Tag Archives: projects

90 Second Newbery

90 Second Newbery is a film festival for kids to make very short movies telling the story of Newbery or Newbery honor winning books. The deadline for films is next week and the screenings start soon. You can find a list of them on the website. I already shared ours a few places because I was so excited by it and meant to blog about it earlier, but life interfered, so I’m sharing it here now.

We chose this as one of our big fall projects and it has been really cool to see the result. One of the most rewarding aspects was that after we sent in the link for the film, James Kennedy, who runs the festival, sent back really specific and positive feedback, which was very cool. Even if you don’t have time to participate this year, I would really encourage everyone to think about this as a project for the future. It involved so much good, positive, creative work and so many good discussions of literature.

This is the film Mushroom and BalletBoy made:

I’m still surprised at how much work went into this project. They’ve made little stop motion movies before as well as some little kid live action movies. Both the boys have a facility with iPad movie editing apps. However, they had never seriously attempted a project this ambitious. And everything, from the choice of the book, to the script, to the music and shots had to be agreed upon and it wasn’t always easy with two directors who had different visions.

The script was especially tricky. In the end, we used the script that Mushroom wrote. He had all these great phrases and moments in it, like a vision of Ivan saying, “Mack didn’t call the vet,” followed by silence to indicate how Stella died and the idea of using a news report to explain how Ivan ends up at the zoo.

Building the set for the stop motion of Ivan was even harder. We started with thin plexiglass walls for the stuffed gorilla playing Ivan, but the glare was terrible no matter how we set up the lighting and we finally had to lose it. We also tried using a green screen and even borrowed a real green screen from a friend, but again the lighting was never quite good enough to make the green screen look good and it refused to pan properly. In the end, the kids just printed out the image of the mall circus store they’d chosen to be Ivan’s dismal backdrop. The green screen was also supposed to be used for the news report, but all the takes didn’t work and we had to wrangle our friends from co-op into doing the report instead.

Filming the crayon drawings also was tricky at times. The Stop Motion app cut off the edges of drawings, which was okay for some scenes, but meant we filmed the final credits (no joke) more than half a dozen times trying to make them readable and not cut off.

Not long ago, I posted about how I think parents should help their children with their projects sometimes. This is a great example of that for us. I did almost none of the work for this movie. Probably the biggest thing I did was make a couple of the protest signs when BalletBoy was sick and they needed to be done so Mushroom could film with their friends the next day. But every other bit of work was completely the kids. Every photo, every bit of filming, every drawing, every idea for the movie.

Mostly what I did do was a huge amount of organization for them. I kept them on schedule. I typed up the handwritten script and helped them edit and revise. I encouraged them to pay attention to the details and redo things when they didn’t work or to let things go when they weren’t happy with the best result we could get. I mediated and suggested compromises between their different ideas. I highlighted the parts of the script that had been filmed to help them keep track. I set aside time for them to work. I played cheerleader and said how great the project would be in the end. And it is great.

I think kids need all kinds of projects. They need things where it’s really completely on them from start to finish. They need things where they have to follow someone else’s rules. They need things where someone shows them how much they can do with a little support. This was a project with a little support and I feel really positive about it and so do the kids.

Anatomy of a Project: Houses

In the fall, I committed to trying out doing projects more with the kids and we tried a few things had one real success. With all out outside commitments, we have had to dial back and simplify and drop all the “extras” projects (we’re still doing some math and writing projects), but I wanted to back up and blog about our resources and the way this tiny germ spread down rabbit trails.

We started with a board of project ideas and “houses and architecture” was one of them. After some discussion, we picked it as one of the things we wanted to try out so I started gathering resources to try with the kids.

The first thing I pulled out, which I had been hoping to try, was the book A Blueprint for Geometry about designing your own house and learning about geometry at the same time. I was excited by that, though the kids were less so. However, as I started trying to organize it, I also got less excited. The book, frankly, was terrible. We loved the ideas about math and playground design in Designing Playgrounds from the same series, but this one, by a different author, was just not enough information or structure. With the kids not at all keen to do it, we dumped it. I asked if they wanted to build model houses or design a house and they weren’t interested. It turned into a dead end.

