Before you begin reading this entry, click on the video below. The song will serve as the soundtrack to what you are about to read.
Now, you may remember my previous entry about the morning we spent engulfing ourselves in the legend of the above-named shipwreck. If not, click here to familiarize yourself. Below you will find the creative output that resulted from that morning's activities. The students designed these works of art with the hopes that they would be looked at while the viewer also listened to the song. The art was made to be accompanied by the music. Enjoy!
Our unit about stories and change has led us through the genres of myth, tall tales, and now to legends. Today the students listed to a reading of Gordon Lightfoot's "The Wreck of the Edmund Fitzgerald." This eerie song tells the true story of a ship was destroyed by a terrible storm using rich imagery and gloomy language. I asked the volunteers to describe the mood of the lyrics and they used words like "eerie," "spooky," "sad," and "awful." Some students used more visual language like "foggy," and "blue."
After discussing the mood of the lyrics and deciphering what details we can glean from them about the shipwreck, the students were excited to be given the task of creating a work of art inspired by the words of Gordon Lightfoot's song. As they worked, we listened to the song on repeat. Coincidentally, the weather is rainy and gloomy today, so we were able to have a visceral sense of the mood Lightfoot was attempting to create.
Eventually, we will turn this artwork into a sideshow and share it with you here. We will also decide if this story should be considered a "legend," and defend our opinions on either side. For now, enjoy this short video of the students creating art in response to Gordon Lightfoot's "The Wreck of the Edmund Fitzgerald."
With ISTEP session 1 behind us, we are ready to dive into our new humanities unit: The Changing Faces of a Story. In this unit, we will look at how stories change over time and across cultures. We will examine what cultural factors influence stories to be told in certain ways. Our conceptual lens in this unit is "change," meaning we will be looking at everything through change-colored glasses. Every story, every character, every myth, will tell us something new about change.
We began this unit by dissecting the idea of change. Our goal was to lay out everything we know about change in order to arrive at some generalizations about all change.
We started by making sure that we were all on the same page about what we mean by "change." So we created a class definition. Here's what the students decided on:
"Change is when something or someone moves to a different stage or form."
The next step was to make a huge list of as many things that change as we can possibly think of. The students did this in pairs. After their list was created, they then had to put their items into categories. Here they are in action:
Next, groups were combined and given a task that turned out to be more difficult than it seemed: to make a list of things that never change.
In the end, we combined and consolidated our ideas onto this anchor chart:
Can you think of "non-examples" of change that didn't make it on our list? Share them with your child!
Little people, big minds.