Grandparents, Dots, and Making Our Mark

We had a very short week due to Hurricane Irma, but we still had time for some miraculous things happening in the library. September 15 was International Dot Day, but at Barrow, we also celebrated Grandparent’s Day for the very first time.

These two events fit perfectly together because it gave grandparents and grandchildren a space of time to share conversations, stories, creativity, and think about how we are all making our mark in the world.

The morning started in the cafeteria with a donuts and coffee event organized by our amazing PTA.  Well over 300 grandparents & children gathered in the cafeteria and shared table conversations around these questions.

Then, I shared Matt De La Pena and Christian Robinson’s Last Stop on Market Street. I loved sharing this grandparent story about seeing the beautiful in the world. So many grandparents came up to me to talk about how much they loved this story and how much it meant to them to hear it. I was so worried about choosing a book for a crowd this large, but this one spoke to so many.

Following the story, I showed the table conversation questions again and invited families to stop by the library to record some of their conversations using Flipgrid. The library was filled with grandparents and grandchildren. Several did record their stories, and there are so many special moments in the videos.  I hope you’ll take a moment to listen, react, and respond to some of them.

Grandparents and grandchildren also sat down together all around the library reading stories to one another. Some visited our Lego wall and build creations together. Others took coffee filters and design collaborative dots in honor of International Dot Day.

Grandparents day and dot day #dotday #grandparentsday

A post shared by Andy Plemmons (@andy.plemmons) on

The library was buzzing for almost an hour.

Pairing these books for Dot Day #dotday #dotday17 #makeamark

A post shared by Barrow Media Center (@barrowmediacenter) on

After grandparents left, our day continued with many classes coming to the library for Dot Day. We of course read The Dot by Peter H. Reynolds, but we also read The Book of Mistakes by Corinna Luyken.  I loved how these two books paired together. Both spread the messages of getting started, persevering, making a mark and seeing where it goes, and realizing the potential that is hiding inside you.  During the stories, we had conversations about what it means to make your mark on the world and students shared many of their ideas of how they are already making their mark.

Making our mark for dot day #tlchat #dotday #creativity @peterhreynolds

A post shared by Barrow Media Center (@barrowmediacenter) on

After each story, students practiced the idea of physically making a mark on paper and seeing where it took them. Students took a coffee filter and made one mark as a symbol of starting and then each students continued the dot creation to see what emerged.

I loved walking around and seeing the individuality of each student and dot. No two dots looked alike even though every one started with just one mark.

So many dots #dotday #tlchat #creativity #librariesofinstagram

A post shared by Barrow Media Center (@barrowmediacenter) on

Sometimes it’s hard to explain Dot Day to people who haven’t heard of it, but when you experience the story, conversations, and creativity that are made public on this day, it brings Dot Day to life in a whole new way.

Dot gallery walk #dotday #creativity

A post shared by Barrow Media Center (@barrowmediacenter) on

How did you make your mark on Dot Day? What did you try that was new?  I hope that this year (and next) I can continue this conversation between students/families about how we are all making our mark in the world.

 

Our Lego Wall: A New Way to Interact in the Library

Each year we add a little something new in our library. I’ve watched several libraries add a Lego wall to their libraries and wanted to do it for a long time. We have students who use Lego in our library and makerspace for stop motion videos and storytelling, so I’ve been curious about the possibilities of this collaborative building space and what projects or ideas it might spark for students.

Several librarians have posted helpful tips on how to create your own Lego wall. I looked very closely at Diana Rendina’s plans and considered building my own.

Our Lego wall pieces are here! #makerspace #librariesofinstagram #steam #lego

A post shared by Barrow Media Center (@barrowmediacenter) on

Then, I saw a post from Shannon Miller about a company called Brik. This company has Lego-compatible plates that have a reusable adhesive on the back so that you can move it from one location to another if needed. You could order packs of 6 plates which came with an assortment of briks as well. This was appealing to me because of how much time it would save me in constructing a wall. I wouldn’t need to mount plywood to the wall or worry with liquid nails.

Lego wall beginnings #lego #makerspace #steam #librariesofinstagram

A post shared by Barrow Media Center (@barrowmediacenter) on

Sherry Gick shared her own experience with Brik and said the adhesive seemed to be pretty reliable. I decided to give it a go.  Before ordering, I posted a Twitter poll and also sent a Google form to my students to ask what color wall they preferred: white, black, or blue.  The response was overwhelmingly blue.

Shipping was super fast, and within about an hour I had everything unboxed and on the wall.  I used Lego pieces to make sure the plates lined up and stayed together. I also made sure to firmly press each plate so that it secured to the wall.  I don’t really plan on moving the plates very much, so I would rather know they are staying on the wall.

