Playdough Provocations: Inventor’s Workshop!

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If you are looking for a way to jazz up the materials at your playdough table, I have a tried and tested provocation that I’m sure your students will love: The Inventor’s Workshop. I stumbled upon this amazing idea while perusing one of my favourite blogs: The Imagination Tree. On her blog, Anna has a list of over 50 ideas for using playdough which I go to whenever I’m in need of some inspiration. You can find her list as well as her recipes for playdough here: http://theimaginationtree.com/2013/01/the-z-of-play-dough-recipes-and.html

Before the children visited this centre, I set them up with some schema about what an inventor is by reading The Most Magnificent Thing by Ashley Spires and Rosie Revere, Engineer by Andrea Beaty (both titles pictured above). I have my own collection of technology cast-offs, but I also wanted to involve the children in the creation of this centre so I sent home a note asking parents for any old electronic materials that we could use. The very next day we got an awesome assortment of old wires (which we trimmed for ease of play), speakers, remotes, cell phones, etc. which we sorted into our loose parts tray. I also added some plastic caps and metal loose parts I had in my loose parts bin.

In addition to the playdough and a collection of loose parts, I also wanted the children to record their creations on paper. I created a recording sheet with “My Invention” at the top. I also provided the children with a new kind of paper to sketch on: graph paper. I told them it was a special kind of paper that planners and inventors might use. I even modeled how to draw a creation I made by sketching and labeling the parts of my machine (like the on/off button, etc.). The children couldn’t WAIT to give this one a go!

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“This is the ‘off’ button!”

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These students were working independently until they realized they could connect their inventions together with a long wire. They were so excited about this discovery!

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“This is a ‘potato maker’ – it can make all kinds of potatoes: chips, french fries, mashed potatoes…”

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This student took time to colour and label her drawing to match her creation. “I put a check mark to show that it’s done!”

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“A Tic Tac Toe machine.”

One of the interests that developed from this provocation was an interest in robots. This was in part due to our experimentation with the apps ChatterPix and ChatterKid. Both versions of the app are nearly identical but ChatterKid has a three second countdown before it starts recording so that students know when to start talking.

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Basically, ChatterPix allows you to bring photos, drawings, and creations to life. You simply “draw on” a mouth and record your message and your image will talk! Here is a sample that one of my students made. This particular student is generally quite shy, so him having the confidence to not only record something but then share it confidently with the class at reflection time was a breakthrough (you can click on the link below to see the video on Twitter)!

Here are a few of the robots the children created:

What I liked most about this provocation  (besides the fact that it is engaging, creative, and fun!) is that it provided so many opportunities for our students to engage in literacy behaviours. The children were actively telling each other about their inventions as they worked, negotiating the use of special materials, and of course recording and writing about their inventions. During reflection time, the class was rapt with attention listening to each other describe what their inventions could do and how they were made. Many students were inspired to visit (or re-visit) this centre after hearing about what their classmates had created there.

Have you ever tried an Inventor’s Workshop in your class? Are you using ChatterPix with your students? I’d love to hear about what you’re doing!

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In the Art Studio: Plasticine Art Inspired by Barbara Reid

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This month we have been inspired by renowned Canadian author and illustrator Barbara Reid. Barbara Reid has worked on some of my class’s favourite read-alouds: Picture a Tree, Perfect Snow, and Subway Mouse. When reading, we often discuss how an artist may have created their illustrations. My students were very interested in how Barbara was able to achieve such realistic and detailed pictures using Plasticine.

Lucky for us, Barbara Reid has created a series of tutorial videos which you can find on YouTube (links below). In her videos, Barbara talks about how she goes about creating her artworks: from the planning stage (researching, sketching a picture), to creating a background, to adding fine details and textures to her work.

Video: Making Plasticine Pictures with Barbara Reid Part 1

Video: Making Plasticine Pictures with Barbara Reid Part 2

Video: Making Plasticine Pictures with Barbara Reid Part 3

For this project, I cut our Plasticine into very small pieces so it would be easy for the children to manipulate (and because a little goes a long way!). I arranged the pieces in small containers by colour. I also included some of Barbara Reid’s books and a non-fiction book about Barbara Reid herself. We also had dry cloths for wiping our hands (as Barbara suggested) and some tools for adding texture. For the planning process, the children had pieces of cardstock and pencils for sketching. We made our Plasticine pictures on small canvas boards I found at the dollar store. The children were extremely excited to do their work with “real artist materials.” For me, it is very important to give the children beautiful and authentic art materials to use and work with. Their art is more than deserving of quality materials and in my experience, they seem to take their art more seriously when they perceive materials to be “special.”  For this project, the strength of the canvas boards was an added advantage, as it made it easier for the children to spread the Plasticine.

