HATHAWAY BROWN SCHOOL 19600 NORTH PARK BOULEVARD SHAKER HEIGHTS, OHIO 44122
Technology for the Young Learner A New Toolbox for the 21st Century Classroom by Jane Brown, Director of Early Childhood
Stretching Minds is dedicated to informing parents about relevant topics and current research in the field of Early Childhood and Primary Education.
From Chalkboards to SMART boards Mary Boutton’s fourth grade class was engaged in a math lesson on congruency. “Let’s try a rectangle.” She called one up with the tap of a finger. Over the next few minutes the rectangle was replicated several times and shifted into a variety of different positions. The girls discussed the possibilities of all points coinciding as the rectangles were superimposed, and concluded that no matter how they were placed, rectangles were indeed congruent. A pair of clapping hands appeared accompanied by canned cheering, and the lesson ended in laughter. Mary was able to demonstrate the beauty of congruency using flair and humor with the help of a SMART board. The SMART board in her classroom functions much like a personal computer that is large enough for everyone to see and easy enough for small hands to navigate. Users press the board’s touch-sensitive surface to access and control any computer application. A projector mounted to the ceiling is wired to a computer with high-speed internet connection. Later on, the students in Mary’s class would engage in a grammar lesson on the white board, highlighting and coloring verbs, nouns, and articles with the touch of a finger as Mary displayed sentences. They have learned about probability by rolling a huge pair of electronic dice across the board, and have found patterns on a “hundreds” chart by creating colored diagonals. Continued on page 2.
Italy on the Art Miles project. Citta di Castello School in
who is collaborating with the
our Primary School art teacher,
Distance Learning programs. We feature an interview with Carol Sphar,
technology in the 21st century classroom, from interactive white boards to of Early Childhood and Primary education. Our Spring issue highlights informing parents about relevant topics and current research in the field Stretching Minds is a Hathaway Brown publication dedicated to
in this issue
Technology for the Young Learner A New Toolbox for the 21st Century Classroom Continued from cover. Pictures and video clips can be pulled up in seconds to extend learning or stimulate interest in any subject. “Historical events come alive,” Mary said. “A two-minute video can be just enough of a visual to create a real connection for students and provide a framework for further investigation.” Interactive white board technology is revolutionizing instruction in today’s classrooms, from preschool to graduate school. As one teacher said, “We are moving from chalk-andtalk to color, animation, action and collaboration. The children are not only learning more, they are retaining what they learn, and they love it.” When evaluating the effectiveness of interactive white board use in combination with effective teaching strategies, research has indeed shown dramatic results in academic achievement. One such study was the “Math Intervention SMART Project,” a pilot program using white-board technology in primary schools. Researchers measured an increase of 59 percent in mastering basic math facts compared to a control group when the white board was used as a tool. More importantly, the students also excelled in areas of mathematics used for problem-solving, engaged in more discussion, and collaborated more effectively.
Our youngest learners are also exploring the use of interactive white board technology. Teachers Kristen Wise and Mary-Scott Pietrafese recently engaged a group of pre-kindergarteners in creating a graph of the weather. The children had already counted out plastic links corresponding to sunny, snowy, rainy, and cloudy days and were transferring their collected data to the white board. They chose colored symbols to represent the elements, took turns filling the graph with the correct number of days, and came to some insightful conclusions: “The green and the yellow look almost the same.” “The sunny is almost as big as the snowy.” “The blue and the yellow are both the same height.” “Rainy doesn’t have the most, it’s the least.” Carole Lechleitner, Chairperson of the IT department and Primary School computer teacher, emphasized the importance of the visual model in helping the children understand the information conveyed by the graph: “We don’t want the interactive white board to be the lesson, we want the white board to be what enhances the lesson. The children were not only engaged in pulling down and placing the symbols, they were able to see them perfectly aligned, an important visual for drawing accurate conclusions about the graph. The size of the board also allows for a more effective group presentation and follow-up discussion.”
Integrating Technologies When pre-kindergarten teachers Julie Harris and Lori Yates began to brainstorm an activity that would extend the reading of a favorite picture book, “Snowmen At Night,” they came up with some great concepts.
