Learning from Centuries of Play: Students Reenact Bruegel’s “Children’s Games”

Bruegel_games-detail I was perusing Edward Snow's "Inside Bruegel: The Play of Images in Childrens Games" and impressed with his de-construction of the painting. As a big fan of document based instruction, I got thinking about how much students could learn from a close reading of the work.  Link to painting.

After a search, I found that a group of Belgian students had researched and re-enacted Bruegel the Elder's "Children's Games" (1560) for a class project. I'm reposting it to inspire enterprising teachers and students to try their hand at a reenactment of this (or another work).

Johan Opsomer posted the reenactment in 2007 with the following description:

I developped a project with the children of our school. Each child had to choose a group and a figure. They had some tasks about their figure.  Fill in a 'friends-book' as the figure would do in the Middle ages. Discribe the game and making up the rules. Make a drawing book with the house, the family and the clothes of the figure. Telling the life-story, make a cookbook, a family-tree, etc etc, depending of the age of each of our students. It was a great project and we even were in national newspaper with the project and the picture.

Bruegel-by-Johan Opsomer  

Treading Water in a Swelling Sea of Information

Digital Nation

You are awash in information. Its marginal cost of production is approaching zero. As costs of goods drop, you naturally consume more.  It’s easy to deal with the other cheap stuff you bought and no longer want. (Just look at all those T-shirts in the back of your closet). Consuming information is different. It competes for your limited attention, and your ability to critically filter out unwanted “informational noise” is emerging as an important new literacy.  

PBS: FRONTLINE’s Digital_Nation explores the implications of living in a world consumed by digital media and the impact that this constant connectivity may have on future generations. Broadcast on Feb 2, 2010

I hope you find the time to watch the show. If you don’t have 90 minutes to spare, you can spend 4 and enjoy this trailer. 

How to Teach Summarizing: A Critical Learning Skill for Students

Close reading (in the Common Core) requires students to consider text (in it’s different forms) through three lenses: what does it say, how does it say it, and what does it mean to me? Summarizing is an essential skill for learning, but too often in school we simply ask students to “guess” what the teacher (or author) thinks is important.

An essential part of a summary is that it needs to be expressed to an audience. In life, we purposefully craft summaries for a specific audience (directions for the out-of-towner, computer how-to for the technophobe). In school, the tacit audience for most summaries is the teacher. Imagine how a student feels when asked to summarize a textbook passage for the teacher. In effect they have been asked to summarize one expert’s writing for delivery to another expert – the teacher.   “…and remember, be sure to use your own words!”

If students are going to learn to summarize they need to be given a chance to genuinely share what they think is important for an audience other than the teacher. Here’s a three step process I followed in a second grade classroom using a popular Currier and Ives print, “Westward the Course of Empire Takes Its Way.” (1868)   Link to larger image


Step 1: Start with the concrete “right there” observations

I projected a digital image on the screen and asked student to talk about the people, things and activities they could identify. They replied, a train, native Americans, a village, people digging, steam from the train, houses, trees, a lake, maybe a harbor, a road, dry grass, covered wagons, poles, mountains, a school house, people working, people waiting for the train, a train track, etc ….

Step 2: Give students a chance to tell what they think is important.

I managed this aspect by asking each student to draw a picture of what they saw in the projected image. The details they included were what they thought was important. Here’s a few samples. Click to enlarge.

West 1     West 2

Step 3: Give students a chance to frame their summary into a narrative explanation for another audience. 

I digitally divided the image into multiple sections and photocopied them (in B &W) into packets of  image details. I gave groups of students the packets and asked them to work in teams to assemble the images into children’s “a story book” with a caption under each image.  Click to enlarge.

Detail 1

Detail 2     

Here are some of their captions: (spelling corrected) 

  • Water would come from the mountain and fill the lake. You could get fish and drink water. Water is very important
  • People were moving west. They moved by wagon at first, then but train, which is faster.
  • Life was tough. People had to do everything for themselves.
  • It maybe was lonely because people missed their friends back home.
  • The people were building a town. They could get wood from the trees. It was a small town at first.
  • The Indian see the people coming. They knew things were changing. They got sick from the smoke.
  • The school was different from our school. People had different clothes than us.
  • The train split the old life from the new life.

While summarizing has been shown to be one of the most effective strategies for building content knowledge, that gain only applies when students are allowed to make their own judgements about what’s important and frame their summaries for an audience. When we ask them to “learn” the teacher’s summary – they are reduced to memorizing “another fact.”

When we ask our students to create authentic summaries (with audience and purpose) we give students a chance to reflect on their learning. Instead of simply testing them for factual knowledge, students can be asked: 

  • What did I think was important?
  • How did I share that with my audience? 

  • Did my summary match audience and purpose?
  • Is my summary accurate? 
  • Did I use my own words and style?
  • What did I learn from the activity?

For more learning strategies see my blog post: 18 Literacy Strategies for Struggling Readers – Defining, Summarizing and Comparing  

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