Thinking About Martin Luther King

Last year about this time, Elaine and Lisa sent some (4/5 year old) children from the Rainbow room to the studio because they wanted to make a birthday song for Martin Luther King. Here is a little bit of their conversation as they made instruments to accompany the song:

Charlie "He (Martin) used to be a good-est person of all and he said
'It makes no fair that some children be in a bad school and somebody else’s children be in a good school. I want all my children to be in a fair place. Not a bad place'!"

Anna "What if you grow up and you make speeches into a microphone?'”

Kirsten "I would say ‘Everyone!, you should eat fruits and veggies, and not too much candy, and listen to what Martin Luther King says! No, people! Do not hate people! Love everybody, don’t hate anybody! It’s fair!, it’s fair!"

Sammy "And also ‘don’t kill anybody'!"

Kirsten "Don’t shoot them with a gun!"

Sammy "Don’t kill anybody with a gun!"

Kirsten "Also children shouldn’t play with guns. Not real ones. Did you know guns are actually still available?"

Kirsten explains the group “We made maracas to do a song to celebrate Martin Luther King's birthday, but not like ‘happy birthday to you, happy birthday to you, happy birthday dear Martin…’ not that song.”

Anna "At first Kirsten was singing a song that had a lot of energy and was bouncy.."

Will "Sam P was singing 'Peace like a river'.. But then Charlie said ‘wait a minute, it should be a sad song'".

Charlie "Because he- Martin Luther King died".

Sammy “And we want to be kind, 'cause we are sad that Martin Luther King died, and we are tough and strong and brave".

Kirsten "Love!"

Will "And we want to be kind, for Martin Luther King…"

Charlie "and Peace!"

Sammy "and Joy!"
Sammy M., thinking about Martin Luther King in jail. "The person with the mustache is saying out 'It should be fair!'"

Kirsten "Martin got in jail because the police wanted to stop him."
Charlie "We will make a sad song for Martin Luther King because he died".

"I want to make a pretend Martin Luther King"


We are pleased to open registration for the 2017 Spring Symposium of
The Sabot Institute for Teaching and Learning!


April 20 - 22, 2017

Keynotes by:
Lella Gandini, the U.S. Liaison for the Dissemination of the Reggio Emilia Approach
Susan Harris MacKay, Director of Teaching and Learning, Opal School, Portland, Oregon (a public charter)

Presentations by:
Teacher-Researchers & Consultants Anna Golden, Sara Ferguson, Andrea Pierotti, Mary Driebe,
and Pam Oken-Wright

CEUs are available from the Center for Leadership in Education at University of Richmond.

April 20th, April 21st, and April 22nd

This three-day option includes:
  • A school-day observation of Reggio-inspired Preschool, Lower School, and Middle School classrooms on Thursday
  • Special session with Lella Gandini who will speak about the fundamentals of the Reggio Approach
  • Two days of Symposium events (details below)
Limited space available for the 3-day option!

April 21st and April 22nd

This two-day option includes:
  • Keynotes by Lella Gandini and Susan Harris MacKay
  • Studio Experiences
  • Forest Experiences
  • Tours of Classrooms
  • Conversations with Sabot at Stony Point Teacher-Researchers
  • Break-out workshops and presentations including: Nature as the Third Teacher and Cooperation vs. Collaboration 
Act quickly! The Symposium fills early!

COMMUNITY FORUM April 21st at 7:00 p.m.

Advocacy and Hope: The Voices of Richmond’s Young Citizens
This year, the Community Forum invites Richmond to listen to young citizens advocate for their rights and voice their hopes. The forum is open to Symposium participants and the community alike at no charge. 
Click here for registration and more information!
Sabot at Stony Point 3400 Stony Point Road Richmond, VA 23235
Phone: (804) 272-1341  |  Email: mgravett@sabotatstonypoint.org


Research in childhood

 Research is Sabot school's umbrella project this year.  It's one of the 5 Rs that guides the school. This project will look differently in each group, influenced by the personality and interests of the children and teachers. Some things I am wondering about have to do with children's inborn ways of researching. Is there a methodology children use that I haven't noticed? We know what research in school typically looks like, but what is beyond that? What is behind and underneath? What is research like in its wild state- on the playground or in the forest? Does research ever wear a cape or twinkling crown?

Here are a few pictures that show what research is looking like in some classrooms that I am collaborating with..
guy with a 16 pack

"Cal: Right when you’re born is when you become a person. And a person is just one person, but a people is more than one person.
Annabelle: You’re always sort of a person
Kate: When we were talking about when we become people, actually we always are people. And things like people, they stay that.
Zack: It is hard to find out what color my eyes are. It is a mix of green, blue and gray. I had no idea they were all these different colors.
Penelope: There are way more colors in my eyes than I thought.
Annabel: I can’t even really decide what color my eyes are. Some people say maybe hazel some say more brown! I’m not even sure.
Charlie: My eyes have brown, red and gray mixed in.
Kate: I knew about the blue and the green but I didn’t know about this dark ring around the outside.

In looking for a research question, fourth graders decided to see if they can find out every species that lives near school. They are drawing each specimen and making a card game called
Sabot Species Snap!