#A Tiger in the Zoo classroom activities

[solvednotes]

Ultimate Quiz on A Tiger in The Zoo

Quiz on A Tiger in the Zoo is here to help Class 10 students master this beautiful poem by Robert Frost while preparing effectively for their Board exams. This interactive quiz is thoughtfully designed to cover essential aspects of the poem, including its themes of freedom and captivity, the poet’s use of vivid imagery, and key poetic devices like alliteration, personification, and rhyme. By…

[v-hope]

Painting Idyll

Pairing: Single Dad!Taehyung x Preschool Teacher!Reader

Genre: Fluff, slight angst if you squint your eyes

Word Count: 3.1k

Summary: When life gets in between Taehyung and picking his little girl up from school on time, there's nothing like having her favourite teacher show him his daughter's drawings to reassure him about both the good parenting he has been doing and just how much the infant loves him.

A/N: So here is it! I've been so soft for Taehyung with kids lately, idek ;-; I hope you guys enjoy it and let me know what you think!

“Appa!” the little girl shouted from the swing; the way she excitedly started moving her little feet made you feel relieved you were using the one special for children and not a normal one; otherwise she would have probably fallen down by now.

Looking up, your eyes focused on the man coming closer to both of you; Kim Taehyung, her father and also one of your students’ youngest parents. He was always well composed, always in time for parent-teacher conferences, and always involved in his daughter's activities. That day, however, as you watched him practically run in your direction, with his light blue shirt flowing up and down, along with his messy dark hair falling slightly over his eyes with each stride he took, you could tell that was not the case.

Nevertheless, the second he saw his daughter calling out for him, his previous preoccupied semblance was overshadowed by the way his lips parted into a huge smile.

“Hey, sweetheart” he spoke in a soft, breathy voice, clearly trying to catch his breath. Kneeling down in front of her, he gently caressed her cheek before he picked her up, only then his apologetical eyes fixing on yours. “I'm sorry” he let out first thing, “I am so, so sorry. One of my friends was supposed to pick her up today but he had a family emergency and I–”

“It's okay” you smiled understandingly.

He shook his head. “No, it's not. You have a life of your own and you have no obligation to keep looking after her when it's past school hours…”

A small laugh escaped your lips. “Really, it's okay” you walked around the swings so you could come closer. “I had to stay late today anyway to finish a few projects, so having Minjung-ie with me honestly made my day”.

Taehyung nodded his head reluctantly. No matter what you said, he would still feel ashamed as ever. “I promise I'm a better father than this” he tried to laugh it off anyway, but you knew deep down he was seriously beating himself up and believing he was nowhere near being the best of parents.

“Oh, I know” at your confident statement, he couldn't help but raise one of his eyebrows. “This is the first time something like this has happened ever since the year started” you reminded him. “Besides, with the amount of paintings this little one has done of the two of you together, I can only believe you're a great dad”.

“Paintings?” he wondered – his eyes sparkling at the mention of that.

“Yes, she loves drawing, so I always give her pencils and paper to keep her entertained” you took her small hand in yours, “we were just drawing before we came to the swings, right love?” your gentle way to approach her received a shy nod from Minjung and an adoring smile from Taehyung. “She’s actually very talented for a four year old” you gazed up to lock eyes with him; a smile adorning both your faces, “I guess you already knew that, but… she never ceases to amaze me” he nodded; being already familiar with that feeling. “Would you like to see them?”

His eyebrows raised in surprise, adjusting his hands under Minjung’s body so she wouldn’t slip down. “I’d love to” he grinned happily, “if… you're not in a hurry, of course”.

“Well, I'm done for the day and my life's not that exciting to have other plans, so...” he chuckled at both your words and the ‘whatever’ shrug you had just given him.

Not saying anything else as you had made your point clear, you smiled, tilting your head towards the classroom at the other side of the playground, motioning for him to follow you.

Once inside, his eyes travelled around the colourful room that just radiated children energy – multiple cups filled with pencils being placed on top of the round tables, chaotic yet cute paintings covering the walls, and endless toys being kept inside numerous boxes by the corners of the room. It amazed him how warm this place felt yet you somehow still managed to make it seem so tidy.

“I wish I had an actual chair to offer you” you apologised, drawing his attention to you for a quick second before they followed yours to the little chairs around the tables. “You can take mine”.

“No, it's okay” he stopped you from going to get it for him, “I'll just stand” the corners of his lips curved up, going up to your table as you made your way over to a few drawers by its side.

He put his little girl down on her feet after she started swaying them to let him know she wanted to be let go of; having her immediately take off to where you were searching for her paintings.

“Oh, you want to show him?” you gazed down to her.

“Yes” she spoke in a small voice; not being the most extroverted of kids – quite the opposite, actually.

“Okay” you nodded, biting your lip when you finally found what you were looking for. “There you go” you handed her a few papers.

Minjung's face lit up, excitedly going back to her dad as you calmly followed after her. Taehyung picked her up immediately, sitting her on the edge of the table, where she later placed her drawings.

“This is you” she pointed to the first of them, her finger hovering over a man who was feeding a dog, “this is me” she moved it down to a little girl that was playing with it, earning giggle from Tae that had your heart melting in an instant, “and this is Mickey!” she finally pointed to the white animal with a few brown touches.

“Wow, baby, this is really good” he complimented her work with wide eyes, “you even got his little moustache right” he traced one of his long fingers over it, making his little girl overflow with excitement because of her dad's approval. “Mickey is one of my friends’ dog” he explained to you a few moments later, focusing his attention on you, “we look after him sometimes and Min-ie loves him” you smiled wholeheartedly – that being the first time you had ever heard said nickname being used on her.

“He's the cutest!” the girl gushed with her eyes still glued to the painting, later picking it up and placing it elsewhere so she could show her dad the next one.

“Is that the zoo?” Taehyung wondered, leaning over the table to take a closer look at it – the colour green being the predominant one as a bunch of animals were all over the grass, and, once again, a girl and a man being part of the painting; their hands holding tightly together as they watched the animals.

Minjung nodded, looking up to you with a bright boxy smile that you had just now noticed was an exact replica of her father's. “We're going to see the animals!”

“Oh, you are?” you giggled at her enthusiasm.

“Yes” Taehyung confirmed after his daughter had nodded effusively, “this Saturday”.

“Are you excited to see the tigers, Minjung-ie?” you leaned over the table as well to be closer to her; watching her eyes light up even more at the mention of what you knew was her favourite animal.

Another effusive nod was her answer, allowing you to hear a chuckle leaving Taehyung's lips. “They're my favourite!”

Her sudden outburst of joy had both of you staring at her in complete awe.

