166 Future Forwards: Exploring Frontiers in Education
sequences with a partner and recorded this sequence in a drawing. After
a while I noticed they were creating their own choreography: “You are
going to go first,” or “We are going to do it together this way.” The more
they did this in conversation, the easier it was for the children to write
down what they were doing.
Jessica: This one was the perfect example of all the different ways an
inquiry could go. There was the wheel machine the children created. The
children were taking
journeys around the city in
their classes and they were
also talking about trucks,
boats, and transportation.
Again, we go back to their
conversations and our
observations. Those are
what usually guide us. And
figuring out how to ask good
questions! What are the best
questions to ask and when
do we ask them in order to
see what they’re connecting
to and curious about. Asking
those questions and then
leaving it open-ended and waiting for what surfaces.
That is how movement emerged as the direction through the wheel
machine. Their conversations about the gears inside a car and motors and
turning the (steering) wheel on a boat causes movement on the back of
Jessica: In art this really became an exploration of art media. This class in
particular, was so excited about experimenting with different materials.
For our end project, they decorated an old bicycle wheel we brought in.
When we presented them with the wheel, they gathered different
materials from around the room-ribbons, wood, rocks, oil pastels, tape,
Henrique: “It might have wheels in the engine to
get the speed.”