Building meanings for child s craft process and play by storycrafting

Transkriptio

1 Building meanings for child s craft process and play by storycrafting Aerila Juli Anna Rönkkö Marja Leena Yliverronen Virpi University of Turku Department of Teacher Education in Rauma 26th ICCP World Play Conference Tallinn

2 on testing the storycrafting method and craft activities. to get more diverse information on 5 7 year old children's understanding of literature, linguistic expressions and playing to get more information on children s craft skills Main focus of study is

3 The pilot study was arranged in spring 2011 The first part of the study was carried out in the spring of 2012 (Luvia Kindergarten) pupils of the preschool 8 boys, 4 girls The pupils of the upper school (8 th grade) took part in storycrafting

4 The starting point for the study Freinet pedagogy Craft process

5 Semiotic working process Story crafting Anticipatory stories Data collection

6 Progress of data collection 1. Sending a letter to pre school pupils. Children are told a fragment of story. 2. Each child tells his or her own ending of the story to an adult, who writes it down. Drawing a picture of their own character based on the story and describing it designing the creature Dyeing the cloth (on the basis of their pictures skin or leather of creature). Sewing creature by hand and decorating them. 3. The children tell about their own creatures Children are told the real end of anticipatory story characters Children play with their

7 Data collection

8 Storycrafting and illustration of it Se oli hiireltä. Sitten ne meni leikkimään ja leikin jälkeen kotiin syömään ja leikkimään lisää. Leikin jälkeen he meni nukkumaan. Aamulla he meni syömään aamupalaa. Aamupalan jälkeen he meni uimaan, sitten ne meni kiipeilemään puuhun. Sitten ne meni iltapalalle ja sitten nukkumaan. It was from a mouse. They went to play and after playing they went home to eat and played some more. After playing they went to bed. In the morning they went swimming and climbing in a three. Then they had something to eat and then they went to bed.

9 Storycrafting and illustration of it Kutsu on meidän ystäviltä, tosi kaukaa. Olen leiponut piparkakkutalon kokonaan itse. Nalle löysi kirjeen ja meni kertomaan siitä ystävilleen. Kirjeessä luki heidänkin nimet. Sitten ne meni etsimään kirjeen lähettäjää, eivät löytäneet sitä ja he olivat eksyneet, koska laiva oli jo lähtenyt, mutta sitten ne olivatkin samassa saaressa mutta eri puolella. Sitten ne käveli saaren toiselle puolelle ja huomasi olleensa samassa saaressa. Sitten ne olisi löytäneet sen, joka oli lähettänyt kirjeen. Se oli pingviini, joka oli niiden ystävä. Sitten he leikkivät piilosta ja palasivat kotiin. Pingviini otettiin syliin, koska se ei liikkunut hyvin nopeasti. Sitten ne vietti pingviinin synttäreitä siellä. Sitten ne leikkivät pullon pyöritystä. Ne huomasi, ettei pingviini ollutkaan lähettänyt kirjettä. Noita oli katolla. Sitten ne antoi noidan olla katolla, jollei enää pelotellut. Noita suostui siihen ja jäi katolle. The invite was from our freinds, far away. I have baked a gingerbread house all by myself. The bear found the letter and went to tell about it to his freinds. There was their names in the letter. Then they went to look for the sender of the letter and got lost, because their ship had already left,. They walk to the otherside of the island and noticed that they had been on the same island all the time. They found out that a penqiun had send the letter. The penquin was their friend. They played hide and seek nad went home. The carried the penquin, because he didn t move very fast. The penquin had his birthday there. Somehow they understood, that the penqiun didn t send the letter after all. There was a witch on the roof. They told the witch that she can stay on the roof, if she promises not to frigthen them anymore. The witch promised and stayed on the roof.

10 Design of the creature

11 Sewing details of creature and sewing the creature

12 It s ready!

13 Thank You! juli marja