Curriculum Corner: Student-Centered Learning

In this week's Curriculum Corner, Ms. Ghidini writes about a recent first-grade student-centered activity–The Monster Project.
 In this week's Curriculum Corner, Ms. Ghidini writes about a recent first-grade student-centered activity–The Monster Project.
 
First-graders had the opportunity earlier this fall to learn about a creature constructed by fellow first-grader, Jeb Stegall. During their classroom share time, Jeb spoke of a soft sculpture he created at home with friends. All present during Jeb’s show-and-tell, including Ms. Murray, Ms. Rieger, and Mr. Bertrand, were delighted by his project. 
 
Later that day, Jeb brought his project to the art room to show me. I was very impressed by what he called the “Monster”–a soft, multi-colored, sewn sculpture with eyes, mouth, and legs. We spoke of the possibility of doing a similar art project with his class and how Jeb might feel about leading the project with his classmates. He was pleased with the prospect, and so began the first-grade “The Monster Project."
 
I gathered the materials Jeb had requested, and on the assigned day Jeb introduced the project in art class. He described the details of assembling a monster to his fellow students. This included directions on which cloth pieces should be connected and which should be stuffed with batting. Jeb also assisted the boys in constructing their stuffed monster by demonstrating how to sew a basic straight stitch, thread a needle, and tie a proper knot. In the process, the first-grade boys became attached to their fuzzy creations, and as a group decided to rename them–“Lovable Monsters.” 
 
To deepen this learning, and as a part of the aesthetic valuing component of the School’s art curriculum, the boys were then given the opportunity to view quilts created by the quiltmakers from Gee’s Bend, Alabama. Now that the boys have learned how to hand-stitched, they could better appreciate the handwork of these intricately designed quilts.
 
There has been much research conducted on the value of student-centered learning. The Monster Project proves that an intrinsic community-building element evolves when students own their classroom activity. They become more engaged in the learning process when it moves from one of outside-in to one of inside-out instruction.
 
To view these Lovable Monsters, in person, please visit the display near the first-grade classroom! For more information about the Monsters Project or aesthetic valuing, please contact Sheila Ghidini.
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Cathedral School for Boys

Located in San Francisco, California, Cathedral School for Boys is an independent elementary school for boys in Kindergarten – Grade 8. Our mission is to provide an excellent education through intellectual inquiry and rigor that is centered in the Episcopal tradition and is respectful of and welcoming to people of all religious traditions and beliefs.