Process vs. Product

At our last FDK Hub, we were asked what 'art' looked like in our classrooms. Since then, I've done some reflecting ... some questioning, and then more reflecting.

If the main objective of an art project is to practice colouring inside the lines, cutting along a dotted shape or following directions to achieve a 'desired outcome' then it probably isn't worth being called art.

Is there still a place for these activities in a play-based, student-centred and inquiry based classroom? Yes. Is it art? No.

Then what IS art in FDK? What does it look like? How do we facilitate a learning environment that promotes higher order thinking, exposure to different materials and various techniques without telling the students how to use the tools and what to do with them?!

Right or wrong, I'll tell you how we do it. We have an art shelf with all kinds of materials (from markers and scissors to pompoms and straws) that is always available for students. We'll put out paper (construction paper, butcher paper, newspaper, etc) and without telling them what we'd like them to 'create' ... they just CREATE! Don't let me fool you, all of this came with some struggle and strife. Cries like, "Madame, what are we supposed to do here?!" and "I don't know how to do it!" have been transformed into "Look what I made!" It took patience (on their behalf, and ours) and lots of reassurance but they're getting the hang of it.

Not every student is going to know what to do with the waterpaints when they're put out but this is where 'modelling,' 'individualized instruction' and 'guided practice' come into effect. We can show them what to do, give them some room to wiggle and try it out, then go back and see how their doing. Just today I had someone say, "Madame, my paint isn't working." So I sat down beside him and used it as a teachable moment to teach him how to use the waterpaints and for everyone else at the table, they learned a new concept of "value".

So, if we've decided that a teacher-directed art project is not art, but rather a craft with an end product instead (think: 25 identical frogs on a bulletin board) and that a student-led art project is one that has no right or wrong, no boredom (think: too easy or too hard) ... then where does PURPOSEFUL PLAY fit in? It has a place when the students are "IN INQUIRY" ... when they're engaged in what they are creating because they are creating something for their own sake of play (think: making wands to play with in the dramatic play centre for the castle). This didn't all happen on the first day of school ... it's been a long time coming. But, we're getting there.

For argument sake, do you think that took longer for the teacher to prepare this craft than for the students to complete it? What is the learning goal of this craft ... fine motor skills of cutting? Maybe. Following directions and sequencing? Maybe. Artistic expression? Hmmmm.

But, when the students aren't coming up with their own creative ideas ... making paper necklaces, cell phones, beyblades, etc ... they still need a creative outlet. Sometimes I'll put out materials just to see what they do with it (but secretly hope they do something cool) ...

For example:

 

Our art centre yesterday. I put a pile of printed letters the table and asked them, "What should we do with these?" ... And they responded with, "We should cut them." Notice how 'imperfect' their cutting is. Heehee. Then with a pile of blank letters, I asked them, "Now what?!" and they said "We should paint them" ... So they painted. And painted. And when the paint "didn't work," we talked about value.

 

TTFN,

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Letter Recognition VS. FDK

Our kindergarten wing (a total of 4 teachers plus 3 ECEs) attended a Full-Day Kindergarten Hub this past Friday. A "hub" is a great big meeting where different schools and teachers get together to discuss/collaborate/share ideas, wonderings and successes. It's a time for teachers to be reflective, to discuss what is being done in the classrooms in terms of program implementation and possible next steps. It's a time to learn more about the program and then bring it back to the classroom to implement. It's a wonderful opportunity for teachers and admin to get together to learn from each other.

One of the questions that came up at our "hub" was, "In a play-based environment where students are directing their own learning ... how do we find the time and place to teach letter recognition?" The answer to this was (in hindsight) pretty easy: Do it through PLAY of course.

A friend and fellow teacher colleague of mine (Mlle. Farrell ... you can visit her wikispace by clicking here) created this handout to describe just what this looks like:

Play Handout

One of the concerns that teachers had (or maybe it was just me) was ... "How on Earth am I going to teach that the letter A is pronounced AH instead of EH during play centres?" And sure enough, the admin staff had an answer. They said that through various play centres and literacy centres, students will first begin to recognize the letters in their name. Naturally, they learn to do it in English first but the French language can be intertwined. By directly teaching the alphabet by singing songs, chanting it and manipulating the letters and then reinforcing letter recognition at various centres, students WILL learn it.

I then asked, "What if no one goes to the literacy station when the grocery store dramatic play centre is open?" And again ... they  had an answer. They reminded me that kids are drawn to adults ... If an adult is sitting at the literacy centre, students WILL go there. You don't have to force them, but if you're present, connected and genuinely interested in the centre then students will be right there with you.

Here are some pictures of how I've manipulated 'literacy' into play. Because in fact ... the two do not have to be separate entities.

The writing's on the .... window?! These students are using 'special' markers.

Learning their friends' names ... Always a popular centre!

Our newest (and temporary) addition to the room. A mini-Smartboard. Students don't always need a 'game or activity' ... they're happy (and fully engaged) when they're just drawing on a blank Notebook file.

I wrote out their names ... and they glued little bits of coloured paper to the letters.

Using the IPAD and the DoodleBuddy app, students took their picture and then wrote their name.

 

 

Students wrote 'sight words' in shaving cream. I had the IPAD and wrote out a word, flashed it to them and turned it into a race ...

With laminated letters and links ... students wrote their names and the names of their friends.

 

 

So, I guess what I learned from the "hub" this time around was ... keep doing what I'm doing. I learned much more ... but in regards to 'letter recognition vs. play' ... we're doing just fine. We have inquiries, we have play-time, we have balance between mini-circles and whole-group circles, we have body breaks, we have read-alouds, we have songs and dances ... the bottom line is this: these little sponges soak it alllllllll in.

 

Way to go, kinders!





 

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