Posted on February 19, 2018
In Preschool as we continue to experience the city, we also continue to use the camera as a way for the children to document what they are noticing and seeing. As teachers, we think about what can facilitate the children's work with the camera and help develop this language so that they can make their learning more visible. We have provided different provocations within our research trips to help support this. For instance, during our last trip we asked the children to look for what was happening in the city, giving them a specific lens to help them pay closer attention to the larger picture of the happenings in the city and the essence of the city itself.
As we document the children taking photos in the city, we pay attention to their gestures. Do they just shoot? Or do they move their bodies, lift the camera, change positions -- which are all ways we know the children are critically thinking as they think through how to capture a specific image. Below are some examples of this as we see the child thinking through the lens of the camera.
(above z takes to different perspectives of the bayan tree by the palace)
(above c takes a picture of a city connection)
(Above R moves the camera several times til she gets her shot. She later reflects that she wanted to get ine strand of lights cause it reminded her of the stars in the sky.)
In the studio we have been providing an experience that not only provides us an insight into what interests the child but is also a way to help the child see through the camera and make their thinking more visible. This provides us with an opportunity to work with both the camera and the iPod touches as we learn the skills behind taking a photograph, i.e., holding still, using the focus lens ( closer up and further away) depending on content.
Within the provocation, the children each select a photo of interest from the city. Then they are asked to work together to select one. If they cannot, the teacher then helps facilitate by the selection process by understanding all the images that the children have chosen.
This image is then projected, and the children are asked to look carefully at the image to find something that interests them rather than a connection. This is done deliberately as a way for the teachers to have a better understanding on how the child sees.
After they have talked about what they have noticed, the children are charged with taking a photo. They then show the photo to the teacher so the teacher can help facilitate in making sure that they have captured what it is that they have intended. After the children are done with there lcd screens, they show each other what they have captured as a way to visually connect their ideas.
In kindergarten, we finished up our provocation with using drawing materials in the park and are reintroducing the children to the park. As teachers, we looked closely at these drawings and observations as well as their original theory drawings. As we poured over the documentation, we could clearly see how many of the childrenʻs ideas were similar. The teachers then began to group the children with like-minded ideas to begin our thinking process for the next provocation.
(above is one groups theory of the music of the park, made up of multiple sounds including the different sopunds that the parokeets make singing, talking, eating, sleeping. )
We are currently working with the children to help support their ideas around Kamanele Park and ways that they can work together to co-construct ideas. These ideas are developing into very complex ideas, so we also thought about ways that we can help the children make their complex ideas more visible. We have chosen two mediums. Because of a large interest in comic-book making within this community, this is one of the mediums we are beginning to develop because it supports the stories that the children are developing, especially around the relationships of the things that live in the park. We will be having a comic book artist coming in to work with us to help children to understand this process better.
Another media is animation. Because so many of the ideas are not stagnate like a drawing we wanted to provide a media that could move and show change like childrenʻs ideas about the relationship between water and the trees.
Because animation is so difficult, we are lucky to have our fifth grade buddies working with us to help develop this media, which begins this week! Animation will help develop the skills to explain their thinking processes about the theories they have developed regarding relationships.