I toured with Bob and Fran, and we all used a counterclockwise scheme rather than the overlapping routes. The kids were enthusiastic and curious. I started in Room 11, and had a discussion (what is art? What is science? Have you done experiments -like trying ketchup on a hot dog? and what does it mean when art and science collide?). I used the science/experimentation framing as we viewed the art. We then watched the Return to Darkness (mandala) video which they enjoed, and were particulary captured by the resulting art versus the original layout. I borrowed Bob’s idea of giving the kids something to write/draw on early in the tour for their notes/sketches. Having that in hand seemed to improve their engagement and each room kicked off a new flurry of activity for most. For the Ascending Dragon work, none of the kids saw a dragon, so I again borrowed from Bob and had them draw their vision of a dragon. Canvas on the Moon generated a lot of discussion, particularly what animal’s eye was looking back at them.
During the Ascending Dragon discussion some kids saw a volcano, and took pride in naming countries that had them. Similarly, in Inverted Pyramid, I referenced Egypt, but the teacher/kids took pride in mentioning that pyramids are in Mexico, Guatamala, etc. I will be better informed next time.
I liked moving all the tours in one direction.
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Randy,
Your tour sounds amazing! The science/art connection is a good one to make with the younger students; they are involved in both in the early grades so it makes sense to them. I particularly liked the discussion about the volcano in the Ascending Dragon object. It is rewarding when students are able to make connections between what they are looking at and knowledged they have learned before. It makes the learning more permanent and gives them a base to build upon.
fran.
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