DOUBLE TAP TO ZOOM ON PHONE OR TABLET Tell the story k Include many details to bring the story to life. k Capture the children’s dialogue; use their real words. k Use lively, engaging language and conventional grammar. k Emphasize description rather than interpretation. k Consider including a sketch, scanned copy, or photocopy of children’s work. November 17 Isaac and Ian arrived in the studio this morning eager to paint. They slipped on smocks and looked at one another and at the easel with its big sheet of white paper.    “We’re gonna paint a picture at the easel together, right, Isaac?” said Ian, in a hopeful invitation to his friend.    “Yeah, sure we are! Let’s do it!” Isaac replied with a grin.    They took the lids off the jars of paint at the easel and gathered brushes, then paused.    “How about a tornado?” Ian proposed.    “Yeah, a tornado! A really big one!” Isaac agreed.    And the two companions began to paint, filling the easel paper with swirls of color, their bodies moving together, their arms reaching up and over and around one another.    “We’re artists together, right, Ian?” suggested Isaac.    “Right—artists together,” Ian confirmed. Reflect on the story k Describe your thinking about the story. k Seek to capture the children’s points of view. k Reflect on the role of the physical space and the materials in this experience. k Consider child development and learning theories. COPYRIGHTED MATERIAL General Guidelines for Studio Explorations   33