Fantastical light. The children s first explorations with flashlights yielded these discoveries:

Transcription

1 Fantastical light

2 Fantastical light Preschool: Fantastical Light After exploring light and its qualities in our light atelier, we proposed that we look closer at different aspects of light in the big atelier. INTENT Light as a concept is a natural curiosity of the children and creating these experiences enhance and help the children to further build knowledge around a concept, as well as help them learn how to learn through the investigative process. Some children investigate the flashlight itself, while others investigate the process of moving the light, while others discover the qualities of light, etc. Within these beginning investigations the children worked in small collaborative groups with the intent that they share their processes together, constructing together and sharing knowledge, e.g., the child who moves the light shows the child who is investigating the flashlight what they are doing and vice versa. The teacher facilitates this process as well documents the discoveries that are happening. RESEARCH Within our research with light and the children s work, we wondered how this experience would shift intentionality in the play that we see in the light atelier. We also wondered what new aspects might they discover or rediscover about light using the flashlights as a light that can be manipulated and move. Would the children begin to use their light and/or bodies to tell the stories? The children s first explorations with flashlights yielded these discoveries:

3 FIRST EXPERIENCE: Testing out the weight, color, texture, quality of light, size, ect. Some of the flashlights are really heavy. -T, Look at the light it s bigger. -P Above the paper towel dispenser below on a paper towel. At right water. PROJECTED LIGHT- P tests out on several different surfaces wether the light can be projected, and how it changes on each surface, noticing the nuance of the change that light can make depending on what its s being projected on. Look it s clear but you can still see the bats. -P

4 DOUBLE shadow: The children discover that when you use two flashlights it made a double shadow! The children project the light onto a fish bowl only to realize that the light continued thru and projects onto the wall.

5 TRAVELING LIGHT: Look it goes all the way to the ceiling! The children are intrigued at projecting themselves on the ceiling.

6 Qualities of light: The children notice that the light projected behind the screen appears different than when it is projected in front of the screen.

7 Light becomes a fantastical canvas: painting with light The discovery of SMALL STROKES or MOVEMENT Using the LCD screen of the camera in viewing their painting prompts the children to become bolder in their movements in creating medium sized strokes. Seeing the medium size strokes causes the children to make something more fantastical using larger movements or strokes!

8 The children begin to use new strategies - spinning and sitting strokes! SPINNING while standing strokes using different velocities

9 RUNNING MOVEMENTS/Strokes COMBINING various types of LIGHTS_faster movements

10 During our second and third experiences ( happening now in the studio), the children are shifting into metacognitive work. Metacognitive learning This has unfolded from the children looking at previous printed pictures of their work. How could they re-create or reconstruct what they see? What flashlight and movement would create or recreate this picture? What steps would be required? Would they need more than one person? This game required the children to think about process or think about their own thinking... This game they are playing is helping them recognize process and become more intentional of the movements they are making with the light and what they are understanding about the quality of light itself. Below left K picks this picture to re-create. Y looks on and suggests to K to try the white flashlight instead because light is white. First K tries the white light but is not satisfied with the way her picture looks then she tries another flashlight agin it s not quiet right.

11 K then tries the finger flashlight. This one she is very satisfied with! EVEN DEEPER OBSERVATIONS SCIENTIFIC DISCOVERIES: After playing this meta-game, the children are beginning to wonder and testing out new ideas, hypothesizing, testing, and re-looking. Testing out one light around another

12 Combining ideas: One child lights behind the screen while another lights the front, using multiple qualities of light. BODY AND SPATIAL AWARENESS; Other children we see are now beginning to be more conscious or intentional in their movements by trying out swinging strokes/movements or using their whole arm rather than just their hands.

13 Re-invention E want s to create T s flower with light at right. But instead of doing T s original idea he invents a new way of doing it. E asks two of his friends to project the light on the back of the screen and move the light to make the pedals. After he checks his work in the lcd screen very satisfied with his new idea and it s appearance.

14 Planning and light drawing: K suggests that one should draw their idea first in order to then create it by tracing the drawing with light! (Above ) A new discovery 3-D shapes using a longer light.

15 COLLABORATIONS: The child takes the actual photo, while orchestrating how and when the other children are moving in the photo. In the classroom; we notice that children are using light to illuminate, create shadows, change the mood of a scene, or adding on to previous ideas that they had before. The work in the atelier continues as the children fantastically thinks around their ideas or theories with the medium of light.