Knex Aircraft

Every year in our school-age program, an exploration of flight develops and begins with an interest in paper airplanes. At some point in the investigation, interest wains. The time frame is different each year. Sometimes we make airplanes for a month and sometimes for only a few days. Reflecting on the paper airplane explorations of the past, I wondered if we could further explore the children's interest in flight.

Once again, the children showed an interest in paper airplanes when one child started folding and flying planes in the classroom. Our program is in a large multipurpose room with twenty-foot ceilings and plenty of open space, so flying planes does not interfere with other children working in the program. As children experimented with paper planes I surveyed the materials available in our classroom and talked with the children about exploring new project ideas focused on flight.

Some children suggested we look towards nature and explore birds. Other children wanted to build models of planes with Lego or Knex. A few children suggested making a large model plane out of cardboard. I recorded the ideas on paper and created a project web for exploring flight. After looking over the web of ideas, the children decided to build model planes out of Lego. To support this work, I made a trip to the library and collected books with images of aircraft and a few books about the history of flight.

The next day, the children started building planes with Lego and expressed frustration with the work because they could not simulate the smooth curved shapes of actual airplanes using the square-shaped material. One child suggested trying Knex to make planes instead of Lego. The children were not as familiar with Knex as Lego.

After some experimentation, the children started creating new airplane designs with Knex. The versatility of the material enabled the children to create complex designs. At first, the children tried to replicate images of planes from books. Interest in working this way did not last. The children wanted to create original plane designs, so I invited children to draw plans on paper. I thought that creating drawings first may help them navigate the building process.

The children started drawing images with pencil and paper. After some trial and revision, the children created new designs and started to build again. Creating new unique designs motivated the children, and the work with Knex continued for many weeks. The children made new flying machines and used the finished planes for dramatic play with friends. Lego also returned as the children created new buildings to house the Knex planes.

Play with Knex slowed, and children moved on to new work. Instead of separating the Knex planes, we created an installation to share the unique designs with friends and family. We created a space in the ceiling where the aircraft could hang together, suspended by a fishing line. The planes stayed aloft for many months and started to collect dust, so it was time for the Knex parts to go back into storage. The children did not use Knex for many weeks. Then one day, someone suggested we make cars to race around the building. We brought the Knex out from the storage closet and started a new building adventure in the learning community.

What I learned from this experience may benefit your learning community.

Reviewing photos and documentation from similar projects in the past helped me support the current investigation. Engaging in reflective practice invites teachers to brainstorm future possibilities for our learning community.

When searching for new project ideas with the children, we brainstormed and recorded the possibilities of new work and our thoughts on paper. We use large poster board post-it notes for this work. Together we draw a web of ideas and place the poster on the wall for all to review. The poster web gives us a map of where our work together may go. Having a map helps us fight decision fatigue and begin working together.

All materials have a learning curve. Children need time to explore the possibilities of a material before they feel comfortable using it. Children often gravitate toward the same materials because they understand the material's properties. When we create simple invitations so children can explore new materials, this helps bridge the learning curve.

In my work with children, I like to combine creative processes so they can see what they are trying to create from different perspectives. Seeing work from many perspectives helps the possibilities of project work shine through.