep this type of play alive. In doing so we need to help keep our parents open to new ideas and different forms of play. We need to help stimulate our parents brains and our students!

Creative "I": Architecture of Space

Fox Brook Park: Architecture of Space

Fox Brook Park Sign 

View from the parking lot. 

Path down to the lake.

Shed to store equipment for the summer.

View from the parking lot again. 

"Beach" or sand. 

Playground!

Fishing dock or paddle boat dock.

Amazing sunset (also thousands of geese)

I love sunsets. 

Getting creative with my running shoes. 

Lake is already frozen!

Bench.

View from bench 1. 

View from bench 2. 

Fox Brook Park is a public park practically in my backyard in Brookfield, Wisconsin. These last few months I have been traveling all over, while my husband is deployed and I finish my masters. I am currently in Wisconsin visiting my parents. When I was living here in high school and during the summer breaks throughout college, I would always go to Fox Brook for a run, walk, walk the dog, swim in the lake, meet friends, picnic, etc.

Fox Brook has a path that goes all around the lake. Along this path you find people fishing, swimming, biking, rollerblading, or letting their dogs take a quick dip. It also has a “beach” as most people call it. However, I like to call it a mini lake with a sandy area to sit, tan, picnic, play volleyball, football, soccer, etc. There is also a playground on the “beach”, where children can play and explore. During the summer they have life guards that monitor the lake. You can also rent paddle boats. Around the lake there are few areas with picnic benches. One area also has many volleyball nets. During the summer the park can be very busy with families having BBQ's and get togethers. However, in the winter months it is less busy and very peaceful. The lake also freezes over and if your brave enough you can walk across it. Occasionally, you will also see some ice fishing in the winter months. My favorite thing to do at Fox Brook is to run around the lake or take our dog for a walk with the family.

Taking these pictures during the winter gave me a whole new perspective on Fox Brook. A lot of the time I will use the lake to run, or walk the dog with family in the summer. During the summer it is very crowded and hot. When I took these pictures Fox Brook was peaceful, calm, quiet, and beautiful. I was able to look through a different lens with nobody around. I captured Fox Brook's true beauty at rest. The sun setting over the lake also made for beautiful pictures that captured the sun's reflection on the lake and the geese bathing themselves in the lake before flying south for the winter. It brought a calming feeling being at the lake this time of the year. I was able to unwind and take in the nature.

After taking pictures in the park and reading the article I started to think more about the space of my classroom. When I moved to China our classrooms were bare. Everything was in boxes and not a single thing was on the walls. This was very exciting. I could start with a blank “canvas”, and create and shape my classroom into anyway that I wanted. As I moved furniture around I thought about how each area of the classroom would work for my students. Even though we have different students each year I based my designs off of previous children I have taught. For example, would it be a good idea to place blocks at the back of the large group carpet. Would this be distracting for children? Would they play with the blocks? How would I handle it if they did?

I am very particular about how I place things in my classroom. However, after reading this article I started to think about my classroom from other perspectives. For instance, my students. One thing the article suggests is to observe the inhabitants living in the space. This is something I would like to do in my classroom. Observe my students interacting in the environment. How do they use the space? What isn't working? What might work better? I want to be able to create a safe, age appropriate, playful, engaging, creative, peaceful and welcoming classroom environment. By doing this I will be able to help create a learning environment that will help shape my students and myself. As I observe my students and myself I can always alter and change my classroom to fit the needs of everyone or just sit back and let it happen itself.  

Module 6: Modeling & Dimensional Thinking

Modeling:

Modeling helps us understand the world around us by abstracting a topic and also intertwining dimensional thinking to zoom in and out of topics, ideas, or objects. Modeling helps make things more accessible that might be difficult to experience and understand.

