Yeh Shen: A Cinderella Story from China

Finn's first grade class, at the little arts-based charter school that he and Elizabeth attend, performed Yeh Shen: A Cinderella Story from China this month as part of their curriculum. Each of the first grade classes performed a Cinderella story from a different country as part of a larger study of fairy tales and their place in various cultures.

Finn's class began reading the book of Yeh Shen about 6 weeks before the play, then many times over, in different groups with different children playing the various parts, they would go over each facet of the story. Finn would come home almost nightly telling me of the part he practiced that day and who else was in his group and how much fun it was to be a guard one day and a king the next.

During dance class, Finn and his classmates learned out to be cattails, reaching high for the sun, and fireflies, twittering around the cattails, and frogs, jumping among the lily pads.

During art class, they practiced symmetry by drawing shapes, folding their papers, holding them up to the light, and copying the shape to the other side, eventually turning these shapes into Chinese paper dragons.

In music class, they learned about the music from China and a little song to perform briefly in the Yeh Shen play.

During writing time, they eagerly made up their own fairy tale characters, giving them special talents and magical powers. By the end of the performance, these first graders had not just experienced the music, art, and fairy tales of China, they had an intimate knowledge of a story to share with their parents through their play. I didn't see one nervous performer nor one hesitant speaker, and even the children I know to be shy, found their courage and boldly shared this tale which has become part of their life experience now.

Yet another shining example of the educational accomplishment of this little charter school we've come to adore.

a Lego poem by Philip

Philip had an assignment for his AG class to write a poem that was a metaphor. The metaphor was to center around the story of the Mexican migrant workers in Arizona in the 1920s who were making such low wages that they walked out of their jobs and walked some 300 miles in protest. As Lego is the language that Philip speaks best, he used a Lego man as a metaphor.

Lego Sadness

I am the Lego head.

What a sad life I have lead.

I am the Lego hand.

I am worth a pile of sand.

I am the Lego arm.

I do not mean any harm.

I am the Lego leg.

Bad Legos I wish to peg.

And then there's the body.

We don't know about him.

He's come to help.

We now are one!

We now can walk & talk!

Our former lives are dim!

Yay!

first science fair project

Finn has had such a passion for volcanoes over the last few months, that we decided to turn his obsession with volcanic eruptions into a science fair project. This is the first time one of our kids has voluntarily done a science fair project. I typically don't overly encourage participation in the science fair, unless it's a required year for doing a project. I think the specific requirements and paperwork can dissuade some kids natural interest in the scientific process. Finn, however, was enthusiastic about participating from the minute they sent home the science fair papers.

He was, of course, the most excited about doing the actual experiment. He convinced my dad to help him build the volcano out of flour, salt, and water, with a smidgen of food coloring mixed in.

He then carefully poured red-colored water into his volcano, then stuffed it with baking soda. He intentionally chose a vase to build the volcano around so that the round bottom of the vase would mimic the plasma chamber and the thin neck of the vase would imitate the main vent of the volcano.

Sure enough, he got the eruption he was looking for. Maybe a little less red than he was hoping. It was more like pink foam coming out of the volcano.

He also diligently worked on his science fair board when it was time to turn in the project. He even search online by himself for a diagram of a volcano to show the plasma chamber and main vent that the vase represented in his volcano. He won a ribbon for participation which thrilled him. (I wanted his project to be about his experience rather than worrying that he had every single component required for a winning ribbon.)

His had 2 thoughts about the science fair once it was over: why did other people steal his idea (I neglected to mention to him that the volcano is a popular science fair experiment.) and what new idea he could think of for next year so he might win a blue ribbon. I'm thankful this was a positive experience for him. We'll continue on the science fair path as long as it's a challenge he enjoys. 

Brundibár

This past week has been a tad bit crazy, thus the lack of blogging. My parents have arrived for their annual trip in from the Philippines where they live and they just happened to arrive on the same day as Elizabeth's 7th grade performance.  

Elizabeth has been fortunate not only to attend a school she loves, but a school that has encouraged each child to develop a strong sense of self and ability to perform in a variety of artistic endeavors, including stage presence.

Elizabeth, although she has no desire to join local youth theater, loves this aspect of her education and embraces it heartily each year. Last night was no exception.

Her class spent the last 8 weeks studying the plight of the Jewish people in Europe during WWII. Part of the way they learned about this period in history was to study the story of Brundibár and it's history.

All the time that they spent learning lines, music, story, and costume, they also spent learning about Theresienstadt, the concentration camp where the opera was performed, and the children who were imprisoned there.

They are also reading Night and Diary of Anne Frank to get a more complete picture of that time period.

I know that as a child when I read the paragraphs in a textbook about the atrocities of World War II, I didn't, couldn't, possibly fathom the scope of terror and evil.

