The Hoggatteer Experience - The Hoggatteer Experience

Crystal Bridges: Third Day

7/19/2018

The third day of summer residency at Crystal Bridges was the third day I had a headache. Before it finally subsided at noon, it was difficult to portray myself as attentive and participating. The truth is, I was attentive and understood what was presented all three days, but it was not enjoyable.

On that third day, we worked with Amber Mintert. Mrs. Mintert is the artist who will work with our fourth graders in a pointed week of art and history instruction and activities, next spring. She also works with students at Missouri Southern State University, here in Joplin, teaching and advising would-be art teachers. We selected some paintings we are interested in to coincide with our curriculum. We also discussed our approach to her weeklong visit, and we identified a work that our group would present in a couple of days.

Following our time at Crystal Bridges, I finally made it around to snapping some pictures in my hotel.

Down the road from Crystal Bridges is the Amazeum, a children's creative play and science facility. The Amazeum had free admission, so Mrs. Mouton and I walked around inside. I didn't get many pictures, but the tapegami was intriguing.

Hungry in Bentonville, Arkansas? How about a visit to the Flying Fish? I ordered the grouper with rice and beans and fried okra. The setting of the restaurant is interesting, including a couple of walls of Billy Bass, donated by patrons in exchange for a basket of catfish. According to the sign on the wall, this is the "World's First Billy Bass Adoption Center".

Finally, a visit to the original Walton's 5-10 (where Sam Walton opened his own store - precursor to the WalMart empire that built this city). Earlier in the week, we had visited the WalMart museum located in the old store, but Wednesday evening we were more interested in nabbing some ice cream. My chocolate malt was pretty tasty as we listened to live music on the sidewalk.

Crystal Bridges: Strong Choices

7/18/2018

One important set of terms has been important to our teacher residency at Crystal Bridges. Those terms are making strong choices and making weak choices. Our presenters from the local children's theater group have made the point that they no longer say good or bad choices, since certain children will try to make their mark on a class by being the "baddest". It is something to think about.

These $5000 four-foot-tall green penguins greet us in a variety of locations around our hotel (and they mysterious move around when no one is watching.

They have also stressed that a strong choice for one student might be different than a strong choice for another student.

That said, Mrs. Mouton, Mr. Culbertson, and I had an opportunity arise in the afternoon that we took advantage of. Donna H., the same tour guide who led our class around the museum, this spring, walked around the museum with the three of us, explaining the history and meaning of many works of art and spurring us to interpret the art for ourselves. We felt like we made a strong choice to take this tour instead of go through the rest of the schedule with others in our residency. With the museum closed on Tuesdays, we learned so much on our private tour that our brains were very full when it was time to leave.

In looking at the schedule, we also feel like we covered the same material that was being presented, but that we practiced our skills to draw meaning from students (and each other) rather than simply lecture and provide lists of facts.

Crystal Bridges: Acting Right

7/17/2018

When we were accepted into the summer residency, we didn't know what to expect from the Crystal Bridges Museum of American Art in Bentonville, Arkansas. We knew we didn't know what we didn't know we didn't know. Ya know?

On Monday, we were appreciated the difference between a straight lecture about a collection of still life paintings from the 19th century and a participant-driven conversation concerning a sculpture from the Great Depression. Much of what we've heard so far has merely confirmed what we, as experienced educators, already understand. Our methods in the classroom are a consistent attempt to engage our students, and we avoid lecturing whenever possible.

The richest part of our Monday involved methods developed at the Kennedy Center. Our afternoon was spent learning strategies for using improvisation and theater games to explicitly address classroom discipline. Sean Layne of the Kennedy Center for the Performing Arts developed the program.

Sean Layne has taken the foundational elements of acting such as concentration, cooperation, and collaboration and created a structured process, which can become the basis for effective classroom management every day. This engaging step-by-step approach empowers students to take ownership of and be responsible for their own behavior. In this workshop, teachers learn how to help students build the skills necessary to establish a sense of self-control, accountability, and teambuilding in their classroom.

The strategies make sense and fall into my wheelhouse (though I reserve the right to personalize the methods to make them work for my students. I plan to introduce some of these in the first days of school and continue their use throughout the year. In fact, the skills involved here will sit nicely with the other theater games we already use. In a couple of weeks, I will even present my own professional development sessions to Joplin teachers. Titled Give and Take, my sessions will focus on games that involve students developing skills of taking and yielding the floor with their classmates.

Another part of our Monday training included having groups of students create tableaus - a technique of teaching that allows students to use their imaginations and collaborative skills to respond to a wide array of curricular needs.

