ERIC ED399001: Every Child, Whole Child: Classroom Activities for Unleashing Natural Abilities.

192 Pages·1994·1.9 MB·English

by  ERIC

DOCUMENT RESUME
ED 399 001
PS 024 238
AUTHOR
Wilson, Leslie Owen
TITLE
Every Child, Whole Child: Classroom Activities for
Unleashing Natural Abilities.
REPORT NO
ISBN-0-913705-99-3
PUB DATE
94
NOTE
190p.
AVAILABLE FROM
Zephyr Press, P.O. Box 66006, Tucson, AZ
85728-6006.
PUB TYPE
Classroom Use
Teaching Guides (For
Guides
Teacher)
(052)
EDRS PRICE
MF01/PC08 Plus Postage.
DESCRIPTORS
*Academic Ability; Activity Units; *Class Activities;
Classroom Environment; *Classroom Techniques;
Elementary Education; Learning Activities; Learning
Processes; Learning Strategies; *Learning Theories;
*Talent Identification
IDENTIFIERS
Gardner (Howard); *Holistic Education; *Multiple
Intelligences; Waldorf Educational Theory
ABSTRACT
The purpose of the guide is to address changes in
American schools, focusing on holistic learning, multiple
intelligences learning theory, and the importance of aesthetic
experiences in children's education. It strives to empower
professional teachers with knowledge about new learning theories with
concrete activities to put that knowledge into practice. The goal is
the whole child in terms of mind, body,
to addx**.L1.----
spirit, and social consciousness. Part 1 of
,;mc to give
direction and perspective to curricula choices of the past, present,
and future. Part 2 specifically addresses the present and future need
to educate the student via a holistic approach focusing upon the
uniqueness and individual potential of each student. The importance
of Howard Gardner's multiple intelligences are defined and explained
in detail as important points to address the whole education of a
child in the areas of:
(1) verbal-linguistic;
(2)
logical-mathematical; (3) spatial;
(4) musical;
(5)
bodily-kinesthetic; (6) interpersonal; and (7) intrapersonal. The
seven intelligencies are incorporated into all subsequent exercises
in the guide. The third section consists of activities in the areas
of knowing the self, utilizing all of the senses, and the world of
art as an educational tool. Each activity provides the teacher with a
purpose, age level, list holistic principles utilized, intelligences
utilized, and materials necessary. Contains 96 references. The work
is fully indexed.
(SD)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
U.S. DEPARTMENT OF EDUCATION
of EduCahonal Research and Imp,Improvement
..-OttsCe
INFORMATION
RESOURCES
EDUCATIONAL CENSOTE
ERIC)
R (
)I(ThiS dOCument haS been reproduced as
received from the person or ofgaruzation
originating it.
0 WACO changes Cane been made to ImprOve
reorOduChOn Quaid,/
Poonts of new or °Wien S Staled in this dOcu
Official
men! do not necessarily represent
OEM OOSttiOn or oohCy
EVERY
CHILD,
WHOLE
CHILD
Classroom Activities
for Unleashing
Natural Abilities
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL
HAS BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
Leslie Owen Wilson
0
If
r
BEST COPY AVAilABLE j
rr
)
EVERY CHILD,
WHOLE CHILD
t
EVERY CHILD,
WHOLE CHILD
Classroom Activities
for Unleashing
Natural Abilities
Leslie Owen Wilson
NAV
A
Zephyr
Press
Tucson, Arizona
4
Every Child, Whole Child
Classroom Activities for Unleashing Natural Abilities
Grades K-6
0 1994 by Zephyr Press
Printed in the United States of America
ISBN 0-913705-99-3
Editors: Stacey Lynn and Stacey Shropshire
Cover design: David Fischer
Design and production: Nancy Taylor
Zephyr Press
P.O. Box 66006
Tucson, Arizona 85728-6006
All rights reserved. No form of this work may be reproduced,
transmitted, or recorded without written permission from
the publisher.
Library of Congress Cataloging-in-Publication Data
Wilson, Leslie Owen, 1945 -
Every child, whole child : classroom activities for unleashing
natural abilities / by Leslie Owen Wilson.
p. cm.
Includes bibliographical references.
ISBN 0-913705-99-3
1. Activity programs in education. 2. CreativityStudy and
teaching. 3. Educational change. 4. Cognitive styles in children.
1. Title.
LB1027.25.W45 1994
371.3dc20
94-19017
5
