YDC Workshop
Morino Institute

Perry Center
9 December 1999
Robert Price
Overview of the Session
We will extend upon the previous session of developing project ideas collaboratively to use with children and youth (from elementary to teenagers). The session will parallel implementation in the classroom. We will use mapping and interviews to develop an understanding of our community. We will link this to our previous explorations with surveys. We will use Excel to create visual presentations of our surveys with graphs and save them as graphic files to use on the web or in print. We will also explore creating email books with email attachments, digital cameras, and Photoshop.

We will use digital cameras, Photoshop software, Composer software, and the Internet. Strategies will include questioning methods, visual mapping, list-group-label, and others. Techniques will include modeling, pair/share, community building, collaborative work, presentation, and others.

Goals
Share information within the community.

Share information beyond the community.

To learn about your home.

To collaborate with others for purpose(s).

The Sequence
Within the building.

Outside the building.

Into the surrounding community.

Building to other communities.

Surveys and Charts
We will use Excel to generate the graphs. This will provide an opportunity to briefly revisit our work with surveys while building on using graphs to support our findings. This will include how to enter information into Excel, generate various graphs, and transfer the graph to a graphic file for inclusion in a website and/or printed representation.

Maps
We will explore online map resources and how to apply them with our surveys and mapping or our communities. We will use maps in our webpages to present our findings and idea books for field research.

Interviews
We develop ideas through a hands-on exploration of interviewing people in our community, mapping who and where they are in our community, and presenting our findings on webpages and other media. The process will include interviewing techniques, questioning ideas, drawing, and photographs.

We will develop a visual map of who to interview and what to ask. The information we develop will become part of our online resources. The mapping and interviewing of the community starts at home - our building. Our exploration will extend beyond the four walls and into the community around us.

The initial interview will be modeled to the whole class. After we model the process, we will explore the process in groups and share our examples in class and post them online as a resource.

The interview will be done in groups of four. The in class model can initially include the whole class. The roles of the four participants are:

The interview and presentation process:

After the model we will work in groups of four. We will inteview a person in the building. Each person in the group will have a roll as modeled above. We will create the webpages followed by a gallery walk to share. The pages will be part of an online resource for everyone to access.

Photography
We will continue to explore purposeful ideas for using phtotography with digital cameras (bring one if you have one) and photoshop to incorporate into our projects and webpages. In future sessions we will continue to expand on still images, and begin exploration with animation and moving images.

We will explore photo ideas through using examples online and print sources of photo images. We will share and develop ideas to model for photography with children and youth.

Email Books
We will explore and share possibilities of developing email books with two different locations collaborating on a research, observation, and writing project. This will include taking digital photos &/or scanning images to share via an email attachment. The discoveries will include exploration with photo manipulation using Photoshop. The email books will include writing as part of the development.

Surveys revisited
We will share any examples or ideas that different participants are or will be implementing. An overview of the process is as follows:

Things We Can Survey

What Else Can be Added to the Survey?

Questions can also be a part of the survey. Examples include:

Processing What the Students have Done

Composing Webpages
We will continue to build and link webpages of our explorations to share online our ideas we have developed. This will be the start of sharing ideas between children, youth, and adults. How this expands will be developed by the participants with coordination from the Morino Institute and Robert Price.

Online Resources
We will explore online resources for ideas and links to our surveys and interviews. We will continue to build links developed for the YDC pages.

Mail Groups
Email and mail groups will continue to be explored as a tool for us and as a communication medium for children and youth. Through hands-on activities we will develop practical ideas to support literacy and communication for projects.

Inspiration
We will use visual mapping software (time permitting) to outline what we are doing and as a writing tool.

Read-a-Louds
Sessions include read-a-louds to model the importance of reading books for enjoyment and purpose. This models the importance of literacy while sharing a variety of materials to use with children.

Recommendations to read include:
1. short stories or picture books
2. continuing stories
3. poetry
4. student authored writing

The regularity of reading each of the above every day models the value of reading while establishing a connection with the purpose of writing. Text is a vital part of the Internet - thus the importance of modeling reading as an critical skill.

Idea Books and Group Books

We will use the idea book as a vehicle to enhance and integrate our real life with Internet explorations. Idea books are used with participants as well as a model for use with children and youth to use with research, observation, and reflection. This provides a vehicle for children and youth (and adults) to collect information in the class and the field, draw and write things around them, and process what they have done. The group book provides an opportunity for collaborative work between children and youth in a medium they can share and access when needed.

Drawing and Pictures
We are visual learners - illustrations and photographs are very influential to our thoughts and developments. The Internet is no exception. We will continue our investigations with visual arts including drawing and digital photography. They will support our learning and development of projects, webpages, and understanding. Drawing techniques and methods are patterned after Drawing With Children. Digital photography will be developed through use of cameras and Photoshop. Photoshop software provides a medium to easily manipulate and integrate photos into various projects.

World Wide Web
We will explore ways to support projects through Internet resources and developing webpages. Internet resources will include effective ways to search, sharing resources, and links. Webpage development will include creating pages locally (on a disk or hard drive) to use as part of a focused lesson. This can expand to being on the World Wide Web to facilitate sharing of ideas and lessons. The goal is an effective learning tool that supports and directs the projects with children and youth.

Community Builders
Continue modeling, sharing, and discussing community builders to use with the learning environment. Community builders include zoom, in motion, mirroring, fruit basket, and others.

Techniques
Each session incorporates various techniques to facilitate participation and interaction. The various techniques are modeled and shared to parallel classroom management with children and youth.


YDC Page | hyperstudio | YDC links | interviewing
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Robert Price - 66 First Place #3 - Brooklyn, NY 11231 - 718.855.8548
fax: 718.855.8574 - www.eggplant.org - robert@eggplant.org

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