Tag Archives: questions

Where Do You Find Art? SOL25 Day 30

Most people see the beach as a playground, a gym, an opportunity to commune with nature, a place to get away from stresses and routines of the work week. Sometimes, though, I notice artists at work.

There are artists who are inspired by the natural beauty of the beach and drag their easels, paints, and canvases to the shore and set up to work en plein air trying to capture what they see in front of them. Today’s artist used the sand as both canvas and paint and a rake as his brush.

When my walk began, he was just getting started and had traced some circles on a large flat spot near where I walked onto the beach. I paused long enough to watch his technique for creating even circles–although I doubt I could replicate his motions. I walked some miles, stopping to watch egrets and other shore birds. I noticed some places where the cliffs have crumbled since my last visit to this beach. I took photos of sand dollars, sea birds, and the piling remnants of a structure that existed on this beach about a hundred years ago.

As I returned back to where I began, I noticed the completed art raked into the sand. As the mom of an artist, I’m fascinated by artists’ processes. I see the compulsion to create, the need to express, and how artists find their own tools of choice. When I see the scale of a piece like this in the sand, I have so many questions!

Is the work pre-planned? Does the size relate to the size of the rake? The size of the artist? Are the measurements a felt sense that the artist intuitively knows as the pole end of the rake traces circles and then the rake is turned to brush in the texture?

What is it about temporary art that is so question-invoking? I’ve seen other sand artists who place their art strategically where they can stand above it and photograph their work. Did the artist take a photo before he left his art for beachgoers to admire?

I did notice others like me taking the time to photograph this piece of temporary art, admiring its scale and shape. And there is something spectacular about art with the Pacific Ocean as its backdrop.

What found art have you come across? What surprised you? What wonderings did you have?

Eclipsing the Day Away: NPM24 Day 8

I think this was the first day in my long teaching career that I have ever taught during a solar eclipse. Unfortunately, this wasn’t a total eclipse in our area, but still an eclipse. And on this first day back from Spring Break, we were fortunate. All our of classes were supplied with eclipse viewing glasses…so why not turn the day into an eclipse-centric science phenomenon-based day of learning?

Even before the eclipse began (around 10am our time) we reviewed what we had learned about solar eclipses before our break by watching and listening to a song called “Total Eclipse of the Sun” by PBS kids. I did remind students that we were not going to see totality, but the energy in the classroom was rising. We took our first peek at the sun shortly before recess. With glasses in place, we looked up and could see right away that our usually round sun had a big bite right out of it! From that moment, these first graders were hooked.

After recess, I set up the livestream so that we could keep track of the eclipse for those places in the path of totality and we headed outside with our solar glasses to view the partial eclipse progress about every ten minutes, coming in to sketch and document the time after each viewing.

Totality, even via livestream was exhilarating! “The diamond ring!” they shouted as we watched the sun just about disappear. Four minutes of “nighttime” passed so quickly and then we watched the sun reappear. And just when students thought there was nothing more to notice about our partial eclipse, one more viewing before we headed out for lunch revealed that the “bite” of the sun had changed sides!

And no day of science learning would be complete without adding in some art and writing. After lunch we tried our hand at creating our own eclipses using oil pastels and a masking technique. Students were encouraged to use some artistic license with color–and enjoyed creating these colorful coronas.

Inspired by a poem from the book Welcome to the Wonder House by Rebecca Kai Dotlich made up of all questions, students took a first try at crafting a question poem about their eclipse experience. While we ran out of time before we really had time to finish, here is an early look at a first grade question poem by F.

The Solar Eclipse

When is the next solar eclipse?

Can America have a full eclipse?

Who can track the eclipse?

Can someone see the eclipse from inside an airplane?

Why do we have the moon come in front of the sun on special days?

When was the last eclipse?

When I look up at the moon at night I see a smile on it, but why?

For my own poem, I turned the #verselove Zip Poem prompt into an eclipse teaching poem using my school zip code (and using emoji’s as suggested for the zeros). Thanks for the inspiration Mo!