Welcome our new lego wall! #barrowbuddies #librariesofinstagram #makerspace #steam

A post shared by Barrow Media Center (@barrowmediacenter) on

After posting some pictures on social media, I started getting messages from families whose children were already excited about the wall. During open house, several students stopped by to check out the wall.

I’m sure we’ll learn a lot about how to best use the space and what rules need to be in place, but we are so excited to have this new space in our library for imagination, creativity, collaboration, and sharing.

The Meaning of Home: A 5th Grade Art Project

For the past month of our 5th graders have been exploring the meaning of home through art. They began their journey by reading Home by Carson Ellis and watching a video of Carson in her home.

They brainstormed what symbolized home for each of them. It is more than the physical building. It’s what you miss when you leave. It’s what comforts you.  It’s what makes you feel at home.

Using a variety of materials such as tissue paper, cardboard, construction paper, paint, and more, they began to construct a scene.  A portion of every student’s scene was made using a 3Doodler pen. These pens warm filament into a steady flow of material to 3D design in a freeform style. It took some tinkering to get used to these pens, but once students figured out the best strategies, they were designing swings, trampolines, bedrooms, trees, and more objects that symbolized home.  This work began in the library and continued in art until students finished.

As students finished their work, we began to construct an exhibit on the shelves of the library. Students filled out an artist statement to accompany each piece so that people touring the exhibit could learn more about each representation of home.  They also took time to record a Flipgrid to show and talk about their art.  This allowed people who aren’t at our school to also take a tour and meet the artists.

Click to hear the voices of our artists

We also wanted to inspire our youngest artists with our project, so once the project was on full display, we invited Kindergarten classes to come to art class with each 5th grade class.  The 5th graders were in charge of the lesson and tour (with the facilitation of Ms. Foretich, art teacher).

5th grade is reading Home to Kindergarten and sharing their art projects #art #home #librariesofinstagram

A post shared by Barrow Media Center (@barrowmediacenter) on

The Kindergarten classes started on the carpet. A 5th grader read Home by Carson Ellis and students viewed a few of the Flipgrid videos. Ms. Foretich invited students to think about some questions they might ask the artists as they toured the exhibit. During this time, the rest of the 5th grade class was making sure their art pieces were ready and waited on the Kindergarten to begin touring.

Kindergarten is hearing all about our 5th grade Home exhibit. #librariesofinstagram #home #art #studentvoice

A post shared by Barrow Media Center (@barrowmediacenter) on

Classes began wandering through the exhibit and listening to 5th graders talk about the process and materials of their art. One of the special things was when a student would make a connection to a piece of art and share a special moment about “home” from their own life.

The Kindergarten students left the library buzzing with excitement and talking about a project that they hoped they got to do in 5th grade. I’m sure Ms. Foretich is already brainstorming what these students might do next year so they don’t have to wait until 5th grade to do a project like this one.

This project was filled with student voice and ownership, and we learned something about each student that we might not know. It was also filled with perseverance and creativity. We were so impressed with what the students created. When we take time to get to know our students, it leads to connection, understanding, and new conversations. I would love to think about more opportunities to make these connections, especially earlier in students’ elementary years so that we can grow together through the year.

What represents home for you?

Barrow & CCSD Maker Faire

A goal I’ve been trying to achieve for awhile in our makerspace is to have ongoing individualized projects.  In the fall of this year, the media specialists started brainstorming having a district maker faire to showcase projects from all of our schools.  In the spring, Gretchen Thomas, had over 30 students in her UGA class that collaborates with our makerspace.  Normally, 4 students from Gretchen’s class come to our makerspace on Tuesdays and Thursdays, but with 30 students, it would be hard for her students to make it to our school multiple times.  We started pondering this new dilemma and realized that Gretchen’s dilemma aligned with my long-term goal.

Gretchen divided her class in half.  Half of her students continued Tuesday/Thursday makerspace times, and the other half became maker faire mentors on either Tuesdays or Thursday.  I gathered students who were interested in making something for maker faire and put them into a Tuesday or Thursday group.  Gretchen did the same with her students.

Maker faire projects and leprechaun traps #makerspace #ccsdmaker #librariesofinstagram

A post shared by Barrow Media Center (@barrowmediacenter) on

At the first meeting, Gretchen’s students learned more about what students were wanting to make. I supported these conversations too, and we started gathering materials students needed for projects.  Each Tuesday and Thursday since February, these maker faire students have worked on an individual project while regular makerspace continued to run simultaneously.  It was loud and chaotic but productive.  Our makerspace storage also became very unorganized and I realized that I have a lot of work to do in order to store multiple on-going projects.