Next up, I brought home a pile of library books and the first one we studied was Housebuilding for Children. This delightful book from the 70’s (and I mean, so from the 70’s) is like a free range parent’s dream with several plans for tiny play houses for kids to build themselves. We got the materials to make the balloon frame house and dove in. It was really hard. I think the type of wood we got splintered too easily. Some of the materials in the book weren’t available. But in the end, the kids, mostly on their own, build the frame of the house! For real. Then cold weather hit and we didn’t finish it. It’s so small that I’m not sure if they will finish it or not (we may try to donate it to a friend). But it was really a rewarding part of the project. It took a lot of perseverance to do all that hammering and building.


I took out a bunch of books about buildings and architecture. I started with David Macauley’s Unbuilding, in which he imagines the Empire State Building being taken apart. This turned out to be really disturbing as a concept so we didn’t finish the book. Not only that, but the kids both agreed that they weren’t as interested in big famous buildings like the Pyramids and the Empire State Building. Instead, they wanted to focus on houses. We talked about the House and Home exhibit at the National Building Museum, which we have visited several times, and began to think together about some elements of that, such as different styles of homes and different needs people have for their homes.

I returned the buildings books and got a second pile of books about houses. See Through History: Houses and Homes was the first resource along with some other books about the history of different houses and simple picture books with images of houses around the world. I read some aloud and the kids read others on their own and wrote narrations about the different kinds of houses through time. Next, I found what is probably one of the greatest books I’ve found for a topic, Old House, New House by Michael Gaughenbaugh. This was an incredibly detailed picture book published by the National Historic Trust. I mentioned it in our book round up a few months ago. It covered American architecture styles from colonial to the present and everything in between with great drawings and a really well-done frame of a story about a boy whose family is restoring an old Victorian. The kids were really riveted by the book.

That led us in a few directions. I looked for other books about homes and architecture. We got I Know That Building, which turned out to be a really cute book with some cool activities, but aimed toward slightly younger kids. I also bought the Dover Coloring Book called The American House on a whim. That was much more useful. The kids and I all enjoyed coloring several pages in it and talking about the colors and designs of the homes. Finally, one more book in our library pile, The House I Live In: At Home in America, had a cool set of narratives of kids talking about their homes all over the country. The kids read the book and wrote their own pieces about our house.

That led us to think about our neighborhood and home. We investigated our own century-old house and did some activities to think about the details. We drew the house and did some art activities. Then we played around with old online maps of the city. We found our block going back as far as we could until we couldn’t find our block anymore on the oldest set of maps. It didn’t exist! Then we went to the special local research library and found the “birth certificate” for our house and had it printed up, as well as the name of the original owner. Back home, the kids learned to use the online newspaper archives to look up our address and the original owner. We didn’t find too much, but we did learn that the original owner had been German and later became a middle school principal. It was really exciting for the kids to make their own discoveries as they searched and zoomed in on the old newspaper pages from nearly a century ago.

Meanwhile, I took out a pile of books about various architects. Most of them ended up unread, but BalletBoy read one about Frank Gehry and loved it (and asked to go to Spain… hm…). We also watched a documentary about Frank Lloyd Wright and I promised the kids a trip to Falling Water that still needs to be delivered. I took out a number of books with activities about Frank Lloyd Wright as well as other architects, such as a book about Greene and Greene. However, none of the activities really resonated with the kids, so we didn’t do much of them.

When winter arrived, the project sort of naturally petered out. However, it was really neat to have this focus on a “big” topic for a solid couple of months. The project brought in some math, a lot of research skills, some hands on skills, a lot of teamwork, some reading, some writing, a surprising amount of history, and some art. The kids had to bear with me as I took us on some detours and assigned things like writing and reading to go with this project and I had to follow them and shut down some of my visions for what the project could be and follow the things they were interested in.