Truth be told, both you and Taehyung were absolutely awestruck in that very moment. You, for you had never heard her talk so loudly and passionately before; yes, she was comfortable enough around you, since you had earned her trust only a few weeks into her first school year, but she still spoke quietly, almost afraid of disturbing her classmates with her voice if she did otherwise. Taehyung, on the other hand, felt happy as ever, for he had never seen his little girl being so comfortable around anyone that was neither him nor any of his closest friends, all of them whom she had known ever since she had memory. In the end, neither of you knew what was the cause of her being like this, but you wouldn't question it, instead just enjoying her bubbly behavior for as much as it lasted.

It was heartwarming overall, to see her that happy.

“What's your favourite animal?” she slurred her words, fixing her chocolate eyes on yours.

“Oh, I like too many of them to have a favourite” you admitted, “but giraffes are pretty cool” you smirked.

“I'll draw one for you!” her excited words had your heart becoming a puddle right there.

“Why thank you” your hand went to tuck a long strand of black hair behind her ear, out of sheer affection, “you're the sweetest”.

She smiled shyly, lowering her head before her eyes focused on her dad.

“You have something else, baby?” Taehyung wondered, gazing over to the other papers left.

“Mhm” she affirmed.

She did have quite a few, actually. You always kept your kids’ works, as insignificant as they might have seemed at the moment, precisely because you never knew if their parents would like to either see them or keep them by the end of the year; and, by the look in Taehyung's eyes as he stared at the different paintings whilst his daughter so proudly explained them to him, you knew more than ever that keeping them had been the right thing to do.

As she started to run out of drawings, you came across one of her with a woman. You remembered that one very clearly, because you had been by her side while she worked on it, and you had thought at first it was her mother, only to find out later, because of the flower in the woman's hair that so perfectly resembled the one Minjung had picked up for you that day, that it was you.

You had meant to keep that one apart from the rest, just in case it would turn out to be a touchy topic; because you couldn't simply overlook the fact that her mother had never gone to pick her up, she had never attended any of the conferences you had arranged with the parents to let them know about their children's progress. It was always Taehyung. In addition to that, there was also the fact of Minjung not once having mentioned her mother, much less had she drawn her, ever… meanwhile there she was drawing you. All of those facts put together, could only leave you with many ideas as to why she was never present, and why you should never bring out the subject.

None of your thoughtful intentions mattered anyway, you had then realised, for you had forgotten to keep that particular drawing apart from the rest.

Just like you feared, Taehyung frowned visibly. Minjung didn’t really have a female role model in her life; she had no one to look up to, much less to the point of taking her time in drawing them so beautifully. So his heart sped up. That couldn't be it, right? That woman right there couldn’t possibly be her m–

“This is you!” Minjung informed both of you before he could overthink about it any further – her eyes fixed on you as she handed you the piece of paper.

“Yes, I remember” you smiled, taking the painting in your hands and examining it with pure adoration in your eyes.

It was only a few seconds later when your eyes met Taehyung's, acknowledging the genuine yet melancholic smile on his lips.

“I'm sorry” you couldn't help but blurt out in more of a whisper.

You didn't need to say more for him to understand what you were sorry for. He shrugged, trying to take importance away from it. After all, it was not your fault at all that Minjung looked up to you. If anything, he was glad it was you out of everyone else; someone who he thought was kind, hard-working, respectable... All in all, someone who was just a good role model for his daughter.

“She would never draw her anyway”.

You felt your heart drop, not completely understanding what that meant, but neither wanting to question any further and overstep some kind of boundary. He was just one of your students’ parent anyway, you weren't supposed to dig so deep into their personal lives.

Minjung remained indifferent to the topic going on right before her presence, for she was still looking at the last one of her paintings; her fingers itching to show Taehyung already.

“Wow, that's really beautiful, Min-ie” he hyped her up after she practically shoved her drawing in his face; this time being one of the two of them in their pyjamas, being cuddled up on a sofa as they watched cartoons. “What a talented girl I have”.

You beamed at the warm image in front of you; Taehyung tenderly cupping her face and planting a kiss to her forehead. Watching the eyes full of pure love and admiration his daughter looked at him with right then, you wondered how could he ever believe for a second he was not doing a good job at parenting.

Walking over to the other side of the table, where your bag was, you started to collect some of your belongings that were lying around on the table. “You want to keep them?” you offered him, making his eyes snap in your direction.

Taehyung didn't even have to think twice before his head was effusively moving up and down. “Thank you” he said truthfully, his eyes focusing on the painting you had left on the table moments before, “you can keep that one if you'd like” he offered, “I guess it's your right since you're the muse” he laughed lightly, being followed by you.

“Thank you” you sheepishly said before reaching out to take it and carefully put it in your bag.

Seeing as you were getting your things ready to leave, he held Minjung up in his arms, having her clinging to his body as they waited for you. His eyes followed your every move, watching you go somewhere else, and later thanking you when you handed him Min-ie's backpack, a fluffy one shaped like a teddy bear he had completely forgotten about. After he put it on one of his shoulders, the three of you walked towards the exit in what felt like a rather comfortable silence.

It was when you were on the street, ready to part ways, that he turned around to look at you.

“Thank you so much again for looking after Min-ie today” he let out breathily, letting you know he was far from being over it.

“It was my pleasure” you smiled sweetly, one last time trying to reassure him about it being okay.

Before you could say your goodbyes and turn around, he digged his hand inside one of the pockets of his black trousers, as if he had remembered something extremely important right then. “Let me pay you”.

You didn't know if that had been a question or more of a statement. Either way, just as you caught a glimpse of his wallet, you shook your head no.

“There's no need to, really” you reassured him. “I love spending time with Minjung-ie, it wasn't trouble at all”.

“But–”

“I don't want money, Mr. Kim” you cut him off.

This time he let out a brittle laugh, being caught completely off guard by that name. “Mr. Kim” he repeated, not being able to hide how amused he was – even Minjung smiling at the funny name you had called her dad, “that makes me feel so old” his hand clutched to his chest. “I must be like… one… maybe two years older than you?” his eyebrows knitted together as he analyzed your already flustered face, like he would find the answer on it. “So, please… just Taehyung”.

You felt the heat go up to your face, doing your best not to show how bad his dark eyes staring at you right then were affecting you. Nevertheless, you nodded, letting him know you'd comply to his request.

“Is there anything else I can do for you then?” he wondered. “I really don't feel comfortable with not repaying you somehow” he confessed, scratching the back of his head with the hand he was not holding Min-ie with. “Do you need a ride home?”

You shook your head slowly. “I don't live that far, I can just walk… but thank you, honestly”.

He glared at both you and the smile your lips were currently displaying, tilting his head to the side as he huffed. “You're not making this any easier for me, Y/N”.