“We wanted to use the children’s own art work, we wanted to use their words, and we wanted to use their voices,” Julie said. “We met with Carole Lechleitner, who was tremendously helpful in working with us to integrate the technology that could make it all come together.” Julie and Lori began by engaging the children in what became a lively group discussion about what snowmen might do at night. They followed up by encouraging each child to draw a picture of a snowman engaged in one of these fanciful activities, and scanned the pictures into a computer. The children then visited the Computer Lab and added some audio to their pictures: “At night, my snowman...”
When the final collaboration was unveiled, the class was able to see their own version of “Snowmen At Night” on the SMART board, complete with sound, pictures, and moving text. The show, needless to say, was an instant hit— and copies can be easily made for each child to take home. The fourth graders, meanwhile, literally formed their own production team as a means of bringing their Ohio Storyline narrative to life in the Worldwide Communications Center, HB’s state-of-the art digital broadcasting studio. The girls researched animals that lived in Ohio during the late 1700s and the different ways those animals were used by the Native Americans and Settlers. Then they developed their own PowerPoint presentations to summarize their findings—and that was only the beginning. The next step was to film what amounted to a historical documentary, which meant learning how to run cameras, position microphones, and master the functions of the control panel. As Mary Boutton said, “One simple research project became a vehicle for learning how to use PowerPoint, refining oral presentation skills, learning basic principles of film and photography, and then actually using these skills in a broadcasting studio. The girls were really excited when they were able to present the finished project on Grandparents’ Day, and the grandparents were thrilled at what they saw! Getting a DVD to take home was a perfect finale to the experience.”
Looking Ahead
Carole Lechleitner is excited about how technology is being used in the classrooms—and just as excited about future possibilities. “A big part of my job is keeping the teachers informed and educated about what’s out there, and how to use it. We are all learning together, and there’s always something new on the horizon.” And what’s next? “PicoCrickets! Tiny computers that can make things spin, light up, and play music. You can plug lights, motors, sensors, and other devices into a PicoCricket (from the Playful Invention Company) then program them to react, interact, and communicate. Think animals that make noises, trees that move, birthday cakes that sing—the possibilities are endless!” Sounds fun! Stay tuned.
Do Try This at Home
We asked Carole Lechleitner, Chairperson of our IT Department, for some recommendations for websites and software that would be appropriate for parents to use with their children. She had some great suggestions that we pass along to you!
Kid Friendly Software Here are some of my favorite software programs that have also gotten great reviews from the students!
I like Edmark programs for younger students (EC–1) because they have an “explore” mode as well as a “question and answer” mode. Try the following: Bailey’s Bookhouse, Millie’s MathHouse, Sammy’s Science House, Trudy’s Time and Place, Travel the World with Timmy. KidPix Deluxe 4 is a wonderful creative, artistic program that can be used by children from EC through grade 8. Students can draw, type, import pictures, and even make slide shows. With Numbers Undercover, for K–2, children use problem-solving skills to solve the case of the missing numbers as they practice four math skills: telling time, measuring and estimating, counting, and working with money.
KidWorks, for K–4, allows children to use a word processor and paint program to create multimedia projects that the computer will even read back. Logical Journey of the Zoombinis, for ages 8–12, is a great math thinking skills game in which children help the Zoombinis escape an island taken over by the Bloats. Oregon Trail 5th edition, for ages 9–16, allows children to build problem-solving skills and make real-life decisions for a wagon of pioneers traveling across the US to Oregon. There are also a lot of great programs that we don’t use at school that parents should consider buying to use at home. For reviews, visit www.childrensoftware.com. Where to buy? Try www.ccvsoftware.com.
Technology for the Young Learner A New Toolbox for the 21st Century Classroom Continued from cover. Pictures and video clips can be pulled up in seconds to extend learning or stimulate interest in any subject. “Historical events come alive,” Mary said. “A two-minute video can be just enough of a visual to create a real connection for students and provide a framework for further investigation.” Interactive white board technology is revolutionizing instruction in today’s classrooms, from preschool to graduate school. As one teacher said, “We are moving from chalk-andtalk to color, animation, action and collaboration. The children are not only learning more, they are retaining what they learn, and they love it.” When evaluating the effectiveness of interactive white board use in combination with effective teaching strategies, research has indeed shown dramatic results in academic achievement. One such study was the “Math Intervention SMART Project,” a pilot program using white-board technology in primary schools. Researchers measured an increase of 59 percent in mastering basic math facts compared to a control group when the white board was used as a tool. More importantly, the students also excelled in areas of mathematics used for problem-solving, engaged in more discussion, and collaborated more effectively.