Zip Poem: Teaching Under the Influence of a Partial Eclipse

9-Solar science eclipsing school day, igniting first grade wonder

2-Planetary alignment

0-☀️

0-🌙

7-Young astronomers’ energy fueling totality-free sky learning

In Search of Math: SOL24 Day 27

Math is everywhere. That’s what I’m always telling my students. But at 6 and 7 years old, my students mostly think math is either counting things one by one or solving equations someone else puts on a page for them.

So I’m trying to get in the habit of finding math in my own daily life. And somedays I’m pretty good at it. On a walk in a local downtown I saw these boxes of books at the local used book store. What perfect math for students (or just ordinary people) to think about. What question(s) might you ask to evoke a mathematical response?

When I see these local trashcans I want to challenge my first graders to figure out how many tiles there are without counting each individually. How might you figure it out? Is there more than one strategy to help figure it out?

There’s the holes in this drain. Is there an easy way to count them? How might you keep track?

Today we headed out on our playground in search of math. But I’m not so sure that I managed to convey how to look for math. Some students noticed the squares of the climbing ladder on the play structure and were figuring out how many were outlined by the ropes. The inaccuracy of their sketches were definitely not helping them find the solution.

When I prompted, “Do you see any fractions?” a few students were able to see the eight “slices” outlined on the floor of the spinning merry go round thing–and could even articulate that each was an eighth.

But I see that more practice and maybe a bit more direction are still in order. I think I may practice by showing my students one of these photos and then asking some questions to provoke a mathematical response.

So, let me practice on you. What mathematical situations might come from the close up of these balls on the cart in the playground?

Where do you find math in your daily life?

Tiny Surprises

Not too long ago I got a cool little photo gift–a small detachable macro lens for my iPhone.  It has a little clip (kind of like a clothespin) that fits the macro lens right over my phone’s native camera lens.  The fun thing about a macro lens is that it lets you get close up and magnify tiny things so you can really see them.

During Tuesday’s lunch break I decided to attach the macro lens to my phone and head out into the backyard in search of a photo subject.  The milkweed is looking quite sickly.  There are a few flowers, but the leaves have been stripped clean.  Upon close examination, I did find a caterpillar–the monarch variety–cruising the stripped branches.  I leaned in, took a deep breath, and held as steady as possible to snap a few photos of the yellow, white, and black crawling creature.  It was a pretty big one, so I ended up with a head shot rather than a full body portrait.

Then I turned my attention to the lavender.  I love the way that lavender has tiny blossoms that make up the bloom.  I aimed the macro lens at the individual blossom–and then I saw them!  The tiniest ants were crawling in and out of the blossom.  I moved the lens away and looked closely.  I could make out the tiny ants, just barely, without the lens.  I snapped a few different shots of the tiny ants exploring the blossom and then my questions started emerging.  Are these ants pollinators?  Do they help or hurt the lavender?  What about these tiny ants–are they a different species than the regular ants I’m used to seeing, just smaller?

I love the way taking photos also creates opportunities for research and learning, piquing my curiosity as I notice something new or unexpected.  Photography keeps reminding me to look at the world through fresh eyes, changing my angles…or just the camera lens!

Ducks

There were a lot of them.  Gathered in a group, moving with purpose.  Where did they come from and where are they going?  

Seagulls are usual.  They congregate, squawking and arguing over who gets the bag of cheetos stolen from the blanket.  Shorebirds with their long thin beaks poke the wet sand in search of snacks.  Whimbrels and godwits are shy, scattering as I creep near.  I’m always on the lookout for egrets, tall and elegant with bright yellow feet.  Sometimes they feed in pairs or triads, but mostly seem to lead a solitary life.  

When the little girl approached the group, I expected them to take flight.  Rise into the sky in unison.  But they didn’t.  As I got closer, I saw they were traveling together, one after the other like school kids heading from the classroom to somewhere.  They were unperturbed when I came close with my camera from behind.  And not concerned when I ran ahead and took my photos from the front of the line, in fact, the lead duck nearly walked right into me!