Your head snapped up at the sound of your name being said just like that, kind of loving the way it sounded under his deep voice.

“Appa!” Minjung moved her hands excitedly, catching his attention.

“Yes?” he asked her, gently removing a strand of hair that had fallen on her face.

She gazed at you for a brief second before her eyes were back on her dad, motioning for him to come closer to her. When he did, she cupped her little hands around her mouth and brought them to Tae's ear, like she was about to tell him the most sacred of secrets.

His eyes fixed on you, allowing you to see the growing smirk curving up his lips as he listened to his baby.

“You're sure?” he asked for her confirmation once she was done. After she had nodded confidently, his attention went back to you – clearing his throat before he spoke: “How about going with us to the zoo this Saturday?”

Your eyes lit up instantly, receiving a boxy smile from both of them before you could even answer.

“You would see the giraffes!” the little girl threw her hands up in the air, making you tilt your head slightly back as a blissful laugh escaped your throat.

“I would, wouldn't I?” you cocked one of your eyebrows. “After we go see the tigers, of course” your comment had her celebrating in a heartbeat.

“Is that a yes then?” Taehyung drew your attention to him, his smile becoming brighter at the mere sight of yours.

You let out a breathy laugh, shaking your head amusingly.

Was that even a question? How could you ever say no to spending a day at the zoo with the sweetest of girls and her new-found lovely dad?

“I would love to go, yes”.

[cas-backwards-tie]

Happy To Volunteer

Steve Rogers x Reader (Single Parent AU)

Summary: As the class field trip approaches, you hope more parents will volunteer to chaperone. Thankfully, your hope is fulfilled when Steve Rogers signs up on the permission slip.

Prompt: Single Parent AU

Words: 2,086

Warnings: None.

Beta: @plaidstiel-wormstache  , who I want to thank for being so patient and helpful! She really took her time and honestly looked at every small detail. Thank you! 💖💖💖

Author’s Note: This is for @wxntersoldiers 3k writing challenge! I hope that you guys like it as this is actually my first time writing something for Steve.

Handing out the permission slips to your students, you watch their faces light up at the prospect of their upcoming field trip. “Don’t forget to get a signature from your parents by Thursday.” Reminding the students, you know they all want to go on the field trip this coming Friday. A smile quickly makes its way across your face as you help your students pack up for the day.  

“Does this mean we’ll get to see the tigers, Ms. Y/L/N?” Millie Rogers, a short girl with a mop of blonde hair and wide blue eyes, tugs on your skirt gently with a hopeful look on her adorable face.

You smile down at her sweet face, “Get your Mommy to sign this paper and it's a definite yes.” Knowing the trip will be hard to pull off without chaperones, you hope parents will read through the permission slips and volunteer. The PTA has a few members available, but a few more parents would be helpful. Watching Millie’s face fall, your brows furrow as you place a hand on her shoulder. “What’s wrong?” Kneeling to her height, you listen intently.

“Mommy can’t sign it. I live with Daddy now.” Her words tumble out with disappointment instilled in each syllable. A huff of laughter escapes your nose. Looking at Millie with a happy smile, you encourage her.

“Your Daddy can sign it, Millie, you can still go if he does.”  You rub her shoulder for a second before standing again. “See you on Monday, kids!” Waving to the ones already leaving, you watch as the smile returns to Millie’s face, excited again. She mimics the roar of a Lion, fingers curling like claws as she attempts to scare a boy nearby her. This field trip will be fun, you think to yourself.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Walking into school on Monday, excitement bubbles in your heart as you get to see your students again. The weekend was rather quiet as the only thing you did was grade spelling tests. Before stopping at your classroom, you run by the office to make sure things are ready for your class’s field trip on Friday. Soon enough, you arrive at your classroom, prepping activities for the day.

After going over the day’s plans with the children, you leave them to color quietly for half an hour. The classroom filled with the sound of small hands rummaging through bins filled with the kids’ individual supplies. You waited patiently for everyone to be seated and asked them to get their permission slips out. Walking past each table, you collect the signed slips. The classroom fills with the sound of scribbling crayons against paper as you settle at your desk, scanning and sifting through all the forms, making sure they are signed; along with counting the boxes to see if any parents had volunteered to be chaperones.

Quietly sighing to yourself, you notice a handful of parents have volunteered to be chaperones. Grateful, there are now enough chaperones for the field trip. Looking at the top of one of the pages, you see Millie’s name scrawled in her handwriting. Smiling to yourself, your gaze drifts to her Father’s note:

Mrs. Y/L/N,

         The zoo sounds like a fun field trip! Hope you have room for one more? If so, please add me to the list, I’d be happy to help chaperone. Will lunch be provided for the chaperones?

                   Thanks,

                            -Steve Rogers (Millie's Dad)

Writing yourself a reminder on one of the sticky notes on your desk, you need to double-check on the lunches; adding on account of the new chaperones before you leave for the day. Hopeful that this field trip will go swimmingly, you look up at your quiet class, dutifully coloring in the sheets you’d given.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Soon enough Friday rolls around. It’s the perfect day for the zoo; sun shining brightly in the morning sky, clouds slowly float across the sky. Filing everyone off the bus, you ask the students to circle up in front of the zoo’s entrance.

“Okay class, we remember the rules, right?” With a joyful ‘yes’ from the majority, you split the kids into groups of five, calling them off by name, before assigning a parent. Four groups in total. Sending each chaperone off with their group, there is only one parent left behind.

Wearing jeans, a white t-shirt, and navy windbreaker, his dirty blond hair short and tidy. You stare for a few seconds too long, you can't deny he’s quite handsome. The other parents are married or older, and you know from Millie's ramblings and creative work that he is recently divorced. It’s refreshing to see a new face for a change, a single one, at that. You decide to stick with Mr. Rogers considering he’s the only new chaperone.

“Looks like you’re stuck with me,” you attempt to joke, offering your hand. He takes it, shaking it lightly with a firm yet gentle grip. His gaze meets yours and you notice he has the softest blue eyes. The color reminds you of Robin eggs.

“Steve,” he speaks confidently with a nod of his head.

“Y/F/N. We'll join groups since it’s your first time chaperoning.” You said, before telling him the rules for the kids while you rounded them up and heading into the zoo. “Where should we start?” You ask the group in front of you. The chirping of ideas is loud and insistent, but you want to know what Steve thinks.

“I think we should start on this side so we can walk back this way,” Steve opens the map for you, illustrating his ideas. Nodding your head in agreement, your group’s path is set in motion as you shepherd the kids towards the right. Walking along the east side of the zoo, you’ll loop around to visit the west side briefly before making a circle back at the entrance.