When I was thinking about modeling and dimensional thinking in relation to my topic play. I decided to zoom into my topic. This required me to zoom into the human body of a child. When a child plays they use all aspects of their body. As I have explained in previous posts, play is one thing that parents find difficult to understand how it benefits their child. By using this model of a 3D body we can show and explain to parents how play affects different areas of their child's body. When I plan lessons or activities for children I make sure that they cover all developmental aspects of a child: physical, cognitive, aesthetic, emotional, social, language, affective. I try to incorporate all aspects of a child's development in each area of the classroom. Whether that is the math center, pretend play, construction, art area, etc. By looking at a child's body in a 3D model we can see where in the body each of these developmental aspects is helping to improve their child (physically, emotionally, aesthetically, cognitively, etc).

The model of a child's body will go along with the following images as well:

My main goal for this assignment was to think about how I can educate the parents in my classroom. By organizing a specific parent night dedicated to how play helps a child's development and how we use play in the classroom. This could help parents understand that children aren't just, "playing". 

These images above show each developmental domain and how they are incorporated into the classroom through play. They also show what parts of a child's development are improving in each domain as they grow older and as they learn through play. Using the human body of a child as my first model can help me point to the areas of the body that will develop through the activities that are specifically chosen in my classroom. Helping to show parents how effective it is to learn though play for their child.

The cartoon I show below is one of my favorites:

It shows two parents completely clueless about what is happening in the classroom. They think that all the children are doing is, “playing”. Well of course they are just playing! However, each child is explaining in a speech bubble how the activity they have chosen is affecting their body, mind, and development. This is a perfect cartoon to pass out with the model of a human body of a child. They go hand in hand with each other and help parents understand more of what we as teachers are trying to do for their child. Play is so important for any child. Not only are they learning new developmental stages in their growth, but they are also learning how to interact with others. Children develop many new social skills like sharing for instance. They learn the language that goes with sharing and how to interact with their peers around them. The children also learn with their own bodies and minds. They don't need a teacher telling them what to do all the time. They learn through trial and error to figure out what is right, wrong, and what their bodies and minds can actually do. Obviously, a teacher is there to guide the children when conflicts arise and help push their thinking, ideas, and development. Children are learning all the time through play and they don't even know it yet! 

Module 5: Embodied Thinking

Embodied Thinking:

Embodied thinking is using our bodies and thinking about where they are, what they are doing, and how it feels (the sensation of our muscles, skin, tension, and balance). In my topic (play) we use our bodies all the time to think outside of the box. Our bodies in kindergarten help us learn new topics and understand concepts. When working with English Language Learners embodied thinking is key to helping them understand new English terms. During the spring we did a lesson on plant growth. We planted our own seeds in CD cases, the sensory table, and outside on the playground. We watched them grow and recorded their length, observed them, and took notes. To help the children understand the growth of a seed besides reading books, watching and observing their own, and talking about them. We used our bodies to understand the stages of seed growth. The children would make their bodies really small on the carpet and I would plant the seed. Then as I watered all the seeds they would begin to grow into a sprout. After the sprout they would grow some leaves, then slowly get taller, and have a full stem. The children would then slowly grow petals and grow into a flower or a bean plant. As they did this they used their bodies to demonstrate their understanding of the growth of a seed. Certain body parts meant certain stages of the seed growth. Using our bodies helps us understand new concepts. We get to feel like a seed and act like a seed.

The children also use embodied thinking when we are talking about shapes. The children will use their peers to create a triangle, octagon, rectangle, square, circle, trapezoid, etc. It's interesting the ways they contort their bodies and try to understand each shape and how many sides, angles, and points it should have.

We also used embodied thinking in our classroom to help us think about molecular movement. When we were discussing the topic solid, liquids, and gases it was difficult for some of the ELL students to understand this. We then decided to use our bodies to demonstrate what the molecules are doing in each one of these states. We told the children they were an ice cube starting as a solid. The children all huddled close just vibrating their bodies slowly. Then as they began to melt they turned into a liquid spreading farther apart and bumping into each other. Then as we continued to boil the water some of the water evaporated into a gas. The children then bounced off each other and spread far throughout the classroom. Turning into a gas was their favorite! Using our bodies in the classroom helps allow children to feel new concepts. It is teaching through a whole different perspective. Now when we ask children questions like how does a seed grow or what happens when a molecule is a solid. The children will be able to answer because they will think with their bodies and remember how they moved like a seed, or like a molecule. This will help them recall our little embodied thinking lessons to help them in the future with these concepts being taught.

