Two summers ago Mike and I where doing an inservice for a school district in Indiana. One of the teachers, Mr. Guthrie-- @EjhsGuthrie, told us how he planned to use Hadoken in his classroom to begin the building of trust with his students (#1st5days). I had never heard of Hadoken, but found the idea interesting and kept it in mind. This year, I was ready to start the year off with Hakoken.
What is a hadoken you ask? Here is the definition one of my students provided.: A hadoken is an impression, or illusion, of something that is happening when it really isn't. Related to an idea of perspective and how you look at things, hadokens are pictures where things are not what they seem. The term was first used in the video game StreetFighter from 1987 (Hence the tweet). I took about 10 minutes to present the slide show below to my students. I started with the Theme from Wizards of Weaverly Place--"Things are not always what they seem". We discussed how the song could have meaning in our study of history. This was day three of school. Read about day one, Harry Wong "First Day of school Not for me" Or see a video of day one here: Creating a Culture that Inspires.
What is a hadoken you ask? Here is the definition one of my students provided.: A hadoken is an impression, or illusion, of something that is happening when it really isn't. Related to an idea of perspective and how you look at things, hadokens are pictures where things are not what they seem. The term was first used in the video game StreetFighter from 1987 (Hence the tweet). I took about 10 minutes to present the slide show below to my students. I started with the Theme from Wizards of Weaverly Place--"Things are not always what they seem". We discussed how the song could have meaning in our study of history. This was day three of school. Read about day one, Harry Wong "First Day of school Not for me" Or see a video of day one here: Creating a Culture that Inspires.
| My idea was to get kids to see that history is not always what it seems. We read a book and assume it is an accurate picture of history. We assume the author is telling us the Truth. I wanted kids to think about how perspectives can distort the truth and in turn distort our view of the past and the world we live in. | |
So we went outside and used iPhones, or what ever they had, and produced 100 or more Hadoken Photos. The first one fooled my own children who thought I really had jumped that high.
So, what did they learn?
Lets see a student's blog post for the rest of the story. I would like to note this was their first blog post of the year. Almost every child spoke about perspective and how our own eyes mislead us and I provided no instruction in Photoshop. It was a powerful lesson.
"Hadoken's relate to history, because just like in the title they aren't what they seem to be. When you look at the picture an illusion of something amazing happening is seen, but it is really a trick of the camera. Just as in hadoken's what is on the surface isn't always what happened in history. People can infer using evidence to find out what happened in the past, but since we were not living there in that time, no one really knows what happened in history. Following clues we may get to one conclusion about history, but what really happened may be completely different, just like how only the people taking the hadoken know the picture is an illusion, but outsiders do not."
"Some things in history can be impressions and appear as if something had happened when it really didn't or something different happened instead."
"Hadoken relates to history because Hadoken is all about perspective and so is history, we can look at history from many different angles and we have no past information about it so it just may not be as it seems.
"Hadoken is all about looking at things from a different perspective, and in history, different perspectives change the way it is told."
"Hadoken teaches us that everything is not as it seems , just like in hadoken , in history somethings are not always the way we see it from our point of view , The teaching of history is subject to varying interpretations for example the narratives point of view . Just like how we know Martin Luther King's point of view towards freedom , discrimination , justice and equality. We can see a different point of view from this situation from the other people who disagree and who did not feel the same way."
"Like history, hadoken is a matter of perspective. The one on the left was actually taken close to the ground, as you can see, which makes Lucas seems to be high up in the air. He didn't jump that high, but how I took the picture, in this case, on the ground and slightly upward, makes it look different than how it actually was. History is the same. Same things may not be seem the same in different perspectives. Slavery in America hundreds of years ago is a good example. If you learn in the perspective of the people who bought and sold the slaves, you'll never know the truth in the slaves' perspectives, how it actually was like. So, you should try to think in others' perspective in the situations, like how it would have been like, when learning history."
"YOU MAY NOT REALIZE IT BUT HADOKENS HAVE A CONNECTION TO HISTORY. I'VE LEARNED, WITH HADOKENS, THAT EVERYTHING ISN'T ALWAYS WHAT IS SEEMS. HISTORY IS THE SAME. JUST WHEN YOU THINK YOU SEE SOMETHING CLEARLY IN HISTORY, SOMETHING ELSE UNEXPECTED COMES UP, THAT THROWS EVERYTHING OFF. WE DON'T ACTUALLY KNOW WHAT HAPPENED THEN, BUT WE TRY TO FIGURE IT OUT.