Heading towards the lions and tigers, the first animals on the walk, you listen to the exclamations and murmurs of the kids while admiring the zoo’s layout. Your gaze occasionally drifts to Steve, making you shake your head once you realize you’re staring.

Approaching the viewing area of the ‘Big Cat Enclosure’, you gather the children in front of the floor-to-ceiling observation window, prompting them to point out the cats they can find. You lean against the railing while the children search for the African animals. Steve stands next to you, watching the group for a moment before speaking.“What’s your favorite animal?”

Shaking your head with a light chuckle, you respond, “I’d have to say, Bumblebee,” you silently hope he doesn’t judge your choice.

“That’s interesting. You know it’s an insect though, right?” A blush quickly sweeps across your cheeks at his comment. Smart and handsome, who knew? You think, watching the Lions roam about a good several feet below everyone, the kids squealing in excitement. You hush them, reminding them to use their quiet voices.

“I suppose technically, they are. What’s your favorite animal? What’re you most excited to see?” Awaiting Steve’s answer, he is interrupted right as he opens his mouth to speak.

“Daddy! Look!” Millie tugs on the edge of his jacket, practically jumping for joy as she pointed out the nearby Tigers. He sent a glance your way, you smile in response to be polite. It was cute, the way they interacted with one another; he didn’t undermine her excitement or try to get her to keep it held within. Crouching down to his daughter’s height, he points out two Tigers in the shallow pool playing with one another.

“Elephants have always amazed me,” Steve admits, catching your attention and bringing your focus back to him. He smiles your way and you know he wasn’t trying to ignore you.

Moving onto the Reptile House, the group continuously ‘ooh’ed and ‘aah’ed at every reptile, some of the girls grossed out. You found joy in asking your students to try and find the tiny tree frogs within their enclosure, camouflaged among the leaves. Arriving upon the insect area, you try to avert your gaze from the spiders, disliking them. Instead, focusing on the ladybugs and praying mantis’. “Maybe they’ll have a beehive here,” Steve suggested in a playful tone as he stood next to you, tilting his head while searching for the stick bug within the window in front of him. Smiling, you think he’s cute. ���Ah! There he is.” Steve pointed out the stick bug to you, hand resting on your shoulder as he brought you closer to peer into the window. It’s fascinating, the slow, steady movements of the bug.

Nearing the exit of the Reptile House, you inform the group that it’s nearing lunch time. “We should pick a spot,” you suggested to Steve while holding the door open for exiting students. Receiving a nod in response, you pull the map out of your pocket. “Nearby the elephants is a picnic area, it says.”

“That sounds like a great idea,” Steve responds happily. Following after the last student out of the Reptile House, you gather your group before announcing where you’re headed next. Trekking back to the bus, you quickly have everyone grab their lunches out of your group’s bin. The quick walk to the picnic area was joyous as the children chattered about their favorite animals and which was ‘cooler’ or would win in a fight. Sitting near the garden bed, you smile at the panda mosaic tiled into the entrance. Sitting your lunch on the table, you’re pleasantly surprised to see Steve sitting across from you. “Is this seat taken?” He was obviously joking, you knew.

Laughing, you shake your head, inviting him to sit. “I’m afraid not. Looks like this is the grown-ups table,” you return his silly attitude before pulling your sandwich out, lying it on top of the brown paper bag. Chips, an apple, and milk are what’s in store. Opening the chip bag, you begin to quietly chomp on them while enjoying the peaceful atmosphere of the zoo.

“I brought you something!” Millie’s voice brings you back to the present as she hands her father a juice box. “Your favorite,” she spoke cheerily. The interaction made you smile, getting a glimpse of their world. Unwrapping the plastic surrounding your sandwich, you dig in.

The day passes much more quickly than you would’ve liked. Shepherding the kids onto the bus, you thank the other parents as they board. Stepping onto the bus last, you overhear the few people in front of you. “Can I sit with you?” It’s Millie’s hopeful voice.

A chuckle rings out, making your heart flutter knowing who it came from. “Mills, you should sit with your friends! You’re not gonna see them for the whole weekend.” Steve’s encouragement made you smile at the way he speaks with his daughter. Watching Millie swiftly agree and walk further back on the bus where her friends were indeed waiting, you look for a seat. Feeling someone’s hand catch your forearm, your brows furrow until you turn to see Steve with a wide grin on his face. “I saved you a seat,” he offered slyly.

“Oh, thank you.” Surprise laces your reply; a small smile makes its way onto your lips, blush coating your cheeks. Sitting beside him, you run your hands along your pants, smoothing them. “It was nice to have you as a chaperone,” you attempt small talk.

“Thanks for having me,” Steve chuckles as his face turns from the window to face you. His smiles seems to brighten his eyes. “I had a great time. Plus, a free lunch!” His face scrunches up for a moment, “well, really there is no such thing as a ‘free lunch’, but that’s beside the point,” he rambles. Noticing you still have his attention, Steve speaks up again. “Would you be open for getting coffee sometime? Or tea, if that’s your thing.”

Your heart flutters at his question. You can’t help but grin widely, nodding your head at his statement. “Yes, I’d love that,” you respond coyly. You weren’t expecting your day to go this way, and yet, you couldn’t help but feel like it was meant to be.

[painterlegendx]

What You Know About Classical Painting Classes And What You Don't Know About Classical Painting Classes - Classical Painting Classes

It is adamantine to anticipate of addition artisan who was added admired than John Baldessari, who died Thursday at 88. Although he was not a domiciliary name, he was badly affecting as a professor, and helped authorize Los Angeles as the country’s ascendant art-school capital. A tall, affable man with furry white bristles and a biblical beard, Baldessari was attainable to recognize. His champions like to say that he was “much more” than a teacher, but the account offends, with its absolute advancement that teaching is a banal following compared with the majesty of authoritative art.

Mandy Boursicot Atelier – Classical Art Classes Vancouver - classical painting classes | classical painting classes The accuracy is that Baldessari not alone admired teaching but fabricated it the axial affair of his art. As a architect of conceptual art and assistant at the California Institute of the Arts (or CalArts), amid added places, he seemed at already amorous of art history but active to the banana applesauce of accepting his acceptance strive to bout the amplitude of the past. His beheld appearance derives from a bend of activity that we never alike knew had a appearance — i.e., the classroom. Abounding of his compositions affection photographs or argument adopted from disparate sources, and accept the lucid, direct attending of educational materials, abnormally beam cards and posters inscribed with advantageous advice in sans-serif, jumbo-size type.Baldessari’s best-known assignment — a lithograph, from 1971, blue-blooded “I Will Not Make Any Added Boring Art” — takes its afflatus from the doubtful antecedent of grade-school punishments. The appellation sentence, jotted in neatly askance cursive, is again 17 times, bushing the folio from top to bottom. It is absolutely amusing: a sly advance on conceptual art, calumniating the movement’s didactic, text-heavy creations alike as it doubles as a absolute archetype of one.Note to alum students: Can addition amuse amount out whether this allotment afflicted the arena in “The Shining,” in which a writer’s much-awaited arrangement is appear to abide of annihilation but one book (“All assignment and no comedy makes Jack a addled boy”) again ad infinitum?