I’m still wondering about that sord of mallards (if they had taken flight they would have been called a flock).  In all my walks on the beach over the years, this is my first sighting of mallards on a pilgrimage.  Where did they come from?  Where were they going?

Snowy Egret Questions: NPM #15

Today was my first day back with my full class, full day, now on a 5-day a week schedule. I’ve challenged them (and myself) to writing a poem-a-day during the month of April. Today I started by reading them Little Black Crow by Chris Rascka–a picture book written entirely of questions. And we revisited the poem Yellow Weed by Lilian Moore–a question poem. Then we set off to write our own question poems.

I love writing with my students–and I love when they make no hesitation before beginning to write. And better yet, when after 7 minutes, I asked who would like to share their question poem–more than half the class shot their hands into the air! What fun to hear their question poems and the variety of topics they picked to write about. And they were not surprised at all to hear than I chose to write my question poem about snowy egrets.

So here is my poem:

Snowy Egret

Feathery friend, what brings you to the beach today?

Is it the tasty orange shrimp in the low tide soup?

Feathery friend, do those bright yellow feet

bring critters near as you stomp and stir?

Are they a beacon shining bright in the salty sea grass?

When you spread your delicate white wings

do you feel like a plane

or a kite lofted into the gentle sea breeze?

Feathery friend, what do you think when you see

my eye pressed to my camera lens?

Am I intruder or a familiar-faced friend?

Feathery friend, where do you go when you leave the beach?

Do you fly away home? Do you live alone?

I look for you on all my beachside walks

my lucky charm

a sign of good fortune.

Good bye snowy egret,

will I see you soon?

®Douillard

Flotsam and Jetsam: SOLC #7

The sea was moody today. Thick clouds kept the sun at bay and also kept people at home. That’s a good thing for me–there’s nothing better than an empty beach for walking and exploring.

I love the way the beach is ever changing. Some days the shore is smooth and sandy. Lately piles of smooth beach stones have been pushed up into my walking zone. Low tides, like today, expose stretches of reef, some pieces algae-covered in reds and greens. I’m always on the look out for interesting finds on the beach. Unfortunately, we often find trash on our walks. Pieces of plastic and styrofoam, leftovers of foil wrapped burritos, and all too often straws of all shapes and sizes.

Today I noticed a glow stick on the reef. I know that fisherman often use these as part of their fishing routine, although I’m not sure exactly the purpose. I stopped to capture a photo and then we picked it up to throw away. (Lucky for our local environment, my husband always carries a trash bag when we walk on the beach.)

Next up was the shoe. Just one. Alone. It hadn’t been in the sea long enough to become a home for sea creatures, but it was soaked all the way through with sand inside. I wonder who lost this shoe and when they noticed it was missing. Does this child still have the other shoe tossed in the back of the closet?

Then I noticed the long white structure. Was it trash? No, seems like a bone. A closer examination made me believe that it is the remain of a pelican beak, long and thin and about the right size, washed up onto the shore. This piece we did not pick up–seems best to let it decompose and return to its native environment.

As I was documenting these finds with my camera, I was thinking about that term: flotsam and jetsam. Is one type of debris flotsam and another type jetsam? I turned to Google to check out the definitions. I learned that in maritime lingo, flotsam is wreckage of cargo that remains afloat after a ship has sunk and that jetsam is cargo or equipment thrown overboard from a ship in distress. I also learned that the phrase flotsam and jetsam has come to mean useless or discarded items. So I’m categorizing the glow stick and the shoe as flotsam and jetsam. The beak bone, just ordinary bird remains.

But what about this?

It seems that Shamus and Marisol decided to create some art on these beach boulders. It makes me wonder, did they bring paint to the beach with the idea that they would use beach rocks as a canvas? Was it made with water-based paint that will dissolve into the sea during the next high tide? Did they make it for their own enjoyment or for others to see? Or is it a call for help? (Notice the S.O.S.) Temporary art is common on the beach, there are sand artists who rake intricate designs into the sandy shore. There are rock tower builders, carefully balancing stone after stone after stone. And of course, the sand castle builders who create turrets and moats on castles adorned by seaweed and shells. All pieces meant to last only until the next tide sweeps it away.