Led by Sean Layne, drama educator, this course begins teachers’ journey with tableau, a creative, controlled, low-risk drama technique. Tableau helps students apply and expand their knowledge and understanding in subjects across the curriculum by asking them to take on the roles of people or objects to create living pictures.

A part of our training also included watching a thunderstorm move through while sitting in a room with three solid walls of glass. This was quite a rain maker, and it ended up flooding significant areas of the outdoor portion of the museum.

As it rained, and before dinner, Mrs. Mouton and I were able to visit the museum without groups of fourth grade children in tow. We just wanted to get a better idea for where things are located (understanding, of course, that exhibits change often). My favorite galleries are the 18th century pieces in the first room. That is the location for famous works that depict George Washington and other famous figures, as well as landscapes and cityscapes, of the colonial period.

Crystal Bridges: 21C

7/16/2018

The nice folks at the Crystal Bridges Museum of American Art put me up in the 21c Museum Hotel in downtown Bentonville, Arkansas, for the week of our summer residency and the room is posh.

Music Appreciation: Kid in a Candy Store

7/15/2018

Students are often called upon to read "chorally".
That is, they read together simultaneously as a group.

Repeating this practice assists young readers
with reading fluency -
the speed, accuracy, and inflection of oral reading.

Why not, since it's called "choral" reading anyway,
actually read the chorus of a song?

Crystal Bridges: Descriptive Words

7/14/2018

In this intensive and immersive session, teachers will acquire the skills and tools necessary to teach their students using works of art through an engaging and meaningful dialog.

I like many of the words used in that sentence to describe the next week of professional development at the Crystal Bridges Museum of American Art in Bentonville, Arkansas.

INTENSIVE

Meaningful

Engaging

IMMERSIVE

First of all, we will not be focusing solely on the student and student lessons in these sessions. Likewise, everything will not be about the teacher. It sounds like there will be a blend of intensive, immersive sessions for the teacher with a goal of making dialog engaging and meaningful for students. That is as it should be.

I work very hard to plan and execute all four of these words for my students. It is not an easy task, and we frequently fail to reach our mark, but we make a concerted effort. I do not want to "pad" lessons with gimmicks, leaving gaps in the schedule that have to be filled with even more "fluff".

Like everything else, there must be a balance. I have to always remember that wise old saying, Kids will be kids. While I want to lead them forward with rigor, I know we must plant a desire for learning first. I know I must protect young minds while developing them. And I understand that rigor does not mean "stumping" them.

I am sure that these four words, as well as the other words that surround them, were carefully selected in describing what we will do, this week. At the same time, for this week, I am the student; I hope the coordinators remember all of those aspects while teaching me, as well.

The Highlight of Summer

7/13/2018

While I am obviously excited to take part in two out-of-state summer residencies during the next month, and while I am pleased that my wife has acquired a new, satisfying job that makes her happy, there is one event of 2018 that probably will not be overshadowed - the baptism of my daughter. She has considered this decision for a long time before making the final choice to be immersed. I can't express my joy enough concerning this event from one month ago. The emotions of that day, the joyful tears that still surface when I think about that moment when we entered the water and I baptized her, are practically indescribable.

In our opinion, with the support of Scripture, this is the single, most important decision she will ever make. Without getting into doctrinal issues on this site, please indulge me with a redacted version of my Facebook post from late that evening:

I don't care what you say: my day was better than yours! I am richer, more satisfied, and more joyous after immersing my daughter in baptism for the forgiveness of her sins...

We have accomplished one of our greatest goals of parenthood...

We didn't do this alone. My daughter has some amazing Christian friends who support her like crazy. She has some incredible Christian mentors who have waited patiently for the day she would make this monumental decision. She has a family who has prayed for her to choose obedience to the Gospel and God's plan of salvation. If you had anything to do with encouraging her along the way, I sincerely thank you.

Our task is not complete: we must continue to support this beautiful soul.

Capture of Fort Ticonderoga

7/12/2018

Today, we are introduced to a man named Ethan Allen. Allen and his Green Mountain Boys are a part of history because of a sneaky attack that resulted in the conquest of Fort Ticonderoga on May 10, 1775.

(LIBERTY) BELL WORK

How many candles would be
on Ethan's cake, this year?

Birthday: January 21, 1738

How many words can you make
from the letters in his name?

E T H A N A L L E N

Art Appreciation

Analyze the engraving shown below. Check out the details. Notice the caption, as well.

What do you notice?
What do you think is happening?
What caused the scene in the painting?
What might happen after the scene shown?
What does this piece make you wonder?

Flag

The flag of the Green Mountain Boys is still in use today as the flag to represent the Vermont National Guard.

