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Although we break our day into classes with labels such as Global Studies, Science and Math, recognizable titles in a traditional school system, we are constantly aware that each one of our classes crosses these boundaries. In fact, we encourage this cross over, as it is the natural way of the world; putting up false boundaries impedes the flow of learning. In life we do not compartmentalize each interaction and observation because this is not the way we experience it. The Reggio approach always acknowledges the complexities in our ways of knowing; our goal is to foster these complexities not minimize them.
This week the students were invited to create a class mural representing their experiences finding mushrooms while walking through the woods each morning. An array of photographs and mushrooms were provided so students could recall details as they worked. Opportunities for children to reflect on their past experiences with a responding adult is one way in which teachers help children build upon previous knowledge. By asking questions that provoke deeper thinking and understanding, teachers can dialogue with children about what they know and help them make connections to their previous knowledge about the world.
As the children drew they recalled in detail how each mushroom was found and the conditions under which they were discovered. They discussed the different sizes and colors of the mushrooms as well as details about mushrooms that grew in clusters as opposed to those that stood-alone. Many students recalled how mushrooms felt when they were fresh as opposed to when they were decomposing. They remembered the names of specific mushrooms and were able to accurately identify each using books and the Internet. At the present time the mural is a black line drawing. Over time the children will paint the mural using watercolors that best represent the many colors, textures and hues of our mushrooms.
In the Themes in Music class, students were tasked to find songs and lyrics about economic issues. After listening to music and viewing video of the dances of the 1920’s we talked about the stock market crash and subsequent depression of the 1930’s. We listened to popular songs from this period of time, analyzed the lyrics and talking about the changes in attitude that occurred over these two decades. Other members of the class chose more contemporary music and lyrics. We discussed the parallels between the depression of the 1930’s and the current economic climate.
The intention of this Global Studies class is for students to learn about history through songs. While listening they can feel the artist’s passion and comprehend the issues reflected in the song. They have already noticed that certain themes are repeated over time and they can look back at similar situations to understand current issues and predict outcomes.
The students had their first chance to use the Ropes Course located near by. The course is designed to physically and intellectually challenge individuals and groups. The goal of each exercise is to build community spirit within a group. To perform each challenge participants must trust each other and work together to solve problems. Our students demonstrated increased ability to support each other as they progressed through the course.
We continued our discussion about the source of our foods especially our produce. We graphed the distances that commonly purchased fruits and vegetables have traveled to make it to our grocery shelves.
We also visited a local organic vegetable and free-range cattle farm a few miles from the school. Students were able to see food growing in the fields and ask questions of the farmer. They fed corn to the chickens, which in turn will become eggs for the CSA (Community Supported Agriculture) members of the farm. They also tossed their apple cores over the fence for the cattle to munch on and noticed the pears falling from a nearby tree. The natural cycle of the earth is much more evident on a farm where one product turns directly into the next.
As we spoke to the total student body about our trip conversation returned the topic of food origination. Students struggled to understand how a fruit from across the world could cost less in the local supermarket than one grown locally; the issue of wages surfaced. Students recognized the discrepancy of farm worker wages around the world. Given the intensity of their interest staff members acknowledged the need to extend this conversation and to create a tangible experience for students. The next morning a snack of oatmeal with a variety of toppings set along side was offered.
The next morning students were invited to a community snack but were required to select a color cube before sitting. The cubes reflected the continuum of people living in poverty to those living with wealth throughout the world. The majority of students were asked to sit on the floor; they received only one bowl of plain oatmeal to share. The next group received their own bowls and sat at a table, no utensils. Each member of the third group was given a bowl of oatmeal with a teaspoon of sugar, two raisins and a spoon. Finally, one student, representing the richest people in the world, could have any toppings he wanted and was welcome to have as much as he wanted.
As children looked around and considered the food in front of them they felt what it might be like to be less privileged. They grew to understand that a lower wage most often means struggling for the simple basics of life. They considered hunger. Our conversation led us to acknowledge that people in our area are hungry too. Once the point was made everyone was invited to have a normal share of snack. Conversation continued as we ate; children shared their feelings and understandings aloud and collected thoughts, which they wrote on a whiteboard.
Many students have been intrigued by a student-initiated construction project involving wheels from our Robotics class. Construction has involved assuring the best engineering and tuning up their launch techniques. Thursday afternoon the first wheel race was initiated; more than half the student population participated. After each race shouts of victory roared out around the room; each racer proclaimed himself a winner and no one questioned the validity of these claims as it seemed to matter little who actually won. The focus was on the fun of participating.
We have been monitoring the progress of this project and have grown to understand that the combination of construction, competition, negotiation and playfulness excites them immensely. This is the epitome of play. As we talk more with students and among ourselves during staff meetings we formulate ways to meet them at their level and find the magic in the experience. How can we bring this project into our studies without losing that magic quality? What is the natural growth of their ideas? These are the types of questions we lay awake at night and ponder as Reggio inspired teachers.
