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The Aim Is Song _ O, Miami Poetry Festival 2020
- 1. The Aim Is Song Rhythm, Poetry, and the art of Communicating
- 2. Welcome! Conversation, not a lecture feel free to chime in! Person-First Language: “poets with multiple disabilities” Move whenever and however you need! Instagram: @DonnieWelchPoetry @OMiamiFestival @RebeccaSchool_ny Twitter: @DonnieWelchPoet @OMiamiFestival @RebeccaSchool
- 3. Who are Donnie & Raquel? Donnie Welch is the Creative Writing teacher at the Rebecca School in New York City, background in special education. Presented at SXSWedu, CEC-DADD, Young Child Expo & works with his model at NYPL, BPL, NYRP, Bronx Museum of the Arts, JCC & elsewhere. Raquel Quinones is a bilingual Speech Language Pathologist at the Rebecca School in New York City. Presented at ASHA, Young Child Expo, ICDL
- 4. Framework Rebecca School is a therapeutic day school in New York City for students 3-21 with neurodevelopmental disorders including Autism Spectrum Disorders, which utilizes the DIR/Floortime Model DIR/Floortime is a developmental model founded by Dr. Stanley Greenspan, which follows the child’s lead D- Developmental I- Individual Differences R- Relationship based
- 5. Functional Emotional Developmental Capacities Considerations for Supporting Growth up Developmental Ladder FEDC 1: Regulation and Interest in the World ● Environment (Physical and Emotional Space) ● Anchoring ● Routine ● Rhythm FEDC 2: Engagement and Relating ● Anticipation within sessions ● Gleam in the eye FEDC 3: Intentionality and Two-Way Communication ● Simple circles of communication through ritual ● Processing time
- 6. Functional Emotional Developmental Capacities Considerations for Supporting Growth up Developmental Ladder FEDC 4: Shared Social Problem Solving ● Supporting the sharing of ideas while remaining connected to the group process FEDC 5: Creating Symbols, Using Words & Ideas ● Validating all forms of self-expression ● Prompts ● Allowing room for silliness and joy FEDC 6: Emotional Thinking, Logic and a Sense of Reality ● Let them do their thing ● Support perspective taking
- 7. Four Aspects of Language Acquisition 1. Joint Attention - sharing attention around an object/person with a communication partner 2. Intentionality - using language (nonverbal/verbal) to be deliberate or purposeful 3. Role reversal imitation- imitating what you see or hear; and then being able to copy someone else-- allows for perspective taking 4. Positive affect - joyful use of facial expression, tone of voice, rate of voice to create emotion/convey message
- 8. Joint Attention First occurs when mom and child are LOOKING at one another How a child orients to their surroundings Should be child led-- they dictate what they want to learn
- 9. Positive Affect Communication should be JOYFUL Provides the foundation for social, cognitive, and communicative growth
- 10. Why we sing Hello and Goodbye ● Important to have a clear beginning and end, a clear routine Keeping Rhythm in readings to continue joint attention throughout We want to respect and acknowledge the individual differences of poets in the group
- 12. Poetry as a Language Skill Focus on joint attention and engagement first! If you aren’t engaged or interested you won’t have the desire to communicate or work on language skills Working on preverbal skills ● Clapping so a student looks and localizes in your direction for the first time
- 13. Affect Affect = Engagement Affect is: Volume and Emphasis Tone of Voice Facial Expression Body Language
- 15. “I am / Yo soy,” “I can / Yo puedo,” “I will / Yo voy hacer” Advocacy and authorship Choice making is a kind of authorship ● Poetry can be more than written or spoken word, it’s an emotional interaction with a text. ● Poetry is about sharing your inner life Tactile books and book making project
- 16. Making Reading Tactile Tactile books are texts adapted with sensory materials for students to engage and interact with while reading. Helps to connect disparate or disconnected sensory systems
- 17. Overview of Tactile Books/Adapting Laminate or print out pages Sensory materials ● Mixture of hard, soft, ruff, squishy, etc. ● Objects that tie into text or story image Adhesive (hot glue works best for most objects)
- 18. I Spy Processing being at home and creating opportunities to share Include tactile and sensory material from home and surroundings ● Engage multiple sensory systems: auditory, olfactory (smell), tactile, visual, oral (taste) Make an I Spy tactile book
- 19. Make an Instrument Upcycle ● Shakers from old cans, bottles ● Toilet paper rainsticks ● Even just bang on some pots and pans with a spoon
- 20. Instrument Recipe Empty Plastic bottle for each poet (any size will work and produce different sounds) Glue sticks or Tape for decorations Tissue paper Markers Beads, googly eyes, coins, etc. Funnel to adapt Glue to seal top (hot glue works best, but bottled will do the trick too) ● Set for 30 minutes to an hour
- 21. Set the Stage Recreate story settings ● Blanket forts ● Flashlights ● Visual Cues Helping narrow the student’s visual field to focus on the story
- 22. Discussion and Q&A Think about your students: What are objects that could work well for I Spy? How could you “set the stage” in your classroom for the activity or reading? What are sensory objects could be added to a tactile book that they would really enjoy? Any other specific questions on what we’ve talked about today?