Our youngest learners are also exploring the use of interactive white board technology. Teachers Kristen Wise and Mary-Scott Pietrafese recently engaged a group of pre-kindergarteners in creating a graph of the weather. The children had already counted out plastic links corresponding to sunny, snowy, rainy, and cloudy days and were transferring their collected data to the white board. They chose colored symbols to represent the elements, took turns filling the graph with the correct number of days, and came to some insightful conclusions: “The green and the yellow look almost the same.” “The sunny is almost as big as the snowy.” “The blue and the yellow are both the same height.” “Rainy doesn’t have the most, it’s the least.” Carole Lechleitner, Chairperson of the IT department and Primary School computer teacher, emphasized the importance of the visual model in helping the children understand the information conveyed by the graph: “We don’t want the interactive white board to be the lesson, we want the white board to be what enhances the lesson. The children were not only engaged in pulling down and placing the symbols, they were able to see them perfectly aligned, an important visual for drawing accurate conclusions about the graph. The size of the board also allows for a more effective group presentation and follow-up discussion.”
Integrating Technologies When pre-kindergarten teachers Julie Harris and Lori Yates began to brainstorm an activity that would extend the reading of a favorite picture book, “Snowmen At Night,” they came up with some great concepts.
“We wanted to use the children’s own art work, we wanted to use their words, and we wanted to use their voices,” Julie said. “We met with Carole Lechleitner, who was tremendously helpful in working with us to integrate the technology that could make it all come together.” Julie and Lori began by engaging the children in what became a lively group discussion about what snowmen might do at night. They followed up by encouraging each child to draw a picture of a snowman engaged in one of these fanciful activities, and scanned the pictures into a computer. The children then visited the Computer Lab and added some audio to their pictures: “At night, my snowman...”
When the final collaboration was unveiled, the class was able to see their own version of “Snowmen At Night” on the SMART board, complete with sound, pictures, and moving text. The show, needless to say, was an instant hit— and copies can be easily made for each child to take home. The fourth graders, meanwhile, literally formed their own production team as a means of bringing their Ohio Storyline narrative to life in the Worldwide Communications Center, HB’s state-of-the art digital broadcasting studio. The girls researched animals that lived in Ohio during the late 1700s and the different ways those animals were used by the Native Americans and Settlers. Then they developed their own PowerPoint presentations to summarize their findings—and that was only the beginning. The next step was to film what amounted to a historical documentary, which meant learning how to run cameras, position microphones, and master the functions of the control panel. As Mary Boutton said, “One simple research project became a vehicle for learning how to use PowerPoint, refining oral presentation skills, learning basic principles of film and photography, and then actually using these skills in a broadcasting studio. The girls were really excited when they were able to present the finished project on Grandparents’ Day, and the grandparents were thrilled at what they saw! Getting a DVD to take home was a perfect finale to the experience.”
Looking Ahead
Carole Lechleitner is excited about how technology is being used in the classrooms—and just as excited about future possibilities. “A big part of my job is keeping the teachers informed and educated about what’s out there, and how to use it. We are all learning together, and there’s always something new on the horizon.” And what’s next? “PicoCrickets! Tiny computers that can make things spin, light up, and play music. You can plug lights, motors, sensors, and other devices into a PicoCricket (from the Playful Invention Company) then program them to react, interact, and communicate. Think animals that make noises, trees that move, birthday cakes that sing—the possibilities are endless!” Sounds fun! Stay tuned.
Do Try This at Home
We asked Carole Lechleitner, Chairperson of our IT Department, for some recommendations for websites and software that would be appropriate for parents to use with their children. She had some great suggestions that we pass along to you!
Kid Friendly Software Here are some of my favorite software programs that have also gotten great reviews from the students!
