Category: Core-Creative/Critical Thinking

In our latest showcase of student artwork, students skillfully incorporated the elements of art to express their unique perspectives. Through lines, some artists used flowing curves to evoke calmness, while others employed jagged lines to generate excitement. Shapes and forms took center stage in collages that combined geometric and organic elements for a harmonious balance, while 3D sculptures invited touch and interaction.

Color played a vital role, with vibrant palettes radiating energy, while cooler tones created soothing atmospheres. Texture was explored through mixed materials that invited sensory engagement, and rugged surfaces were created through varied techniques. Lastly, students mastered the use of space to create depth, utilizing overlapping elements to depict bustling scenes and minimalist designs to highlight simplicity. Each piece of artwork showcases student’s ability to weave these elements together, resulting in truly unique creations.

In our latest buddy session Rachel, Sasha, Cyrus, and Joe read-aloud, the inspiring book “I Have a Right to Save My Planet.” This engaging story empowered everyone to recognize their role in protecting the environment and highlighted the importance of sustainability, conservation, and community action.

Following the read-aloud, we transitioned into a fun Scrabble word play activity, where students formed words related to the themes of the book, such as “earth,” “reuse,” “green,” and “future.” This not only reinforced the vocabulary but also sparked lively discussions about environmental responsibility and how we can all contribute to a healthier planet.

This read-aloud and word play encouraged students to think critically about their impact on the world and inspired them to take action. Together, we are planting the seeds for a more sustainable future, one word and one action at a time!

Our Commitments to Truth and Reconciliation

To honor the memory of the children lost to the residential school system, students at Aubrey created an Origami Reconciliation Project inspired by the Japanese tradition of folding paper cranes. This artwork will serve as a symbol of our shared hopes for healing and reconciliation.

The mural’s background features black hearts, representing the profound truths and emotions we hold in remembrance of this painful history. At the center, a heart formed by orange ravens symbolizes hope and our commitment to building a better future. Each raven carries messages of healing and reconciliation, contributed by students from various divisions.

This mural stands as a powerful reminder of our dedication to truth, understanding, and justice. It calls upon our community to engage in meaningful dialogue and take action to support of ongoing reconciliation and healing.

We would also like to recognize the following students for their leadership efforts in assembling the final display: Rachel Mullin, Kaitlynn Leung, Sasha Sun, and Anna Wu.

Dear Parents,

We are thrilled to introduce an engaging cross-curricular project where our students will design and construct haunted houses in collaboration with our buddy class. This initiative will incorporate elements of writing, math, and art, allowing students to explore their creativity while enhancing their academic skills.

Materials Needed:
To participate, each student should bring a cube-style tissue box (Link to sample: https://www.staples.ca/products/971001-en-kleenex-professional-facial-tissue-cube-for-business-90-sheets) to school by Monday, October 21st. These boxes will be the base for their haunted houses. While students do not need to bring the tissues, they are welcome to contribute them if they wish!

Additionally, students are encouraged to bring in Halloween-themed decorations to embellish their houses. This is a wonderful chance for them to let their imaginations run wild!

Learning Outcomes:
– Writing: Students will adopt the role of “realtors” and craft persuasive paragraphs aimed at convincing potential buyers to invest in their haunted houses. Our focus will be on enriching their descriptions with advanced vocabulary, including triple scoop words, similes, and personification.
– Math: Students will engage in practical math skills by estimating the number of popsicle sticks required for their designs and calculating the area and perimeter of their house structures.
– Art: This project will also allow students to express their artistic flair through creative decoration choices and color schemes.

We are excited to see the creativity and effort that our students will put into this project! Thank you for your support in helping them gather the necessary materials.

Sincerely,

Crystal Smith
Classroom Teacher

Check out these unique pieces of art students created that reflect the artistic style of Piet Mondrian, a pioneer of abstract art known for his  use of geometric shapes and primary colours. To complete this artwork students were required to use:

Geometric Shapes:Students incorporated squares and rectangles to create dynamic compositions, mimicking Mondrian’s signature style.

Primary Colours: Bold reds, yellows, and blues were chosen alongside black and white to convey emotion and simplicity.

Grid Structure: By organizing their compositions into grids, students embraced Mondrian’s approach, exploring balance and harmony in their designs.

Contrast and Unity: The interplay of colour and space highlights contrasts, while the consistent use of lines and shapes creates a unified look.

Creative Expression: Each piece showcases personal interpretations, allowing students to express their individuality through abstraction.

• Students recently created stunning artwork inspired by the vibrant landscapes of renowned Canadian artist Ted Harrison! Through their imaginative interpretations, they’ve explored unique artistic techniques to bring their acrylic paintings to life. Some of the artistic techniques they used included:

Bold Colour Palette: Students used vibrant, contrasting colours to evoke emotion and energy, mirroring Harrison’s distinctive style.

Layering: By applying multiple layers of paint, students achieved depth and texture, enhancing the visual impact of their landscape.

Geometric Shapes: Inspired by Harrison’s use of simplified forms, students incorporated bold geometric shapes to represent mountains, skies, and fields.

Dynamic Composition: Emphasizing movement and flow, students arranged elements to draw the viewers eye through the painting, creating an engaging experience.

Textural Techniques: Techniques such as dry brushing and sponge painting added unique textures, reflecting the natural landscapes Harrison loved.

This past week, our classroom took a deep dive into the fascinating world of government! The students engaged in a series of three virtual presentations from the Parliament of British Columbia, each designed to illuminate the intricacies of our political system.

