Rosie’s Walk becomes a Homerun!
Rosie’s Walk Becomes a Homerun!
or
An Annual Kindergarten Project Takes on a New Life
The Beginning 
After reading and discussing the story, Rosie’s Walk by Pat
Hutchins, our Kindergarten students worked together to determine ways
to transform the story with a Halloween theme and compiled a list of
different Halloween characters and settings. Each student then wrote an
original version of the story and then typed it into a book format
using Microsoft Word. Next, they each drew a detailed character sketch
of their story’s main character.
Moving It Along
The stories with their character sketches were then delivered to nearby Ottwell Junior High School where grade 8 art students were each given a story and its matching character sketch. They were challenged to create a new character, incorporating both the original sketch and their own unique ideas.
First Videoconference
The kindergarten students and their 8th grade partners met for the
first time and discussed the new and improved characters. Using a
document camera, each art student presented his/her version to his/her
Kindergarten partner to gain a better understanding of the vision for
that character.
Back to the Drawing Board 
The Ottwell students made changes to the sketches based on the input
from their kindergarten partner and completed a first draft of all the
sketches for their partner’s book, matching pictures to the
story. These drafts were then returned to the Kindergarten students for
their approval. Each Kindergarten student then selected a favorite page
in their book, gave a reason for this choice, and then suggested a
change they would like to see on one of the pages.
Second Videoconference
The two classes met again via videoconference where the Kindergarten
students, using the document camera, each showed a favorite page and
explained the change they would like to see in their books.
Drawing Board II
After completing final copies of their books, the 8th graders returned
the books to the Kindergarten class. Here the stories were photocopied
in color and bound. Enough copies were made so that each kindergarten
student and his/her partner could have a copy of their book.
Sharing the Results
Part I—
The Kindergarten class took a fieldtrip to the Ottwell Junior High School where
they met their 8th grade partner in person and presented them with a
copy of their published book.
Part II—
Kindergarten parents were invited to an “Author Book Reading and Signing” evening. Using the document camera, Rosie’s Walk was read chorally by all the Kindergarten students. Then, again using the document camera, each student displayed and read his/her original story to the audience. The evening ended with each student signing an autograph page for the parents.
Outcomes
The success of this project is obvious! Each participant has a book
which is a keepsake to be treasured for a lifetime! Its success is a
direct result of the combination of technology, collaboration, parent
support, student excitement and the generosity of the community.
This project was also an academic success for both the Kindergarten and the Grade 8 Art Students. Each was able to address and in some cases meet academic standards.
Kindergarten Standards
General Learner Expectations:
The child listens, speaks, reads, writes, views and represents to explore thoughts, ideas, feelings and experiences.
- talks about ideas, experiences and familiar events
- talks about own reading and writing experiences
- listens to experiences and feelings shared by others
- connects related ideas and information
- expresses interest in new ideas and experiences
General Learner Expectations:
The child listens, speaks, reads, writes, views and represents to
comprehend and respond personally and critically to oral, print and
other media text.
- connects oral language with print and pictures
- understands that stories can be recorded in pictures and print
- understands that print and books are organized in predictable ways.
- asks questions and makes comments during listening and reading activities
- recalls events and characters in familiar stories read aloud by others
- attends to print cues when stories are read aloud
- begins to identify some individual words in texts that have been read aloud
- begins to make connections among sounds, letters, words, pictures and meaning
- hears and identifies sounds in words
- copies scribed words and print texts to assist writing
- listen and views attentively
- talks about and represents that actions of characters portrayed in print
- develops a sense of story through reading, listening and viewing experiences
- indentifies the main character in print
- contributes ideas and answers questions related to experiences and familiar oral, print and other media text
- talks about and explains the meaning of own pictures and print
General Learner Expectations:
The child listens, speaks, reads, writes, views and represents to manage ideas and information
- attends to oral, print and other media texts on topics of interest
- makes statements about topics under discussions
- asks questions to satisfy personal curiosity
- asks questions to make sense of information
- represents and talks about ideas and information
- shares new learning with others
General Learner Expectations:
The child listens, speaks, reads, writes, views and represents to enhance the clarity and artistry of communication
- makes statements related to the content of own and others’ pictures, stories and talk
- retells ideas to clarify meaning in response to questions or comments
- explores the keyboard, using letters, numbers and the space bar
- experiments with sounds, colours, print and pictures to express ideas and feelings
- develops a sense of sentence
- shares ideas and information about own drawings and topics of interest
- uses drawings to illustrate ideas and information and talks about them
- makes comments that relate to the topic being discussed
General Learner Expectations:
The child listens, speaks, reads, writes, views and represents to respect, support and collaborate with others
- shares stories and drama to celebrate individual and class accomplishments
- uses appropriate words, phrases and statements with adults and peers when speaking and listening, sharing and taking turns
- participates in class and group activities
- listens to the ideas of others
Grade 8 Art Standards
OBJECTIVES
& CONCEPTS
List of Drawing Objectives
b) Dominant elements and principles or applications of media can be discussed by students in relationship to the effective solving of their visual problems.
c) Discussing the most appealing or favorite part of a student’s own work is part of learning to talk about art
List of Composition Objectives
b) Mood in a composition can be affected by the selection of various color schemes such as intense, aggressive schemes, or harmonious, pastel schemes.
c) Mood in composition can be enhanced by the intensity of the light source and the value of the rendered shading.
SCOPE and SEQUENCE
List of Composition Objectives
3. Students will express meaning through control of visual relationships… by experimenting with value, light, atmosphere and color selection to reflect mood in composition.
List of Drawing Objectives
2. Students will develop the ability to investigate visual relationships in the environment and in their recorded images…by employing space, proportion and relationships for image making.
3. Students will demonstrate technical competencies and express individual insights…by using expressiveness in their use of elements in the making of images.
4. Students will apply visual, analytical and critical skills and develop control and competency … by using the vocabulary of art criticism to develop a positive analysis of their work.
| Thank You CILC thanks Jacquie and Darrell for sharing their success! |
|
Contact Jacquie Klatt, Kindergarten Teacher Rutherford School |
Darrell Westcott,
Art Teacher Ottewell Junior High |
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