Showing posts from April, 2012

looking at a mirror



These 2 and newly 3 year old children have a fish in their classroom. They noticed that at times while they where watching him, the fish disappeared. Where did it go? When their teacher Sarah Anne brought them to the studio to talk about this phenomenon, the children noticed the play of light on the water and the bowl.

Henry articulated the theory that there is a reflection on the fishbowl which makes the fish disappear sometimes, and that that reflection comes from the sun. As he carefully observed the fishbowl, he noticed the 'rainbow', a series of 3 lines (purple, yellow and green).
At first everyone was talking about the sun being in the window, but Caroline made everyone notice that the sun is in the sky outside the window.

Kiri's illustrations show the sum of the group's theories. Her picture shows the windows' crossed lines and the sun's rays coming through the window.

in the studio

talking about Spiderman and bad guys

Want to learn more about Sabot at Stony Point School?

You can check it all out at
and now there is a new place...this blog written by our third grade teacher!
happy weekend

minds eye

Today I saw Lynda Barry talk about drawing. There is a little piece in her new book "Syllabus: Notes from an Accidental Professor" that says "In the mind's eye: How have visual images influenced the way we think about thinking?" It reminded me of this blog entry from 2012...

I had suggested to a group of kindergarten girls that I thought the best way to show a journey that starts and ends at the same place is with a round piece of paper. They tried it, but in the end explained to me that I was wrong, that the journey they were representing was best shown as a "bumpy square."  When the girls came back to the studio I asked them if  they thought that they all saw their forest walk the same way in their "mind's eye." Here are a couple of answers...

Isabel's picture explained how her feet take her on a journey. "1 foot is straight, 1 foot is turned. Right, left. Right, left." "What's powering the feet?" "Different…

mental maps and real maps

Sparked by a discussion in their classroom about whether you can come back to the same place you start on a walk, the children in the kindergarten are mapping the path they take from a certain tree behind their classroom into the forest and back. Most of the children were representing the path they take as a straight line, on long paper. I wondered if this was the best way to illustrate a loop for children who are about 5 and forming new conceptions of space and circularity. So, I asked a small group to try showing the path on a round piece of paper. My aim was to see if they would feel the circular representation was more true than the straight line one. 
* this is much the same group that did so much mapping a couple of years ago

Me "I notice that when you draw the path on a long piece of paper you have to draw the starting tree twice -once at the beginning of the map and again at the end. If you use round paper, you could just draw it one time. Would you like to try it?"
Me &…