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During the planning process, I really didn’t meddle too much in what the children were sketching or wanting to create, thinking the children would figure out on their own what was going to work and what wasn’t. For example, the first group of children who visited the studio realized that creating people with Plasticine was a big challenge, and advised their classmates accordingly during reflection time. Spreading the Plasticine was also a challenge for some (and a great fine motor muscle workout!). Some children took a few sessions to complete their backgrounds, pausing and coming back later to give their fingers a rest. Other children wanted to persevere and complete their backgrounds so they could get to adding their flowers or bugs or animals. If you’re wondering how long it took the children to complete their pictures, it varied between one session (about half an hour) to a few days, depending on each child.

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Y.A.: “I want to make a picture of a cat.” 

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A.J. spreads the Plasticine to make a sky. “I’m mixing the colours. A little bit of dark blue and a little bit of light blue.”

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Y.A.: “I’m making my grass like Barbara Reid. I’m rolling snakes and making them flat like grass. I’m doing a pattern: light green, dark green, light green, dark green…”

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R.A.: “I’m making a little mousey like Barbara Reid. It’s just like The Subway Mouse.”

Here are some of the children’s completed art works. I have them displayed on a low chalkboard ledge in our classroom and the children can often be found admiring them!

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S.C. “I made a rainbow and a little girl is camping in the tent.”

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Honestly, the children were SO proud of their completed art works. They loved showing them off during reflection time and talking about the process they used to make them. During one reflection session, we started talking about how Barbara Reid gets her Plasticine pictures in the pages of her books. One student remembered that Barbara’s husband photographs her art for her so the pictures can be used as illustrations. One student suggested that we take photographs of our work and use the pictures to make a book by writing our own stories. I loved that the children were inspired to create their own stories, so we set up a story-writing invitation.

At the writing table, I gave the children some mini easels to place their art on. I put out plain paper and some black pens. The children could choose to write about their own work or a classmate’s work that inspired them. This proved to be a popular invitation! Some children returned each day to write a new story! We loved listening to each other’s stories during reflection time – some children’s stories were so popular, the class asked them to read it aloud more than once.

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E.H. “Once there was a little ladybug. She wanted to rest on a flower. The red flower was wet but the purple flower was just right. The End.”

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“I went out on a stormy day.”

We are still in the midst of our story writing. I was interested to see the emergence of a narrative voice in the children’s work and am curious about exploring this further with the class. Stay tuned!

Playdough snowmen…inspiring young poets!

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Well, here in Toronto this week we got an early blast of winter with 5 cm of snow. It was perfect snow for packing and sculpting too – which meant lots of opportunities for making snow creatures! So, in honor of our first snow of the season, I thought I’d share a wonderful playdough activity that provides many opportunities for language and literacy skills.

This activity begins with a poem (which we explored as a class during Shared Reading time) and a provocation at the playdough table. Here is the set-up:

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The children were encouraged to construct and decorate their own snowman/snow creature. While they worked, the children talked about their experiences in the snow and were encouraged to describe their creations. Each snowman was photographed (in fact, most children were keen to snap the picture themselves!).

Here are some of our snowmen:

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The photos of the children’s snowmen were printed and added to the writing table where the children were encouraged to write poems about them.

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Here are some samples of what the children created:

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Snowman

Snowman has a smile

But he is meltie

So we put a blanket over him

But he melted

Snowflakes

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Snowman

Snowman, snowman

How are you?

Are you cold?

Are you meltie?

Snowman

Boo Hoo.

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Snowman Mommy

Snowman mommy

I love you.

Snowman mommy,

You love me.

Snowman!

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ABC Snowman

A B C D E F G H I J K L M N O P

Q R S T U V W X Y Z

Lion snowman

Roar!

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Snowman ABC

A B C D E F G

Don’t break the snowman.

H I J K L M N O P

I like snowman.

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Snowman 1 2 3 4

1 2 3 4 carrot

1 2 3 4 eyes

1 2 3 4 smile

1 2 3 4 buttons

1 2 3 4 scarf

Snowman!!

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This student had some very creative words of his own to add to his poem! He was hesitant to write the words on his own so I scribed them for him, but encouraged him to write the title and special ending words “Splash! Coocoo!” on his own.

We were so impressed with the children’s creativity and enthusiasm throughout this project! Each day, we dedicated some of our class reflection time to listening to each other’s poems. Here are some things we did to help the students achieve success with this activity:

*The topic developed out of the children’s own interests in making snow creatures outside.

