>>Susan: Making books is a very valuable tool to help children
to really gain a good understanding of what any subject matter might be about.
They’re invested in it, and they really become experts
on in the content of the books.
>>John: The accordion fold does a zig-zagging paper fold.
>>John: The bookmaking came
about through an idea of starting sketch books.
And then the excitement over bookmaking culminated into teachers saying, "Well,
你知道 如果可以把学的课程编进这些书里 那感觉很棒
you know, it’d be nice if we could get the curriculum into these books, too."
>>Susan: Each child will be producing an actual book that they will get to keep
and the teachers in the grade level chose what the topic would be,
and what style of book.
>>John: After we make the books here in the art room, they take them back
to the classroom to integrate the content based on whatever their unit is
that they’re currently studying.
>>Susan: I used to teach idioms by reading books to children
that had idioms in them, and worksheet-type activities.
The bookmaking took it to a whole new level,
where the kids really took ownership.
>>Katie: We’re doing like idiom pop-up books.
It’s kind of like an expression, like you don’t mean it literally.
>>Isaiah: "Don’t put all your eggs in one basket,"
means "Don’t put all your resources in one possibility."
>>Ava: "Feeling under the weather," means you’re feeling sick or ill.
>>Gwennie: It’s just really fun to draw the idioms, because you don’t get
to draw things like that every day.
>>Victor: You can use your imagination really, like right now,
I’m doing "Elvis left the building," I think.
我想 它的意思是 演出结束之类的
It means like, "The show is over," and stuff.
>>Robby: "Barking up the wrong tree,"
意为 你觉得你在做正确的事 但你做错了
you think you’re doing something right, but you’re not.
>>Gwennie: "To steal someone’s thunder" means to take credit
for something someone else did.
>>Susan: They’re not only learning about the idioms in their own pop-up books,
they’re learning about the meanings of the idioms
that their classmates are putting into their books as well.
So it’s a great process of discovery, and creating.
约翰：在作业的质量上面 他们花了很多时间 精力
>>John: They’ve spent this time putting a lot of effort into the quality
包括材料的使用 设计 思考
of their work, how they’re using materials, thinking with their hands.
So these books are really special to them.
Now this knowledge that they’re learning has a really magical place to go.
>>Gretchen: For the fifth grader, bookmaking project is focusing
on geography, and so we came up with the idea to do an accordion book
能放进口袋里的书 这样 我们就能装着涂鸦地图了
with pockets so that we could house doodle maps,
which we thought were really cool in terms of being able
to share information, but also incorporate in drawing.
>>Gretchen: Who remembers one of the themes?
>>Mia: Place, it’s like how you recognize a certain area.
You might recognize Keene as cold, but beautiful leaves in the autumn.
>>Gretchen: So our next step is to think about these five themes
and how they’re represented in the different regions of the United States.
>>Gretchen: They definitely do a lot of research,
and then they’re deciding how they incorporate
that information in and represent it.
克耶：当画出来时 我们得查找活动 地区
>>Kyah: When we draw it out, we have to look up what movement
and region, and all that means.
And then we have to draw a picture relating
to the three sentences we wrote for the definition.
I didn’t really know the States very well,
那当我们开始做这些的时候 我才知道这的农作物 气候
and then once we started doing this, I started knowing crops, and the climate,
and what animals are there.
I learned a lot more.
>>Student: This is really coming together!
>>Gretchen: Our goal is for them to really get
to know the country that they live in.
而不是我说 噢 地图上有50个州
So instead of me saying, "Oh, here’s a map of the 50 States,
and we’ll study it, and we’ll take a test about it,"
this is a lot more hands-on, and the learning just seems more real for them.
>>Calvin: I’m a really good drawer, so I wouldn’t really like doing a report.
>>Maverick: I used to feel like geography was stupid, dumb, horrible.
>>Kyah: This is Gary.
>>Maverick: But now I actually think it’s really cool.
>>John: If we can actually create something that’s relevant to us,
we take that knowledge deeper into us.
I think it just helps us to learn.
>>Susan: Each classroom has a variety of learners,
and students who need the hands-on experience, and those who tend
to be more creative, have really benefited from the bookmaking process.
>>John: Those materials that you’re manipulating
to create something can have worth outside of just a pretty picture.It has staying power.