I'm not sure that these kids can either, but I know that they have a much deeper, richer understanding than I ever did.

The day before they performed Brundibár to a packed house (twice), they watched a section of a 60 Minutes episode on the way the Nazis used Brundibár to deceive the Red Cross. Elizabeth came to me later that afternoon and said, "I always knew the Nazis were bad and the Holocaust was sad, but I didn't really understand how sad."

"I feel a responsibility to do such a good job on Brundibár so that we can honor those children who were so brave."

I think those children were incredibly honored.

back to school

I can't believe how long it's been since I've been in this space. We fully immersed ourselves in the lazy days of summer, and suddenly, it was almost time for school to start.  We've squeezed every last ounce of fun out of our summer days, and now we're back to the land of predictable routines. Finn and Elizabeth started first and seventh grades today, respectively. 

They were both immediately absorbed into the task at hand so I didn't linger. Well, not too long anyway. They truly love their school which makes the separation much more palatable.

Without the noise, commotion, and busyness of children in the house, I began working on a little gift for the kids' teachers and school staff for this afternoon.  I canned more jars full of food this summer than I could possibly hope to store on my canning shelf or in my pantry, and there were still tomatoes sitting in my kitchen begging for a turn in the canner.

I decided those tomatoes might make nice beginning-of-the-school-year gifts in the form of bruschetta. This morning after drop off, I swung by Whole Foods for a dozen demi-baguettes to pair with the the half-pints of bruschetta.

When Elizabeth heard my plan, she said, "Are you bribing our teachers?!" I replied, "I prefer to call it a 'thank you in advance'." She wrinkled her nose, "sounds like bribery to me!" (A little bribery never hurt, anyway, right?)

::right now::

::ending kindergarten::

::admiring Elizabeth's pottery::

::awaiting ripe yellow pear tomatoes::

::reaching for the first garden peas::

::tasting the first peas::

::piecing a Christmas quilt::

::listening to Elizabeth's band concert::

::grabbing the last needed items for an upcoming trip::

::enjoying the strawberries while they are here::

on the red carpet

Last night was the big night for Elizabeth and her classmates.  They each were able to walk down the red carpet at a local theater for the premiere of the documentary films that they've been working on for the last few months.

Back in February, I posted some background about the film as they were working on it. Spending time with the class as they were working on their claymation and working on the costumes, I got a small glimpse of what the 6th graders were working on, but it was amazing to see the fruits of their labors last evening.

Each of the films (there were 6 groups of 4-5 children working on each film) had their own flavor and style, but the effort, creativity, and extensive research were evident in each one.

I know the highlight for them was dressing up and walking down the red carpet to flashing cameras (not only parents, but the local paper and film crew were there). But for me, as a parent, the highlight was seeing my child, who has blossomed in this creative and nurturing environment, poised and eloquent as she narrated and acted in this film.

And seeing the amazing and extensive article on the front page of this morning's paper was just icing on the cake! (Can you find me, camera in hand, in 2 of the newspaper photos?) I couldn't be more proud of these kids and this school. 

6th grade filmmaking

You never quite know how things will go when you decide to be a guinea pig for something.  And letting your child become a guinea pig is a whole 'nother ballgame.  But when we signed Elizabeth up to be in the inaugural 6th grade class at her arts-based charter school, we knew a bit of what we were getting ourselves into since she'd been at the school since kindergarten. There have been a few bumps in the road, as new projects often have, but largely this first year of her middle school experience has been wonderful, an arts-rich extension of her elementary school experience really.

Yesterday I had the privilege of helping Elizabeth's class take a trip to the local arts center to work on the claymation portion of their 6th grade project. Each of the group has a figure and event relating to a historical conquest or invasion and they worked together as a team to figure out which section each of them would tackle to form the cohesive claymation scene.

The entire project is quite amazing. The arts coordinator explained so eloquently in the school newsletter that I'll let you read her take on the project.

