Light Table Arrangements
"I want to make an arrangement." - Eliza, 3.4 years
As you know, the Brown Room birthday gifts this year have been beautiful collages for each child. The art of collage requires thought about arrangement, composition, layering, patterns, color, negative/positive space, balance (in a few senses of the word), and more. Our birthday collages invite a more permanent arrangement (i.e. we are gluing down the arrangements to make a collaged gift). The children have begun to identify other types of collages that we can make. For example, Will recently proclaimed that her wire sculpture (these are all on display in the classroom) a "wire collage".
The light table has been very active these past few weeks. Recently, we have shifted the materials that are near the light table to encourage arrangements/collages/small building on the light table. This type of "collage" invites flexibility with the materials. Since we are not using adhesives, the materials are easily moved around and the children can edit their work.
The light table enhances the idea of the positive and negative space as it provides a different kind of contrast than just a solid colored background (e.g. white or black piece of paper/cardboard). The children have also been observing the way translucent materials change the color or intensity of the light:
"Now it's pink!" "This [layered portion in photo below] is darker."
Adeline and Gracie worked together, with assistance and encouragement from others, to create a 3D arrangement that filled in one of the large frame mats.
"We're adding layers." - Adaline, 3.5 years
"We made one more layer." - Gracie, 3.4 years
How may do you have?
"Five!" - Gracie
"This one has one more. Six!" - Adaline
**Look at that addition!**
"Look! It's balancing!" - Will, 3.5 years
There are beautiful arrangements happening in Brown Room and more collaging to come! We'd love to hear about any arrangements/collages the children are creating at home!
Happy Spring Break!
We hope that you all have a wonderful spring break! After break we'll share some of the children's work with clay and drawing! They are doing amazing things!
1. We'll see you all at parent-teacher conferences on March 15th and 16th.
2. Our parent/child printmaking experience will be on April 7th at 8:15 am.
3. The staff will be traveling to Reggio Emilia, Italy for a study tour with teachers/pedagogistas/atelieristas from the school of Reggio Emilia. Yes - we are going to school on our break! ("You will go to school? Like me?" - Cully) We look forward to sharing some reflections with you on April 4th at 8:15 am as part of our PTC meeting.
4. The Monday after Spring Break, March 27th, will be our first Monday Backwards Day. From now until the end of the school year, Backwards day will be on Mondays!
5. There will be no parent morning meetings the week after spring break. Beginning the week of April 3rd, parent morning meetings will be on Mondays (outside) and Fridays.
Where the Wire Things Are
"There's an apple on a tree, and one more idea.
I need one wire and put something on it, I need two more apples on it. ...
I'm not finished with it." -Gracie (to be continued tomorrow)
"I need to add more apples to mine." -Henri
Toad's Muddy Prints
“It’s easy to find Toad if you look for
Throughout this process, the children discovered that certain drawing tools worked well with water colors, while others disappeared or blended into the watercolor. This presented a wonderful opportunity to do some intentional experimentation with drawing tools and watercolors. The platform was set with: Markers, crayons, colored pencils, felt tip pens, pencils, sharpies, oil pastels, pastels, and chalk.
"Look what happened to the chalk. It disappeared." - Will, 3.5 years
"It's [chalk] going away!" - Zoe, 3.1 years
"It's going green!"-Caroline
It's a new month and the color green is returning to the trees. Not to mention, St. John's birthday month color is represented by green on our birthday calendar, and of course there is the holiday of lucky green on the way. Our paint palette of pinks, reds, and purples was almost finished, and we had already gone through our blue period with focus given to St. John's blue door so it was time to refresh our paints with a new color palette. And this is where the color green comes into play. Also, with more talk around Toad and green paints available, who knows... perhaps Toad will return, if only in a painting.
"Blue and yellow make green." -Eliza
Our musically inclined group of children influenced a choice to bring songs into the experience of painting. The music and the cheerful color palette added fresh and different energy, focus, and interest to the language of painting.
"I heard sounds.
What kind of sounds?
"It was songs." -Lillian
"We're making paintings for making music." -Cully
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"I need more colors. I need red." -Henri
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"Can you save my painting for me?" -George
“How will St. John’s walk around the candle? How will it blow out the candle?” - WIll, 3.2 years
“We should get a candle.” - Eliza, 3.0 years
“I’ll draw the mouth.” - Cully, 3.2 years
“I will draw the biiiiig smiley mouth.” - Eliza, 3.0 years
“I will draw a big mouth.” - Gracie, 3.0 years
For St. John’s? - Elyse
“You [Elyse] will draw the ears.” - Cully, 3.2 years
“A nose.” - Cully [about what Melanie could draw]
“Then you get closer and blow it out.” - Adaline
Can St. John’s do that?
“No. No. St. John’s can’t walk because it don’t have feet. I have feet. I can walk.” - Cully, 3.2 years
At this point, Capers, Cully's brother joins him to draw.
"Capers is drawing so many teeth." - Cully, 3.4 years
"Because I have 100 teeth." - Capers, 5.4 years (Tucker Room)
Do you need teeth to blow out a candle? - Joci
"A little bit. The teeth have the air. There’s a crack a little bit and it let’s out air. It opens a little bit and lets the air out." - Capers, 5.4 years
[Cape chooses red for the mouth.]
"I’ll also use red for the tongue [to Cully]." - Capers, 5.4 years
"Cape, I want to see your tongue (on the drawing). " - Cully, 3.4 years
Actually that’s your tongue that you drew in Capers’ mouth that he drew. - Joci
Zoe's brother, Lucas, also worked with Joci and the Brown Room to trace and add color to the mouth for St. John's.
[top]: Cully and Capers
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"The top of the clapper, the rope [two vertical lines], and my hand pulling the bell." - Adaline, 3.4 years
"The clapper and the bell."
- Will, 3.5 years
[top to bottom] "The bell, the clapper, and the rope. I'm coloring it in." - Adaline, 3.4 years
"The bell." - Henri, 3.6 years
"Me pulling it up [left side]. The rope [vertical lines on the right]."
- Will, 3.5 years
"The top of the bell, the clapper, the rope, and the ghost ringing the bell." - Henri, 3.6 years
We've been interested in bells since the beginning when we first heard the bell in the bell tower sound and ring. Around that time, we brought in a varied collection of bells to explore. And we're back at it! Engaging with each bell, one at a time, to better understand the bell(s) and identify them. The best part is the enthusiasm, joy, and sustained interest that the children are contributing to the bell sounds and shapes!
Georgia rings one small red bell, and say, "Alright, let' start!"
"My bells are louder." -Cully
"I hear it." -Georgia
"Why isn't there a spider on it?" - Will, 3.4 years
"It's like paper. ... And then you bend it like this and then through...
and then you make a sculpture wire!" -Eliza
"Look what I made!" -Georgia
"It's a candy cane... a shark tail." -Gracie "A raindrop." -Win
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