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2005 VOLUME 3,NUMBER a TEACHING ART1STJOURNAL
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<br /> By project's end,they had learned to combine fabrics in exciting ways and had grown in their �
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<br /> artistic confidence. .
<br /> Blinker?
<br /> Breakdowns and Breakthroughs 4 <
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<br /> by the 2003 6th Grade Serv[ce Learning Class
<br /> Through this highly interactive approach to writing and art making,students were engaged at Kestrel Heights
<br /> in a new way,but sometimes the progress on the project was slowed or halted by behavior
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<br /> breakdowns.It was often a balancing act of making sure the quieter students contributed and One moonless July night,a lightening t'
<br /> g g ng storm raged so hard,it looked like it would 7 W
<br /> that the more vocal students did not take over and turn creative chaos into pandemonium, break the sky apart Electricity ripped along the power lines until it reached the yellow, o0
<br /> We often saw how the students'lives were limited by all they did not know,did not have,
<br /> Sixth rectangle of Blinker,the traffic light on the corner of Kestrel I Heights Drive and o
<br /> or had nor experienced.Often,we were forced to confront the confines of our middle class Srh Grade Avenue.
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<br /> Zap!A strong shock zinged through Blinker.His lights flashed blue,purple,and or-
<br /> Tlae most powerful moment of learning came when we hung the nearly finished quilt All ange•°Whets turn red,green and yellow!"Blinker o
<br /> happening CO to me!Traffic lights only n
<br /> the teachers expected to see the students'joy and thought they would be thrilled about their thought and then realized he'd never really thought about anything before.
<br /> accomplishment.Instead,there was silence and then a torrent of criticism.The adults were °0
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<br /> He Iooked down and saw a house across the street shimmer as it was struck by m
<br /> shocked,even the teachers who were accustomed to their student's tough critical demeanor. lightening.n
<br /> Fortunately, the Kestrel Heights this as a teachable moment
<br /> Ls teachers saw g "I can see?"he thought.He didn't know that the lightening which had made 00
<br /> loaded with learn- him come e to life had also struck a sixteen-year-old girl with caramel brown skin named m
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<br /> m$potential and possibilities for reflection.When the teachers pointed out the triumphs Ashanti.He didn't know that Ashanti would become his best friend
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<br /> of the story quilt,and the students were asked to rethink their responses,the entire mood t
<br /> changed. As the students easily listed positive elements of the quilt,one student remarked, The next day,Blinker was failed with the thrill of being alive.He could smell the wet o
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<br /> rain drying from the pavement and sec colorful cars screech to a halt as he flashed red. cn
<br /> "What we did together was so much greater than anything we could have done alone! m
<br /> In a post-class reflection session,the adults revisited the experience.Together we realized Blinker ar on o power lines trying co get the attention of the cats and people
<br /> who rushed around oa the streets below hire,
<br /> that the students'lack of experience in critique allowed them to slip into a typical pattern of
<br /> seeing the negative.When the teachers'intervention provided an appropriate way to critique Whets your Warne?What's your name'"he blinked his lights at a pretty young girl.
<br /> the artwork,the students viewed the experience and product in a positive light.One teacher
<br /> provided the most dramatic insight in our review with the realization that the ion moment Her name was Ashanti,and she looked up,puzzled at his flickering."What a strange
<br /> $ light?It's not working right.Stop hIinidng you dumb light!"she called
<br /> of silence before the onslaught of criticism
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<br /> was probably not one of judgment,but of "I'm not dumb.I m trying to be your friend!"Blinker twinkled,uying desperately to
<br /> awe—an awe they had no words to express. Stu Reflections... communicate.
<br /> Later,the students,filled with pride and We got to show of Kestrel Heights'talent "If you don't stop blinking,I'll throw this at you!"Ashanti stooped and picked up a
<br /> accomplishment,presented the quilt to the p p
<br /> elementary-aged English language learners. rock which she hurled at the swinging light...
<br /> gu Our teachers can use our staf to teach other
<br /> They moved easily from the Spanish to Eng- teachers, The beginning of the story,
<br /> fish to tell the story of Blinker.The younger Peg Gignoux is an innovative textile artist,designer and
<br /> students were captivated,and the older
<br /> We helped our neighborhood and Durham. educator in North Carolina.Gignoux enjoys working with
<br /> students saw how their stow and artwork
<br /> Anyone who reads our sto diverse populations,facilitating and creating vibrant mixed
<br /> created a community of all who listened and story and sees our
<br /> artwork. ?:.. media works,art quilts and handmade books with regional
<br /> witnessed their powerful work -
<br /> ''K-12 schools,museums and health care centers.She holds a
<br /> Service learning is not just about havingfun,- BA in English from Kenyon College and a MID in Fibers from
<br /> it is about helping out. .. . North.Carolina State University.
<br /> Complaining can make you lase your fuse and k _ Susiewilde,M.Ed.,is a Teaching Artist who has published
<br /> some great•teachers. thousards,of articles,a picture book and Write A-Thon!a
<br /> ,;.'. booklor.teachers. Her website(wildewritin,ggworks,corn)
<br /> A student should riot behave like a crazy zoo. = offers reviews on 150 subjects for children.Susie has spent
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<br /> animal the last•;iS:_years teaching parents,teachers and students to
<br /> 1 e', think andamrite.like writers.
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