After a very stressful week of exams and assignments at university, I am FINALLY HOME in Northern Ireland! I decided that, as it is Mother’s Day today, I would bring my mum up to the Sperrin Mountains -which are just a few miles away from my house- so that we could go for a walk. , I was amazed when I got out of the car and looked around the surroundings. I couldn’t help but think ‘There is so much potential for learning’ – I still obviously have my ‘teacher head’ on! But it’s true – as I walked deeper and deeper into the countryside, I kept seeing more and more creative opportunities for learning. My mum, sister and I were walking up a really really steep hill and were discussing the beauty of the trees – they all look the same from a distance, yet when you look up close, every single tree is different in it’s own right. One tree had a smooth, dark trunk, yet the one beside it had a type of fungus growing on it, making it look white and fury. This can easily be related to Health and Wellbeing as it is important for children to learn about the concept of individuality. We continuted on our walk and suddenly, in the distance, a deer walked across the path. This led us to discuss how the deer survives on its own, how it finds food and why it got scared and ran away when it heard us. If children were given this opportunity to explore the countryside and to see this deer, they would be able to appreciate their timid nature and understand what sort of environment they live in. As my mum, sister and I reached the ‘turning point’ on our walk, a small puppy came running up to us. We gave the puppy the attention it was looking for and looked about to find its owners. We were, however, in completely barren land and there was no-one in sight at the time. We decided that it’s owners must be further down the path where we were walking so we encouraged the puppy to follow us down again. This led to discussion about what we would do if we got lost in a forest with no phone reception, and how you could stay safe. At the end of the path, there we saw the puppy’s worried owners whom it had run away from and they were happily reunited! In conclusion I think that if we included more outdoor learning, including learning in the country-side where possible, we can provide children with some really wonderful opportunities to learn about the world around us – enabling them to become successful learners which the Curriculum for Excellence aims to promote.
This highlights the need to use more ICT and start blogging in the classroom. The practical tips which are given are very useful for me, as a learning teacher, to know how to teach children how to actually blog. Everything that I have been learning about blogging in my Computers, Creativity and Children class is now starting to make sense and come together after reading this post.
Blogging is becoming more widely used in all sorts of industries now; beauty, sport and now education. Over the past few months it has become increasingly more apparent to me, that blogging and the use of twitter in the classroom is increasingly popular. The way that I have seen it used is that every so often a child is given an opportunity to express their ideas or thoughts on what they have learnt, or discovered recently in their post. But is this the most effective way to ensure that it remains ongoing?
I was recently presented with the question, is blogging in the classroom beneficial to a child’s learning?
After throughly researching this topic my answer would be yes, providing it is used in an appropriate way and that there is a system such as quad blogging put into place, where it is ensured that all children will get some…
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An interesting article on emailing. For my assignment I have been discussing the benefits and drawbacks of using email to promote creativity in the classroom. This post is beneficial to inform me about the drawbacks of email – such as the idea that filters are often extremely strong in school which means that children don’t get the opportunity to learn how to deal with problems or inappropriate content, when they are in the secure and safe environment of a classroom to depend on the teacher, rather than have to see this first when they’re isolated on their own computer.
Parents have been reaching out to me to ask about allowing their children to have their own email accounts. While email can be a valuable tool for children learning written communication skills, there are, of course, questions that need to be considered.
Checking in with parents about their concerns about their child’s use of email helps to figure out what may be the right approach. Is a concern that they can sign up for things (Facebook, Instagram, etc.)? Is it about who might send them messages? Is the concern about the child’s ability to filter information? Is it about what the child may put in writing? Is it about knowing what children are writing?
Based on each child’s situation, there are options for email accounts. Parents can create an account that is monitored by having the incoming emails forwarded to them. This can be just to be ready to have conversations…
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It is so interesting to see how education is approached in other countries. I think it is extremely valuable and important for me, as a student teacher, to find out about other cultures and see how learning and teaching takes place.
Today’s post is the first in a six-part series reviewing the historical and current context of education in Pakistan. These posts include: (1) Introduction, (2) Ancient India – Hindu and Buddhist Influences, (3) Islamic Influences, (4) British Influences, (5) A Separate Nation, and (6) Education in Present-Day Pakistan. Some of the information in this series is drawn from the book, “Going to School in South Asia” edited by Amita Gupta, interwoven with my own understandings of context, values, and beliefs in Pakistan.
Children at a school in Sindh, Pakistan. Copyright Sadaf Shallwani. All rights reserved.
Children develop within the contexts of their families, schools, and communities. But families, schools, and communities also evolve within broader socio-political contexts – which are shaped by innumerable historical and current, global and local influences.
We often don’t think about these contexts, and perhaps even take them for granted, when we talk…
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Gallery of Modern Art
At GoMA, we were introduced to a thought-provoking range of exhibitions featuring a variety of media such as painting, sculpture, printmaking and photography.
|The exhibition on show was called “You, Me, Something Else” consisting of sculpture from Glasgow|
Firstly we were asked to look at the artwork in the gallery, thinking about how they made us feel and whether we felt connected to any particular pieces.
We were split into small groups and were asked to pick one of the sculptures, stating why we were drawn to it, outlining what music we think of when we see it, how we think it would smell, and 3 adjectives to describe it. We were then asked to sketch a picture of the sculpture that we chose to represent. All groups gathered together and we were encouraged to leave our sketch pads on the ground and move around to look at each other’s sketches, providing positive feedback to our peers.
