The Classroom as a Space for Play

The need for play in the ELA classroom has become increasingly necessary. Standards are our guides, but our focus and goals extend beyond the classroom. By incorporating space for play, creative expression underscores our work in the classroom and allows students to tap in to their intrinsic motivation. All work and no play makes our students dull boys and girls, Jack Nicholson was right in that one regard. The myth of unrelenting rigor as the necessary means to success is worth our deconstructing.

Learning and play are not only capable of coexisting, but can amplify learning in unique and impactful ways. Throughout my time student-teaching, I actively searched for ways to bring this dichotomy to unity. One of my favorite activities our class did was a three-day sequence centered around answering the question of, "how do we make space for play in the classroom?"The answer is: it isn't that difficult AND digital tools make it that much easier and relevant.

With my honors 11th grade American literature class, we had a unit that focused on several literary movements. To introduce our class to Romanticism, I created a scavenger hunt on the app called GooseChase. The purpose of the scavenger hunt was to 1. familiarize students with the elements of Romanticism and 2. show them that poetry exists everywhere. Each clue had students searching for a specific element of Romanticism around the school's campus (for example, "love of nature" and students took photos of nature related things).

Our class had a lot of fun with this scavenger hunt. The friendly competition allowed students to really commit to learning and applying Romanticism to their own lives. After the hunt concluded, I tasked students with writing their own poem in the style of Romanticism.

I gave students ample class time to work on these. They transcribed their finished product onto a Canva.com template of their choosing. The outcome was a collection of vibrant and vulnerable creations. Some students were so proud of their work they even submitted it to the school's literary mag!

After exploring and creating, their final unit review was a continuation of the expression and creativity we had already been playing with. To review our literary movements, students broke up into groups of 4-5 and were assigned one of the literary movements we had studied: Romanticism, Transcendentalism, Southern Gothic, Dark Romanticism, and the Fireside Poets. Using the StopMotion app, students created stop-motion films that highlighted the key elements, dates, works, and authors of their literary movements.

This mini-project took up our entire 90 minute class period. We used the first 30 or so minutes to storyboard and gather materials. The remainder of class was dedicated to creating their thirty second films. Once again, the outcome was incredible. Students were applying knowledge; but, more importantly, they were creating something that was worth being proud of. The next day, we had a viewing party to review each literary movement.

With these activities, I first feared I had bit off more than I could chew (teach) in three days. Yet the opposite happened. The kids joyfully took the reigns and relished in this space of learning, playing, and enjoying what they were doing. I have attached the three-day lesson plan sequence below. It breaks down the necessary structures to enable the sweet spot of playing as a vehicle of learning.

Before they are our students, they are human beings. No matter their age, space to play allows our kids to dive headfirst into childlike wonder and champion that profound unknowingness that makes them open to new experiences and truths

Romanticism and Fireside Poets 3 Day Les.

Download • 63KB