2025/4/18 3rd Grade by Fran

I toured today with two great third-grade groups from a Mandarin-focused school. The first group consisted entirely of boys (which I love), and the second was 50/50. Both groups were articulate, curious, and engaged throughout the tour. I explained the concept of observation and also explained that we would be learning how to examine Cai’s work closely to try to determine his purpose and understand what he was trying to say.

After introductions in the garden, which included an observation activity, we proceeded to Palmyra where the students engaged in close-looking at the work. After sharing their observations, I introduced an activity of “jumping into” the work. They noted what they saw, heard, smelled, and felt while immersed in the Palmyra environment and shared their observations with the group. The first group was very interested in Palmyra’s history and the concept of destruction over time and through natural forces (one boy also added that Palmyra’s latest destruction was caused by humans).

Next in Palmyra, I asked students to use their imaginations and jump into the work and note what they saw, heard, smelled, and how they felt in that place. Both groups were very thoughtful and openly shared.

Following our visit to Palmyra, we moved to Gallery 6 (Pyramid), where students explored the work independently and then shared their thoughts, questions, and observations. Before examining Fetus Movement II: Project for ETs No. 9, I demonstrated to the students how to locate their heartbeat on their neck and had them count and record their beats per minute (BPM). Then, we ran in place for about 30 seconds, rechecked our pulse rate, and recorded the results. We discussed the difference between the two recordings and explored the reasons behind it (resting vs. elevated heart rate). We then examined Cai’s heart rate diagram and discussed the probable causes, including stress, fear, and anxiety. 

Finally, in the permanent collection gallery, we looked at the mandala and the oracle bones. With the first group, I distributed a graphic of Chinese writing forms and representations, thinking it would take them a bit of time to complete. I was wrong! It took about 10 seconds! Needless to say, I did not do this with the second group!

With both groups and the remaining time we had left, we went through the rest of the galleries and examined the work, asking and answering questions.

Reflection (what would you do differently?):
I don’t think I would have done anything differently. Both groups were engaged, curious, and responsive.