- 23. When in Doubt... Trust yourself, you know what to do. Three keys to keep in mind: 1. Fun 2. Rhythm 3. Affect
- 24. Resources Poetry Foundation: Poetry for Kids and Teens poetryfoundation.org New York Deaf Blind Collaborative (NYDBC) O, Miami Poetry Festival omiami.org Interdisciplinary Council on Development and Learning icdl.com
- 25. References Slide 3.) poem in image from Where the Sidewalk Ends by Shel Silverstein Slide 4.) Rebeccaschool.org and ICDL.com Slide 5.) Engaging Autism by Stanley Greenspan and Serena Wieder Slide 6.) Engaging Autism by Stanley Greenspan and Serena Wieder Slide 8.) image from RebeccaSchool.org Slide 9.) image from RebeccaSchool.org Slide 14.) from Where the Sidewalk Ends by Shel Silverstein Slide 16.) image from I Like Myself by Karen Beaumont Slide 17.) image from I Like Myself by Karen Beaumont Slide 18.) image from I Like Myself by Karen Beaumont
- 26. Thank you! DonnieWelchPoetry@gmail.com RQuinones@rebeccaschool.org Instagram: @DonnieWelchPoetry Twitter: @DonnieWelchPoet DonnieWelchPoetry.com
Editor's Notes
- https://www.poetryfoundation.org/poems/148655/the-aim-was-song Or https://www.poetryfoundation.org/poems/45477/song-of-myself-1892-version
- Developed curriculum based on the idea that movement and literacy go hand-in-hand; that movement helps us understand rhythm, rhythm helps us understand poetry, poetry helps us understand each other.
- What is DIR/Floortime-- developmental model founded by Dr. Stanley Greenspan; Child led NOT adult led Focus on 1-3, but 5 is where creativity really comes in Why we are talking abt preverbal skills
- Anticipation piece-- if any one rememebrs me from last year, shaking the sand box for the kids, and really drawing them in that way. Communication doesnt mean converstaion-- this can be NONVERBAL
- FEDC 5 is where the POETRY is! Developmental ladder-- continuum… you can move between all the capacities-- not check boxes.
- Why we are talking about preverbal skills (turn and locate sound, vibration and physical sensation, clapping hands in field of vision) Joint attention-- first occurs when mom and child are looking at one another; child begins to orient to their environment (turning to locate sound, explore the items around them) ; want to follow the child’s lead so tht they are dictating what they are learning-- the infant learns to draw attention to meaningful objects or events in order to later share those experiences. (NEED THIS FOUNDATION FIRST.. Otherwise, mislabeling words/experiences) 4. Positive affect: importance of JOY when communicating-- “it is through “affective exchange that children learn to build trusting relationships with others, which provides the foundation for social, cognitive, and communicative growth. (Greenspan, 1997)-- EMOTIONAL CONTENT OF THE MESSAGE ; motivates children to relate and communicate.
- Joint attention-- first occurs when mom and child are looking at one another; child begins to orient to their environment (turning to locate sound, explore the items around them) ; want to follow the child’s lead so tht they are dictating what they are learning-- the infant learns to draw attention to meaningful objects or events in order to later share those experiences. (NEED THIS FOUNDATION FIRST.. Otherwise, mislabeling words/experiences)
- . Positive affect: importance of JOY when communicating-- “it is through “affective exchange that children learn to build trusting relationships with others, which provides the foundation for social, cognitive, and communicative growth. (Greenspan, 1997)-- EMOTIONAL CONTENT OF THE MESSAGE ; motivates children to relate and communicate.
- Ties back to joint attention Singing in beginning in the end-- chose rhythmic poems-- want to keep joint attention! Singing allows for this Goals that they can meet when we sing/create rhythmicity
- We each need/don’t need, like/don’t like, in order to engage in the world around us! Individual differences are how we process the world These systems don’t work in isolation (for us they do) -- students with disabilities they can be interrupted ofr whatever reason, so they may work in isolation. Raquel- visual/oral-taste; [AFTER DONNIE]movement-vestibular (moving head back and forth) / interoception Donnie-- tactile/auditory/ olfactory ; body awareness-- deep squeeze on arms to alert to print on paper ; Seque from individual differences (individual dif can be sensory needs, sensory systems, auditory processing, mobility, dexterity, motor planning, fine and gross motor skills, expressive/receptive lang)
- Quick wrap up of why pre-verbal skills are important! Not only written and spoken-- can be sensory- Have a bodily awareness of poetry Whether neuro typical/neuro divergent you need to be engaged ! Preverbal skills- clapping and joining attention Affect-- while i am talking about all of therese preverbal skills, we can now delve further into affect… whether it is postiive affect or any kind of affect, its point is to draw the person in -- to convey the overall message. Sharing affect and engagement-- gluing materials can still be sharing a piece of yourself, -- Still asking themto offer a piece of themselves
- Probably something you all do, especially when you read with younger kids, but it’s important (and also important for older kids as well)
- Talked about all of our “tricks” in our bag! This is what our project was going to be
- What it is Our students do not benefit from only hearing a word to make sense of what we are talking about… Students we are working with need to be able to smell, touch, see, hear… in order to help connect the neuropathways! -- allow for more comprehension and JOY What we were going to do … can make your own (ties into next slide)
- Create a bouncing sensation-- add pom poms in order to bounce like the ball when they press down Reference sandbox from last year -- tie into imagery of poem itself ; use what you have at home or in the environment
- Our project was going to be “I am / I can / I will” so we wanted to keep that perspective and self-advocacy piece front of mind as we moved forward with suggestions… fills the void of word bank -grass, tree bark, sun (flashlight-- to signify light), lizards/iguanas (if you can catch one); cold-- fridge (cold sensation) - preferred objects, - making this book can allow for you to reuse it, and have a routine in reading together… helps allows for additional processing of where they are and
- We love rhythm, since we won’t be together to clap and stomp w y’all here’s how you can do it too
- Sensory and visual experience to increase engagement and support comprehension -- for parents-- create a fort with your sheets under a table, or on their bed… you can read with a flashlight under the covers -- you can use the flashlight as a highlighter of importance! Flash and pay attention here! -- Bring reading to corner of classroom
- In relation to iSpy/rhythm/shakers See if anyone has specific questions