ALSO, HADOKENS ARE TAKEN FROM DIFFERENT ANGLES TO CREATE DIFFERENT EFFECTS. THIS RELATES TO HISTORY BECAUSE HISTORY IS ALL ABOUT PERSPECTIVE! GETTING DIFFERENT POINT OF VIEW ALLOWS YOU TO SEE HISTORY THROUGH DIFFERENT EYES."
A few days later Mr Armstrong (a social studies teacher in Dublin) had his students view the blogs previously described as a way to teach his students about perspective. His comments and feedback can be seen below in RED.
I have used images like the one the students created at the beginning of the school year in the past. I to have the students talk about perspective and how it relates to the study of history. The students come away with a good understanding of perspective but the lesson missed that extra little something. However this year prior to doing my lesson using the images above I told the students we would be talking about perspective and would have an opportunity to view some of Mr. Holman's student work. This statement alone caught my students attention and they were much more engaged during this lesson than they had been in years passed. Even though we were unable to create our own hadokens the students were able to live vicariously through Mr. Holmans and we're excited to learn about perspective.
Remember "things are not always what they seem". Cheers, Garth
"Hadoken's relate to history, because just like in the title they aren't what they seem to be. When you look at the picture an illusion of something amazing happening is seen, but it is really a trick of the camera. Just as in hadoken's what is on the surface isn't always what happened in history. People can infer using evidence to find out what happened in the past, but since we were not living there in that time, no one really knows what happened in history. Following clues we may get to one conclusion about history, but what really happened may be completely different, just like how only the people taking the hadoken know the picture is an illusion, but outsiders do not."
"Some things in history can be impressions and appear as if something had happened when it really didn't or something different happened instead."
"Hadoken relates to history because Hadoken is all about perspective and so is history, we can look at history from many different angles and we have no past information about it so it just may not be as it seems.
"Hadoken is all about looking at things from a different perspective, and in history, different perspectives change the way it is told."
"Hadoken teaches us that everything is not as it seems , just like in hadoken , in history somethings are not always the way we see it from our point of view , The teaching of history is subject to varying interpretations for example the narratives point of view . Just like how we know Martin Luther King's point of view towards freedom , discrimination , justice and equality. We can see a different point of view from this situation from the other people who disagree and who did not feel the same way."
"Like history, hadoken is a matter of perspective. The one on the left was actually taken close to the ground, as you can see, which makes Lucas seems to be high up in the air. He didn't jump that high, but how I took the picture, in this case, on the ground and slightly upward, makes it look different than how it actually was. History is the same. Same things may not be seem the same in different perspectives. Slavery in America hundreds of years ago is a good example. If you learn in the perspective of the people who bought and sold the slaves, you'll never know the truth in the slaves' perspectives, how it actually was like. So, you should try to think in others' perspective in the situations, like how it would have been like, when learning history."
"YOU MAY NOT REALIZE IT BUT HADOKENS HAVE A CONNECTION TO HISTORY. I'VE LEARNED, WITH HADOKENS, THAT EVERYTHING ISN'T ALWAYS WHAT IS SEEMS. HISTORY IS THE SAME. JUST WHEN YOU THINK YOU SEE SOMETHING CLEARLY IN HISTORY, SOMETHING ELSE UNEXPECTED COMES UP, THAT THROWS EVERYTHING OFF. WE DON'T ACTUALLY KNOW WHAT HAPPENED THEN, BUT WE TRY TO FIGURE IT OUT.
ALSO, HADOKENS ARE TAKEN FROM DIFFERENT ANGLES TO CREATE DIFFERENT EFFECTS. THIS RELATES TO HISTORY BECAUSE HISTORY IS ALL ABOUT PERSPECTIVE! GETTING DIFFERENT POINT OF VIEW ALLOWS YOU TO SEE HISTORY THROUGH DIFFERENT EYES."
A few days later Mr Armstrong (a social studies teacher in Dublin) had his students view the blogs previously described as a way to teach his students about perspective. His comments and feedback can be seen below in RED.
I have used images like the one the students created at the beginning of the school year in the past. I to have the students talk about perspective and how it relates to the study of history. The students come away with a good understanding of perspective but the lesson missed that extra little something. However this year prior to doing my lesson using the images above I told the students we would be talking about perspective and would have an opportunity to view some of Mr. Holman's student work. This statement alone caught my students attention and they were much more engaged during this lesson than they had been in years passed. Even though we were unable to create our own hadokens the students were able to live vicariously through Mr. Holmans and we're excited to learn about perspective.
Remember "things are not always what they seem". Cheers, Garth
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