The presenters kicked off our learning journey by introducing students to the Legislative Assembly of British Columbia. The presentation included a rich history of the Parliament Buildings, igniting students’ curiosity about the significance of these structures in our democracy.

Next, students explored the Levels of Government. This session provided students with a comprehensive comparison of the roles and responsibilities of Canada’s various levels of government, with a particular focus on provincial responsibilities. Students learned about the distinctions between federal, provincial, and local governments. Students also learned about key positions such as the head of state, the Governor General, and the Lieutenant Governor. They also discovered the important roles played by local Indigenous governments, enhancing their understanding of the diverse political landscape in Canada.

The highlight however was undoubtedly today’s lesson on How a Bill Becomes a Law. This presentation delved into the legislative process, of how laws are made and ammended. The excitement reached a peak during the interactive mock parliament, where students participated in a lively debate on a proposed bill to ban homework. This hands-on activity not only reinforced their understanding of how a bill is presented, discussed, and voted on, but also encouraged them to consider the implications of such a law.

During this mock parliament students took on different roles within the mock parliament, learning about the various positions held by elected officials and the number of seats in the legislature. They discussed the differences between the House and the Senate and how each contributes to the law-making process. This immersive experience fostered critical thinking and collaboration as students articulated their viewpoints, negotiated with peers, and practiced their public speaking skills.

This combination of virtual presentations and interactive activities not only made learning enjoyable but also empowered students with knowledge about the political processes that shape their lives. These lessons also have them excited to learn more about the electoral process and our local candidates ahead of their Student Vote on Friday October 18th.

The Burnaby School District provides students with access to a variety of digital tools, which include technologies and information systems. These tools enhance learning and include: websites, programs to “chat” and message one another, discussion boards, video conferencing, email, secure virtual classrooms, and storage for your files.

Students – or in the case of younger children their parents or guardians – are asked to review and are expected to adhere to these guidelines.

Guidance about what to do and not to do

What to Do

• Do treat others fairly and with respect.
• Do use the devices owned by the Burnaby School District and the digital tools provided by the District for educational purposes.
• Do understand that you are responsible for your actions when using technology.
• Do keep your personal information private.
• Do respect the privacy of other students and adults.
• Do know there is never a 100% guarantee of privacy with any digital tool or platform, including: secure virtual classrooms, chats and messaging tools, discussion boards, video conferencing tools, email, file storage and public websites.
• Do report uncomfortable, unsafe, or inappropriate behaviour or messages to your teacher or principal.
• Do follow copyright laws.
• Do respect and acknowledge the ownership of others for their creative works.

What Not to Do

• Do not share your passwords.
• Do not use chat and messaging services provided by the District to connect with students and teachers outside of the online classroom environment.
• Do not falsify your identity or use someone else’s identity.
• Do not take pictures or videos of others and share them without their permission.
• Do not hurt or mistreat others by what you create or share.
• Do not harass, stalk, bully, threaten, insult, abuse, or attack others.
• Do not damage computer systems, networks, digital tools or content.
• Do not access secure information owned by others without their permission.
• Do not use information provided by others without their permission or use the work of others as your own.
• Do not use District or personally owned devices for commercial, illegal, or malicious purposes.
• Do not access and/or distribute pictures, video, audio or text containing inappropriate language or nudity.
• Do not meet with someone you met online without the consent of your parents or guardians.

GUIDELINES FOR VIRTUAL CLASSROOMS AND VIDEO CONFERENCING

Online classroom sessions include virtual classrooms, blogs, messaging, chats and video conferencing tools.

Etiquette

• Come prepared and be on time.
• Work in a room with no distractions. Turn off the TV, other computers, music or anything else that might distract you or your classmates.
• When you first enter the virtual meeting/classroom, please mute your mic and turn off your camera.
• If your teacher asks you to turn on your camera to participate in the discussion you may do so.
• Consider your background and any personal information you may be displaying like photographs or personal items.
• This is a school activity and you should be dressed appropriately.

Behaviour

• The same expectations present in the physical classroom are expected while video conferencing or participating in online classroom sessions.
• Questions and comments should be related to the class.
• Be a respectful listener while your teacher or another student is speaking.
• Do not be a distraction to others.
• Your teacher is the moderator and will guide participation in the activity.

Permission

• Do not use District online classroom sessions to initiate individual or group video conferences, chats or messages without yourteacher or permission from your parents or guardians.
• Do not record or capture any part of an online session. Your teacher may record a session or a lesson for future reference. Any recording will be done with student cameras off.

Finally … Be patient. Technology can be temperamental, so when glitches happen, take a breath and be understanding.

The garden of values metaphor was used as a powerful way to visually represent the interconnected aspects of shared values, their importance, and the associated rights and responsibilities of individuals within our community.

In the garden, each plant has its own unique role and contribution to the overall beauty and health of the garden. Similarly, our shared values within our community serve as the foundation for a harmonious and thriving school environment. Each shared value, represented by a different flower in the garden, plays a crucial role in creating a positive and supportive community culture.

Just as each flower requires nurturing, care, and attention to bloom and flourish, shared values also need to be cultivated and nurtured by individuals within our community.

Furthermore, in a garden, each plant has specific needs and requirements to thrive. Similarly, individuals within our community have rights and responsibilities associated with each shared value, such as the right to be treated with respect, the responsibility to treat others with respect, the right to express themselves freely, the responsibility to consider others perspectives, the right to feel safe and included, and the responsibility to create a safe and inclusive environment for all.

By embracing these shared values all students will contributing positively to the collective well-being of our community.