{"content":{"sharePage":{"page":0,"digests":[{"id":"52759096","dateCreated":"1334147255","smartDate":"Apr 11, 2012","userCreated":{"username":"colleen.ouyang","url":"https:\/\/www.wikispaces.com\/user\/view\/colleen.ouyang","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/52759096"},"dateDigested":1532760209,"startDate":null,"sharedType":"discussion","title":"Trips","description":"As our guide demonstrated in the museum, we bring ourselves into our reading of the artwork because that is where we come from and the lens that we interpret the world. Such a theme can be used for a project-based assignment at the Studio Museum in Harlem. Students can look at one artwork, and through conversation and scaffolding that each of their interpretations vary. Through this concept, students will find that every person\u2019s input is valuable since everyone has a different life experience and thus, alters their interpretation. Additionally, they will realize that to make meaning requires actively making connections to what they already know. A student-centered project that reflects this could be students needing to create their own artwork to show an event or place that is meaningful to them or as a whole class through a cooperative manner do a collage that reflects the uniqueness of their classroom or community.
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\n Regarding the Brooklyn Public Library, students could be asked to create a new showcase or room design in the library. They would use their knowledge of libraries and the mission of the Central Library to construct a design that follows the amiable atmosphere. Another possible idea is for students to work together to design a new park or family\/community center in which they access the Brooklyn Public Library for research and resources. For instance, the new Luna Park has rides that reminisce the historical Luna Park and Steeplechase. A similar tribute to the neighborhood\u2019s past could be reflected in the design of the community place.
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\n-Colleen","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"52390982","dateCreated":"1333211376","smartDate":"Mar 31, 2012","userCreated":{"username":"snp241","url":"https:\/\/www.wikispaces.com\/user\/view\/snp241","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1317051397\/snp241-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/52390982"},"dateDigested":1532760209,"startDate":null,"sharedType":"discussion","title":"Constructivist\/PBL","description":"More than anything, I felt that these two locations could be used as springboards for constructivist learning that could lead to a number of possibilities.
\nBrooklyn Public Library
\nThe Brooklyn Collection section of the library was truly fascinating to me. It offered many tangible representations of history, including maps, an old stereoscope, business advertisements and letters that are primary sources and easily accessible. The area houses large group tables that make the space an ideal place for cooperative learning to take place. Regarding project-based learning, one could easily teach about any aspect of Brooklyn one desired because of the room\u2019s seemingly-infinite collection of material. If a student wanted to research newspapers, they can find any edition of a newspaper, if a student wanted to research school, all of the information is there. From these real sources, the springboard for going to these places, and developing a game plan for action can easily be achieved. It is very much experiencing history firsthand, and it would be the first step towards actually going to historic landmarks and fully developing research about any topic. The Morgue, as well, creates a whole new atmosphere different from anything a student will normally experience in a library. These experiences will be insightful for students and will be interactive and enriching.
\nStudio Museum in Harlem
\nThere are so many different kinds of art at the museum. You walk in and you see so many different styles and different artistic techniques. I especially liked the chalk work downstairs that could easily be used as a talking point for a discussion on neighborhoods. The collages were also very fascinating to behold and these are two ways of creating art that can easily be implemented into the classroom. The students especially would relate well to these types of mediums because they can be done at home, too. The rich history of Harlem is also very present and strong in the museum as the artists are local to the area. I think the walking trip over to the museum is memorable in itself, and is just as much part of the learning that is taking place as the tour around the museum. Collage, paintings, and chalk-art are all mediums and types of art that can easily be used in collaboration and in individual work and creating an idea of a community is something that is tangible for every student.","replyPages":[{"page":0,"digests":[{"id":"52772334","body":"Sarah, I love your wording of your descriptions of ways to use the library. Your enthusiasm of the primary sources and love of the experience comes through your writing.
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\nYour examples are great ways for students to learn in a constructive manner. I still remember my group-made amusement park artwork\/collage. Likewise, I also typically remember the times I have used a stereoscope because it is such a cool device!","dateCreated":"1334165354","smartDate":"Apr 11, 2012","userCreated":{"username":"colleen.ouyang","url":"https:\/\/www.wikispaces.com\/user\/view\/colleen.ouyang","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"51965146","dateCreated":"1332339254","smartDate":"Mar 21, 2012","userCreated":{"username":"klb409","url":"https:\/\/www.wikispaces.com\/user\/view\/klb409","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/51965146"},"dateDigested":1532760209,"startDate":null,"sharedType":"discussion","title":"Bk Public Library vs. Harlem's Studio Museum","description":"Project-based learning is essential for students because it makes learning interactive. However, not all project-based learning experiences are the same. Take the Brooklyn Museum and the Studio Museum in Harlem are two examples of places which provide unique project-based learning experiences.