I like Edmark programs for younger students (EC–1) because they have an “explore” mode as well as a “question and answer” mode. Try the following: Bailey’s Bookhouse, Millie’s MathHouse, Sammy’s Science House, Trudy’s Time and Place, Travel the World with Timmy. KidPix Deluxe 4 is a wonderful creative, artistic program that can be used by children from EC through grade 8. Students can draw, type, import pictures, and even make slide shows. With Numbers Undercover, for K–2, children use problem-solving skills to solve the case of the missing numbers as they practice four math skills: telling time, measuring and estimating, counting, and working with money.
KidWorks, for K–4, allows children to use a word processor and paint program to create multimedia projects that the computer will even read back. Logical Journey of the Zoombinis, for ages 8–12, is a great math thinking skills game in which children help the Zoombinis escape an island taken over by the Bloats. Oregon Trail 5th edition, for ages 9–16, allows children to build problem-solving skills and make real-life decisions for a wagon of pioneers traveling across the US to Oregon. There are also a lot of great programs that we don’t use at school that parents should consider buying to use at home. For reviews, visit www.childrensoftware.com. Where to buy? Try www.ccvsoftware.com.
Listening In...
Keeping Your Kids Cyber-Safe
Smiles and Songs Across the Ocean Now, via webcam, the moment had come for the children to meet face to face. Carol’s third graders were smiling broadly, as were each of us who had gathered to watch, but there was no talking as we all listened in anticipation for the first word from Italy. Suddenly there is Andrea Mennella with his class in the background. “Ciao, Carol! Are we ready? This is Stella, and she would like to meet Sydney.” Sydney comes and takes a seat in front of the screen, and they are quite simply two girls meeting for the first time, a little shy, but very much wanting to be friends. “Hello Sydney, I am Stella. My favorite color is light blue. My favorite sport is volleyball. I am going to sing a song for you—‘Christmas is Coming.’” The ice is broken that easily and these two girls, thousands of miles apart, find they have a lot in common. The introductions continue, with each child getting the opportunity to exchange a greeting and share a little about themselves.
“Ciao Carissima! Thank you so much for the beautiful picture of the mural that witnesses the friendship and affection you have for us. It gives us joy and energy. We will be there at 09.00/15...” This email communication from Andrea Mennella, third grade teacher at the San Filippo School in Citta di Castello, Italy, marked the culmination of many weeks of careful planning with Carol Sphar, HB’s Primary School art teacher. Their students had already exchanged letters and pictures, and Carol’s class had practiced pronouncing the melodious but unfamiliar names of their new friends from across the globe: Costina, Gregorio, Lorena, Salima... and the list went on, each American child paired with an Italian friend.
Ciao Carissima! Thank you so m witnesses the fr
uch for the bea
utiful picture of
the mural that
iendship and aff ection you have for us. It gives us joy and energ y. We will be th ere at 09.00/15...
“Hello Ellie, I am Gregorio. My favorite color is red. My favorite sport is rugby. I will sing a song for you.” “Hello Emilie, I am Marica...” “Hello Maggie, I am Nilo...” And then it was Arturo’s turn. “Hello Nina, I am Arturo. I will sing a song for you.” When Arturo began his rendition of “Jingle Bells,” sung in careful English, the children on both sides of the ocean suddenly forgot to be shy. Everyone spontaneously and enthusiastically joined in the chorus, with a burst of applause at the end. They were clapping for Arturo, clapping for themselves, and clapping in celebration of newfound friends. For those of us listening in, it was the sound of hope and promise for the future.
The internet is invaluable as a research tool for school projects and independent, high-quality exploration. For young users, however, establishing clear parameters for use can help ensure that online activities will stay within safe and healthy boundaries. The following are some internet guidelines suggested by Nancy Willard in her 2007 book, “Cyber-Safe Kids, Cyber-Savvy Teens.”