Embodied thinking is an excellent tool to use in any classroom. Instead of sitting in our desks watching videos, reading, writing, etc. We can get up and use our bodies to understand and develop concepts further. It's important in general for young children to get up and move, so why not do it in a lesson and teaching something while they move.

Below is a video of a classroom acting out the seed growth. It is not my classroom, but it is something along the lines of what I would do in my classroom minus the guitar.

Here is a video I found of children using their bodies to understand solid, liquids, and gases. 

The Creative "I"- Variations on a Theme

Original Lyrics:

"Somebody That I Used To Know" by Gotye
(feat. Kimbra)

[Gotye:]
Now and then I think of when we were together
Like when you said you felt so happy you could die
Told myself that you were right for me
But felt so lonely in your company
But that was love and it's an ache I still remember

You can get addicted to a certain kind of sadness
Like resignation to the end, always the end
So when we found that we could not make sense
Well you said that we would still be friends
But I'll admit that I was glad it was over

But you didn't have to cut me off
Make out like it never happened and that we were nothing
And I don't even need your love
But you treat me like a stranger and that feels so rough
No you didn't have to stoop so low
Have your friends collect your records and then change your number
I guess that I don't need that though
Now you're just somebody that I used to know

Now you're just somebody that I used to know
Now you're just somebody that I used to know

[Kimbra:]
Now and then I think of all the times you screwed me over
But had me believing it was always something that I'd done
But I don't wanna live that way
Reading into every word you say
You said that you could let it go
And I wouldn't catch you hung up on somebody that you used to know

[Gotye:]
But you didn't have to cut me off
Make out like it never happened and that we were nothing
And I don't even need your love
But you treat me like a stranger and that feels so rough
No you didn't have to stoop so low
Have your friends collect your records and then change your number
I guess that I don't need that though
Now you're just somebody that I used to know

[x2]
Somebody
(I used to know)
Somebody
(Now you're just somebody that I used to know)

(I used to know)
(That I used to know)
(I used to know)
Somebody

My Version:

“Now I'm No Longer That Person That You Used To Know” by Gotye

(feat. Kimbra)

[Gotye:]

Now and then I think of when we were together

Like when you said you felt so happy you could die

Told myself that you were right for me

But felt so lonely in your company

But that was love and it's an ache I still remember

I know you can't get addicted to my lack of creativity.

Like Darwin and Fleming you want me to be.

So when I looked at our experiences I can make sense

Well you said that I could be more creative

But now if you let me back into your life.

But you didn't have to doubt me.

Make out like I was never creative and I was nothing.

And now I'm the creative one.

But you see I've turned all the knobs on my creativity and that feels so good.

Yes I had to look at our past differently

I turned all the knobs on my creativity and changed my vision.

Now I'm no longer the person you use to know.

Now I'm no longer that person that you used to know.

Now I'm not longer that person that you used to know.

[Kimbra:]

Now and then I think of all the times you weren't creative.

But now he had me thinking it was something I had done.

But I don't want it this way.

Living with a person that has nothing new to say.

You said that you could turn those knobs.

And now I'm just hung up on someone that I thought you were.

[Gotye:]

But you didn't have to doubt me.

Make out like I was never creative and I was nothing.

And now I'm the creative one.

But you see I've turned all the knobs on my creativity and that feels so good.

Yes I had to look at our past differently

I turned all the knobs on my creativity and changed my vision.

Now I'm no longer the person you use to know.