Maker faire is in full swing #makerfaire #makerspace #ccsdmaker #librariesofinstagram

A post shared by Barrow Media Center (@barrowmediacenter) on

During our very first school maker faire, we setup tables around the library to showcase projects. I created a schedule for teachers to signup to bring their class.  Some times classes came and walked through to look.  Later in the day, the maker students were at their tables to demonstrate their products and answer questions.  Again, this was loud and chaotic, but it was organized and productive.

Welcome to maker faire #ccsdmaker #makerfaire #librariesofinstagram

A post shared by Barrow Media Center (@barrowmediacenter) on

Many kids found ideas that they were excited about and wanted to try out.  Many kids got to test some of the products that were made.  Gretchen’s entire class also came during the day to listen to students talk about their projects, keep tables organized, and introduce students to Ozobots and Cubelets.  As usual, miraculous moments happened throughout the day.

 

Here are a few:

Dominique developed her leadership skills as she ran the robotics table for most of the day.  Two students who had made robots were unable to come, so she stepped up and demonstrated their robots for them and kept the table orderly and made sure people had a turn to try out driving a Finch robot.

Speaking of robots, one of the robots had a name: Bob Jello.

Throughout the day, his personality seemed to develop on its own as kids began to talk about Bob Jello rather than just talking about a robot.  Before we knew it, the other robots had been deemed the “evil kitties” and a battle ensued between Bob Jello and the kitties.  Students were huddled up cheering on the robots and it had me thinking about how much we could do with storytelling and robotics.

Evil cats vs Bob Jello #battlebots #ccsdmaker #makerfaire #makerspace

A post shared by Barrow Media Center (@barrowmediacenter) on

My daughter, Alora, made a butterfly sculpture with a 3Doodler pen.  She taught group after group about how the pens worked and managed kids taking turns and making very small sculptures. It was fun to see her as a 1st grader teaching kids in much older grades.

Several students made projects with their dads, and it was fun to watch the students share about their work with others. Patrick’s dad came and presented alongside him to talk about catapult gliders.  They had a tri-board, video, and several models.  It was a popular table that many students were interested in exploring.

Father and son sharing glider catapults at our maker faire. #makerspace #makerfaire #ccsdmaker #librariesofinstagram

A post shared by Barrow Media Center (@barrowmediacenter) on

Linden had a freestyle Tic Tac Toe game he made with his dad, and we loved learning the story of how the game originated at a restaurant table using sugar and sweet n low packets.

Finally, Forrest made  documentary with his dad about Zepplins.  This is a topic that many kindergarten students might not take on, but Forrest was super knowledgeable and shared his expertise along with playing his video.

Kindergarten film maker chatting about Zepplins. #makerfaire #ccsdmaker #librariesofinstagram #documentary

A post shared by Barrow Media Center (@barrowmediacenter) on

Josie had made a robot from carboard and duct tape, and she really wanted to make it move.  She used littebits and fishing line to make its arms move up and down. Rather than just sit at the table the whole time talking, Josie worked!  She continuously made improvements to her design so that the arms would move more and more.  Students started giving her ideas of what she might do next, and she may even attempt that soon.

Cardboard robot using @littlebits #makerspace #ccsdmaker #makerfaire #librariesofinstagram

A post shared by Barrow Media Center (@barrowmediacenter) on

Our intern, Jen Berry, worked with four 1st graders to submit maker projects, and all four of them had projects that were of high interest to visitors.  Many students wanted to make their own terrarium after seeing Zarema’s 2-liter bottle terrarium.

Prepping for tomorrow's maker faire #ccsdmaker #terrarium #makerfaire #makerspace

A post shared by Barrow Media Center (@barrowmediacenter) on

Students made art with Shanti’s scribble bot.  Parachutes were launching and being dreamed up thanks to Eric and Kaden’s garbage bag parachutes.

Scribble bot #makerfaire #ccsdmaker #librariesofinstagram #makerspace

A post shared by Barrow Media Center (@barrowmediacenter) on

Last minute entries rolled in like Aley’s handmade wooden guitar he is using for his music project.

It was so hard to capture every moment.  It was so exhausting, and I’m already thinking about how I will organize it differently next year to involve more students and more classes touring the projects, while also calling on more volunteers to give me a bit more sanity.

Many of these projects will now be showcased at our district maker faire which will take place on Saturday April 1 from 2-4:30PM at Clarke Central High School.  I highly encourage you to attend if you can.  There will be over 100 makers featured from Prek-12th grade. It’s a great opportunity to see the amazing creativity we have in our district.

