Deep Inside a Text

March 16, 2015March 12, 2015 by Naomi Stein

Fifth graders are finding many creative ways to interact with our class novel, an art history mystery, which fosters a deeper understanding of this text and its big ideas. — Fifth graders are finding many creative ways to interact and engage with our class novel, an art history mystery, that foster a deeper understanding of this text and its big ideas.

As the characters uncover bizarre coincidences, we're thinking carefully about coincidences from our own lives. The protagonists wonder about art, and so do we. — As the characters uncover bizarre coincidences, we’re thinking carefully about coincidences from our own lives. The protagonists wonder about art, and so in turn do we.

Students brought in items from home that they each think of as art. This sparked a fascinating discussion as to what is the nature of art.

Students explained why they brought in the items they did. From a shofar to a broken vase to a glass blown animal, we had many different artifacts to study.

We wanted to study this question (What is art?) more, so off we went to the RISD Museum. Talking has great worth, but students wanted to see as much art as possible to shed greater light on their questions and thoughts about what art can communicate to us.

We observed, we questioned, we discussed, we wandered, and we had a joyful learning experience. What is the artist trying to communicate to us? What can we learn about the values and cultural norms of this time period based on its art? Students drove the learning and the movement around the museum. — We observed, we questioned, we discussed, we wandered, and we had a joyful learning experience. What is the artist trying to communicate to us? What can we learn about the values and cultural norms of this time period based on its art? Was this green line supposed to be there? Students drove the learning and the movement around the museum.

In the contemporary art wing, this exhibit was accompanied by music.

Students marveled over the art work. Fifth graders raised many thoughtful questions, such as: Why are their nudes in art? Are all portraits of real people? Did only the very wealthy have portraits taken of them? When can we come back to the museum? — Students marveled over the art work. Fifth graders raised many thoughtful questions, such as: Why are there nudes in art? Are all portraits of real people who once lived? Did only the very wealthy have portraits taken of them? When can we come back to the RISD museum?

We ended our visit with some quiet reflection. What had we learned about art? — We ended our visit with some quiet reflection, in this apropos spot. What had we learned about art?

After the museum, one student proclaimed, "I'm left with more questions than answers!" (Good!!!) The class decided they wanted more data, namely the thoughts and opinions of those in their community. They created this and hung it in our school lobby to gather responses. — After the museum, one student proclaimed, “I’m left with more questions than answers!” (Good!!!) The class decided they wanted more data, namely the thoughts and opinions of those in their community. They created this and hung it in our school lobby to gather responses to further their understanding.

Meanwhile, we've begun passing around Lo!, a bizarre book that a character in the novel picks up and puzzles over. — Meanwhile, we’ve begun passing around Lo!, a bizarre book that a character in the novel picks up and puzzles over. Students take it home, read a passage, share a summary and a reflection. Lo! is filled with newspaper clippings that seem like anomalies (i.e. showers of frogs). Who was Charles Fort? How many more coincidences will we discover between Lo! and Chasing Vermeer?

Our spelling words this week came from the text, and the assignment- to write something that seemed like it might be an entry in Lo!- led to some very creative writing!

Here’s an example, by Jonah:

The luminous bear fell from the sky.

There was an innumerable amount of frogs falling from the sky.

The beautiful periwinkles grew until their tips touched the clouds.

The incompetent teacher said to spell “it” “phyl.”

He was disoriented at the sight of the crocodiles coming down in swarms.

Students began charting their clues from the noevl — Students began charting their clues from the novel

We continue to puzzle over art. Yesterday the class learned about the life of the great artist Vermeer.

A main character, Calder, uses pentominoes to help guide him in life. The class has been the first class ever to figure out how to arrange the set of 12 shapes- each made up on 5 units- into a rectangle. They worked joyfully & collaboratively! And they're very proud of themselves! — A main character, Calder, uses pentominoes to help guide him in life. The class has been the first class ever to figure out how to arrange the set of 12 shapes- each made up on 5 units- into a rectangle. They worked joyfully & collaboratively! And they’re very proud of themselves!

Here, students each struck a pose to demonstrate which aspects of the book they're thinking about. Their explanations were thoughtful and their poses were most creative. Reading is thinking, and these 5th graders have been interacting deeply with our class novel. — Here, students each struck a pose to demonstrate which aspects of the book they’re thinking about. Their explanations were thoughtful, and their poses were most creative. Reading is thinking, and these 5th graders have been interacting deeply with our class novel.