[x2]

No longer

(the person you use to know)

No longer

(Now I am the one that you want me to be)

(the person you use to know)

(that you use to know)

(you use to know)

No longer

At first this assignment seemed extremely difficult and I didn't know how I was going to be able to change any lyrics into something new that coincided with this article. After reading the article I noticed a few things that the authors were conveying about creativity. One being that there are many “knobs” that we can twist and turn to create an original one of a kind piece. I thought that it would be difficult to be creative and rewrite lyrics. I didn't think I was capable of this, but after completing my song I have created something original, one of a kind, and different. Another point the article mentions is in order to be more creative we can take a look at our life experiences and use our background knowledge to increase our creative ideas. This is what I did with this song. The song is about a relationship. She thinks he is boring, not creative, and doesn't think he can be that creative man for her. Whereas he realizes after looking back at their past relationship and turning his “knobs” he is in fact the “creative” one she wants him to be. He just had to use his background knowledge and past life experiences in a different perspective to see what he was missing all along. In fact anyone can be creative, but this character needed a wake up call and to see their relationship in a different light. Now he claims he has changed his behavior and he is ready to see, adapt, and change to better their new relationship.

Music Video:

  

Module 4: Abstracting

Topic:

Play/Free Play/ Free Choice

Abstraction:

A cardboard box and a bed sheet.

Abstracting is taking a look at a topic, concept, object, or idea and digging deeper to break them down and taking a closer look at these broken down portions. Helping us to see that even when we break them down they still represent the same overall idea.

Play can be very broad and there can be so many things to think of when thinking of abstracting play. However, the one thing that came to my mind first was pretend play. In Sparks of Genius, the author states in Chapter 8, “We should give children toys that they can use in many ways. Let them adapt blocks, simple dolls, paper cloth, and household items to as many scenarios as they can imagine. Encourage them to imagine a stick to be a sword, a scarf a river, a pair of alphabet blocks a pair of dice” (156). This is exactly what the children do in my classroom. I include many different types of materials in the pretend play area of my classroom. For example, cloth, sheets, rocks, containers of different sizes/shapes, menus, brushes, etc. The possibilities are endless. Now the first abstraction I chose was a cardboard box. Some people might first look at this object as just a cardboard box to transport things/store things, but as a child they see a whole world of exploration. My first kindergarten class used a cardboard box and created a boat.They put flags on it, used tools to make holes, and sailed it out into the deep sea. Due to confidentiality and not having the permission to post pictures of my students I won't be able to show you exactly what they did/made, but we can use our imagination! A cardboard box can be formed into many things: a bus, a boat, a space ship, a rocket, a submarine, a house, a shop, an airplane, etc. Children come up with so many different ideas on how to use simple objects and turn them into something to play with. It is amazing to watch them create such interesting stories and ideas. 

A bed sheet was my next abstraction of play. The same thing goes for a bed sheet. We look at it as something we sleep with, make the bed with, cover a sofa, etc. If you put a sheet in a pretend play area of a classroom your students will take that sheet and turn it into a magic carpet, a veil, a blanket for a picnic, a blanket for a baby, a hood, a ghost, a tent, etc. Do you ever remember turning sheets into a tent in your living room as a child? I do!

It's the simple things that we can look at and think of the endless possibilities to use that object for. When looking at objects like these young children think of how they can play with them and use them to their potential. One of my favorite books when I was younger was called, Beryl's Box by Lisa Taylor. This book is about a young girl named Beryl who goes over to Penelope's house. Their parents are friends, but they don't really like each other. Beryl brings over her cardboard box. At first Penelope makes fun of her cardboard box, but then Beryl helps Penelope see that it is more than just a cardboard box. In fact it is a ship that takes them to a secret island. Than it is a magic carpet that rescues them from the island monsters. Then it is a spaceship that takes them high into space. What Penelope learns from this is that there is a lot a box can be used for besides just being a cardboard box. I love this book because it takes you back to childhood and the imagination young children have that is quite incredible. At the end of the story Penelope gets a new computer for her birthday, but instead of being excited about the computer she is excited about the cardboard box it came in.

Abstracting play helped me see and show others that play isn't just playing with store bought toys. It allows me to take objects and break them down looking closer at them to see what else they can bring to life. How else can these objects be used? The next time you look at an object think in a child's perspective, “What would they make of this object?” It also helped me think about children around the world who don't have money to buy toys. Instead they make use of what is around them. For example, sticks, cardboard boxes, stones, sand, mud, etc. All of these materials can be used and transformed into a form of play. By looking at these objects we can ask ourselves, “Is this really a cardboard box? Or is it a ship, bus, boat, rocket?”