I’m so thankful for Gretchen and her students for supporting our students. It is a great collaboration that benefits many student voices.  Thank you Gretchen for staying most of the day to help and to Jen Berry for jumping in the chaos and helping the day be a success.

 

Design Challenge Makerspace

img_7614-1

I’ve said it before, but I’ll say it again. We are so fortunate to have the University of Georgia right next to our school and even more fortunate to have instructors like Gretchen Thomas who collaborate with local schools.  Gretchen and I have been collaborating for about 3 years now, and each year we try some new things.  We’re always looking for ways to improve the makerspace time at our school as well as the opportunities available to students.

Gretchen teaches an undergraduate course at UGA all related to maker education, design thinking, STEAM, and more. Every Tuesday and Thursday, at least 4 of her students come to our library to work with students who sign up for our open makerspace time.

This semester we are once again trying something new. Rather than try to do something new on Tuesday and Thursday, students sign up for a 2-day makerspace that gives them time to work toward finishing a project rather than feeling rushed. In addition, we are thinking about design challenges as well as seeking solutions to authentic problems.

Sketching plans for @sphero chariots #librariesofinstagram #steam

A post shared by Barrow Media Center (@barrowmediacenter) on

This week, we had our first UGA group of the semester and they offered a chariot building design challenge.  Students had access to Strawbees, popsicle sticks, cups, straws, tape, paper, scissors, and anything else in our maker supply cart.  Students from 1st, 3rd, 4th, and 5th grade came to the sessions.

So many chariot designs #designchallenge #steam #librariesofinstagram #makerspace

A post shared by Barrow Media Center (@barrowmediacenter) on

The UGA group started out my explaining what a chariot is.  Then, they gave students the task.  Design a chariot that can be pulled by a Sphero robot.  Students grouped themselves in groups of 2-4 and brainstormed designs on paper.

Sphero chariot in action #makerspace #librariesofinstagram #steam #designchallenge @sphero

A post shared by Barrow Media Center (@barrowmediacenter) on

Next, students started construction of their chariots.  There was a lot of trial and error during this process.  Designs on paper didn’t always translate to physical designs so adjustments were made.  The UGA students also got out some Spheros so students could check their design to make sure the Sphero fit in the right places.  No driving was done on day 1.

Students left their designs on the table in the makerspace so they were ready for day 2.  On day 2, students finished designs and began testing their work with a Sphero.  Most designs did not work out on the first try, so students brainstormed modifications and got to work. I loved listening to their thought process in deciding what was problematic and how they could fix that aspect of the design.

I also saw students considering the settings of the Sphero to change the driving speed in order to navigate an obstacle course of coffee cans and ramps with their Sphero.

I really loved this two-day model because I saw students able to finish a project and actually take time to redesign.  Students loved coming to makerspace 2 days during the week rather than just one.  We’ll keep considering how this supports students creation and how it might get in the way of opportunities.

I also have a group of students who are wanting to work on individual projects and Gretchen is going to help me pair UGA mentors with these students as a 2nd piece of makerspace.

We’ll see where this goes, but the potential is looking pretty miraculous!

We Need Your Votes for the 2017 Barrow Peace Prize!

peace-prize-7

It is time once again for the annual voting on the Barrow Peace Prize.  This award was established 3 years ago by our 2nd grade.  Each year students select up to 6 nominees from history.

peace-prize-4

We hold a Google Hangout with the entire 2nd grade to decide what criteria someone must exemplify in order to win the prize.  This year, we read the book Peace is an Offering by Annettee LeBox before brainstorming our list on a Google doc.

Each student in 2nd grade selects one of the nominees to research.

Students research these people using PebbleGo, Britannica School, Destiny Quest web resources, and books.

Barrow Peace Prize research continues in 2nd grade using Destiny Quest websites. #research #informationliteracy #2ndgrade #peaceprize

A post shared by Barrow Media Center (@barrowmediacenter) on

Using Google Classroom and a Google doc graphic organizer, students gather facts about their person and use those facts to write a persuasive essay during writer’s workshop.

peace-prize-design-1

In art, students create a watercolor image to represent their person.

peace-prize-9

Back in the library, students use Flipgrid to record persuasive essays and showcase their art.

Now those videos are ready for you to view.  We need you to view, vote, and share!