Instruct your child to never type their name, address or phone number online. Always use their computer username. Because your child may not be able to fully distinguish between educational software that is on your computer and online activities, it is best to require the use of a computer username for all computer activities. Tell your child that if something “yucky” comes up on the screen, turn off the monitor (show your child how to do that) and come and get a parent; they won’t get in trouble. If something yucky does come up, this provides your child with a simple and rapid response that should limit exposure. Turning off the monitor but leaving the site where it is will allow you to determine how your child might have gotten to a bad site. Turn this into a positive experience for your child by praising your child for the prompt and appropriate response. Tell your child to only go to the sites that are bookmarked. If they want to go to a new site, tell them you can look at it with them. Use these searches as a “teachable moment” to talk with your child about safe searching and the values that you are using to make a determination of appropriateness. If a new site requires registration, use this as an opportunity to teach your child how to safely register without disclosing personal contact information. These guidelines are reviewed with K–4th grade students at HB each year, and an Acceptable Use Policy highlighting internet safety is signed by both students and parents. Clockwise Photo 1: Meg picks a sun graphic off the Smart board so that she can graph all the sunny days in January. Photo 2: Juliana gets used to using the pen on the Smart board. Photo 3: Third graders Debolina and Lauren work with Picocrickets to design their own cars. Photo 4: A group of fourth grade students gather around the Smart board to do a daily grammar exercise.
Listening In...
Keeping Your Kids Cyber-Safe
Smiles and Songs Across the Ocean Now, via webcam, the moment had come for the children to meet face to face. Carol’s third graders were smiling broadly, as were each of us who had gathered to watch, but there was no talking as we all listened in anticipation for the first word from Italy. Suddenly there is Andrea Mennella with his class in the background. “Ciao, Carol! Are we ready? This is Stella, and she would like to meet Sydney.” Sydney comes and takes a seat in front of the screen, and they are quite simply two girls meeting for the first time, a little shy, but very much wanting to be friends. “Hello Sydney, I am Stella. My favorite color is light blue. My favorite sport is volleyball. I am going to sing a song for you—‘Christmas is Coming.’” The ice is broken that easily and these two girls, thousands of miles apart, find they have a lot in common. The introductions continue, with each child getting the opportunity to exchange a greeting and share a little about themselves.
“Ciao Carissima! Thank you so much for the beautiful picture of the mural that witnesses the friendship and affection you have for us. It gives us joy and energy. We will be there at 09.00/15...” This email communication from Andrea Mennella, third grade teacher at the San Filippo School in Citta di Castello, Italy, marked the culmination of many weeks of careful planning with Carol Sphar, HB’s Primary School art teacher. Their students had already exchanged letters and pictures, and Carol’s class had practiced pronouncing the melodious but unfamiliar names of their new friends from across the globe: Costina, Gregorio, Lorena, Salima... and the list went on, each American child paired with an Italian friend.
Ciao Carissima! Thank you so m witnesses the fr
uch for the bea
utiful picture of
the mural that
iendship and aff ection you have for us. It gives us joy and energ y. We will be th ere at 09.00/15...
“Hello Ellie, I am Gregorio. My favorite color is red. My favorite sport is rugby. I will sing a song for you.” “Hello Emilie, I am Marica...” “Hello Maggie, I am Nilo...” And then it was Arturo’s turn. “Hello Nina, I am Arturo. I will sing a song for you.” When Arturo began his rendition of “Jingle Bells,” sung in careful English, the children on both sides of the ocean suddenly forgot to be shy. Everyone spontaneously and enthusiastically joined in the chorus, with a burst of applause at the end. They were clapping for Arturo, clapping for themselves, and clapping in celebration of newfound friends. For those of us listening in, it was the sound of hope and promise for the future.
The internet is invaluable as a research tool for school projects and independent, high-quality exploration. For young users, however, establishing clear parameters for use can help ensure that online activities will stay within safe and healthy boundaries. The following are some internet guidelines suggested by Nancy Willard in her 2007 book, “Cyber-Safe Kids, Cyber-Savvy Teens.”
