After the story, Ms. Calihan perceived that the kids took a little while trying to create the relation with the story and the creative folding proposed. This happened because they are used to a different methodology that directly connects all the activities and makes the propositions more objective and consequently automatic. The intentional disconnection however, gave them time to think about the activity I was proposing, what explains the time they took to process it.
The objective was to propose them to find out their own starting point. This process is not easy, though. If I had given them a link with the story, they would limit their production to figurative shapes of the animals (characters) of the given story. Letting them choose their own shapes was more challenging and opened to unexpected results of original and/or abstract shapes. Knowing that, on previous classes, they had learnt some origamis, I told them that they would use the thinks they learned but also they should create their own foldings and techniques.
In fact it happened and we had different results. They reproduced some bats and puppies and created compositions with them. Others didn’t remember how to make the origamis then, they transformed the shapes, using things they remembered with inventiveness. I though it might create some conflicts but almost all of them dealt very well and enjoyed the fact that, they could do anything they want to.
As a reference work to this activity, I recommend the works of Richard Serra and Amilcar de Castro.