How Do I Love Thee: Perceiving
For my Perceiving activity, I chose to explore the wide variation of the shape of the letters of the alphabet, as represented through the familiar image of computer fonts. Though we are accustomed to seeing the standard alphabet through fonts such as "Times New Roman" and "Arial," the shapes of each letter extend far beyond the "basic". Below is a representation of each letter I created using a selected set of fonts, in both uppercase and lowercase formats.
When "re-imaging" the shapes of the alphabet, I noticed that each of the twenty six letters are comprised of a basic set of lines, dots, curves. As a fine motor exercise, I elicited the help of my Kindergarten students to "feel" the shape of letters and create the four basic elements of letter shapes using playdough.
Students created a long line |, short line -, dot ., and a curve u :
Students created a long line |, short line -, dot ., and a curve u :
After creating the basic elements of the alphabet shapes, students set to work creating both uppercase and lowercase letters using only the 4 playdough pieces that they created:
With only creating four basic pieces, my students (and myself!) were amazed at all of the letters they were able to "feel"! Some of my students took it a step farther and began brainstorming and building shapes that would require a duplicate of one of the pieces (Uppercase A: TWO long lines and one short line). It was an excellent experience for thinking outside of the standard "writing" of letters and created a multi-sensory activity that allowed students to create their own meaning and understanding about the shapes of the letters.
When considering the cognitive tool of “perceiving,” I envision breaking a subject down to its basic elements to reconstruct its meaning. Which also entails taking what was once a renowned understanding about a subject, and creating a new, previously unexplored connection. When beginning this module, I was in the process of creating a parent newsletter to send home with my students. I spent a great deal of time playing around with different fonts that would make certain items of importance “pop” on the newsletter. This is when I first noticed the depth and variety found within the shapes of the alphabet. I decided to create a “sample set” by exploring each uppercase and lowercase letter using the same fonts for each letter. Each font interprets letters in a different way, with some adding or minimizing features of each letter shape. It was amazing how certain fonts distorted letters so much, that they are almost unrecognizable to children.
As a Kindergarten teacher, I am presented with the task of teaching young children how to read and write. Students are exposed daily to the rudimentary alphabet shapes that are found in our reading curriculum. Yet worksheets, books, signs around the school, and workbooks all use a different font. Students are supposed to internalize that a lowercase “a” can be represented with an over-arch, and a lowercase “t” with an under-curve. When re-imagining the shapes of the alphabet, I took the time to study the different fonts and similarities between letters. I looked at how the lines curved and slanted, the ways the curves tilted to the side or hung down low, and how a small dot could create the difference between an uppercase and lowercase letter. It became clear that all letters are comprised of a set of lines, dots, and curves. Though some of the elements may be slanted, or enlarged, every letter can be broken down into long lines, short lines, dots, and curves. I asked my Kindergarten students to further explore my understanding by putting down the paper and pencil, and instead feel the letters through the use of playdough.
Through creating the basic set of elements (long line, short line, dot, and curve), my students who struggle with traditional writing were able to create letters by creating them through the sense touch. The shapes of the alphabet became less daunting to several of my struggling writers when simple elements could be placed together using an alternate medium. Though it does not fully encompass the uniqueness of the shapes that are found within the different fonts, it does break down the traditional barriers of writing and composition.
Now I find myself teaching students how to write the letters of the alphabet based on the “long line, short line, curve, dot” shape terminology. In doing so, I attempt to break down the letter writing process to capture each element of the letter shape. Using another sense and having the students “feel” the playdough they shaped the letters also allows for another mode of written expression in the classroom. Writing with pencils will become an acquired skill, but permitting students to use materials like playdough helps me to meet students where they are at, academically. It also helped me recognize the importance of introducing children to different types of fonts. Children will experience different letter shapes everywhere they go, and I believe early exposure to these different shapes will help students recognize the diversity that is found in the shapes of the alphabet.
As a Kindergarten teacher, I am presented with the task of teaching young children how to read and write. Students are exposed daily to the rudimentary alphabet shapes that are found in our reading curriculum. Yet worksheets, books, signs around the school, and workbooks all use a different font. Students are supposed to internalize that a lowercase “a” can be represented with an over-arch, and a lowercase “t” with an under-curve. When re-imagining the shapes of the alphabet, I took the time to study the different fonts and similarities between letters. I looked at how the lines curved and slanted, the ways the curves tilted to the side or hung down low, and how a small dot could create the difference between an uppercase and lowercase letter. It became clear that all letters are comprised of a set of lines, dots, and curves. Though some of the elements may be slanted, or enlarged, every letter can be broken down into long lines, short lines, dots, and curves. I asked my Kindergarten students to further explore my understanding by putting down the paper and pencil, and instead feel the letters through the use of playdough.
Through creating the basic set of elements (long line, short line, dot, and curve), my students who struggle with traditional writing were able to create letters by creating them through the sense touch. The shapes of the alphabet became less daunting to several of my struggling writers when simple elements could be placed together using an alternate medium. Though it does not fully encompass the uniqueness of the shapes that are found within the different fonts, it does break down the traditional barriers of writing and composition.
Now I find myself teaching students how to write the letters of the alphabet based on the “long line, short line, curve, dot” shape terminology. In doing so, I attempt to break down the letter writing process to capture each element of the letter shape. Using another sense and having the students “feel” the playdough they shaped the letters also allows for another mode of written expression in the classroom. Writing with pencils will become an acquired skill, but permitting students to use materials like playdough helps me to meet students where they are at, academically. It also helped me recognize the importance of introducing children to different types of fonts. Children will experience different letter shapes everywhere they go, and I believe early exposure to these different shapes will help students recognize the diversity that is found in the shapes of the alphabet.