Group: Tactile
Goal: Create an exercise challenging several 5th grade students of Caroline Elementary School to retrieve tactile information that could then be formatted in order to gain an understanding of the student’s views of landscape materials.
Goal: Create an exercise challenging several 5th grade students of Caroline Elementary School to retrieve tactile information that could then be formatted in order to gain an understanding of the student’s views of landscape materials.
We began our exercise by asking the students if they could describe the word texture. After receiving a couple of responses (which were surprisingly accurate) we each introduced ourselves and paired up with a student. Each student was given two small, clear plastic containers and were informed that one would be for “good” textures, and the other for bad. Conversation continued as we made sure to give suggestions explaining how they could seek good and bad materials, while intentionally steering clear from too much specificity in an attempt to avoid persuasion.
After explaining our time frame and examination locations, the students and their partners were sent off to begin their experiment in the playground area. As intended, the young students led the way, sifting through leaves, wood chips or whatever else lay in direct sight. The guides (ESF students) provoked small talk with their students while motivating them to explore beyond their direct area and keep in mind that it is important to examine many materials before choosing their favorite.
After 10 or 12 minutes, the students and their partners moved to our second location, the nature trail. Prior to beginning the exercise, it was discussed that each ESF student would be responsible for directing their partners relative to their specific locations. We determined that the rule would be tangible, as we wanted to avoid structuring the results. The exercise moved smoothly from location to location and it was quickly evident that the best results were not only going to come from the materials collected by the students, but also the relationships that were being established.
As time began to run short, each ESF student and their partner were informed that they had time for one last collection and that if a good texture was collected, they must also collect a bad texture to match it.
As the exercise concluded, each student had collected one good and one bad texture from the playground, the nature trail and the creek area. The ESF students and their partners capped their containers and we meet as a large group. Further examining of the experiment would take place upon returning to campus.
As the exercise concluded, each student had collected one good and one bad texture from the playground, the nature trail and the creek area. The ESF students and their partners capped their containers and we meet as a large group. Further examining of the experiment would take place upon returning to campus.