The Coloring Book is a 10-session, conflict-management fourth grade curriculum that through reflective writing allows children to produce and perform for their peers a play revealing what they learned about conflict versus love and understanding. The "Coloring Book" meets national education standards.
2008 Workshop Photos
2009 Workshop Movie
2009 Workshop Photos
"The Coloring Book of Love and Understanding" (A Book that addressing biases, anti-bigotry, understanding, and unity, illustrated through the simplicity of color and how each color characters interacts with each other and revealed a new sense of discovery )
The Coloring Book Program, working in tandem with the fourth grade teacher, has proven to be very successful. The program has children relating to color, inspiring imagination through the process of whole-brain thinking. Understanding, through visualization, the relativeness of color, the children are asked to think of characteristics of a particular color and things in their world of that color. Utilizing the book as the narration for the play, the children write and expand upon the interaction between the colors. Throughout the program, the children keep a weekly journal, with room to write and and draw. Each week, the class is given a different topic to write/draw about. They reflect on that topic in their journals, along with how they relate to the color characters behavior in the story book. Their reflective journaling is the basis for the various character scripts for the play production. We divide the class into three groups yellow, blue, and red, assigning the parts as follows: shy kids are assigned to play yellow (very zealous), non-driven kids play red (assertive), and the over-active kids play blue (laid back, cool) giving the opportunity to “walk in someone else’s shoes,” creating a true sense of understanding. Once divided up into groups, they draw from each team member's journal to create the script. They then decide as a team how to develop a single script for their color character and how it will be portrayed onstage. The Coloring Book, as a teaching curriculum, addresses acceptance and celebrates our differences. Students create programs, invitations, and a thank you letter to the sponsors of the program.
Evaluations: A pretest was given before the first lesson to determine prior experiences and how the students may see themselves and others. The same test was given at the end as a posttest, witch determined positive change.
Students learn how to develop a play production, staging, costuming, and most of all, teamwork, creating for most their first, true sense of self-worth and empowerment through the production of a play preformed in front of their peers and family.
Goals and Objectives
A. To create a sense of understanding among children of an elementary school ageof the world around them. This age is a stage in a young person’s life when they are building foundations for their beliefs and likes and dislikes. B. To prevent bigotry. C. To promote within children understanding of themselves and other. D. To reach an age group that Release the Fear currently does not reach. Release the Fear’s current curriculum reaches middle school, high school and adults. E. To redirect the participants belief systems and misconceptions. F. To teach color, creativity, emotions, self-importance, and the participants role in the community as well as communication and conflict resolution. G. To stimulate whole brain thinking. H. To shed light on “purpose and limitless possibilities” and bring fourth the “CAN-DO” in everyone and “to release their fear.” self empowerment, to some who experience this encouragement for the very first time.
Howard Gardner's theory of Multiple Intelligence (Frames of Mind) emphasizes the understanding and incorporation of art for all people. Gardner believes that the brain learns on various levels and therefore has various intelligence. Therefore, to fully instruct, we must reach all intelligence not just the "typical" few. As well as Susan Griss's recognition that "we react to the world in a physical way," with an increased comprehension of the world around us when we are "doing" as opposed to just "observing" (Creative Movement: A Language of Learning). Additionally scientific studies have shown, (Pat Wolfe, Revisiting Effective Teaching) that the brain is physically, as well as psychologically, unable to learn when it is feeling threatened. Chemical levels in the brain cause the brain to go into what is known as "downshift" and the brain can only focus on survival, not on taking in new information.
Some of the Key National Standards that aline with the Color Book Program: #1. to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. #3.Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts, drawing on their prior experience, (e.g., sound-letter correspondence, sentence structure, context, graphics) #4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. #11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. #12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).