Instruct your child to never type their name, address or phone number online. Always use their computer username. Because your child may not be able to fully distinguish between educational software that is on your computer and online activities, it is best to require the use of a computer username for all computer activities. Tell your child that if something “yucky” comes up on the screen, turn off the monitor (show your child how to do that) and come and get a parent; they won’t get in trouble. If something yucky does come up, this provides your child with a simple and rapid response that should limit exposure. Turning off the monitor but leaving the site where it is will allow you to determine how your child might have gotten to a bad site. Turn this into a positive experience for your child by praising your child for the prompt and appropriate response. Tell your child to only go to the sites that are bookmarked. If they want to go to a new site, tell them you can look at it with them. Use these searches as a “teachable moment” to talk with your child about safe searching and the values that you are using to make a determination of appropriateness. If a new site requires registration, use this as an opportunity to teach your child how to safely register without disclosing personal contact information. These guidelines are reviewed with K–4th grade students at HB each year, and an Acceptable Use Policy highlighting internet safety is signed by both students and parents. Clockwise Photo 1: Meg picks a sun graphic off the Smart board so that she can graph all the sunny days in January. Photo 2: Juliana gets used to using the pen on the Smart board. Photo 3: Third graders Debolina and Lauren work with Picocrickets to design their own cars. Photo 4: A group of fourth grade students gather around the Smart board to do a daily grammar exercise.
ART AND
Stretching Minds:
Making Global
Carol:
TECHNOLOGY
Connections An Interview With
Carol Sphar
Most people don’t think of technology as a tool for teaching art. As an art teacher, what took you beyond more traditional methods and materials? What drives me is the kids—they’re already so tech-savvy! I need to consider the kinds of learners they are. Why not use the tools they use themselves every day in order to keep the curriculum dynamic?
Stretching Minds:
How did you begin the process of developing a new toolbox, so to speak?
Carol:
I first started using technology to educate myself as to what the 21st century learner was going to look like. We have a rising generation of truly global citizens— I asked myself what that meant in terms of developing a curriculum. How could I challenge these young students to step out of their cultural box—and also do that myself? I became very interested in the exciting possibilities technology and Distance Learning have to offer after Carole Lechleitner, Chairperson of our IT Department, took me to the Ohio Technology Conference three years ago.
Stretching Minds:
When I was going to school, Distance Learning meant exchanging letters with a pen pal. Could you describe what that means today?
Carol Sphar has been teaching art for more than 25 years, from primary grades to the post-secondary level. She was Founding Director of a nationally recognized Visiting Artists Program, and was awarded a Fulbright Scholarship in 2003 to study Japanese folk crafts. Carol is currently working on Distance Learning Certification from the University of WisconsinMadison. This is Carol’s fifth year at HB.
Carol: The reality of Distance Learning
today means that we can literally bring the world into our classrooms. The students can not only see works from the Metropolitan Museum of Art, for example, they can talk directly to curators, ask questions, take a gallery walk. They are engaged in an interactive experience.
Stretching Minds: What are some of the Distance Learning experiences that you’ve brought into the classroom?
Carol:
I started with the Cleveland Museum of Art. The annual fourth grade trip to Shaker Village provided a curricular connection to a Museum DL program titled, “The Art and Science of Natural Dyes.” The students engaged in dyeing objects with natural materials while getting real-time instruction and feedback from the educational staff at the Museum, who pulled up images as the children worked. Next, the first graders
created passports and did mapping during a lesson on Africa. They have a wonderful collection of African art, and have developed a Distance Learning program that’s very interactive. These lessons also included preand post activities. The next year, first-grade students built giraffe rod puppets during a lesson with the Center for Puppetry Arts in Atlanta. Using a split screen, they were able to see themselves, see the instructor, and engage in a dialogue as they worked. It was really exciting for them!
Stretching Minds: I know that you’re
also involved in a collaboration with a school in Italy. Can you talk about how that project came to be?
Carol: In my search for online resources, I
came across a global educational organization called e-PALS that connects classrooms around the world. As an art teacher, I began to think about what kind of project could bring children together across cultures in a meaningful way. Continuing my research on-line with that question in mind, I found the Art Miles project through iEARN, The International Education and Resource Network. This is an incredibly exciting and ambitious undertaking that evolved with the mission of promoting communication, understanding, and respect by creating the longest children’s mural in the world. Schools from around the globe will participate by painting 5x12 foot canvases that will eventually be seamed together to create one mural. An “Exhibition of the Century” is planned in Egypt for the year 2010—and incidentally, the organizers are hoping to establish the Guiness World Record for the “Longest Children’s Mural in the World.”
Stretching Minds:
What an incredible undertaking! And your third grade students are actually involved in creating one of the canvases, along with their new friends overseas. How did the partnership with the San Filippo Primary School in Italy come about?