I always leave the beach with questions and something to think about. And I always learn something. Regardless of its mood, the sea and the beach is never dull.

Question Poems: NPM20 Day 20

Have you written a question poem?  What questions do you have about them?  Can you compose a poem made entirely of questions?

I figured my students, who tend to have a million questions every day–both in person and virtually–would be experts at this poetry form.  To inspire and mentor them, I offered them Yellow Weed by Lilian Moore along with a guiding sheet (in lieu of face-to-face instruction) encouraging them to brainstorm possible questions, to include sensory details and imagery, and to thoughtfully arrange the questions they came up with.

Screen Shot 2020-04-20 at 6.02.04 PM

And their early drafts show promise.  I’m still wishing for more detail, more elaboration, more figurative language, but these 8 and 9 year olds poets are becoming more and more confident writers.

And then I ended up writing my own question poem about a yellow weed–one that I like to describe as a wildflower.  Wild mustard is not native to these parts, but it grows as if it is.  Wild mustard in the spring–with a little water and sunshine–grows lush and tall and is a riot of yellow!

Here’s my question poem–and I might have cheated since I ended with a sentence rather than a question.

Wildflowers

 

Who plants you by the side of the road?

Is it the wind as it picks up your wispy seeds and slings them wide?

How do you grow tall, so far over my head?

Do rain and sun grab hands and circle you with hope?

Where do you go when the sun is too hot, the ground too dry?

Can you melt back into the soil like an abandoned ice cream cone?

What keeps you coming back?

Do bees and butterflies remember your generosity and return to visit?

Why do I love you?

Tall yellow blossoms wave and sway

reminding me that after the dark and gray of winter, light and warmth will come.

 

®Douillard

img_6620

What question poem will you write?

 

 

Photo-Inquiry…Art, Science, and Writing

I’ve been taking pictures every day for more than a year now.  Some days it’s a struggle, other days it’s pretty easy.  But one of my favorite things about being a photographer (albeit, amateur) is that it makes me pay attention…and ask lots of questions.

Yesterday I was up in our local mountains enjoying all that fall brings…colors and pumpkins and apples…on a warm fall day.  As I was photographing some beautiful leaves turning orange and red and yellow, I noticed this beautiful pine tree.

photo-12

Looking closely, I was fascinated by the texture of the bark on the tree.  And an even closer look revealed all these tiny holes…with many filled with acorns or other nuts.

photo_1

That observation set off a million questions…how does this happen, what animal does it? Does it hurt the tree?  Is it squirrels?  And then I noticed this nearby fence post.

photo_2

So it’s not only about trees…it’s about wood.  I noticed the nearby utility pole also had holes and nuts.

With all these questions running through my head, we continued our adventure and I continued to look for interesting subjects for my photography.  A while later, at the edge of a little pumpkin patch I looked up and saw a beautiful blue bird with red markings high up on a utility pole.  I thought it might be some kind of jay, but my husband was quick to point out that it was tapping the pole…a woodpecker!

We watched closely, listening to the persistent tapping as it pecked into the top of the pole.  I attempted several photographs…but one thing the iphone camera is not good at is long distance photos!  Here’s an attempt.

photo

If you look closely you can see a tiny silhouette at the top the pole.  As I watched I started to make connections to the pine tree and fence post I had photographed earlier.  These holes with the acorns in them were the work of an acorn woodpecker!  A little internet search today led me to this information:

The group will guard their territory, and will often have a single tree in which they store their acorns; known as a granary. A single granary may contain tens of thousands of acorns. The acorns themselves are placed individually into a hole drilled into the tree. Acorn Woodpeckers also feed on insects (including aerial flycatching), sap, and fruits.

I love that photography always ends up teaching me interesting things about nature and about the world.  It makes me pay attention, notice details, and ask questions.  It makes me curious…and makes me wonder…a perfect tool for inquiry!  And as I write this on the National Day on Writing, I get to share my photography and learning with you!  #write2connect in action!

How do you write to connect?  What do you learn from the activities you love?