When you ask people about their favourite things, you hear about more than an object. You begin to understand what they care about, what gives their lives excitement and purpose. Often these objects connect them to other people and their community. These things don’t tell the whole story of someone’s life, but they act as symbols that give you insight into what makes them tick. An object is not someone’s identity, but taking time to notice it can help you appreciate their unique qualities.
Today is Orange Shirt Day. We’ve learned about the consequences of trying to erase the identities of Aboriginal children in Residential School in past decades. Taking a young girl’s treasured orange shirt from her is a symbol of that assimilation.
We conducted short interviews to find out the significance of objects to who we are. Take a look at some of our favourite things and read about their connection to our identity, below.
If you are a visitor to our blog, tell us about your favourite thing, from now or when you were younger, and why it is significant to you.
Take a fence, take some wool, add some creativity and you get… well, a woven fence.
Hands at work.
Take a look at Huzzahnians at work:
It was a bit challenging at first to figure out how to work with the wire of the fence. I find it fascinating that students arrived at such different techniques in their weaving. Some incorporated natural elements, too.
Have you ever done any weaving? Would you try a project like this? Thank you for commenting!
Our year is coming to an end. Not old exactly, just complete. Full of satisfying memories and great learning.
One treasured memory of the year is the writing, composing, and making a video/slideshow of our new school song. With the help of our talented music teacher, Jenn Forsland, and local (Juno Award nominated!) musician, Helen Austin, we wrote a song that we leave as a legacy to our school. We are pretty proud of it–please give it a listen. But a warning: it is a bit of an earworm:
(We are really fortunate to have the beautiful Lazo Woods right behind our school. We went out on “solos” to find poetry–record our observations and inspirations–and later, to read in the woods. Each student submitted just one favourite line in the poem below–in order of their last name. Even though the lines are random, the poem has unity.)
The board shimmered not black, but evergreen
The humming wings of the fluttering bee
Dandelion seed lightly flutters down through the breeze
A shadow moves through the forest
The sun is so bright you can close your eyes, face the sun and still be blinded
For a tree cannot stand alone
Boulders poking up from under the moss and dirt
The bright sunlight gleaming through the trees
Green moss crawls up the trees
Baby raven oh so fun waiting for it’s mom to come!
The forest is a quiet place to work
Pushed aside the cedar grows lonely
Trees tower like city buildings
The forest gets older
The sun peeks through the swaying trees.
Big bugs buzzing
Leaves glowing like emerald
Sun peeking through the trees
Twigs crack, birds sing, the story of the forest silent, until you listen
Salal covers the forest floor like a carpet
Cooking with gas is a favourite idiomatic expression of mine. It means you’re on fire–full of enthusiasm–efficient–getting things done.
And we are! The student blogs are loaded with great writing worth reading. These bloggers have only been at it for a month, but I think they are really getting the hang of it, don’t you? (By the way there is a lot of great reading beyond the posts listed here–take a gander, read a little or a lot, leave a comment, leave some more…but I digress.)
There’s something here for everyone (student names are linked to the post):
Are you interested in penguins? Do you know the difference between crows and ravens? Colt and Chelsey are experts.
And more on birds–Mya shares cool facts about owls.
When I first saw the film below (and we called it a film, and it did wind reel to reel), I was in Mr. McGuffin’s Grade 5 class. It blew my 10-year-old mind. I still find it such a compelling translation of our understanding of the universe, such as it was in the late 1960’s. It is a wonderful device, that zooming thing.
Choose an image. (Creative Commons licensed and attributed, of course, if it is not your own photograph). Think of an image that is a starting point, something from which a viewer can move back to see more of the story.
Invite your readers to “zoom out” of the the scene to reveal what else they imagine is also a part of the story.
Commenters are obliged to read previous comments and carry the storyline is a sense-preserving way.
If you’d like a great example of how the story can evolve, check out this one about a Dr. Pepper can and this one about a keyboard.
Make sure you tag your post Zoom Post to make it searchable, and link to the Student Challenge blog.
And yes, you can comment on your own Zoom Post–but leave room for your readers, too!
So readers, what is the story here? Update!The tale is now told–Read the exciting of saga of Molly and the Chocolate Cake–now closed for comments as we have reached the end of the story!