Instructions:

  • Visit this Smore
  • View videos for each of the nominees.  This can be done as a class, individually, and can be shared with anyone you know.
  • Feel free to click the heart on any video to “like” it because the kids love that!
  • To vote on the Peace Prize, use the Google form here or on the Smore to select one of the 6 people who you were convinced deserves the prize

Voting will end on February 24th where we will announce the 2017 Barrow Peace Prize in a Skype with Flipgrid.  Two 2nd grade students designed a 3D peace prize that was printed on our 3D printer and every student who researched the winner will receive one of the medals along with each 2nd grade classroom.

peace-prize-design-4

Thank you for participating in our project, and we can’t wait to see who you pick!

Who will win the 2017 Barrow Peace Prize? Voting details coming soon. #studentvoice #librariesofinstagram

A post shared by Barrow Media Center (@barrowmediacenter) on

What is Home?: An Illustrator Study of Carson Ellis

carson-ellis-1

We recently received a Donors Choose grant for an education set of 3Doodler pens. These pens allow you to design 3D sculptures.  Think of them as hot glue guns that aren’t quite as hot and have more design control.

The education set is great because it comes with books of design ideas, multiple filament strands, 12 rechargeable pens, and several molds to use for creating pieces.

carson-ellis-2

As soon as the pens arrived, I showed them to our art teacher and let her borrow one of the design books.  We didn’t immediately plan a project because many times an idea will appear out of nowhere over time.  That’s just what happened.  One day I pulled some Carson Ellis books to show to a class and Home was at the top of the stack.  Ms. Foretich started looking through the illustrations during BTV and her creative wheels started turning.

carson-ellis-4

Before long, she came back to me with an idea for 5th grade.  What if we explored the idea of home with our 5th graders and had them create a sculpture that symbolized what home meant for them?  The sculpture would have multiple parts and multiple materials that would come together for one piece of art from each 5th grader.  The 3D pens could be a tool that students used to create a part of three-dimensional sculpture.  They would also use paper and cardboard along with other art materials.  That’s where it started.

carson-ellis-5

We booked multiple times on the library calendar for the project and Ms. Foretich made plans for work that would be done in the art room as well.  This week, during art, 5th grade came to the library for the initial lesson.  We wanted to use this time to look at Carson’s work as well as read Home.

carson-ellis-6

We looked at a variety of art on her site and in her books.

Students made many noticings such as the mixture of dark and bright colors.  They noticed how often times there is a bright color that seems to pop off the page.  We also noticed that her work had an embroidered or handmade quality to it as well.

After reading Home, we watched a short video to see Carson’s actual home and hear a bit about the environments she put into the book.

This brought us to a discussion of the word “home”.  Most students started by talking about a physical structure, but then Ms. Foretich asked them to think about what they missed when they weren’t at home.  This brought many students to bring up things like smells, objects, people, foods, pets, and more.  We referenced that in Carson’s video, she zoomed in to things like a fireplace, apples hanging from a tree, chickens strutting through the yard, and a guitar propped against the wall.  Ms. Foretich told students she wanted them to stretch the idea of “home” to go beyond the physical structure.

Next, we gave students some planning and exploration time. We split the class in half.  One half worked on brainstorming.  

They made a list of possible things that represent home and then selected what they would focus on the most for the art piece.  They also sketched their image as well as what part of the image they would use the 3Doodler for.  This brainstorming step is a step students will continue in the art classroom because they only had enough time to begin their planning.

carson-ellis-17 carson-ellis-10 carson-ellis-9

The other half of the students explored the 3Doodler pens.  I showed them the basics of how they worked as well as some examples of things that could be made based on the instructions in the books.  Each student got 1 strand of filament to experiment with.  I encouraged them to try writing their name or making a cube.  Some of them created their own designs as well.  Since this was a tinkering session, they did not have to create anything specific.  I wanted them to see the possibilities and the limitations of the pens so that they could do better planning back in the art room.

After about 10 minutes, each group switched so that students visited both areas.

We are so excited about the possibilities of this project and the many standards that it will include.  I can’t wait to learn more about the students by seeing what represents home for each of them.  We will continue to revisit the work of Carson Ellis as we go.  Planning will continue in art as well as the creation of the paper and cardboard pieces of the sculpture. Students will return soon to begin working with the 3Doodler pens.

More @3doodler practice today for our art collaboration using @carsonellis books #art #arts #librariesofinstagram #home

A post shared by Barrow Media Center (@barrowmediacenter) on

It’s always so much fun to collaborate with art. Ms. Foretich plans the most meaningful projects for our students and I can’t wait for them to get to showcase these in multiple ways at school and in our community.

Trying out our 3Doodler pens for an art project. #art #collaboration #home #librariesofinstagram

A post shared by Barrow Media Center (@barrowmediacenter) on