Overall, it was a good experience. While we’re taking a hiatus from doing another big, all-encompassing project like this, I’m excited to try another one in the future.

School Projects

Back more than two months ago, I promised the blog that there would be another post about projects and school.  Then, for some reason, I stalled.  It’s not that I didn’t think about it.  I started this post a half dozen times, but I have really struggled to figure out what I wanted to say about this exactly.

Here is what I know.  I know that we’re going to leave formal curricula behind for content subjects to be more project based.  That means math stays and if we decide we need to pick up grammar or logic or anything again, which we have done off and on, then we will, but goodbye to having history, geography, art, and science plans.  We’ve always been loose and living book based with those, but we’re headed out into the sea without a rough map for at least a couple of years.  Some of that will be more kid driven than learning we’ve done in the past, not so much because I didn’t believe in child-led learning before, but because I had two kids who were previously much less interested in engaging in it.  I think having a bit of that rough map in their heads now has made them feel they can at least pick a general direction in which to head.

I also know that pushing forward with some level of standards for learning is also important to me.  It’s important to me that the kids keep practicing writing, keep practicing revising, and keep improving their organization.  I know that while I want learning to be process oriented, I want it to have rules and boundaries.  Life has rules and boundaries.  I believe that “do whatever” is a dead end of a guideline for most people.  People on the whole do better with challenges and the greatest creativity can come from having more rules, not less.  So where this all leads me is that I want there to be a sense that some projects have to be revised and changed and remade sometimes to fit the rules.  Not that every project must fit in a neat box or even be completed, but that some must.  Stories must make sense, imaginary worlds must seem believable, science experiments must follow the scientific method, technology projects must have an end goal.

One of my biggest inspirations in heading more into projects for school has been Partnership Writing from Brave Writer.  It’s not so much more than suggestions for writing projects, most of which we’ve now completed.  However, in implementing these, we’ve always taken several detours and side trips.  The kids have had their own interpretations and we’ve had to negotiate the end products.  It’s been mostly a positive experience for all of us and I’d like us to be focused around that sort of learning, with the kids slowly taking the reins more and more, over the next couple of years.

photo (1)I’ve blogged about some of our Partnership Writing projects in the past, such as the secret codes, the timeline, the homophones, and the mythology lapbooks.  I’ll add here some images of the catalog sales project.  This was a perfect example of how the kids took the project and really took charge of it.  It was originally designed to be about an historical period, but Mushroom decided his catalog was going to be for many thousands of years in the future, when the sun was about to become a red giant and humans were fleeing to one of the moons of Saturn with the help of special portal technology.  BalletBoy decided to do his catalog for an undersea world where fish apparently shop in catalogs.  I was happy to accommodate these creative ideas.

photo 2 (10)On the other hand, the imaginary
islands project was actually much more difficult for us.  We used the book
Where on Earth?
as inspiration for drawing maps of the imaginary island chains the kids invented.  However, we repeatedly ran into trouble as the kids drew their maps.  You can’t have average lifespan be 25, or, at least, not without an explanation.  And you can’t have extremely rich areas woven in with extremely poor ones all over your island, at least, again, not without an explanation or a story to tell about why.  It’s your imaginary world, but it has to make sense and tell a story.  Getting to that story without feeling like I was just outright overruling them was incredibly tricky.  This was by far the most difficult of the Partnership Writing projects.  Not only was it a supersized one (the schedule allows for it to take an extra month) but it presented more thinking problems than any of the other projects.

photo 1 (10)

We encountered a lot of the same problems when we took on another project that wasn’t a Brave Writer one, this time focusing on math.  We drew from the book Designing Playgrounds from the Math Projects Series in order to study playground design, then propose and design our own playgrounds.  In the end, this was a really fun project.  I liked the build up steps suggested in the book, in particular going to an actual playground and keeping track of what types of activities kids engaged in most often as well as using pattern blocks to think about space on a grid before actually doing any freehand drawings or designs.  There was a lot of really great complex measuring involved in this project, as well as a lot of creativity.  It was really perfect.

photo 2 (11)