Fancy Words Vs. Simple Words

Ethan Allen's writing may be difficult for some of us to understand. His vocabulary was clearly full of longer and fancier words than we use today. Contrast the videos below and discuss which is more important - sounding smart by using fancy words or being understood without trying to sound smart. Is there a balance?

Controversial Methods

The Green Mountain Boys were originally created to prevent New York authorities from controlling their land. They employed somewhat harsh (but nonlethal) tactics against New York surveyors and others wishing to take control of their land, at one point even tying a New York sympathizer to a chair, which they then tied to a tavern sign before making him sit there for hours. They gained a reputation for chasing the settlers with New York–issued grants out of their homes and stealing their possessions, and generally raised havoc when provoked.

The Green Mountain Boys did not want the New York authorities to control their land. Some of their tactics were controversial, even harsh. They rebelled against New York land surveyors and anyone else who wished to take over their land. They gained a reputation for chasing settlers with New York grants out of their houses, stealing their belongings, and making things very uncomfortable for people they considered the enemy.

In one case involving a man who was sympathetic to New York, the Green Mountain Boys tied a man to a chair and tied the chair to a tavern sign. They left him there for hours.

What do you think about the tactics of the Green Mountain Boys?

Discussion Quote

Ethan and Benedict both wanted to be in charge. Each wanted recognition for capturing Fort Ticonderoga. They ended up working together, but they resented each other for not yielding.

Here's a quote we can discuss:

"America's Fort" Jigsaw

The teacher will assign you to study one section of the Fort Ticonderoga website to explore as a Jigsaw activity. After you meet with your study group, you will return to your table team to report about the things you learned.

Take extra time to appreciate the shape of the fort from a flying viewpoint. This was no small fort that the Green Mountain Boys, under the leadership of Ethan Allen and Benedict Arnold, captured in the spring of 1775.

Crystal Bridges: Synthesis

7/11/2018

Incorporating art in your classroom curriculum can enhance student outcomes in many areas including communication, interpretation, inference, visual literacy, and knowledge acquisition.

That's part of the description for the summer residency program at the Crystal Bridges Museum of American Art. It has within it the goal to synthesize parts of the curricula where possible, which has always been one of my constant goals in teaching.

The description above, however, is a broad one. In reality, we might include subject areas in it. While Crystal Bridges appears to focus on art as a tool for storytelling, reading, writing, and discussion, we should easily see application in other subjects, as well: geometry and problem solving in math, the scientific process, and certainly history.

For the past couple of years, I have used two important questions to guide many lessons across the board. These two questions have simplified my approach to many aspects of communicating, reflection, and discussion with students both individually and classwide. I have even used them effectively in adult Bible lessons at the churches where I preach in Kansas, Missouri, and Oklahoma. The questions are What do you notice? and What do you wonder? I suspect that these two questions can also guide discussion of particular pieces of art and will be useful in our professional development, next week.

At any rate, I am anxious to acquire new insight in the coming days and add it to my own methods, expectations, and content for years to come.

For more about the Crystal Bridges summer residency for teachers, please refer to my set of posts on the subject.

Quote: Initiative

7/10/2018

It doesn't matter what you have done;
it matters what you are doing. (unknown)

George Washington: Making an Impression

7/9/2018

The end of the French and Indian War brought retirement, once again, for George Washington. Washington was able to return to Mount Vernon for a time before answering the call to serve in the First Continental Congress in 1774.

According to Edward G. Lengel's General George Washington:

Washington won respect for the sober sincerity and maturity of his thought, which distinguished him from some of his fellow patriots, and he received attention at Congress without seeming to seek it. His gravity of countenance, careful modesty, and measured speech marked him out to the delegates as a judicious man who would lead them forward with a steady hand, rather than drag them like a fury over the precipice. "He seems discret & virtuous, no harum Starum ranting Swearing fellow but Sober, steady, & calm," wrote one Connecticut delegate.

There is so much in that section of material that it makes it hard to know where to start. My summer residency at Washington's Mount Vernon will focus on the leadership of our first president and commander in chief, so I find that the quote from Lengel's volume to be quite worthy of rereading. Perhaps words and phrases may be selected for pondering:

sober sincerity
maturity of his thought
distinguished from...his fellow patriots
received attention...without seeming to seek it
gravity of countenance
careful modesty
measured speech

judicious man
steady hand
[discreet]
no...ranting [or s]wearing
virtuous
steady
calm

Still too much? To generalize, Colonel Washington, at this point, was a proper gentleman, not given to wild debauchery or drunken orgy. That he was recognized because of these traits is quite telling. To understand this is to understand that other people were not in the same category as George Washington.

