A “Moving” Installation

Do you know what a kinetic sculpture is? There is a rumor going around our school that we are getting a kinetic sculpture in our lobby. We thought that the best person to talk to was our Art teacher, Mrs. Pelletier.

Main staircase in Chickerings lobby showing the large blank wall to the right of the staircase where the new artwork will be installed.Not only did we wonder why we are getting one but why does Chickering need one. “It’s not that we need a kinetic sculpture, it’s that we want a kinetic sculpture,” explained Mrs. Pelletier. Our lobby has a huge two-story high, wide main staircase. Mr. Harte, our Technology Integrator, had an idea. Hundreds of students and teachers go up and down the stairs everyday and his idea is to have a “cool,” interesting piece of art which moves and maybe makes sound, Picture showing the large blank wall to the right of the main staircase.installed on the large, blank wall to the right of the stairs. As a result, of his idea, they wrote a grant to the Dover Sherborn Educational Foundation [DSEF], for the artist in resident, Joshua Winer.

We wondered if she had worked with Josh Winer before. She explained that eight years ago, the artist worked with everyone in the building. The mosaic mural in the lobby was created. Students and teachers gave ideas on what to include in the design. In our school, when we talk about reading fluency, we know to “Read like a River,” which is the theme of the mural.

Image of mosaic mural in the lobby with the theme "Read like a river."Its interesting to know that the students worked on the mural, we were curious to learn if the students would be working with the artist on the kinetic installation. She stated that he will be set up outside the art room on tables so students can watch what he is doing. He will talk to teachers and hopefully students about their ideas for the kinetic installation. Mrs. Pelletier plans to have students make their own kinetic sculptures, inspired by Josh Winer.

We were curious to know what the kinetic installation will look like. She thinks that he will use re-found items and it will make a little sound and move slightly. She is anxious to see the model.

Our mural has been up in the school for 8 years and we wondered Our Art teacher, Mrs. Pelletier wearing large, funny glasses.how long the new sculpture will be up in the lobby. “Forever!”, she exclaimed. You can come back in twenty years and it will still be here.

Mrs. Pelletier uses the words “sculpture” and “installation” when talking about the new art piece, so we wondered what was the difference. Mrs. Pelletier said that it was an interesting question. She said that a sculpture could be an installation and an installation could be a sculpture. Ours will be a combination she thinks. A sculpture is 3D, and our new installation will be 3D she thinks. It may have a little mobile quality, “so it will encompass a lot of different art venues.”

Who knows what the final installation will look like. But one thing is for sure, it will be an exciting piece of artwork. The fact that students will be able to create their own kinetic sculpture, with Mrs. Pelletier, is very exciting. Stay tuned everyone, Chickering Reporters will share further information once Josh Winer arrives In-Residence!

Reported by Iris and James T.

U.S. Rockin’ Regions

We wanted to try our hands at using the library’s new green screen and lights, so we offered to create an introduction video for our 4th teachers to use in their classrooms. We used the iPad app, Green Screen by Do Ink, and it was pretty easy.

We hope you like our first attempt using a green screen for a video production.

Created and produced by: Liam, Ollie and Margaret B.

 

A Field Trip to the Tsongas Museum

A picture of Wes, our guide at the Tsongas Museum.On our field trip to Tsongas Museum in Lowell, Massachusetts, we had a guide named Wes. He was a very nice person.  The day was rainy and cold, but everyone was excited to be in Lowell.

The first location at the Museum was where  the Mill Girls lived. They slept in the same bed and they had a housekeeper and one of the keeper’s names was Mrs. Matthews. In the Mill Girls' Boarding House - an example of a typical dining room.A display of all the food prepared for each of their 3 meals was displayed on a wall. The Mill Girls woke each morning, very early, to bells from the mill and returned home at the end of a very long day, 14 hours or more. The girls own room had one fireplace, some windows, and some candles. It was very dark in there.

Next we walked, in the rain, to the place where they worked; it was very loud! They used mill machines that were every old looking. The Mill Girls worked fourteen hours+ a day, on one of five floors, with one hundred machines per floor. That’s a lot of noise! Did you know that the machines were so loud that over time the mill workers would often experience severe hearing loss?  Also, you could hear all the mills’ machines from up to five miles away.

Picture of 4 student selectmen at our mock town meeting regarding schooling for the Irish immigrant children.Our third experience was to participate in a Town Meeting. Should the Irish children have a school, was the focus of our town meeting. We dressed up as citizens of Lowell and we were all provided a name and a job of a real person from 1841.  We had a choice of either to provide Irish children with a school or to continue the practice of not providing education to them.  There were four selectmen.  Half of the class voted for the Irish children have their own school and the other half of the class said the Irish children shouldn’t have there own school. But then we figured out that girls/women could not vote, so that changed the whole subject and the new vote was to not provide a school for the Irish children. Although in, 1841, the Lowell citizens did vote to provide a school for the Irish youth.

Our last experience, was to be ‘immigrants’. We dressed up as immigrants from different countries.  Articles, a Greek immigrant may brought with them when immigrating to the United States.We had to get tickets from our teacher, who was also dressed up as the person who tells you where to go for processing, and we sat in a line on the floor by country. We waited for our guide to show us what to do next. There were bags full of things that immigrants and their family would bring with them like dolls, pots and pans, crosses, bibles, and clothes, based upon their country of origin. We talked together, within our group to decide why it was brought and how each item was used. We displayed the items, for other students, to see the types of objects people would bring from different countries.

Below is our brief interview with Mrs. Atkinson and Mrs. Shammas about bringing students on field trips, specifically to the Tsongas Museum.

 

Reported by: Schuyler, Thanos and Vanya