Except that we struggled again when things needed to make sense.  The final step of the project involved making models, but it was very difficult to understand that a tiny block was a pretty large piece of play equipment and BalletBoy in particular seemed to feel that building any element to scale was going to completely squelch his creativity.  But if the models didn’t represent semi-accurate scale, then one of the goals of the project, since it was so focused on math, seemed to have gone out the window.  I didn’t feel like letting that go was acceptable in this case.  I got a very good suggestion for guiding the kids through this in the future, which was to think of it like writing and do more first drafts before making the final project.  We did do a good bit of playing around, but more in two dimensions than with modeling, so I think we should have given more time for that.  In the end, we all came to agreement and the final products looked really impressive.  The kids wrote up project proposals as if they were the contractors submitting their bids and they made little drawings and wrote headlines for imaginary newspaper articles about the opening of their new playgrounds.  As you can see above, BalletBoy’s featured a play village, a shallow water play area, and a large climbing feature inside a pretend mine.  Mushroom’s, which is below, was focused on ziplines, a climbing feature, a sandpit in the center, and a huge maze which would have puzzles on the walls and multiple entrances.

photo 1 (11)


Curve Balls

What I expected we would do during this gorgeous week of perfect, mild summer weather:

  • Pick blueberries
  • Go swimming
  • Go for a hike
  • See friends and run around
  • Go see the lotuses in bloom at the aquatic gardens
  • Go to the free Apple Camp
  • Wrap up some school

What we actually have been doing:

photo 1 (8)

That’s BalletBoy at the E.R. for a huge gash on the bottom of his foot that he got over the weekend playing at the splash fountain up the street.  So while we did Apple Camp and wrapped up school for the summer, we’ve been stuck inside for this beautiful weather, unable to get out and enjoy it!  BalletBoy can’t really walk and Mushroom refuses to go out in solidarity.  All my visions came crashing down!

But that’s okay, because instead they’ve done other things, including:

photo 2 (8)

  • Made up their own role playing game with a board and dice
  • Built three different variations of guitar games with the Makey Makey (one is in the picture above)
  • Lazed on the sofa and watched every single Regular Show (just trying to be honest here)
  • Invent a quiz show for the Husband and I to face off in (the Husband won, which is not a surprise since he’s an actual quiz show winner – he won the downpayment for our house on Who Wants to Be a Millionaire many years ago)
  • Played lots of board games
  • Made movies (the picture below is a still of BalletBoy’s movie featuring Mushroom as an inventor who makes a robot that goes berserk)
  • Added several hours to their summer reading charts for the library


It’s hard to be stuck inside in the summer, but I’m glad my kids can still make lemonade out of lemons.

Next week, they’re off to summer camp.  BalletBoy is starting to hobble a little better and his stitches will be out soon.  Hopefully I’ll have a nice break and they’ll have a good time at their camps.

Projects, Part Two… A Tale of Two Kids

So I wrote about how we’re moving to be more project based, but one of the major hitches in this plan has been two kids with radically different approaches to projects.  This is coming about especially for the projects they create for themselves.  Right now, we have a nice long chunk of time in the evening for them to work on projects that they’ve created.

BalletBoy immediately rolls down the hill.  Mushroom hangs back.
BalletBoy immediately rolls down the hill. Mushroom hangs back.

First, I’ve got BalletBoy.  Ever since BalletBoy became my little night owl (if he ever abandons the ballet, I may have redub him Night Owlet on the blog), he has been staying up late to do things.  He has written little books on his iPad, borrowing my keyboard and making illustrations for them on the Scribble Press app.  He has read books and drawn pictures and even sewn things on the sewing machines.  However, mostly he has programmed.  He has become a complete Scratch addict.  So much so that we all had to celebrate Scratch Day like a real holiday with a party.

Here’s a Scratch program he’s especially proud of.  The other night, the Husband came to tell me that BalletBoy fell asleep programming, his hands resting lightly on the keyboard and his head leaned back on the sofa.  The Husband had to remove the computer and carry him to bed.