Apparently, by this time George had developed into a more thoughtful and patient gentleman. Noted for his prior indiscretions in battle, a propensity to rush into things, and an impatience that frustrated him to no end, at this point it appears that George had become slower to speak and less likely to abruptly lose his cool. I can appreciate his developing point of view, his modest appearance, his fair and steady manner, and thoughtful tendencies.

This may give all of us a personal calling to do the same. How many times do we explode in anger or blurt out our salty opinions, knowing that they will inflict damage on others? How often do we insert "adult" language, innuendo, or euphemisms into our conversation in order to appear more cool, more worthy of inclusion, or more edgy than the last person who sat in our chair. If we can recognize these things as adults, perhaps there are some things here for fourth graders, too:

Following the crowd does not always give you the recognition or attention you might desire.
Put in the extra effort to be different, decent, and fair to others.
Don't always be the funny one in the room.
Be slow to anger, quick to listen, and slow to speak.
Dress with decency in mind.
Be the person who helps others shine.
You are still developing; don't ever expect to be perfect.
Give me a break; I ain't perfect either.

Ready to Be "Crystally Bridged"

7/8/2018

One week from today, the fourth grade team will have a valuable experience at Crystal Bridges Museum of American Art in Bentonville, Arkansas. The program is explained online:

A week-long professional development session that will introduce teachers of all subject areas to the methodology and process of teaching from works of art. Incorporating art in your classroom curriculum can enhance student outcomes in many areas including communication, interpretation, inference, visual literacy, and knowledge acquisition. In this intensive and immersive session, teachers will acquire the skills and tools necessary to teach their students using works of art through an engaging and meaningful dialog.

Our week at Crystal Bridges is part of a generous offer by the museum to partner with the fourth grade at our school. Teachers will be reimbursed for our travel from Joplin, provided with all meals for the duration of our visit, and given lodging. The 21c Museum Hotel in Bentonville, a short walk from Crystal Bridges, will be home base when we are away from our training room.

The 21c may be an experience in itself. According to their own website:

Located on the northeast corner of the Bentonville town square and a short walk to Crystal Bridges Museum of American Art, 21c Museum Hotel Bentonville is a 104-room boutique hotel, contemporary art museum, cultural center and home to The Hive restaurant, led by executive chef Matthew McClure.

What can you expect to see when you visit 21c? Nothing expected, that’s for sure.

Upon arrival, you’ll be greeted by two dramatic pieces-Orange Tree, a large-scale sculpture, and Making Change, Fleetwood Cadillac limousine covered in thousands of coins. From there, explore the current exhibition; dine next to BuzzKill, an immersive installation at The Hive; or get swept up in A Sudden Gust of Wind, our site-specific installation.

The guest rooms and suites are spacious with high ceilings, large windows and a decidedly residential feel, providing a comfortable respite from the thought-provoking art and activity that fills the museum galleries. Outfitted with custom-designed furniture, comfortable beds, plush robes and Malin + Goetz bath amenities, we hope you’ll feel refreshed, restored and ready to explore.

While all of these amenities are certainly welcome to a group of people who might struggle to afford them on our government salaries, I look forward to spending a week with material that has always been foreign to me. My own education includes almost zero percent of art.

Elementary - I had no art class growing up. We colored, both inside and outside of the lines, but that's about the extent of it.
Middle School and Junior High - No art classes were offered; at least if they were, I chose other tracks to follow.
High School - Art was a newly-offered class, but not one that appealed to me. I felt I didn't have the background for it, and I was more interested in writing, speech, and band.
Bachelor of Arts in Communication - The liberal arts university required core classes that combined culture, arts, and history. Conceptually, these classes might appeal to me now, but at the time, I did not appreciate the projections and discussions about the artwork of ancient and foreign societies.
Bachelor of Science in Elementary Education - I was required to take one class where I "studied" art methodology. In order to expedite my degree, I took this as a correspondence course from the University of Oklahoma. I read about techniques, then created my own pieces using those methods. I quickly checked all the boxes and mailed everything to a teacher I never met.

At this point in my life, I actually look forward to learning about something in which I am basically ignorant. As a blank slate, I am ready to make mistakes and contribute another point of view during the training we will undergo at Crystal Bridges. The physical facility itself is world-class, the collection is impressive, and I would expect the profession development for educators to be top-notch.

Beyond a doubt, I appreciate the hand extended to us for this opportunity to learn without an air of condescension. Predictably, the Crystal Bridges staff will partner with us and others in an alliance for the purpose of creating richer experiences for our students. This is more than a visit to a pretentious art museum; it promises to allow us to bridge social and economic cultures in such a way that we find mutual purpose. We look to find similarities where there are similarities, and respectful conversation where there are areas of difference.

