Looking lower, higher, across, under, over.
|the window does own the view...with 5 different pair of eyes seeing what they choose to see.|
"What you see depends on
where you are standing
when you look." (anon)
For our students, it can mean offering ways to LITERALLY look around using tools that CHANGE THEIR VIEW:
|CAMERA to zoom in on friends and classroom.|
|tube BINOCULARS to see the world differently.|
|friends change colors with COLOR PADDLES!|
|MAGNIFIER on a light table w/ shells & jewels.|
HOW you see something changes WHAT you see.
Do you offer your students different ways to view the world? Make it smaller or bigger, higher or lower, sideways and upside-down?
|the parent/art expert introduces the idea of a mini-frame lens.|
|2 children test out the mini-frame to find THEIR own interesting spot in the art.|
In this ART EXPLORATION:
children used mini-frames to look closer at their own abstract art ... and then they described what they saw! For a full read on this Abstract Art project, click here.
|this boy discovers a section on the abstract art that he especially likes.|
Teacher Reflection... 3 ideas that helped ME see differently:
1. Ironically, I realized in my classroom that while I did/do offer students ways to experience the school day from different perspectives I REMAINED IN A ROUTINE WHERE MY OWN PERSPECTIVE WAS THE SAME!
I always sat in the same "teacher spot" for meetings/circle - sure I might sit on the floor OR a chair, yet I kept my same spot because I wanted to be near the books/games/music for easy access. I realized that this also only let me experience meeting time with one lens. When I - finally - sat in a different place around the circle, I literally felt different and viewed the experience differently. After that day, I was more deliberate to switch up where I joined the meeting. Have you had this experience, as well?
2. Something I DID do that helped perspective taking as a model for students was NOT be the leader on a walk or if we needed to be in a line of some sort (going up/down stairs, etc.). I would elect to be in the middle or end or partner with a student somewhere IN the line or group. (Of course, for safety, there would be another teacher at the lead if required). The non-leader role helped me be a member of the group experience, instead of needing to lead or protect the experience.
3. A tip as we head into A NEW SCHOOL YEAR and PREPPING OUR CLASSROOMS: as you prepare your environment, squat low and/or sit on the floor to see how children will be seeing the room. What barriers present themselves at their level? What materials and experiences are available at their eye level? What is above their eye level that might be too overwhelming, high or distracting? Examine your color choices on the walls and the quantity of materials: Neutrals, natural materials, clean and defined choices in baskets or trays, a flow and non-clutter - the layout should inspire YOU to want to touch, discover, play.
|2 MAGNIFIERS to examine the Dinosaur That Might Be Dead.|
Taking new perspectives is exciting.
It allows for new ideas, opinions, and understandings of our world.
It allows for the joy of teaching to present itself daily.