Basically, when I set BalletBoy loose, he’ll come up with something to do and carry out most of his projects to completion.  He wants to share them with us and wants validation and support, but he doesn’t want us to do anything but play his games, read his stories, and generally praise his effort.  He might be the perfect project kid at the moment.  He wants to do projects, he’s open to some feedback, but he’s very set on doing his own vision.  He works diligently.  He turns out interesting things and doesn’t let himself get stuck in a rut.

Mushroom on the other hand…  Mushroom dreams big with great ideas for projects and ambitious plans.  He imagines elaborate Scratch games, writing screenplays, creating board games, drawing long series of comics, and more.  However, when it comes time to actually carry out his ideas past the initial exploration, it’s a flop.  He can spend hours imagining and planning, but when it’s time to do something, he always pulls back.  Even worse, the more he sees BalletBoy finish, the more he beats himself up and the less he does.  It had gotten to the point that he was wandering around every evening, complaining about being bored, refusing to work on anything, even refusing to dream big anymore.

The root of this is really his anxiety.  I’m not generally an anxious person, but I certainly recognize how anxiety keeps you from finishing things.  I don’t think I finished a single math assignment throughout high school.  If I just left the last problem or two unfinished, I knew it wasn’t really done, and therefore not really a reflection on my math abilities.  That was a pretty silly justification, but I know that’s how I felt.  For Mushroom, he is afraid to fail, which makes him afraid to commit to really doing anything.

If he was content to not finish things for awhile, that would be okay, but he’s clearly suffering and unfulfilled by this state of affairs.  He has always wanted time to himself to do things, but then struggled to figure out what to do with that time.  I worry that if I simply leave him to it and let him be that he will build up a bigger and bigger block about finishing things.  I see this when he doesn’t have an experience for awhile that’s in his anxiety provoking category.  If he doesn’t run across a dog for a couple of months or doesn’t get a chance to be outside on his own for a few weeks thanks to weather, those things become more and more difficult for him.  On the other hand, the more he does them, the easier and more routine they are, usually with minimal anxiety and fuss.

Mushroom and I have been in talks about all this.  He is, after all, an incredibly self-reflective kid.  He agrees that he’d like me to help him carry things out and finish things.  A couple of weeks ago, with him alone in the house for the afternoon, I suggested we finish a project together.  His enthusiasm for the completion of it was ecstatic.  Close your eyes and remember how good it feels to finish things, I told him.  Below is the little movie we made that afternoon (he did most of the camerawork and all the editing and had the vision, I helped with some of the art).

We’re trying out making a list of projects he’d like to do.  It’s a short list.  When he finishes one, he has to take it off the list and also take at least one other project off the list, a project that will never be finished.  The idea is that there’s this list of options, but he knows that some of them will never be completed and some of them will.  So far, this is working and he’s been more productive than before when we’ve tried to list things he’d like to do and it seemed too open ended or too intimidating.  Right now, he’s working mostly on inventing his own candy and trying to finish an online Code Academy course on Javascript.

Coming up next…  Projects for “School”


A Good School Day… (finally)

We’ve been struggling a bit to find our footing again here at the Rowhouse.  Between the holidays and Mushroom struggling with lack of sleep, we have not found a lot of joy lately.  I’ve been torn between trying to reinsert some learning love into our lives and trying to keep us on track with basics like math and writing, not to mention to keep working on projects such as studying for the upcoming National Mythology Exam and getting ready for the Destination Imagination tournament.

So somehow we’ve muddled along.  Mushroom is finally just starting All About Spelling level 4 and finishing work in Beast Academy 3D.  BalletBoy is flying through his spelling and keeps trudging on through decimals and fractions.  We survived World War I and made it to nutrition in our science studies.  But none of us have really been feeling the love.

Thus we were all relieved when BalletBoy, after some disappointment over a set of activities elsewhere that didn’t live up to his expectations, insisted that we take half a day to make toy prototypes.  After a full morning of math, spelling, writing, and history, I set them at it.

photo 1 (5)Mushroom created a bug racing habitat with different parts you can remove and replace to create new raceways.  It folded up for ease of carrying.  He made an ad for it using the Toontastic app on his iPad and wrote a nice description about the materials he used and who might buy it.

