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Plan for Result of the day:
We begin in the classroom, discussion how to speak about aesthetic experiences and aesthetic products. the you are to present your interpretations of the other groups' maps. We then go to the garage to do some cooking and visit the preparation for "Luftballett". At about 1315: back in the classroom form som preparing for Godøysund.
This example is of course not intended for children, but not how Ted Wells, author of Casting Shadows: Auguste Rodin, uses his body to enhance his expleaning of Auguste Rodin's 'The Thinker':
Making a dreamcatcher
Making a dreamcatcher
Have a look at this page
What do the different maps, and the various parts tell about the relationship between representation (map) and understanding of space?
After the presentations we will also discuss how to talk about the maps with children.
How to speak about what children make in a way that encourage them to explore their ideas even further?
Also relevant to out discussion: The Norwegian Framework Plan for kindergartens has seven learning areas that children should be acquainted with in kindergartens:
Communication, language and text
Body, movement and health
Art, culture and creativity
Nature, environment and technology
Ethics, religion and philosophy
Local community and society
Numbers, spaces and shapes
How do your work (process and products) with relate to these areas?
For those with a special interest in how the panoramas are made:
Remember what Magni told you last week, about the differences between topological, projective and euclidean space. Look back in the literature presented last week.
When you are going to speak about the other groups' maps, remember that you will have an audience of grown ups, who are interested in what the maps can tell about "their children's" progress.
And a video:
How do you speak about the maps and the creation of maps to grownups?
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