In this session, students became participants of an automatic drawing session in an unknown location- they entered blindfolded, only equipped with their journals, pens and a torch.
*sketchbook updates coming soon
Some recordings from this activity, Speechless.
Students embarked on a silent journey which began from Bugis MRT Station, to Joo Koon MRT Station. One more thing to note, handphones were confiscated and they were told to wear masks throughout the entire journey.
A silent sharing session about the first half of the journey happened at Joo Koon MRT Station.
We continued to switch trains at Buona Vista MRT Station to get to Labrador Park MRT Station for the next activity.
What was not shown in the recording was the encounter with the station officer at the end of the trip at Labrador Park MRT Station. All of us were unable to get out through the barriers of the station as we had exceeded the time limit to stay on the trains. It must have been over 1.5 hours on the trains.
The officer assumed we were mute as we couldn't speak ( in this activity, in reality we could) as I wrote to him in large words in my journal that 'WE GOT LOST' and 'PLEASE HELP US'. He then gestured to us to hand him all of our cards so he could reactivate them and all of us went through a different gate that is only open to staff. When everyone made it through to the other side and out of the station, we all bowed and I wrote a big "THANK YOU (with a smiley)"
Students penned down more drawings and thoughts than when lessons took place in the classroom.
Not being able to speak did not reduce the interactions between students.
Students wanted to be close to each other.
Everyone around were puzzled and observed us, some attempted to understand the situation.
I wonder what my students got out from this journey.
*sketchbook updates coming soon
(I) Discussion about Habits, routines, good habits bad habits…
(II) WHAT IS A HABIT?
Everyone in class was given a little handout with a poem by Marie Ciota. Students took turns to read out a line in the poem aloud.
This poem nicely summarized the discussion in (I)
(III) Revision on 16 habits of mind. (students told to read before coming to class)
This handout was printed on the back of the habit poem.
(IV) HABIT SNAP
2 Deck of cards created before class.
You will find the quotes used in the image files here. If you intend to use this for future lessons, my advice is to print the images in a4 format in order to cut to card size.
Class divided into two groups to be efficient.
These cards each contain a quote belonging to a habit. Students are allowed to refer to their little handout with a summary of the 16 Habits of Mind to help them unravel the quotes.
Students have to throw out cards that they think match, and when doing so, ‘SNAP’ to get the attention from the group to stop and listen to his/her explaination about why the quotes match the mentioned habit. If the group agrees, the student scores a point. If not, the student takes back the card and the game continues.
Students had a recap on what has been covered so far before lesson proper.
Students had to recall previous lessons and fill in the missing blanks (wk 2, 3, 4).
This helps to cross check their journals, their date stamps, and labeling their weekly 'chapters'.
It also serves as a timely reminder to those who have not been consistent.
(II) WHO ARE YOU?
This lesson takes students back from the ‘ME’ in the previous week, to connect and associate with others who collect in the case studies, expanding the scope and idea of collections.
Students double up as private investigators as they role-play given subjects who are known for their collections. Here are the chosen personalities (printed and pasted on walls for reference):
1. Koh Nguang How
2. Singapore Psychogeographical Society
3. Anthon B Nilson's Annual Report
4. Kate Bingburt
5. Pascal Rostain
Students were given time to research on their chosen subjects (different personalities in 1 group of no more than 5 students), and take part in an investigative process in a group.
Students take turns to play the role, as they learn more about the subject from their friends. In this way, students acquire knowledge faster, as opposed to finding out on all the subjects on their own. It is also more fun and memorable in the process.
They also find means and ways to imagine clues and information that they do not have time to find out/ lack/ unable to retrieve in the situation.
Here's how it all started, a little shaky with a bit of facilitation.
A Day in the Life of ___
Students are to role play the role of the personality for a week and enter their observations into their journals.
This is after a debrief, where everyone in class collectively adds to the keywords and clues that will help the other groups add on to their own group discussions and investigations.
This lesson aims to have students discover new ways of documentating and collecting, understanding purpose in collections, even if it is non purposeful, unintended…
Introduce students to other artists who keep a journal, which emphasizes on the need to collect information, memories, thoughts…
(I) Discussion about Collections
Introduction to Why How What Where When What-ifs… < These will help students from now on with gathering information
How to collect, what people collect, why they collect…
(II) Mindmapping Chris Ware, without words
Students were given excerpts from Acme Novelty Datebook Volume Two: 1995 – 2002. This contains the sketchbook excerpts from Graphic Novelist, Chris Ware.
Note: These excerpts were printed on a variety of papers (graph paper, newsprint, drawing paper, sketching paper, yellow paper…) to show students uses of paper to add to their collections when doing research and journaling.- that it is possible to use different kinds of paper and be sensitive to it.
Students were given some time to look at the sketchbook excerpts, and on their own, identify what Chris Ware is interested in collecting in his journal entries.
Students were then broken into groups of 4-5.
They were instructed to create a visual map without words, on what they thought Chris Ware collects and pen it down. Students will need to talk and discuss and work together to find the best way to represent their thoughts using markers and A2 paper provided.
Students Present their visual maps.