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\nThe Brooklyn Museum, aside from being very large, houses an extraordinary amount of hands on materials. There are online resources as well as tangible pieces of evidence and the flexibility to give students access to a variety of otherwise inaccessible materials. There is also an amazing support system of individuals that both students and teachers can talk to and e-mail for assistance. This is a great example of a way to enforce cognitive strategies. A very important goal of cognitive strategy instruction is helping students to develop skills that will enable them to become more self-reliant. By showing students how to access information through public resources such as the Brooklyn Public Library, they begin to develop these kinds of skill that will then help them to find answers to their questions on their own.
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\nThe Studio Museum in Harlem had a much different feel than that of the library. It was smaller and, of course, being a museum, the materials were not as hands on as those the the library. But the museum had more to offer than just the pieces of art. The Studio Museum is very much influenced by the community around it, both in the past and the present. The museum has community projects and events held within the building and it's works extends out to the community. Thus the museum acknowledges the importance of the interaction between real life experiences and action to knowledge and learning. This is the kind of learning encouraged by constructivist theory. This theory encourages students to make new meaning by combining experiences and knowledge. Thus, by having stduents learn the history of the artists, the history of Harlem, and the history of the museum, and then allowing them to see how this history is manifested in the artwork and in museum's public projects, students can begin to make their own connections and meaning. The learning experience thus becomes more significant.","replyPages":[{"page":0,"digests":[{"id":"51999286","body":"Hey Katina!
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\n I definitely agree with what you're saying!! I think the museums had an amazing support system as well, what surprised me was how modern the Brooklyn Public Library is. Compared to other public libraries, the BPL is more up-to-date with a great system of support especially for students. We could tell they are constantly updating since the records have been filed electronically instead of being contained in those cabinets. Not only that, but there's even a librarian on call for a majority of the day. This librarian can be contacted through a screen and questions can be asked to her. I am amazed by this addition to a library!","dateCreated":"1332384625","smartDate":"Mar 21, 2012","userCreated":{"username":"KatherineROD","url":"https:\/\/www.wikispaces.com\/user\/view\/KatherineROD","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1334072334\/KatherineROD-lg.jpg"}}],"more":0}]},{"id":"51948324","dateCreated":"1332290261","smartDate":"Mar 20, 2012","userCreated":{"username":"EviPanagides","url":"https:\/\/www.wikispaces.com\/user\/view\/EviPanagides","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/51948324"},"dateDigested":1532760209,"startDate":null,"sharedType":"discussion","title":"Project based learning","description":"Trips to places such as the Brooklyn Public library can be useful when researching the community that students live in. With a variety of first hand resources, students can look at maps and compare them to more modern ones to determine how their community has changed over the years, or maybe they can research subtopics of interest.
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\nTrips to places such as the Harlem Museum can provide opportunity for students to see a different form of expression. Art has influenced many communities and presents itself differently from place to place. Perhaps they might find similarities with their own neighborhoods. Either way, it presents itself as an opportunity for students to further explore their community.","replyPages":[{"page":0,"digests":[{"id":"51999648","body":"Hey Evi! I agree, trips to museums are very important and they can be stimulating for a community of students living in the area. In terms of educating children, by taking them to the museum teachers can explain how artists make visually stimulating drawings and show the students this example. Students can see for themselves the creativity of their people and be encouraged to make their own artwork.","dateCreated":"1332385290","smartDate":"Mar 21, 2012","userCreated":{"username":"KatherineROD","url":"https:\/\/www.wikispaces.com\/user\/view\/KatherineROD","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1334072334\/KatherineROD-lg.jpg"}}],"more":0}]},{"id":"51906582","dateCreated":"1332213414","smartDate":"Mar 19, 2012","userCreated":{"username":"ahoriuchi05","url":"https:\/\/www.wikispaces.com\/user\/view\/ahoriuchi05","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/51906582"},"dateDigested":1532760209,"startDate":null,"sharedType":"discussion","title":"Brooklyn Public Library & Studio Museum of Harlem","description":"Brooklyn Public Library- I was amazed at preservation of all the newspaper clippings and photos of the past. I thought about how awesome it would be for students to be able to see them and touch them. We would be able to read and research the primary resources available there. There is nothing better than hearing history from people who actually lived it.
