When zoomed in close to the content of our required curricula, an inquiry into music may seem like the least relevant provocation for the typical busy classroom (unless, of course, you’re doing a unit on music). But, as always when it comes to inquiry, when we zoom out and identify the broader, over-arching concepts of our units, we find common ground that will makes our that content more rich, relevant, and memorable.
Color. Seems like one of the more straight-forward aspects of our world, but lately, I’ve come across several resources to make me wonder. And since that’s what these provocation posts are all about — inviting wonder — I thought it would be fitting to dedicate a post to color.
At first glance, you might think an inquiry into color would only have applications in art, but it is much more rooted in the social and physical sciences than I would have guessed! So take a look and see what might inspire your students to dig into the deeper concepts for their next unit!
Resource #1: The Black Book of Colors by Menena Cottin & Rosana Faria
How do you explain color to someone who can’t see? A fascinating picture book of raised images to represent the different colors!
Resource #2: “Kids Describe Color to a Blind Person” by WatchCut Video
Speaking of color and blindness, check this video out of kid attempting to explain it to a man who is blind!
Resource #3: Colorscope series from CNN
The Kid Should See This has compiled all the videos into one page here.
Resource #4: The World’s Deadliest Colors by TedEd
How does color work in our society?
How have the perspectives on color changed over time?
What are reasons humans care about color?
How has human fascination with color impacted our world over time?
How is color related to perspective?
What is the relationship between color and human health?
In a fit of sentimentality, I recently looked up my old grade school: Laguna Road Elementary. After soaking up memories of scraped-knees on the blacktop, Oregon Trail in the library, and art projects in the patios, my thoughts turned to the crowning glory of those years: the sixth grade play.
Moments from our class’ rendition of Into the Woods are forever etched in my memory–my absurd shoe-fitting as wicked stepsister Florinda, the princes’ hilarious performance of “Agony,” our paper mache Milky White cow. My thoughts also turned to my older sisters’ productions of Midsummer Night’s Dream, Oliver!, and another Into the Woods.
My reminiscences were suddenly interrupted, however, by a startling parent review on GreatSchools.org.
“They spend too time on the 6th grade play and little time reviewing for the CST (California State Testing).”
Another parent wrote:
“Best part of all….when they get [to their new school], our kids will not be wasting their 6th grade at this new school putting on a play.”
I was shocked. Perhaps these reviewers’ children were simply disappointed at the roles they received for their plays (I know I surewas at first). Maybe they just felt uncomfortable with public speaking. Or maybe they do in fact value standardized testing over performance arts.
If the latter is true for these and other parents, my question is, are the arts really a waste? And what happens to schools when we strip them away?
At the recent passing of legendary David Bowie, Stephanie wrote a brief but thought-provoking reflection on why everyone was taking the time to exchange favorite songs and memories. Her bottom line? “Because music matters.”
The case for the arts in school is also well-backed by research. One study at the University of California Los Angeles found:
“…”arts-engaged” students from low-income families demonstrated greater college-ongoing rates and better grades in college. As an example, low-income students from arts-rich high schools were more than twice as likely to earn a B.A. as low-income students from arts-poor high schools. Moreover, the UCLA researchers found the students engaged in the arts were more likely to be employed in jobs with potential career growth and more involved in volunteerism and the political life of their communities.”
The list goes on; other studies spanning the last couple of decades detail the many irreplaceable benefits of the arts for kids, ranging from greater proficiency in academic subjects to increased capacity for community connection to higher graduation rates.
As for me, the answer to what would be left without the arts is–very little. I honestly remember almost nothing else from sixth grade–least of all the testing. But I will forever and vividly recall that play. Furthermore, I don’t find it a coincidence that sixth grade was a major turning point in my confidence and interest as a learner.
What has been the longterm effect of the arts in your life? And would you have traded it for more time testing?