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.

Today students had a presentation from Victoria Woelders from ArcBC, who shared valuable insights on the importance of digital accessibility and how it can enhance the learning experience for all users. The session focused on various elements that contribute to creating inclusive digital environments.

Fonts and Colors: Victoria emphasized the significance of using accessible fonts and color contrasts in digital content. Students learned that fonts should be clear and easy to read, avoiding overly decorative styles. Additionally, high contrast between text and background colors is crucial to ensure readability for individuals with visual impairments. For instance, combinations like dark text on a light background are more accessible than light text on a light background.

Hashtags: The use of hashtags was discussed as a way to improve content discoverability and organization on social media platforms. Victoria highlighted how using clear and relevant hashtags can help users, including those with disabilities, find information more easily, thus promoting inclusivity in online discussions.

Closed Captions: Victoria also highlighted the importance adding closed captions on videos. Students learned that captions not only assist those who are deaf or hard of hearing but also benefit learners who may struggle with language comprehension. Including captions ensures that all viewers can fully engage with the content being presented.

QR Codes: Victoria also explained how QR codes can enhance accessibility. By providing quick access to additional resources, information, or materials, QR codes can help bridge gaps for students who may need alternative formats or supplementary content to support their learning.

Immersive Reader: Students were also introduced to the Immersive Reader tool, which is designed to improve reading comprehension and accessibility. This tool offers features such as text-to-speech, adjustable font sizes, and line spacing, making it easier for students with diverse learning needs to engage with written material.

Alt Text and Image Captions: Another crucial topic that was covered was the use of alt text and image captions. Students learned that alt text provides a description of images for those using screen readers, ensuring that visually impaired users can understand the content being presented. Additionally, image captions can provide context and further explanation, enhancing the overall comprehension of visual content for all users. Emphasizing the importance of thoughtful and descriptive alt text, the presenter encouraged students to consider what information would be essential for someone who cannot see the image.

Overall, Victoria’s presentation was enlightening, equipping students with practical knowledge about digital accessibility. By understanding and implementing these principles—such as selecting appropriate fonts and colors, utilizing closed captions, leveraging tools like QR codes and Immersive Reader, and incorporating alt text and image captions—students are better prepared to create and consume digital content that is inclusive and accessible to all. This experience not only raised awareness of accessibility issues but also inspired students to be advocates for inclusive practices in their own digital interactions. They are also feeling ready to put what they learned into practice.

In an effort to honor the memory of children lost to the residential school system, students at Aubrey will be participating in an Origami Reconciliation Project. This initiative will draw inspiration from the Japanese tradition of folding paper cranes to symbolize our collective hopes for healing and reconciliation.

The artwork will feature black hearts in the background, representing the profound truths and emotions we will carry regarding this painful history. Central to the piece will be orange ravens, shaped into a heart, symbolizing hope and our collective commitment to fostering a better future. Each raven will hold messages of hope for healing and reconciliation contributed by students from various divisions.

Once completed, this mural will be unveiled and displayed as a powerful reminder of our shared commitment to truth, understanding, and justice. It will serve as a call to action for our community to engage in ongoing dialogue and initiatives that support reconciliation and healing.

(The image above is our prototype. Photos are still to come of the completed project)

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.

Today Aubrey students had a special performance from Metaphor. These hip hop artists taught students about the history of Hip Hop and how they use their music to build community empowerment and social justice. Using the hip hop arts–DJing, Breakdancing, Beatboxing & Emceeing–the Metaphor crew had us free styling, beatboxing, and dancing during their energy filled performance. What an amazing way to end our first week back.