Processing

7/7/2018

I'm beginning to thing that we need signs to hold up that look something like this image.

Perhaps with all of our talk about Growth Mindset and grit, with all that we know about mistakes being necessary for learning and growing, with all the times that we tall learners that they should persist in their efforts, keep trying, and never give up, perhaps we then forget that those things all take time.

We give a challenge or a question to a class of pupils, and then we call upon the first one to raise his hand. We want immediate solutions. We want the learning to be fast. That's when we must remember that processing, takes time, and everyone's wifi signal is not as fast as ours. Some of our students have internal high-speed, fiber-optic modems that allow them to process things rather quickly, while others are stuck with dial-up; still others are working completely off the grid.

So maybe students should hold up signs to indicate that they are still buffering. It would also make a great bulletin board to reinforce to students that they are still works in progress - that none of is as good, or as fast, or as strong, or as smart as we're going to be later. We're all still loading.

If I were ever to get a tattoo - and I NEVER will - I'd have to consider one of these smack in the middle of my forehead, just to let other people know that I'm still working on things. It would be pretty cool to have it appear and disappear, based on actual brain activity as needed. Of course, I would probably get stuck in a loop and have to be rebooted more often than my laptop if that were the case.

Music Appreciation: Never Give Up

7/6/2018

Students are often called upon to read "chorally".
That is, they read together simultaneously as a group.

Repeating this practice assists young readers
with reading fluency -
the speed, accuracy, and inflection of oral reading.

Why not, since it's called "choral" reading anyway, actually read the chorus of a song?

The Summer Soldier and the Sunshine Patriot

7/5/2018

We capsulize the Revolution against Britain in nice quick history lessons, making it sound like a paper was signed, a fight was won, and wham, the United States appeared, free and happy, shiny new and right out of the package. But if you know anything about history, you realize:History is ugly.

Our heroes are flawed.
Life doesn't come without struggle.

Not only do we put it in a nice little package, but we also glamorize, sanitize, and romanticize our history. We tend to focus on American patriotism in around national holidays.

Independence on July 4
Veterans in September
Fallen warriors in May
Our national flag in June

But 18th century winters seem to be very significant to our life, liberty, and pursuit of happiness. While it was July when the Declaration of Independence was signed, by December the War for Independence was not going well. English-born Thomas Paine wrote a pamphlet to encourage the populace. The pamphlet was called The Crisis; the opening paragraph went like this:

“THESE are the times that try men's souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands by it now, deserves the love and thanks of man and woman. Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph. What we obtain too cheap, we esteem too lightly: it is dearness only that gives every thing its value. Heaven knows how to put a proper price upon its goods; and it would be strange indeed if so celestial an article as FREEDOM should not be highly rated."

In other words, the patriot-citizenry was growing numb to the cause. George Washington's Continental Army was not winning, and the people were dispirited. The troops were wintering without shoes and provisions. It had become known as the Winter of the Red Snow. And civilian support was waning. Thomas Paine wrote that when the going gets tough, the tough should get going.

He discouraged patriots from being fair weather fans - those individuals who follow their team only in victory and renounce them in defeat:  "The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country,"

He recognized that freedom is not free:  "What we obtain too cheap, we esteem too lightly: it is dearness only that gives every thing its value."

Interestingly, Paine raises the comparison of the Revolution with Heaven:  "Heaven knows how to put a proper price upon its goods."

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Recommended Reading

Al Capone Does My Shirts by Gennifer Choldenko

Because of Mr. Terupt
by Rob Buyea

Charlotte's Web
by E. B. White

Chippin Cleats
by D. Ed. Hoggatt

Crumbling Spirit
by D. Ed. Hoggatt

Echo by Pam Nuñoz Ryan

Hatchet by Gary Paulsen

Holes by Louis Sachar

The Invention of Hugo Cabret by Brian Selznick

Loser by Jerry Spinelli

Love That Dog
by Sharon Creech

Mumsket
by D. Ed. Hoggatt

Out of the Dust
by Karen Hesse

Out of the Wind
by D. Ed. Hoggatt

Petey by Ben Mikaelsen

Ramona the Pest
by Beverly Cleary

Stone Fox
by John Reynolds Gardiner

There's a Boy in the Girls' Bathroom by Louis Sachar

Touching Spirit Bear
by Ben Mikaelsen

Where the Red Fern Grows by Wilson Rawls

Yankee Girl
by Mary Ann Rodman

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