Classical Painting Workshop - Painting Classes Los Angeles | CourseHorse - Kline Academy of Fine Art - classical painting classes | classical painting classes Evocations of bookish abortion recur in Baldessari’s work, conceivably boilerplate added humorously than in the five-foot-tall painting blue-blooded “Wrong” (1966-68). It juxtaposes a down-covered black-and-white photograph of Baldessari continuing in advanced of a angular approach with a explanation that says, in its cogent entirety, “WRONG.” The artisan conceived the piece, he explained, afterwards account in a how-to photography book that you should never affectation a accountable in advanced of a tree, because the timberline will attending like it is growing anon from your subject’s head. “Wrong” can feel like a accolade to the endless adolescent artists and freethinkers who accept had their breakable egos ashamed by addition who shouted “wrong” aback they were right.Baldessari’s assignment descends anon from that of Marcel Duchamp, the French-born Dadaist who fabricated art feel like a annex of philosophy. Duchamp, of course, advantaged art that offered affirmation of account rather than craft, of able cerebration rather than abstruse facility. In 1963, aback Baldessari was still active in burghal National City, Calif., teaching art at a bounded academy and spending his Sundays aqueous out paintings in the big-brush appearance of the Abstract Expressionists, he had a adventitious to see an important Duchamp attendant at the Pasadena Art Museum. It was a revelation. By the end of the decade, he had put bottomward his brushes. He was axis out text-laden paintings whose beheading he outsourced to able assurance painters.Unlike Duchamp, whose assignment can be difficult and arcane, Baldessari is a conceptualist with a accepted touch. Or rather a accepted non-touch. His assignment is accessible, discreet and occasionally glib, and it has accepted acid to some of his added apparently absorbed contemporaries. In 1969, in the article “Art Afterwards Philosophy,” Joseph Kosuth, a adolescent addict of text-based art, derided Baldessari’s artworks as so abounding conceptual “cartoons” that are “not absolutely accordant to this discussion.”

The New School of Classical Painting Daylesford - classical painting classes | classical painting classes But again Baldessari was never an artist’s artisan so abundant as a alum student’s artist. His artlessness and advanced blasphemy fabricated him awfully accepted as a teacher, and his acceptability soared aback he accustomed at CalArts, a no-grades-no-requirements school, area he beneath to advise painting and instead called his course, rather provocatively, “Post-Studio Art.” The association was that the atelier was a affair of the accomplished and students, instead of ambitious to Promethean artistic heights, could be added abreast as recyclers of begin photographs and added appointed material.Among his abounding memorable acceptance who larboard California and agitated his access to New York are David Salle, James Welling, Barbara Bloom and Edward Henderson. Asked about his teacher’s style, Mr. Henderson recalled, in a adherent tone, “Whatever he said meant 20 things.” Abounding of his acceptance kept up with him afterwards they larboard school, and he affably answered their buzz calls and mail. Mr. Henderson pulled out an old postcard from Baldessari, about 1983. On the advanced side, it shows an unironically beautiful arena at the Cincinnati Zoo: four white tiger cubs at play.On the cast side, in the amplitude aloof for messages, Baldessari wrote a distinct sentence: “O.K., O.K., What were my aftermost words to you?”

Fall 10 The Classical Oil Portrait Class : Linda Harris .. | classical painting classes The bulletin bore no apparent affiliation to the photograph of the tiger cubs. In this way, it resembled his work. Argument additional angel and abounding accessible paths amid them.But it was not, of course, alone Baldessari’s above acceptance who were cerebration aback to their vanished academy canicule this week. Baldessari flourished in an age aback American artists were in a back-to-school mood. In aboriginal generations, abounding of the best American painters could not allow academy and had no educational degrees above aerial school, but the following of an M.F.A. had become accepted amid artists by the 1970s. The art-school bang and accepted professionalization of the absent artistic chic helped pushed art in a conceptual direction, area it charcoal today, a Babel of adopted images and languages.Baldessari, in his own work, questioned the limitations of teaching, and I doubtable he will be remembered over time, somewhat like the abundant Josef Albers, as both an artisan and educator. Baldessari was a ablaze Californian who saw the applesauce in about everything, including the conceptual strategies he championed. He already said, “Great art is bright cerebration about alloyed feelings.” Classical Oil Painting Classes in... - Jayne's Paintings .. | classical painting classes What You Know About Classical Painting Classes And What You Don't Know About Classical Painting Classes - Classical Painting Classes - classical painting classes | Allowed to my blog, within this time period I'll show you with regards to keyword. And now, this can be the very first image:

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A Comparison of Piaget, Vygotsky, and Montessori

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A Comparison of Piaget, Vygotsky, and Montessori

Three psychologists of the 19th century developed three different theories of child and cognitive development. Two of these (Montessori and Piaget) said that children learn and develop in sequence. Vygotsky said that children learn using their social environment. He believed that a child’s community holds a major role in how children learn to “make meaning” of the world around them.

Each psychologist’s theory has had a strong impact on the education of today’s children. Montessori said that children should be allowed to direct their learning to the point that, if they are in an independent work period, they should not be required to interrupt it for a group activity.

Piaget said that the cognitive development of a child involves changes in their cognitive process and abilities as they age. Early cognitive development influences later progression into how the child adapts their mental operations as they get older.

  Piaget’s

Vygotsky’s

Montessori

Versus

Common

Constructivism

Piaget’s Theory of Development

Jean Piaget, a Swiss psychologist, developed several key concepts. First, “schemas” involve the physical and mental actions in learning, understanding, and knowing. Schemas involve anything a child is learning about. If the child’s family has a cat, they develop a schema about felines: small, fluffy, cute, makes purring sounds.

If the child goes to the zoo with their family and they see the tigers’ cage, they may be surprised at the size of those cats. This forces them to modify an existing schema about cats. Now, they need to add new information about the large size of tigers and lions. Mentally, they will modify that previous schema so they can easily include the new information.

Next, Piaget said that children who are adding new information to a schema are assimilating that information. Children try to modify information or their experiences so that they fit into beliefs they already hold.

Next, they attempt to create a comfortable balance between assimilation and accommodation, using a process called equilibration. As children move through each stage of cognitive development, they work at keeping that balance between using new knowledge and changing their behavior/schema to account for new knowledge they have learned (assimilation and accommodation). By using equilibration, children can progress more easily from one developmental stage of thought and into the next one.

