As part of crest planning, students will select one large and potentially a smaller animal that best represents their heritage or values. Some of these animals are also evident in flags or sculptures. Review the following resources
Different (emotion) emojis can have different effects when used in certain context. Oh my, what does that mean? So for example, the emoji with one eye closed and its tongue sticking out. On its own, it may mean “crazy.” What if the same emoji was used with a text message that said something like, “I hate you.” The words on their own sound mean and hurtful, but when sent with the emoji, they become almost endearing – clearly not meant to be serious. Emojis can help to provide context to written words, like in the previous example, or they can be used decoratively in a fun illustrative manner.
As visual people ourselves, the power of this type of visual imagery and its effectiveness in communicating more meaningful messages can work for or against you.
Students will be creating Emoji Soft Sculptures that address the following:
How do you want to be seen?
What facial expression do you use to express a certain emotion?
connect to one that you use frequently or that you identify with…
what assumptions could we make about it? what are you trying to accomplish by showing it.
Safety:
All needles and pins must be kept in containers or attached to (fabric/felt).
After reviewing how animals are symbolized in aboriginal stories, Division 9 students began to read Tales, Fables, from around the world. Many of these resources came from the DLRC and included tales from Japan, Asia, Cree, Korea, Middle East, Europe and stories and tales from Latin America, including a Bilingual Picture Book kit. The learning goal was for students to see how animals are portrayed in various cultures. After working through a reading book gallery series, students selected a story they wanted to retell. Students then explained the role their animal played in their tales.
After reading various aboriginal animal stories and reviewing online references on animal symbols, Division 9 students identified an aboriginal animal and teased its characteristics to explain their similarities.
Division 9 students selected which First Nations Animal best represented them after reading “Sharing Our World, Animals of the Native Northwest Coast” and other short stories such as “Hummingbird and the Fire” by David Bouchard, “We Greet the Four Animals” by Terri Mackinvolving, and the “Turtle’s Talent in Nature’s Circle” by Robert James Challenge.
Children with autism all have hopes, dreams, and desires of belonging that all children feel. This book is a powerful reminder that with a little help from each of us, we can make it happen.
The following video is from https://www.teachmeaboutautism.com/.
Here is Sesame Street’s clip of Julia, autistic and very creative.
When Division 3 students returned from the winter holiday, the class participated in a book sharing frenzy. Observe how Eva is enthusiastic, clear, and detailed as she shares her novel to another student.
Then students prepared a one minute video book talk using ipods to record their videos and uploading them to their eportfolios. Here is an example of a formal take.