Meanwhile, BalletBoy sculpted an airplane with blasters called the “Ship of Doom” and made a print ad for it.  His description in the ad contained the disclaimer, “Small parts.  Not for children under three,” repeatedly.  He loaded the blasters with perler beads and made a tiny pilot out of pipe cleaners and more beads.

photo 2 (5)Honestly, it was the perfect afternoon project.  The kids wrote proposals and made ads.  They sculpted and created.  They imagined.  They worked entirely on their own.  Even though Miles had some problems with the air dry clay at the end, they loved showing off their prototypes.

I’m not entirely sure where my kids’ obsession with business comes from, but this whole activity was right up their alley.  And we all agreed that it felt good to finally have a good school day.

I’m hoping we’ll find our groove again.  Looking ahead, I want us to finish the year our with our science and history cycles, but then I’m hoping to make big changes next year and make more time for this type of project based learning.  It never really worked for us exactly when the kids were younger, but I think as they’ve become more sufficient and have a better set of skills, we’ll be doing more.

Movie Making

There has been stop motion movie mania here recently.  First, BalletBoy made a stop motion movie for his Christmas Eve performance.  He did it completely on his own, or he would have except I had to figure out how to transfer all the pictures to the iPad for him in a reasonably quick way.  In case the plot is unclear, Mary (who the Husband bought a replacement of off eBay for $3!) and her friend Big Frog attend a Christmas pageant.  The baby Jesus is portrayed by a baby frog in the pageant and the angel is portrayed by Duck.  It’s probably the sort of thing that only a mother could think was excellent, but I’m just enamored so much with the sustained effort he put into it.  We put it on Youtube so it could be viewed on the big TV for performances, so you can see it here.

Anyway, since Christmas, the kids have been movie-making mad around the Rowhouse.  BalletBoy introduced himself as, “ballet dancer and filmmaker,” the other day.  Most creations have been about thirty seconds or less.  They’re none so detail-oriented with dialogue and music the way that BalletBoy’s odd Christmas pageant movie was.  However, it’s just fun to see a new passion take hold suddenly.

Here’s some of the resources we’ve been using for these endeavors.  We already had the iMovie app on the iPad.  It’s good for adding music and cutting together a little film, but less good at stop motion, so I added a few things.  iMotion is a nice free app, though you have to buy add ons if you want to export your movie to any other format.  Also, you have to be sure to take the pictures with the app.  There’s no way to import them.  So I moved on to Smoovie, which we’ve been very pleased with.  It’s easy to use for kids, not too expensive with no more in-app purchases and allows you to import photos so you can take photos with your own camera then add them if you wish by pasting them directly.  Since BalletBoy was so fired up, I got him the last minute Christmas gift of The Klutz Book of Animation.  He has been excitedly getting ideas from it.  If you don’t want to buy the book, you can see the little movies they made to illustrate the ideas in the book for free online here.  And if you don’t have an iPad, you can download free software from there to make stop motion movies on your computer.  Finally, in looking for the right app, we downloaded a couple of lite versions of two drawn animation apps, and , both of which we’re just starting to play with, but which look fun as well.  Maybe we’ll start animating our art as well.

Projects and Revolutions

A couple of months ago, I read Lori Pickart of the Camp Creek Blog‘s book Project-Based Homeschooling.  While I didn’t absolutely love it, I would say it’s definitely worth a read.  The ideas from it are still swimming around in my head, along with bits and pieces about project-based learning.

I liked the book because it straddles the space in homeschooling that I aspire to straddle: the space between structure and freedom and actually had practical ideas about how to bring that space about in your homeschool.  It was a book that made you want to do art with your kids, especially if they’re at all arty.  And the ideas about organizing art spaces were excellent and inspiring.  However, for a short book, the text got repetitive for me pretty fast.  And I was disappointed that the projects remained focused on art or letting kids use art in service of subjects that interest them.  To me, engineering, science and writing are all just as ripe for project-based learning as art.  These topics do get some coverage, but it’s pretty clear to me that the author has a lot less experience with them than with art, which was clearly her passion.  I would have loved to see just as much space about organizing science supplies as art, for example.

