Posted by Celia Brogan
“Anyone can lead a walk because everyone is an expert on the places they live, work, and play.”
Have you heard of Jane’s Walks? Inspired by the work of Jane Jacobs, Jane’s Walks are neighbourhood walking tours, led by a member of the community. The tour routes and content are as varied as the citizens who lead them. Consider this as a great way to get our students to embrace their presence in their community. If you don’t have the capacity to actually do the waking tours, a adaptation might include a mapped route with photo-anchor accompaniment to written or audio descriptions for a set number of points of interest. The global festival is May 1-3, but you can do Jane’s Walks any time through the year.
Another way to explore and bring forward the stories in our neighbourhoods and communities is to dig through the layers of a place. The book On Looking: 11 Walks with Expert Eyes by Alexandra Horowitz can provide the inspiration to bring your classroom into the community. The author took the same walk around her neighbourhood 11 times with 11 different people and noticed the difference in what she noticed. To think about why we see what we see, and how we see it can be a fascinating entrance into a celebration of our place.
posted by Celia Brogan
The Golden Spruce: A True Story of Myth, Madness and Greed by John Vaillant.
I love this book. The prose are poetic to the extent that I have used passages as prompts in an art class. The story opens with a mystery and proceeds to weave together strands of natural history, botany, political and economic history, adventure, cultural history, and social activism.
Every time I try to book talk this title I fall down some sort of rabbit hole: I can’t quite seem to ever tighten my description of the book enough and end up rambling. I could tell you that it’s the life story of an culturally important and botanically unique tree, from germination to felling, but that’s only one piece. I could tell you that it’s the story of a man named Grant Hadwin, who worked in the BC lumber industry and who suffered from a (probable) mental illness, who made headlines with his actions when he took a stand against logging practices in BC. But the book is so much more than that! I could also say that this text provides a lyrical and informative portrayal of geologic history, the history of human culture and the history of economic development of natural resources in BC (which is pretty great since that last topic can at times be a little dry). But those threads don’t constitute the whole text either. Look! It’s happening again!
Make this book one of your summer reads this year (but keep a set of post-its near by!)
To provide more opportunities for students to practice writing, many universities instituted Writing Across the Cur riculum (WAC) programs starting in the 1980s. These programs are based on the principles that writing promotes learning, that writing is the responsibility of all content teachers, that writing should be integrated in all disciplines through out a student’s educational career, and that only by practicing authentic writing in every discipline will students learn to communicate within that discipline (The WAC Clearinghouse, 2009). These collaborative programs have filtered into K-12 secondary schools, espe ially in the last decade due to the standards movement (Brewster and Klump, 2004).