We were provided with a small object to feel and were asked to place this beside the sculpture which we felt it most related to. Our group chose to place the steel object beside the metal rod-like sculpture as we felt this looked like a fishing rod trying to hook a fish.
What I learnt from the workshop:
– Contemporary artists can question established assumptions about what a sculpture can be, what it is made of and how it should look and be displayed
– Individuality is especially apparent when looking at art
How the experience can be applied within a primary teaching context:
– In museums you are often not allowed to touch the items so it might be beneficial to provide each small group of pupils with an object which they can touch and feel, asking them to think of adjectives relating to it
During the week, I have been out visiting the Primary School where I will be completing my 6 week placement, after Easter. When I was getting a tour around the school, I went into the computer room to find 30 desktop computers, 15 laptops and 30 iPads. This is obviously fantastic that these resources are being provided for the children; however, when I spoke to my class teacher about the use of the iPads, she said that they really don’t use them very often because they just don’t know what to do, or what apps to download. For this reason, I thought that it would be benficial to research videos about using iPads as a practical way of working and learning. Hopefully you gain as much from this video as I have!
At Kelvingrove Art Gallery we were provided with advice on how to encourage pupils to discover various pieces of art in the museum, e.g. by providing each pupil with a torch and asking them to explore different points of a painting, suggesting how this part makes them feel, exploring the concept of inner emotions. We were advised to use higher order questioning methods when talking to children about art as this enables them to come to a new level of thinking. For example, instead of asking basic questions such as “What colour is the sky in this picture?” it would be more beneficial to ask “How do you think the people in the painting felt?”, contrasting it with other paintings. Another issue explored was the need to explore colour and texture used in paintings with the pupils allowing them to understand the links between colour and emotion e.g. dark colours in paintings generally suggest a gloomy context.
We were brought on a short tour of the museum where we were provided with ideas of activities we could do with pupils enabling them to see art beyond the literal visualisation and start to think what the art suggests. It was suggested that we could show children the armour of knights, comparing it with the armour of animals (e.g. the hard shield on a tortoise) discussing how both these armours are used for protection. This could then lead on to further discussion about animals which have protective armour.
I have included the link for Kelvingrove Art Gallery and Museum below:
Below: Some pictures of my day at Kelvingrove!
In small groups we explored the museum, gathering ideas for a lesson which we could present to a class of primary school aged pupils. My group were particularly inspired by the ceramic faces which were hanging from the roof at different levels, giving us the idea of doing a lesson based on expression where pupils could look at the expressions on the faces and write a creative piece suggesting why the particular expression is displayed.
What I learnt from the workshop:
– The importance of looking beyond the literal visual meaning of a piece of art
– We can incorporate art into various elements of the curriculum e.g. English
– Colour dramatically affects the mood of artwork
How the experience could be applied within a primary teaching context:
-After looking around the museum I thought of various objects which could be explored in order to teach ‘the arts’. For example, pupils could look at various sorts of jewellery, exploring different cultures, colours, textures, synthetic materials vs. natural materials. Children could then make a piece of jewellery such as paper bracelets which are made in Africa.
Art allows us to express our inner emotions, enabling individuals to see that we are all unique with different thoughts and opinions. Through the various workshops I learnt that art is not merely about painting or physically making objects; it covers a vast range of activities such as painting, sculpturing, dancing, story-telling, music and drama, enabling us to express our inner thoughts, bringing out our sense of intuitiveness. After completing workshops in these areas I have a greater understanding of the impact ‘the arts’ can have on our lives where we can be transported from one era to another by simply looking at or becoming part of artistic work, through either individual work or a collaborative approach.
I have provided a brief outline on the impact various elements of art can have on pupils:
Drama – Drama can be implemented across the curriculum, engaging students and serving as a catalyst building necessary skills e.g. creativity and confidence
Art – Teaching through Art enables pupils to use their imagination, fine motor skills and reinforces the idea of individuality and uniqueness
Music – Pupils can gain an insight into musical aspects of other cultures, promoting and enhancing teamwork, as well as building upon their cognitive skills as multi-tasking is required for counting the beats, thinking about the rhythm, working out the notes to be played etc.
Dance – Implementing dance within the classroom can improve communication, language and literacy development because of the wide range of language used to imagine and recreate roles and ideas in the dance. It also enhances pupils’ physical development, enabling them to live a healthy lifestyle, and is useful for enhancing creative development
Sensory Storytelling – This is a useful strategy to use with pupils as it promotes creativity whilst also helping children to become confident. It is especially beneficial for pupils with either physical or cognitive learning difficulties, enabling them to connect with the story
Hi there, I’m Hannah. I am a 3rd year Primary Teaching student at the University of Strathclyde, Glasgow. I have taken an elective entitled ‘Children, Creativity and Computers’ and have explored some of the various ways in which we can use technology to help children learn. Through this class, I have developed knowledge in both theoeritical elements of using computers to aid learning, but also have developed my practical skills. All the girls in the class are going crazzzzzzyy for blogs so I thought that I would give it a try and join the wonderful world of blogging. I hope you like my posts and that they are in some way useful for you!