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\nStudio Museum of Harlem- Throughout the tour, I couldn't help but notice that the tour guide encouraged us often to speak of what came to our minds and to not be shy and that there was no right or wrong answer. It was up to us, our own interpretations of the art presented before us. Many students love to be hands-on and make things. We saw collages at the museum so it would be nice if students could make collages of their own or even look into other artists who used collage in their art or stories like Ezra Jack Keats.","replyPages":[{"page":0,"digests":[{"id":"51965294","body":"I didn't get to have the experience of a tour guide at the museum but I really like that you mentioned the tour guides encouraged you to share your own thoughts, to make your own meanings of what you saw. In effect saying, there' no right or wrong answer, it's left up to your interpretation. This would be great for students who can use their own base knowledge to make educated guesses and form their own questions.","dateCreated":"1332339403","smartDate":"Mar 21, 2012","userCreated":{"username":"klb409","url":"https:\/\/www.wikispaces.com\/user\/view\/klb409","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"52391076","body":"I also thought that the kinesthetic value of having the students feel the primary sources was a huge benefit of the Brooklyn Public Library. It really gives students a chance to understand research in a whole new way. I feel that we might be losing the physical aspects of research as more and more sources are now obtained online, one starts to lose the actual smell of the book and the ongoing love for reading them.","dateCreated":"1333211778","smartDate":"Mar 31, 2012","userCreated":{"username":"snp241","url":"https:\/\/www.wikispaces.com\/user\/view\/snp241","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1317051397\/snp241-lg.jpg"}}],"more":0}]},{"id":"51883688","dateCreated":"1332179763","smartDate":"Mar 19, 2012","userCreated":{"username":"dawnyaddicted2life","url":"https:\/\/www.wikispaces.com\/user\/view\/dawnyaddicted2life","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1318117565\/dawnyaddicted2life-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/51883688"},"dateDigested":1532760209,"startDate":null,"sharedType":"discussion","title":"Place & Project-Based Creativity: Active Learning!","description":"-Dawny
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\nIn order to help students develop understanding and make their own meanings of the importance of place and project-based learning, two ideas formulated concerning the field assignment trips we took to the Brooklyn Public Library and the Harlem Studio Museum:
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\n--In our Harlem Studio Museum trip, I would teach towards the importance of place and time according to a "Constructivist theory of learning": that students form knowledge and meaning from interaction between their experiences, and their ideas. Based on the fact that the artist focused mainly on "collage art" I thought a great project would be asking students to form\/create their own collage work for presentation to the rest of their peers based on the knowledge they collected at the museum. This would extend beyond the diversity of collage art in display at the museum--but also taking into consideration of the 'time' or era the museum art told us a story about. Based on these additional feature in mind, I would ask 4th-5th graders to view and collect data on what they "see." this can be achieved in sketches and descriptions of the art they find of most personally intimate to them therefore generating a set of 'experiences' for my students. I would then ask them to collect data on what they "read" on the informational texts accompanied in Romare's life story (as exhibited on the museum wall). Taking these two into account they may generate a short "art book" with 4 sections: A copy\/sketch\/photograph of their favorite collage work by the artist, short essay description of his life\/work, students' own collage work generated at school and homework about their own lives--or a favorite relative, and finally a short essay describing the life and\/or time of relative or (themselves). Students design and decorate their book covers. These may then be collectively presented to peers for gallery walks and peer feedback. Students learn more about one another increasing classroom community whilst teaching one another about different aspects of a diverse learning community in my room!
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\nIn the Brooklyn Public Library trip, I thought a group activity involving "Cooperative learning" aspects would be both fun, engaging and informative. Students must work in groups to complete tasks to "collectively capitalize on one another\u2019s resources and skills (asking one another for information, evaluating one another\u2019s ideas, monitoring one another\u2019s work, etc.)" * Where artwork may at times be more intimate towards individual learning, a library project-based assignment would be given to here also 4th-5th graders. This also gives me a chance to change from giving my class info., but now to facilitating student-led learning. I would ask each group to pick one topic based on a Social Studies unit of learning, in this case about a celebration\/event\/holiday of a country around the world: its origin, people, and contribution to ethnic richness. Students collaborate on which country they want to choose. They are given structured requirements concerning dates, times, origin, celebration methods, and additional photo\/art evidence to be followed by the entire group. After which the trip would take place and the students know which info. within the group they are responsible for researching at the library. Their work would the be pooled and presented on a large board for presentation with additional room for technology such as presenting a video of a parade or photographs of clothing in Peru, for example to the class as well. They may choose to bring in an iTunes of music of celebration as well. A final "Around the World" celebration at the end may include gallery walks, food, music and videos of their projects!
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