Shooting History

The new core and essential standards adopted by the state of North Carolina require that 6^th graders study key historical figures and events, conquests and invasions, technology and geography of the pre 1940s. Maps, charts, graphs, physical environment and economic activities of various civilizations are to be studied, but the standards require that they “should not be taught in isolation, but woven together in an integrated study that helps students better understand the ancient world.” The standards do not, however, suggest how this might be accomplished. ABS has chosen the platform of film-making for this complex, integrated study. Our sixth grade students will create documentary films about leaders of major world invasions prior to the First Global Age (1450.) To prepare for a red-carpet movie premiere on April 10^th at a local theater, the students must manage many interwoven strands of learning.
Film-Making: A skill that transfers into everything from advertising to doctoral theses, film-making is the ultimate in collaborative art. Directing requires a blended and visionary understanding of visual composition, sound and music, acting, writing, light, psychology, management of human and physical resources, time management, computer technology for shooting, storing, and editing, and marketing.
Social Studies: Each student film crew of 4 or 5 students focuses on the life of one of the following leaders: Genghis Khan, Alexander the Great, Ramses II, or King Richard the Lionhearted. They study events and challenges that motivated each leader, the innovations that helped them lead, the social significance of events precipitated by their invasions, the geography of world regions and how this impacted their decisions and technology.
Writing and research: The art of documentary film-making requires considerable research and writing, pulling facts and distilling meaning from various written sources. Each film team selects a documentary “voice”. They write narration, scripts for live-action sequences and simulated clay animation battle scripts. Every student participates in the research and writing.
Science: Introduction to atomic science through direct instruction, hands-on metallurgy class, and computer animation classes help students understand and diagram what happens to molecules as they are subject to heat and cooling. Films will include footage about how this science applies to the creation of ancient weaponry.
Geography and geology: Research into regions where ancient battles took place help students understand strategy and development of technology. Students draw and paint maps and landscapes to be used in the film. They are introduced to the  importance of examining topography when strategizing for battle.
Drama: Through dramatic portrayals, students learn that even ancient invaders were vulnerable humans, and that some of their struggles reappear in the world today. They study the art of stage combat, using replicas of period weaponry. The quality and diction of the spoken voice is coached for each scene or recorded narration.
Visual Art : Clay animation scenes reconstruct pivotal battles. Students study watercolor technique, research and paint landscapes for backdrops, maps and portraits for still shots. Students also draw storyboards for the overall film and the clay animation battle.
Music: Students select and edit soundtracks music. They record and edit their own dialogue, voice-overs, and sound effects at Ovation Sound, a professional recording studio, where they will also review previous learning about soundwaves.

In addition to the instruction they receive from their teachers, the students will have access to the following local venues, accomplished artists, and college level instructors.

Film Director: documentary filmmaking, writing, and editing. 

UNCSA Film School, Cinematographer: intro to cinematography and filmmaking. 

Local art center: clay animation and metallurgy. 

Fight Director: fight choreography, historical combat and weaponry research.

A local sound studio: recording and sound technology. 

Another local arts center: the use of their theater. 

Art Professor: computer animation. 

Drama Instructor: acting.  

U.S. Army National Guardsman: intro to topography and military strategy. 

UNCSA School of Drama – loan of period weaponry for viewing only. 

UNCSA School of Film – visit to observe college filmmaking in process

Being a guinea pig may not always be everything we wish it could be, but in this case I feel very fortunate that Elizabeth gets this experience and an opportunity to help develop this program for other 6th graders behind her. Lights! Camera! Action!

Peter and the Wolf

This afternoon Finn participated in one of the most highly anticipated events of his kindergarten year, his kindergarten play, Peter and the Wolf. Over the last month he has eaten, breathed, and slept (Quite literally! He has fallen asleep listening to the audio story nearly every night.) Peter and the Wolf in preparation for this adventure.  The arts coordinator wrote a beautiful piece in the school's newsletter explaining the process: 

Modern dancers from the University of North Carolina School of the Arts whirled and leapt with people half their size last week. The college dancers join ABS teachers to lead kindergarteners in explorations of Prokofiev's Peter and the Wolf this month. Kindergarten teachers begin the project by sharing the story (as re-told by Russian composer Serge Prokofiev,) using recordings and picture books. Music teacher Mr. Wilbur introduces students to the voices and families of the instruments portraying each of the characters. Meanwhile, students compare the stereotypical wolves represented in children's literature (Three Little Pigs, Red Riding Hood, The Boy Who Cried Wolf...) to the shy, endangered creatures as they occur in reality. Students compare Peter’s family to their own. They explore the language and elements of the story in class, change the ending, act it out, and draw each section.   Dance teacher Ms. Adams works with the UNCSA dancers and the children to re-tell the story through movement. The UNCSA dancers' challenge is to discover the range of abilities of 5 to 6-year olds, and to choreograph the dance within that range. The unit culminates with kindergarteners performing together with the UNCSA dancers, a wind quintet of UNCSA musicians, and narration by Peter Perret, Conductor Emeritus of the Winston-Salem Symphony.

{the many Peters}

{the group portraying the bird}

{the group portraying the duck}

{the group portraying the cat}

{the group portraying the grandparents}

{the wolves on the prowl}

{Finn, as a hunter}

{the hunters catch the wolf}

{the entire cast}

{cast party with his class back in his classroom}

This experience was such a delightful one for Finn, everything from learning the story and music, to learning about wolves, to meeting and following his "big dancer". I'm so happy for him that his first experience in a play was a positive, encouraging adventure rather than a scary, tense, nervous event.