Monday, November 10, 2014

A Collective Perspective

The Kindergarten ventured into the city on a train this week.  It was a big adventure with much to absorb. Their senses were bombarded with the life, energy and vibrations of an urban environment. 

The children have been developing a schema or thinking map of the city in preparation for this trip. 

 Each child arrived in the Kindergarten this Fall with their own experiences and perceptions of the city. The work of the classroom currently is to gather data and listen to each other with understanding as we create a common schema that we can tap into during our study of Richmond.

We are developing a model of the city on the block table using a variety of materials to represent the landmarks, terrain and life of the city as documented during our field trips. This process will help us get on the same page.

We asked the children to sketch landmarks that they would like to recreate.  Their choices are varied and are not confined to anyone neighborhood or area in Richmond.

The Science Museum     Evan

The Pony Pasture     Sadie
Maymont     Harper

We are building a collective context as a class but also as a school. First grade has explored the Fan and second and third grade have visited the river. All of these beautiful places are part of  our city of Richmond. It has an urban center with green spaces and surrounding neighborhoods. It has a deep history and a wide culture.

As we begin to share a common language and perspective regarding the landmarks of Richmond we are also asking the children to evaluate what they are seeing as we walk the city. What is their interpretation of the images that they are seeing?

The City through the eyes of a Kindegardener....what do they think when they observe and consider the city?

Anna posed a question to the Kindergarten during Circle. Is the city a good place for kids to live?

Lenore: The city is a good place for kids because I live in the city.

Nathan: The city is  a good place for kids but downtown is not good for kids. It is busy and there are alot of cars and there is not much fun to do. The speed limit is fast and the cars are going faster. It might be hard to stick with the Marys. There are a lot of big buildings.
It is not a good place for kids because they might get run over by kids, trains, and buses.

Brian: It is a good place for kids because there are toys and games.

Cole: I know it is a good place for kids because Reed live in the city.

Reed: It is a good place for kids because there are carnivals.

Sabine: There might be crosswalks in downtown. 

Dyson: I live in Virginia and it is a good place for kids

Gabriel: I live downtown and we go to get lots of pizzas.

Carter: I think it is bad because the cars go really fast and make some smoke and will get the kids sick.

Harper: At downtown they have lots of ice cream and purple ice cream too. I went to a festival and they had a maze.

The children are evaluating Richmond on the criteria appealing and vital to life as a five and six year old. Does the city provide fun things to do and eat? Is it safe? 

Cole notes that Richmond must be a good place if his friend has made the city his home. Homes provide safety and security and love.  

We had many moments of high excitement on our field trip but there was also moments of reflection. We will unpack this reflection and the children's documentation of what they saw. What memories are most salient? What connections are drawn? What questions exist? 
Eating lunch at the capitol

Our view from the train station in Richmond
Gazing at the majestic tiers and light within Old City Hall
Sketching Old City Hall on a lit floor space

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