I’m not sure if this really heralds any changes in our homeschool though.  As much as I love projects and try to support them when they arise, I can’t see them as the center of our homeschool.  If they were, then I know myself.  I would swoop in and ruin them or take them over.  It’s so much better when the kids have full charge of them and my roll is as tape supplier and general appreciator.

I will say though that eight seems to be a big project age in our house.  BalletBoy has been busy making things for the stuffed Perry the Platypus he got at Disneyworld, like a special carrying case from a tissue box and a special “room” from an Amazon box.  He also, of his own accord, made a Christmas stop animation video for his Christmas Eve performance, featuring a bunch of his toys going to admire the baby Jesus from the Playmobil nativity set.  A couple of years ago, I helped the kids make a stop motion Lego movie for Christmas, and while they took the photos and made the creative decisions, the whole thing required a lot of executive action on my part.  This go around, he did the whole thing alone and I was surprised by how good it looked.  He only had me step in at the end and show him how to load and edit it on the iPad.  (By the way, let me recommend Smoovie for that purpose.)

Mushroom has also been busy with projects.  He decided that he should have a “job” at co-op, which he refers to as the “revolution.”  It has led to a number of enterprises on his part, including a “fifteen minute writing class” that he has been teaching to some of the adults and which is both precious and surprisingly well-planned for a writing class taught by a kid who can’t spell.  He also initiated a co-op newspaper, which he drew a masthead for and wrote two articles for.  At which point, I stepped in and offered to help him put it on the iPad so he could play around with formatting and put in other stories.  He published one issue and was so excited to hand it out.  When I wrote my self-assessment, I said that I needed to plan more writing projects ahead of time instead of waiting for them to organically arise.  So, of course, as a result, one organically arose from the kids.

Mushroom shows off his newspaper.
Mushroom shows off his newspaper.

With all this great project learning going on at the Rowhouse, I can’t really deny the power of project-based learning.  I say it’s not central, but upon more reflection really I mean it’s not central to my thinking and planning.  It may be central to the kids’ learning and processing.  As I said before, it doesn’t take much planning for the adults to have tape, junk, electronics, and other project materials on hand.  Nor does it take anything but simple time to listen and encourage for us to support kid-driven projects or a little flexibility to work something important into our schedules.  The things that take planning for me are teaching the various core subjects we learn about.  It takes planning and buying curricula and books to teach math, reading, history and so forth.  That’s my job: to teach the actual stuff.  The wonderful thing is that the stuff I teach informs these projects.  They get into the history topics we study.  They make art about the books we read.  They act out games that play off the science we learn.  This is like a learning conversation.  So while I plan school, they plan projects and each can inform the other.

Colonial Times

We’ve been so immersed in books about the American colonies and the Revolutionary War that you might say we’re drowning in them.  I’m struggling to find time to read everything that appeals to me from this time period.  I’ve also been struggling to make time to do more projects.  More about the books later, but in the meantime, the project we did get around to was fun, so I thought I’d share.

The kids noticed the silhouette pictures at Monticello and Mount Vernon so I thought it would make a good, easy project.  You can do them easiest by printing out a digital photo, but we went old fashioned and drew our shadows then cut them out.  Here’s a link to instructions on how to do both kinds.   I helped with the drawing, but the kids’ scissor skills are looking good here, I think.  They looked so cool, we hung them in the stairwell with the family pictures.

BalletBoy also spontaneously photocopied a bunch of things for his “printing shop” where he works as a journalist and distributed them among the household.  There’s his warning that “The Regulars are Coming!” and a copy of “Common Sense.”  In case his spelling was too obscure.  This pretend game is surely influenced by the intrepid journalist children on the TV show Liberty’s Kids, which they’re more than halfway finished with.