Vygotsky’s Theory of Social Development

Vygotsky’s theory differs a little because he says that social interaction has a strong influence on how children develop cognitively. Children rely on people or devices with knowledge they don’t yet have.

The adult, more experienced peer, or (in today’s world) an electronic learning device is referred to as the More Knowledgeable Other or MKO. A teen or adult child can be an MKO to an adult who wants to learn something new about teen culture or a new electronic device.

Learners work within a Zone of Proximal Development or ZPD. This zone consists of three circles, with 2 inside the outermost circle. Within the smallest, interior circle, is what the child already knows. The next, larger circle contains information that the child still doesn’t know but is capable of learning with assistance from an MKO. The largest, exterior circle consists of information, skills, or knowledge that the child can’t yet learn, even with help.

Vygotsky believed that the MKO should teach the learner only what is within reach, in the zone of proximal development, with guidance and encouragement. The MKO demonstrates the new skill, then begins to guide the child through each step, and then the student can progress to more complicated skills that were previously out of range for them.

Montessori Theory

After Montessori was able to successfully treat mentally disabled children who were thought to be impossible to educate, she decided she wanted to determine the potential of regular children who had no problems learning.

Working with children living in the San Lorenz slum, she developed her own theory, which is based on Periods of Development. She proposed the idea of Conducive Learning, where children were grouped based on periods of development. Children are grouped in three-year or six-year spans and work with the same teacher during this period.

The youngest group (Nido) is aged 0 to 1, or until the child is walking. The second group is the Infant Community, aged 1 to about 2 and a half or three. Group three is the “Casa dei Bambini,” aged 2.5 or 3 to 6.

Group four covers a wider age range, from 6 to 12. The children in this group have the same learning habits and tendencies. Their emotional and physical growth tends to be steadier, and their intellectual work is strong. In this group, the younger children are inspired by and learn from the older children. Finally, the next grouping is 12 to 15-year-olds. Montessori proposed a farm school for this age group, giving the children real farm work to do.

Stages vs. Planes of Development

Piaget based his theory on what he saw as a child’s stages of development. These included:

Sensorimotor, from birth to 2 years. They use their senses to learn about the world.

Preoperational Period, from 2 to 7 years. They learn and develop language and learning skills, but are self-centered, and can’t understand abstract reasoning or logic.

Concrete Operational Period, from 7 to 11 years. Now they think logically and organize their knowledge. They classify objects and work on thought problems.

Formal Operations Period, 11 to 15. The child starts reasoning more realistically about their future and deals better with abstractions.

Montessori worked using her own Planes of Development. These included:

Birth to 3 years: An absorbent mind, learning from the sensory

18 months to 3 years: Begins muscle development and working on coordination - Likes smaller objects

2 to 4 years: Refines movements - Focuses on truth and reality - Develops awareness of order sequences in time and space

2.5 to 6 years: Sensory refinement

3 to 6 years: Becoming susceptible to adult influence

3.5 to 4.5 years: Works on writing

4 to 4.4 years: Tactile senses begin to mature

4.5 to 5.5 years: Works on reading

Piaget vs. Vygotsky

Piaget didn’t spend much time thinking about a child’s social context. Instead, he believed that their cognitive development revolves around changes in the cognitive process and the child’s abilities. Early cognitive development uses processes based on actions, then progresses to changes in mental operations.

He used schemas or categorization to explain how children learn, using both the physical and mental in learning. Within schemas, assimilation and accommodation also take place. Children also place already-known information with newly learned information in a process called equilibration. In his theory of child and human development babies, toddlers, preschoolers, children, teens, and young adults progress through four stages of learning and development. He said that the early cognitive development of a child involves processes that are based on actions. This development then progresses into changes in mental operations.

Vygotsky believed that social interactions have a big influence on the development of cognition. He also felt that the community surrounding a child holds a role in how children make meaning out of everything they see, learn, feel, and hear.

He introduced the More Knowledgeable Other as a source of experience and learning for a child. This MKO can be a parent, teacher, or relative of the child. This person can also be a younger child or teen who teaches an older adult or family friend about using electronics or learning a new dance, for instance.

Next, he introduced the Zone of Proximal Development (ZPD) in where the most sensitive guidance should be provided, allowing the child to learn by practicing.

What Do They have in Common?

Between Piaget and Montessori, both psychologists believe that young children begin to work on the refinement of their movements early. At 3.5 to 7 years (covering the developmental periods for both professionals), children begin to develop drawing and writing skills.

While Vygotsky didn’t divide child development into age groups, he did believe that a child could progress to this stage if that was what was culturally expected of him. If the majority of children in a certain age group know a certain skill, then one of them, or a teacher-figure, will act as the MKO for that child and he will inevitably also learn that skill.

In all three theories, the psychologists say that every child begins to learn about their world by using their senses. Vygotsky calls it “making meaning.” Piaget says that children obtain knowledge or their environment through the five senses.

Vygotsky’s Zone of Proximal Development (ZPD) is similar to Montessori’s Planes of Development and Piaget gives each developmental stage a name (sensorimotor, preoperational, formal operations).

Likewise, Vygotsky’s ZPD has an outer ring that denotes all the information that a child is not yet ready to learn. Montessori’s planes of development show that some learning may be out of reach of children at various stages. Piaget does the same thing, noting that there are things children can’t learn until they reach a certain cognitive level.

How These Theories Manifest in the Classroom

Children are social creatures. When they start school, they are one of 20 or more other students who are ready to begin formal learning.

Montessori created a model for learning that is known the world over. Montessori-based schools exist in most communities around the world. Individual classrooms and teachers in a Montessori school don’t teach traditionally. Instead, they are based on conducive learning, with multi-aged groups. The teacher doesn’t actively teach the entire classroom. Instead, they have a more generalized lesson plan. They introduce children to a concept using a book, lesson, or lecture. As the children learn, individually and with older children, they process the information, then “know” the knowledge and demonstrate this by passing a test, completing a project, expressing what they have learned, or by teaching another student.

Montessori said that children are always learning something new, which prepares them to learn another new thing. This is indirect learning. The entire class isn’t learning the same thing as classmates; they are working at their own pace, using the environment, and working with other classmates. The teacher teaches one child at a time. All areas of study link together and students can work on them in the order they choose.

In Piaget’s theory, assimilation, accommodation, and equilibration all work in a classroom setting. Children learn something new in the primary grades; as they progress grade by grade, they encounter the same information at a higher level of difficulty.

Vygotsky’s theory relies much more on the social interactions between children, adults, and society in general. Because of the social networks between children and their families, children can go to someone they know to ask for help in learning something new.