Carol: Renaissance art is a part of the third grade arts curriculum, and I thought it would be a perfect real-world extension for the girls to actually connect with an Italian school. I found the San Filippo School in Citta di Castello on the ePALS website, and wrote up a description of the project around a theme of peace that I hoped to incorporate into the mural. Andrea Mennella, the third grade teacher at San Filippo, responded, and we began to plan a parallel curriculum together.
Stretching Minds: How did these
young students from both sides of the ocean begin to connect with each other?
Carol: Both Mr. Mennella and I involved
our students in a “Postcards for Peace” project. We talked about what peace really meant, and how to achieve it—both inner peace and outer peace. We encouraged the children to draw an image of peace on a postcard along with a message for their new friends, and they exchanged postcards. We then paired the children up.
Stretching Minds: And they finally
Stretching Minds:
Carol: Desktop computers with webcams
Carol: I’ve been researching a project called
met live! Can you describe the technology that allowed that meeting to happen? in both our classrooms provided the visual contact and a free online program called Skype was used for the audio portion. Mr. Mennella and I ran several tests on the connection and worked out the time difference between Italy and Ohio for the meeting.
Stretching Minds: I was fortunate
enough to be there when the girls met their friends from San Filippo face-to-face for the first time—it was truly a magical moment for each one of them, and very moving to watch.
Carol: Mr. Mennella and I spent a lot
of time preparing the children for that first meeting—they were really excited, but also a little shy and self-conscious. We encouraged them to break the ice by exchanging information about a favorite sport and a favorite color—universally interesting topics for third graders. The Italian children sang songs for us. Next time it will be our turn! And we are now set up to connect in the Worldwide Communications Center using our videoconferencing equipment.
After the Art Miles project, are you planning any future global adventures? “Shoes of Hope.” Donated shoes painted by community Peace Paint Ambassadors (children and adults from around the world) are shipped internationally to children in need. Art is a universal language, and this would be an opportunity for our girls to “speak” to children across the globe and wish them well.
Stretching Minds:
Any other collaborations planned with the San Filippo School?
Carol: This is just the beginning!
These children across the ocean are now a part of our world. As one of my students so poignantly said, “Maybe there really could be world peace!”
The Art Miles canvas that will be created by HB’s third graders in collaboration with the Citta di Castello students will be on display in Italy as well as here at HB before being sent to Egypt for the 2010 exhibit. For more information on Art Miles visit their website www.the-art-miles-mural-project.org The Postcards for Peace images will be reproduced as note cards available for sale—watch for more information this spring.
ART AND
Stretching Minds:
Making Global
Carol:
TECHNOLOGY
Connections An Interview With
Carol Sphar
Most people don’t think of technology as a tool for teaching art. As an art teacher, what took you beyond more traditional methods and materials? What drives me is the kids—they’re already so tech-savvy! I need to consider the kinds of learners they are. Why not use the tools they use themselves every day in order to keep the curriculum dynamic?
Stretching Minds:
How did you begin the process of developing a new toolbox, so to speak?
Carol:
I first started using technology to educate myself as to what the 21st century learner was going to look like. We have a rising generation of truly global citizens— I asked myself what that meant in terms of developing a curriculum. How could I challenge these young students to step out of their cultural box—and also do that myself? I became very interested in the exciting possibilities technology and Distance Learning have to offer after Carole Lechleitner, Chairperson of our IT Department, took me to the Ohio Technology Conference three years ago.
Stretching Minds:
When I was going to school, Distance Learning meant exchanging letters with a pen pal. Could you describe what that means today?
Carol Sphar has been teaching art for more than 25 years, from primary grades to the post-secondary level. She was Founding Director of a nationally recognized Visiting Artists Program, and was awarded a Fulbright Scholarship in 2003 to study Japanese folk crafts. Carol is currently working on Distance Learning Certification from the University of WisconsinMadison. This is Carol’s fifth year at HB.
Carol: The reality of Distance Learning
today means that we can literally bring the world into our classrooms. The students can not only see works from the Metropolitan Museum of Art, for example, they can talk directly to curators, ask questions, take a gallery walk. They are engaged in an interactive experience.
Stretching Minds: What are some of the Distance Learning experiences that you’ve brought into the classroom?