To my first teachers
Ev and Jack, Henrietta and John C., Alice, Peg,
and Kathryn
To some great teachers
Mildred Snyder, Margaret Russell, Eva Griffith,
John Schmitz, Arnold Blumberg, Ben Swenson, Kay S. Bull,
and Martin L.
To my best teachers
Jessie and Gil ly
All that is not given is lost.
Hasari Pal in City of Joy
A note to the reader
The scientific name for the patterns scattered throughout this
book is phosphenes. Within the common vernacular these are also
known as "seeing stars." These phenomena occur when we enter
a darkened room or when artificial pressure is applied to the eyes.
Phosphenes are created in the brain and within the eye. They were
first described, categorized, or artificially induced in the research
experiments during the late fifties and early sixties by Penfield of
the Montreal Neurological Institute and by Max Knoll describing
his research in an article for Scientific American. These patterns
were chosen for use throughout the text because they also appear
in the art, designs, and patterns of many distinct cultures. In
essence, they represent one of the visual elements that connects
most seeing human beingsthey are archetypal symbols.
CONTENTS
xi
PREFACE
INTRODUCTION
1
Finding and Confronting the Shadows
PART ONE
1. Questions that Give Direction
15
Where Did It Go?
19
25
Points of Reference: Observation
26
Encounters of the Wrong Kind
29
Processing Visual Information
30
Visual Gifts Ignored
34
A New Vision
PART TWO To the Future
38
2. Previews
39
Seeking an Alternative view
44
The Waldorf Example
46
The Design
48
Integrating the Feminine
49
The Multiple Intelligences
Gardner's Intelligences Defined
50
57
Aesthetic Education
63
3. Promises: A User's Guide
63
Intentions
64
The Importance of Blueprints
The StagesA Refresher Course
65
67
Ages and Stages
67
Ages 6-9
70
Ages 9-12
73
Method
74
Using the Activities
77
Expressive Activities
CONTENTS
4. Imagery and Visualization
83
Holistic PrinciplesA Reminder
85
The Importance of Imagery
87
Enhancing Vision
87
Sources for Guided Imagery
92
Sample Exercise
93
Maintaining the Sight
99
PART THREE On the Care and Maintenance of Gifts: Activities
5. Knowing the Self
103
Expressive Activity Block 1: Seeing Journal
103
Seeing Journal
104
Expressive Activity Block 2: Collections of the Mind
New Ways of Seeing
105
Rubbings and Embossings: Inside Out or Outside In
106
Textures trip
106
Embossing
106
Rubbings from the Past
107
Seeing in Different Ways
108
Reversing Perspectives
108
Drawing Upside Down
109
Drawing on the Ceiling
111
Drawing on the Ideas of Others
112
Expressive Activity Block 3: Signs, Symbols,
and Mirrors of the Mind
114
Variations on a Theme
116
Movement Phosphenes
117
Symbolic Phosphenes
117
Combinations of Phosphenes
117
Deciphering Petroglyphs and Pictographs
117
Painting Caves
118
Making Mandalas
119
6. Using All the Senses
121
Expressive Activity Block 4: Seeing with All the Senses
Different Kinds of Seeing
121
No Peeking
122
The No-Peeking Box
123
Seeing through Words: The Power of Allegory
124
The Stream
126
viii
CONTENTS
Expressive Activity Block 5: The World of Colors
Inside and Out
131
Color Quest
133
Color Quest Follow-Up Suggestions
133
Colors Inside and Out
135
Stained Glass Windows
136
137
Monochrome Perspectives
137
Color Me Me
Colors in the Environment
138
138
Bolded Colors
Story Clouds
141
Colors and Emotions
142
Color Orchestration
143
144
Resources
7. Texture, Line, and Detail
147
Expressive Activity Block 6: From Reality to Dreams
.147
148
Mosaics
Fine Art: Texture and Detail
149
Creating a Neo-Impressionist Artwork
150
Creating a Post-Impressionist Artwork
150
Taking a Different View: Cubist Artwork
151
152
Line
152
Seeking Variety in Lines
Experimenting with Materials
153
153
Changing Lines
Piggybacking on Others' Lines
154
Writing Lines
154
Mirror Images
155
155
Graffiti
Expressive Activity Block 7: Seeing through Dreams
Dreamcatchers
156
The Dreamcatcher
158
Making a Paper-Plate Dreamcatcher
159
Making a Traditional Dreamcatcher
160
Discussion
160
Resources
161
Endings
161
ROADSIGNS, ROADBLOCKS, AND DESTINATIONS:
163
AN EPILOGUE
165
BIBLIOGRAPHY
ix
10