Constructivism Explained

“Constructivism” is a learning theory that says humans construct their knowledge using hands-on experience rather than being taught abstract concepts from books. The teacher who uses constructivism in teaching students does everything they can to give students hands-on experiences, using people and objects. The teacher also asks students to use any skills they have already learned.

It’s a constructivist learning process to use materials to learn about assembly lines and what working conditions were like when assembly lines were most in use.

When the teacher has students use wrapping paper to determine whether it’s sufficient to wrap two cans, students put together a mathematical formula to determine a cylinder’s area.

It’s also constructivist to have students read persuasive articles, decide which of the articles have features that make them the most effective, and then create a rubric that includes all of those qualities for their own persuasive papers. Once they have written their reports out, they will be assigned to read more persuasive papers so they can fine-tune their criteria even more.

Maria Montessori was a constructivist. She wrote, “Education is not something which the teacher does, but a natural process which develops spontaneously in the human being. It is not acquired by listening to words but in virtue of experiences in which the child acts on his environment.”

Lev Vygotsky was another constructivist. He wrote, “A child’s play is not simply a reproduction of what he has experienced, but a creative reworking of the impressions he has acquired. He combines them and uses them to construct a new reality.”

Jean Piaget was also a constructivist and said, “Each time one prematurely teaches a child something he could have discovered himself, that child is kept from inventing it and consequently from understanding it completely.”

https://www.thelearningweb.net/chapter07/page264.html

https://sites.google.com/site/tourosgottesman/theories-of-early-childhood

https://www.lorecentral.org/2018/06/piaget-vs-vygotsky-similarities-and-differences-between-their-theories.html

https://www.cultofpedagogy.com/constructivism/

A Comparison of Piaget, Vygotsky, and Montessori was 1st published to website discoverearlychildhoodedu

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The Disney Conservation Fund Awards 2018 Conservation Grants

The Disney Conservation Fund (DCF) is providing grants totaling more than $8 million to support the work of 80 nonprofit organizations this year, The Walt Disney Company announced today.  The grants are part of Disney’s “Reverse the Decline” initiative, which pairs the company’s philanthropic dollars with professional expertise from Disney’s Animals, Science, and Environment team and other employees to maximize the impact of conservation efforts to protect wildlife and wild places.  Including these new grants, DCF has awarded more than $70 million to date to support conservation efforts around the world.

DCF actively supports the world’s leading conservation organizations with funds and professional resources to save wildlife and habitats, inspire action, and protect the planet.  This commitment is reflected through the fund’s comprehensive focus on stabilizing and increasing the populations of 10 different at-risk species including apes, butterflies, coral reefs, cranes, elephants, monkeys, rhinos, sea turtles, sharks and rays, and tigers.  DCF also provides grants to support conservation programs that engage communities in comprehensive solutions that serve people, wildlife and habitats.

 “Each program we support through the Disney Conservation Fund is an inspiring example of the power of people to make a difference around the world, an important reminder for each of us as we celebrate Earth Month,” said Elissa Margolis, senior vice president, Corporate Social Responsibility, The Walt Disney Company.  

Since 1995, the DCF has:

Helped to conserve more than 400 species around the world.

Supported more than 2,000 conservation projects, helping more than 600 nonprofit organizations working hand-in-hand with communities to protect wildlife worldwide.

Recognized 150 Disney Conservation Heroes for their efforts to protect wildlife living alongside their communities in 47 countries.

The majority of funding for these grants is provided by The Walt Disney Company and supplemented by guest contributions at Disney’s Animal Kingdom Theme Park and select Walt Disney World Resort locations.

Some of the programs receiving grants this year include:

California Condor Nest Guarding Program- Santa Barbara Zoological Foundation: In 1986 only nine condors remained in the wild. Santa Barbara Zoo and partners are working to increase California condor populations through captive breeding, careful management, education programs with local communities and research to encourage self-sustaining populations through the California Condor Nest Guarding Program.

Conserving Rhinos through Community Engagement- Save the Rhino International: Black rhinos were declared extinct in Zambia in 1998, but after successful law enforcement and conservation collaboration, 25 rhinos were reintroduced to Zambia's North Luangwa National Park between 2003 and 2010. Save the Rhino International is protecting this population of black rhinos by providing teacher training workshops, supporting school curriculums focused on wildlife conservation and implementing community events and park visits that allow children and adults to connect with nature.

Conserving the Cao Vit Gibbon- Fauna & Flora International: The critically endangered Cao Vit gibbon, also known as the eastern black-crested gibbon, is threatened by loss of habitat from cattle grazing and illegal logging.  Fauna & Flora International is protecting the last population of these gibbons in northern Vietnam by strengthening community conservation teams to help government rangers in forest protection, wildlife monitoring and enforcement activities, by providing environmental education at local schools and supporting sustainable livelihoods.

Rewilding Australia with Tasmanian Devils- Global Wildlife Conservation: Non-native species threaten the survival of many native Australian wildlife species and as a result, impact ecosystems and human livelihoods. Global Wildlife Conservation is working to reverse the decline of the Tasmanian devil on the Australian mainland and re-establish it as an apex predator, while raising public awareness about challenges faced by Australia's wildlife.

Seagrass Surveys for Education and Conservation- Marine Resources Development Foundation: Seagrass beds are diminishing worldwide but serve a critical role in coastal ecosystems by stabilizing sediments and providing food and habitat for marine wildlife. The Marine Resources Development Foundation is leading seagrass surveys in the Florida Keys to monitor and understand ecosystem health, and engaging students and teachers from around the country in hands-on field work, data analysis, and classroom curriculum to raise awareness about seagrass habitat conservation.

For a complete list of the most recent DCF grant recipients, visit www.disney.com/conservation.

###

Disney is committed to conservation and caring for the planet– ensuring a world where wildlife thrives and nature is treasured and protected. For more than 60 years, animals have been a part of Disney storytelling, and these stories continue today alongside immersive experiences that connect kids and families around the world with the magic of nature. Since 1995, the Disney Conservation Fund has inspired millions of people to take action to protect the planet and directed more than $70 million to reverse the decline of wildlife in more than half the countries in the world through efforts that engage communities in conservation.

source: http://www.csrwire.com/press_releases/40961-The-Disney-Conservation-Fund-Awards-2018-Conservation-Grants?tracking_source=rss

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Take a walk on the wild-side and have a Zooper Adventure! Kids ages 5-6 or 7-9 will have a wild time in the classroom with fun theme-related games, crafts, a zoo discovery walk, and other fun learning activities! Advanced registration is required. Call 217-585-1821 for more information or to register #zoopered #zooperedventures #classes #zooper #edventure #learn #wolverine #monkey #falcon #marmoset #tiger #arctic #explorer #penguin #wildside #theme #games #crafts #zoo #hensonrobinsonzoo #discovery #walk #activities #springfieldparkdistrict #springfieldparks #springfield #park #district #playyourwayeveryday http://ift.tt/2vpFUY9

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Take a walk on the wild-side and have a Zooper Adventure! Kids ages 5-6 or 7-9 will have a wild time in the classroom with fun theme-related games, crafts, a zoo discovery walk, and other fun learning activities! Advanced registration is required. Call 217-585-1821 for more information or to register #zoopered #zooperedventures #classes #zooper #edventure #learn #wolverine #monkey #falcon #marmoset #tiger #arctic #explorer #penguin #wildside #theme #games #crafts #zoo #hensonrobinsonzoo #discovery #walk #activities #springfieldparkdistrict #springfieldparks #springfield #park #district #playyourwayeveryday http://ift.tt/2vpFUY9

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Group Name: Skittles. 