Carol:
I started with the Cleveland Museum of Art. The annual fourth grade trip to Shaker Village provided a curricular connection to a Museum DL program titled, “The Art and Science of Natural Dyes.” The students engaged in dyeing objects with natural materials while getting real-time instruction and feedback from the educational staff at the Museum, who pulled up images as the children worked. Next, the first graders
created passports and did mapping during a lesson on Africa. They have a wonderful collection of African art, and have developed a Distance Learning program that’s very interactive. These lessons also included preand post activities. The next year, first-grade students built giraffe rod puppets during a lesson with the Center for Puppetry Arts in Atlanta. Using a split screen, they were able to see themselves, see the instructor, and engage in a dialogue as they worked. It was really exciting for them!
Stretching Minds: I know that you’re
also involved in a collaboration with a school in Italy. Can you talk about how that project came to be?
Carol: In my search for online resources, I
came across a global educational organization called e-PALS that connects classrooms around the world. As an art teacher, I began to think about what kind of project could bring children together across cultures in a meaningful way. Continuing my research on-line with that question in mind, I found the Art Miles project through iEARN, The International Education and Resource Network. This is an incredibly exciting and ambitious undertaking that evolved with the mission of promoting communication, understanding, and respect by creating the longest children’s mural in the world. Schools from around the globe will participate by painting 5x12 foot canvases that will eventually be seamed together to create one mural. An “Exhibition of the Century” is planned in Egypt for the year 2010—and incidentally, the organizers are hoping to establish the Guiness World Record for the “Longest Children’s Mural in the World.”
Stretching Minds:
What an incredible undertaking! And your third grade students are actually involved in creating one of the canvases, along with their new friends overseas. How did the partnership with the San Filippo Primary School in Italy come about?
Carol: Renaissance art is a part of the third grade arts curriculum, and I thought it would be a perfect real-world extension for the girls to actually connect with an Italian school. I found the San Filippo School in Citta di Castello on the ePALS website, and wrote up a description of the project around a theme of peace that I hoped to incorporate into the mural. Andrea Mennella, the third grade teacher at San Filippo, responded, and we began to plan a parallel curriculum together.
Stretching Minds: How did these
young students from both sides of the ocean begin to connect with each other?
Carol: Both Mr. Mennella and I involved
our students in a “Postcards for Peace” project. We talked about what peace really meant, and how to achieve it—both inner peace and outer peace. We encouraged the children to draw an image of peace on a postcard along with a message for their new friends, and they exchanged postcards. We then paired the children up.
Stretching Minds: And they finally
Stretching Minds:
Carol: Desktop computers with webcams
Carol: I’ve been researching a project called
met live! Can you describe the technology that allowed that meeting to happen? in both our classrooms provided the visual contact and a free online program called Skype was used for the audio portion. Mr. Mennella and I ran several tests on the connection and worked out the time difference between Italy and Ohio for the meeting.
Stretching Minds: I was fortunate
enough to be there when the girls met their friends from San Filippo face-to-face for the first time—it was truly a magical moment for each one of them, and very moving to watch.
Carol: Mr. Mennella and I spent a lot
of time preparing the children for that first meeting—they were really excited, but also a little shy and self-conscious. We encouraged them to break the ice by exchanging information about a favorite sport and a favorite color—universally interesting topics for third graders. The Italian children sang songs for us. Next time it will be our turn! And we are now set up to connect in the Worldwide Communications Center using our videoconferencing equipment.
After the Art Miles project, are you planning any future global adventures? “Shoes of Hope.” Donated shoes painted by community Peace Paint Ambassadors (children and adults from around the world) are shipped internationally to children in need. Art is a universal language, and this would be an opportunity for our girls to “speak” to children across the globe and wish them well.
Stretching Minds:
Any other collaborations planned with the San Filippo School?
Carol: This is just the beginning!
These children across the ocean are now a part of our world. As one of my students so poignantly said, “Maybe there really could be world peace!”
The Art Miles canvas that will be created by HB’s third graders in collaboration with the Citta di Castello students will be on display in Italy as well as here at HB before being sent to Egypt for the 2010 exhibit. For more information on Art Miles visit their website www.the-art-miles-mural-project.org The Postcards for Peace images will be reproduced as note cards available for sale—watch for more information this spring.