Bulb Archived: Collaboration Laboratory 2017-2018: Salky & Hanley

2017-2018 Collaboration Laboratory

Ellie Salky and Stevie Hanley

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Turning and talking to neighbors about feelings

1) Describe the context of your school, neighborhood, or classroom. 

My classroom is extremely diverse.  In fact, 7 “home languages” are spoken in the classroom, including Spanish, Assyrian, Japanese, and much more! My students are creative, inquisitive, and hard working.  

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self- reflection journal time

2) Big Idea: 

Social/Emotional Learning

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movement exercise

3) Inquiry: 

How do you identify your feelings and the feelings of others?

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Identifying your neighbors feeling and painting another emotion

4) Academic Content(s): 

English Language Arts

Writing

Social Studies

Social Emotional Learning 

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Sharing reflective journals

5) Artistic Discipline(s): 

Painting/Drawing

Sculpture/ Installation

Fiberarts 

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Sculpting an emotion 

6) Standards Addressed: (Common Core, Next Generation) 

CCSS.ELA-LITERACY.W.K.3
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

CCSS.ELA-LITERACY.SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

CCSS.ELA-LITERACY.SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.

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Mixing colors 
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identifying feelings by listening to a song

7) Please describe what you did and what you made for this project: 

For this project our classroom learned about identifying, understanding, and coping with many feelings through movement, expressive mark making, painting, large scale painting, and sculpting.  Students discussed how to identify feelings by looking at the face and body, understanding how others may feel, and how to calm down when we are having a “big feeling”.  We looked at abstract art, different sketches, literature, and used reflective journals to develop social emotional learning.  We also had a final “gallery walk” for parents to show off our hard work. 

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8.) What did you learn about yourself, your partner(s), and the students? How might what you learned impact your teaching practice? 

I learned that I love collaborating with someone when planning lessons and activities in the classroom.  It is great to have a partner to bounce ideas off of and get a new perspective that take the lesson in a great new direction.  My partner was extremely creative and infused art into the social emotional curriculum.  He had great ideas on how to supplement art into the lessons.  I learned that my students are very creative and can handle big projects and abstract thinking.  They did a great job explaining their thinking and the way they created their projects.  Going forward, I will have do more group projects and more problem solving activities with this group of students.  

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Group painting activity 

9.) How did the collaboration challenge your understanding of teaching, learning, and art-making?

This collaboration made me think more creatively and abstractly in terms of teaching, learning, and art-making.  I realized that through student discussion and creative discovery, students can learn a lot.  Showing students a piece of art or allowing them to express themselves through art-making can help them express their ideas clearly and learn about reading, writing, and social/emotional learning.  

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painting emotions