Beyond the Classroom Conference 2012 participants, Your passion and dedication to learning is inspiring and we wish you the very best in your pursuits. The information on the following slides comes directly from what we learned when we attended Educating for Today and Tomorrow: Connecting Project Zero Research with Global Issues, Nov. 2010, Washington, D.C. and Educating for Today and Tomorrow: Art, Ethics and Learning in the 21st Century, Nov. 2011, Atlanta, GA. We have been greatly influenced by the research being done at Project Zero and the Graduate School of Education at Harvard University and have included examples of how we have incorporated that learning into our practice at the Glenbow Museum School, Chevron Open Minds School Program. If you have any questions, please contact us at mgallat@glenbow.org or mmccormack@glenbow.org.

Let’s MOVE! Kinesiology is the study of how movement re-patterns brain/body integration & enhances the learning process.

•Brain Dance •Brain Gym

•Carla Hannaford •Eric Jensen

A Passion for Learning by Looking

Beyond the Classroom Conference Edmonton, AB June 2012

Coordinators of the Glenbow Museum School

Chevron Open Minds School Program Marnie McCormack & Michele Gallant

A PASSION

for

LOOKING

To Look at Any Thing To look at any thing,

If you know that thing,

You must look at it long:

To look at this green and say

I have seen spring in these

Woods, will not do - you must

Be the thing you see:

You must be the dark snakes of

Stems and ferny plumes of

leaves,

You must enter in To the small silences between The leaves, You must take your time And touch the very peace They issue from. - John Moffitt

A place where you can

LOOK for YOURSELF &

THINK for YOURSELF.

“It’s swell to dwell.”

“Too much too fast won’t

last.”

“It takes a lot of slow to

grow.”

Project Zero www.pz.harvard.edu/

Project Zero (PZ) is an educational research group at the Graduate School of Education at Harvard University. P Z's mission is to understand and enhance learning, thinking, and creativity in the arts, as well as humanistic and scientific disciplines, at the individual and institutional levels.

What we Sense

What we Think

Find the BALANCE

PZ gives us the tools to Cultivate the Descriptive Impulse

William Dampier 1651-1715. The Pirate who inspired Darwin

Wrote, A New Voyage Around the

World

“Take this fish & look at it. By and by I will ask you what you have seen.” Professor Agassiz to student Scudder, 1874

Looking for

yourself allows

you to think

for yourself.

Leads to

important

original

discovery.

Intrinsically ENGAGING because we all want to LOOK.

Develops a

capacity for

discrimination

and therefore we

learn to see

complexity.

Journal sketch, grade 3

Builds

vocabulary.

Journal sketch, grade 4/5

Confidence building.

“Even the simple act of looking at, and observing an object is different because of the techniques I used at Museum School. Even the way I treat objects when I touch them and hold them is different. When we look at the objects first, no touching, we saw features we would not notice if we were occupied with touching the objects. Then we were able to touch them. There we made the connections of the visual features to the physical features. Therefore we could figure out what the object was and what its function was, easier than if we saw one aspect.”

What we Sense

What we Think

Interpretation

Explanation

Analysis

Physical

Description

Observation

BALANCE

1. Look at the image quietly for at least 30 seconds. Let your eyes wander.

2. List 10 words or phrases about any aspect of the picture.

FLODBERG, Chris

Love and War in the World of Men, 2004 Collection of Glenbow Museum

Cat. #2008.057.001

Repeat Steps 1 & 2. Look at the image again & try to list 10 more words or phrases.

•Long look

•Ask questions, seek puzzles •Connect, juxtapose, compare •Look for complexity

•Looking: Ten times Two

•Think/Pair/Share

•What makes you say that?

•See/Think/Wonder

•Headlines

•Connect/Extend/Challenge

More routines: www.pz.harvard.edu/vt

•Goal oriented – targets specific types of thinking

•Gets used over and over again

•Consists of only a few steps

•Is easy to learn and teach

•Is easy to support when students are engaged in the routine

• Can be used across a variety of contexts

•Can be used by the group or by the individual

See, Think, Wonder - in Glenbow’s Art of Asia gallery.

See

Labeled sketch by a grade one student, May 28,

2012.

Think

BUDDHA: Chants fill the air echoing through the chambers like a snake slithering through grass. The ceiling is covered in beautiful drawings – drawings of the past. Men in orange robes stride past me chanting in a low endless rhythm. They kneel before a towering Buddha looking up to him like a baby to its mother. Buddha fills the air with peace, wisdom and silence. He reminds me of an old man, always thinking. A wind moves through the chamber picking up the wisdom and peace within, moving it out into the places in the world where peace is needed. The tiny details in the statue look as though they have been carved out with a small piece of bamboo. The silence washes over the praying monks like a sea over rocks. The light cast upon the statue is dim but it still gives off love, respect and wisdom that will surely shine in my heart forever. Descriptive writing, grade 6.

Wonder

Think, Pair, Share

Shari Tishman’s parting words: Educating for Today & Tomorrow Conference, Atlanta, 2011

BOLDLY EMBRACE:

•Depth not Breadth

•Big Concepts

•Complexity

•Ambiguity

•Discomfort

•Develop a Community where we can share, support & push one another forward.