“It’s all about what the children love best”

Their morning began with drumming and singing which they always love to do.Drumming is one approach to working with kids who have difficulties focusing and connecting with others.It was more fun and enjoyable when they danced altogether with the repetitive rhythm of the drums.

” Rocket Space or Cars’

Can we ride cars going to outer space? 

This question aroused the curiosity of each child.The reviews about planets and solar system ignited the inquisitiveness of every child learner.Questions were raised and each child shared their ideas about the topic..In this scenario,allowing the children to express their ideas made the learning process meaningful and active.

“Watch my little hands”

In this activity,children were allowed to draw and design any artwork of their choice.The objective is to enhance their imagination,creativity and develop their motor skills.

  Group Name: Pollys.

Ready… Steady… GO!!!!

Little Pollys were happy to connect to nature today, when they made a miniature zoo inside their classroom.

How impressing it was for the kids to make an amazing zoo with their friends! Taking kids to the zoo offers a lot of benefits for the little ones. Children are always looking out for more ideas to develop their knowledge. Today they were happy to see a lot of different zoo animals like bear, zebra, tiger, elephant, giraffe, snake and many many others. It was an awesome way to learn about the world they live in! Literacy class.

Kids raced through tracing today. Here they aimed at proper formation of letter “a”. Their fine motor skills were progressively developed.They math numbers in almost every daily activity. These concepts are necessary for kids to grasp. By reinforcing this, we used some marshmallows and cups. 

Kids were led to count the marshmallows according to the corresponding numbers placed in front of them. They found this very interesting as they had stickers for a perfect job done.

  Group Name: Seattles

Power of shapes!

As children learn about shapes, they are able to use it in observing, comparing and discussing all they see and encounter. It helps build their imagination as well. Kids had a collection of shapes displayed on the floor. Corresponding shapes were placed in front of them. They identified their shapes, picked it up and paired it accordingly.

Blind fold game!

They use multiple ways to interact with letters to make phonics meaningful. Kids had blind folds on, they were led to pick up letter /h/ and paste on the board. That’s a simple way to revise phonics with kids as well as working on literacy skills.

Crazy designers!

Designing is all about trying to understand what you are doing to make out something. Kids enjoyed designing with shaving foam and popsicles. They designed shapes and numbers of their choices.

  Power of Shapes Group Name: Skittles.  "It's all about what the children love best" Their morning began with drumming and singing which they always love to do.Drumming is one approach to working with kids who have difficulties focusing and connecting with others.It was more fun and enjoyable when they danced altogether with the repetitive rhythm of the drums.

[whitefieldsnursery-blog]

Group-Skittles

A pretend trip to the zoo! How impressing it was for the kids to be  on pretend trip to the zoo with their friends! Did you know that taking kids to the zoo offers a lot of benefits? Children are naturally inquisitive. They are  always looking out for more ideas, to boost their knowledge. Today they were happy to see a tiger, elephant, giraffe, snake and many others. What an awesome way to learn about the world they live in!

Zoo animals peek a boo board. This sensory play activity was aimed at teaching kids the different animal prints that nature has given. Kids enjoyed using their cognitive skills to figure out which print matched with which zoo animal. Well done kids!

During the expressive arts and design hour, kids did a giraffe craft as sovenior for the zoo animals. They gave him eyes,noseand a yellow and brown dotted body to remember his beautiful skin texture.

Kids also traced phonic /i/ for ice cream to enhance their fine motor skills and literacy skills.

Their Arabic and Islamic classes were interactive.

Group-Pollys

Their day started with Numeracy class. Kids traced numbers one to nine. They also counted their favorite ZOO animals, traced and colored them after. They expressed their creative skills and fine motor skills.

Let’s go to the ZOO and see what the animals do… Little Pollys showed their designing skills today.Their tiny hands were so busy in building a ZOO. They were so much involved to have a beautiful outcome. So they used Popsicle sticks and play dough to make the place safe and comfortable for their favorite animals. How fascinating was it to see our ZOO friends in our classroom today! Good way to learn about the world they live in.

Little ones had a pretend play in the ZOO today. In order to make the most of this experience, they had a monkey mask on their faces.Kids love pretend play because on that way they learn about the world as a more active place. Monkey game was super exciting today. They helped the little monkeys to get some bananas. Kids listened the instructions given by the teacher and they reached their goal. The little ones were happy to catch a banana which was hanging very high and feed the hungry monkeys. It was awesome to know more about the world they live in as well as exercising of their little bodies.

Arabic hour was also very interesting today.

Lion craft with macaroni? – Sounds interesting! Little Pollys used their creative and craft skills to make a lion craft using macaroni. Big whiskers, nose and eyes were given by the little ones. Great job kids!

Group-Seattles Do you find counting interesting?

We use math numbers in almost every daily activity, these concepts are necessary for kids to grasp. By reinforcing this, we used some balls and basket. Kids were led to count the balls according to the corresponding numbers placed in front of them. They found this very interesting as they had stickers for a perfect job done.

Skill building activities!

Kids were instructed on how to run as fast they could, pass all the obstacles in the zoo to get to the hungry elephant to give him some peanuts. Activities like this help kids to improve balance coordination and strength.

Creativity- what a wonderful world!

With this activity it’s not all about a predetermined goal. It’s an open ended activity for kids to design what they can but to look like the structure of the sample given to them. With activities like this, you get to know how creative kids can get. Kids were given the different parts of a tigers face to make it whole.

Animal Patch matching!

Activities like this bring about deep concentration which is calming and deep satisfying for the child.  Kids were given the skin of different animals as well as the toy animals. They were to match the animals according to the skin. It allowed them to demonstrate their knowledge.

A great learning today…

Animal Patch Matching Group-Skittles A pretend trip to the zoo! How impressing it was for the kids to be  on pretend trip to the zoo with their friends!