*The poem we read helped the children understand/think about the process of making a snowman and served as a model for the type of writing we wanted the children to attempt (poetry).

*We talked about the features that made the snowman poem interesting and fun for us to read. There was a particular emphasis on the ending of the poem and how it was an exciting finish.

*The children had an opportunity for hands-on exploration with materials. The conversations we had while making the playdough snowmen lay the foundation for our poetry writing.

*We wrote several poems together as a class (modelling) prior to students attempting to write their own poems.

*All students were encouraged to write a poem regardless of their level of skill in writing.

*All children were celebrated for their creativity and success.

 

Autumn Playdough Provocations II

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This playdough provocation was inspired by the tree study we have been doing this term. In our weekly art lesson the children were able to practice drawing a portrait of a tree in the schoolyard and began to notice the parts of the tree as they sketched. I wanted to extend the children’s thinking about trees by getting them to focus on smaller details – like how the leaves attach to the branches.

For this provocation I put three different colours of playdough, some tree branches, leaf cookie cutters, leaves, and toothpicks on the table. I wanted the children to see a real example of how leaves attach to a branch and also have an opportunity to notice the details in the leaves themselves. The toothpicks were there as a tool for the children to add details to the leaves they cut with the cookie cutters.

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I think the results were quite beautiful! Here are a few examples of the students’ work:

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For more Autumn playdough provocations and the recipe I use for my playdough, please visit the link below:

https://thecuriouskindergarten.wordpress.com/2013/10/12/autumn-playdough-provocations/

Autumn Playdough Provocations

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After finding some rather inspiring pins on Pinterest regarding creative ways to use playdough (see below for links) I decided to “spice up” (pun intended) my go-to playdough recipe. In my first attempt, I added a lovely cinnamon scent to the dough and gathered some fall-themed supplies such as leaves from the dollar store, wooden people, sticks, stones, and fall gems (clear pumpkins, leaves, and acorns). I put out the materials and let the children create whatever they wanted. This centre was constantly busy! The children ended up creating “fall scenes” and told wonderful stories about going on walks in the forest with their families, going camping, and even connecting to some songs/stories we have been reading such as “Going on a Bear Hunt.” Even students who are normally quite quiet during sharing time were eager to talk about what they had made. I was able to assess the children’s ability to talk about their own experiences, make connections, and demonstrate their understanding of fall changes. We shared the children’s work with the class by photographing it and posting it on the SMART Board or showing it on the iPad.

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In my second attempt, I decided to jump on the “Pumpkin Spice” bandwagon that has been popping up everywhere lately by adding pumpkin pie spice to my playdough recipe. For this dough I also added some red and yellow food colouring to give the dough a light orange tint. My ECE partner and I noticed that the children had shown an interest in cooking at our classroom drama centre so for this provocation we included baking supplies such as muffin and cake tins, rolling pins, measuring cups, and cookie cutters. I also put out some harvest-themed paper plates. Just like the week before, this centre was constantly busy! The children were really drawn to the delicious scent of the dough and set to work making cookies, pies, and ice cream. I was able to observe many children planning “pumpkin parties” and negotiating roles, such as who would make which dessert for the event. When the treats were completed, their bakers walked around the room to “share” them with their classmates. It is interesting to reflect on how food can bring us together – I haven’t yet seen another activity in which the children are so keen to immediately involve others in what they have created.

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Have you found any other inspiring ways to use playdough in your classroom or home? If you decide to try either of these activities, I’d love to hear how they turn out!

Here is the base recipe that I use when making playdough. I use a cooked version because I like the texture of the dough and I find that it keeps extremely well. In each spiced version I added about a Tbsp of spice, but you can add as much or as little as you like. For a centre of 6 children, I usually triple the recipe below:

1 cup of flour
1/4 cup of salt
2 Tbsp cream of tartar
Food colouring
1 Tbsp cooking oil
1 cup of water

Heat the oil in a pot on the stove on medium low. Mix the flour, salt, and cream of tartar in a bowl. Add water and food colouring. Add the mixture to the pot with the warm oil and stir with a wooden spoon until it forms a ball in the middle of the pot. When the ball is no longer sticky looking, remove to a cutting board and let cool for a few minutes. Knead the dough on the board several times until the dough is smooth. Store in a plastic bag or air tight container.

Fall Forest Playdough Activity from Two Daloo: http://www.two-daloo.com/2013/09/09/invitation-to-play-fall-forest/

Spiced Playdough from Craftulate: http://craftulate.blogspot.com.au/2013/09/homemade-herb-and-spice-play-dough.html