“I can’t,” was the correct answer in a recent arts infused lesson at Windsor Hills Arts Infused Elementary School.
Each student was given a different material and asked to independently build a bridge that spanned a foot and could carry the weight of a toy car.† After a brief examination of their one material, students quickly started expressing the impossibility of the task.†
Students were then led in a discussion comparing the process of building a physical bridge structure to building bridges between people.† Students reflected on the need for collaboration and different means of communication.†
Following this dialogue, students joined forces bringing to each team their different building material and ideas.† In contrast to the bewilderment exhibited in the first independent challenge, students approached the group project with eagerness and excitement.†
After the bridges were successfully tested, students reflected on the attributes that assisted their team in not only building the bridge but also in building bridges between themselves and other people.
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Building a community at WHAIES

  • Tuesday, September 24, 2013

Corteshia Wylder, Mikkel Horm, Jaylen Washington try and figure out how to build a bridge that will hold the weight of a toy truck…out of gum drops and toothpicks…during a recent WHAIES arts infused lesson.


“I can’t,” was the correct answer in a recent arts infused lesson at Windsor Hills Arts Infused Elementary School.
Each student was given a different material and asked to independently build a bridge that spanned a foot and could carry the weight of a toy car.† After a brief examination of their one material, students quickly started expressing the impossibility of the task.†
Students were then led in a discussion comparing the process of building a physical bridge structure to building bridges between people.† Students reflected on the need for collaboration and different means of communication.†
Following this dialogue, students joined forces bringing to each team their different building material and ideas.† In contrast to the bewilderment exhibited in the first independent challenge, students approached the group project with eagerness and excitement.†
After the bridges were successfully tested, students reflected on the attributes that assisted their team in not only building the bridge but also in building bridges between themselves and other people.

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