March 8, 2015
Tonight I’m finishing up gathering supplies for the first day of what is always my most challenging, and most satisfying, school visit of the my teaching-artist season. I have been visiting schools in the Adirondacks for many years, but I have spent the most time in this one particular school. I get to work with nine grade levels, pre-K through 7th grade. I need to create nine completely different projects, which will go from beginning to completion over six days, spread out through the month of March.
In the interest of finishing up the details, and getting to bed (last night, daylight savings time kicked in, so getting up tomorrow morning will be a challenge) I am going to list the nine projects for the nine grade levels, then I’m going to try to write about them over the course of the month.
PreK: the teachers asked that we do a project with the students’ names. We’ll thread beads and cover weight papers on to shoelace-tipped yarn, write a letter on one side of the card, and a picture which starts with that letter on the back. See photo above,
Kindergarten: Accordion Book with pockets, a variation of structure in the picture below.
First Grade: A folding triptych about Alaska and an animal that lives in Alaska. Will include a pop-up, a pocket to hold research papers, and a poetry page. We’ll color the sky with Northern Lights.
Second Grade: A book that folds up like a valise, that has pockets within for a “passport,” a folding map, postcards, a boarding ticket, and little books with information about a country that the student is studying.
Third Grade: We’ll make a journal for the students to use however they want.
Fourth Grade: This is the class that will be making a Zero to One Fractions book that I’ve been writing about
Fifth Grade: I still have some planning to do on this project, but it will likely be a social studies based project made from units of an Origami Base, which opens and closes in a dynamic way.
Sixth Grade: This group will use tabloid size papers, folded in half, and bound, in four separate sections, with large rubber bands. The students will use these with their English teacher, between now and the end of the year, as a memory catcher.
Seventh Grade: We’ll fold down and trim a large, 35″ x 23 ” paper into an 8.75″ x 5.75″ pamphlet, which students will sew, glue in to a hinge piece, add soft covers, and decorate. The book will go with them to their English class, for content to be added between now and the end of the school year.
I keep everything organized ( I hope) in a notebook that I can make in about five minutes, that looks like this.
Hopefully I will be posting all of these projects. But now it’s time to wrap things up for the night.
September 3, 2014
I had planned that this post be about the Paul Johnson show, but I won’t be able to get in to photograph it just yet. Instead I’ve decided to seize the moment and write about this great back-to-school project that Gail DePace did with her 2nd graders a few years ago. Gail and I worked together many times, and I see my influence in these books, but Gail (now retired) was an inspired teacher in her own right, and just took off with any of the skills that she picked up from me. What she did here was make a template of a young person, which each student personalized in their own likeness. With some simple folding the students created a pocket, which was glued on to the front of the book and which held the little self.
For the body of the book I’m fairly sure that Gail started out with a somewhat large sheet of paper, probably 11 inch x 17 inch (A3). The folds are based on the Origami Pamphlet folds. That cut away window in the middle makes a place for a secret picture, which is only revealed with when the book is set up in a certain way. Like this…
Here the book is set up so you can peek into the lives of the author.
Here’s the bird’s eye view of the book. Have you noticed the bit of framing that is done around some of the little drawings? This is accomplished by providing each student with just one square post-it, which they mount, temporarily, in their book, then color around it, thus masking off what’s beneath.
As lovely as this structure is, it’s the content that makes them so fabulous. Student wrote about their family, about their favorite place to be (which was illustrated inside the window) and what they like and dislike.
Then they ended the book with hopes for the future.
Hmm. I love student work.
June 6, 2012
Each season that I am involved with classroom bookmaking students nudge me into making discoveries about how to think about bookmaking. This year one of the lessons that I walk away with is how satisfying it can be to bond with the bookmaking process through a personalized book-figure. Okay, that’s not a real term, but I don’t know what else to call it.
What I noticed was that once a child created an image for their book that they could sort of anthropomorphize they seemed to connect and care more about their subject matter and their book. For instance Brianna’s Flower (above) became a personal extension of herself, so her project became very much her very own, rather than just another assignment.
This connection seemed to be made if it was a fantasy flower, an extinct animal….
…or endangered animals. When I started to noticing how students made connections to their books through these figures I began to encourage them to feel free rein while enhancing them through color….which led to some extravagant and lovely results.
I can’t remember who the ladies are in the photo above, but I like their taste in clothing.
Here’s the president and his wife, as created by the hands of second graders who were researching famous people.
By the time I worked with first graders on their chick project I had figured out that the first thing we should do is cut out a chick (everyone had the same chick pattern to cut out). I knew enough to encourage each child to give their own chick a personality by making an expressive eye, giving the beak some color and shape and considering the shape of the wing. If a chick became temporarily misplaced before we attached it into the book, the student would look for it as if she were looking for a personal friend, and it was a sweet reunion once the chick was found.
When I worked with second graders on their flower and plant book I told them not to worry about making a particular flower, but , instead to create a flower according to their own ideas about what would attract the kind of bee they want to be visited upon. I loved the flowers that these students came up with! The most interesting thing that happened, though, was that as these book-figures developed I realized that, through these book figures, even I was connecting to the students books in a more personalized way. One day I had to make a stop at a school sometime after my residency ended. The completed projects were on display, and I had time to take a look at them. One of the books housed the lady in the pink pillbox hat, shown in the first photo of this post. She was such a character that I had to go back again with my camera to make sure I had a record of her. Fortunately, by the time I caught up with the teacher, Mr. Terri -who also happened to be the teacher who came up the concept of this project- the pink hatted lady was still in the classroom. I would have been truly despondent had she gone home without my photographing her. Just a couple of days ago I showed her image to my friend, Ed. I was absolutely delighted that he immediately and correctly guessed her identity.
Here she is again, my book-figure friend Jackie Kennedy saying good-bye for me as I am about to sign off on classroom bookmaking for the 2011-2012 school year.
April 14, 2012
There is generally one project that I am most smitten by each year. This year’s dinosaur project, which first grade teacher Mrs. Kaveny and I put together, is my star of the season.
We folded two 11″ x 17″ cover weight papers, a blue paper for the background, and a white paper for the foreground. Using pre-pressed score lines, students folded the sides of the white paper in 4.25″ on both sides, so that the paper closed like a set of french doors. We added a pop-up on the left fold, and cut curvy mountain ranges on the top edge. The blue paper was folded just a bit differently than the white so that the papers overlapped in an interesting way.
For me, the highlight of the project was bonding to our dinosaurs. Students were assigned a specific dinosaur. The librarian, Mrs. Fields, downloaded line drawings of dinosaurs from the Enchanted Learning website then students colored in their dinosaurs. Mrs. Kaveny and I both agreed that no one really knows what colors bedecked the dino’s bodies, so these 7-year old artists used colors at their own discretion. After the coloring was done, I took their drawings home, scanned them into my computer, then copied the image three times, doing some shrinking and stretching, so that I was able to hand back three dinosaurs -a family!- to grace inside of the book.
Of course we needed to insert the research writing. There are two books within this book. On the right hand panel there’s a folded page which contained “fast facts.” In the center of the book there is a pocket which contains another book, which is filled with complete sentences and paragraphs.
Here’s what the pages for the writing looked like in my sample. After the part of the project that I facilitated was done, my time at the school was over, so I didn’t have a chance to see the project completed. Students did the writing and the rest of the landscape decoration with their teacher.
The finishing touch to the book was Mrs. Kaveny’s title for the book, Dino Details. We cut out the title in the shape of a dinosaur egg and made a crack. The students were talking about adding a baby dino on the cover too. Wish I had thought of that!