Happy 3rd Birthday, Cully!The Making of the Gift, the Celebration, and the Finished CollageHappy 3rd Birthday, Will!The Making of the Gift, the Celebration, and the Finished CollageWeekly Projections
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"It's changing colors." -Will We opened up the easel to paint with tempera paint. Watercolor was previously creatively explored, with some evidence of this being carried along on the cubby bags. The experience with tempera paint is distinguished from watercolor, by tempera's thicker viscosity and a typical standing position at the easel. Supporting the language of painting (along with the tools/materials) attention was given to paint brush size, wiping the paint brush on the jar edge to avoid excess dripping, flipping the paint brush over to utilize the additional paint on the bristles, getting more paint on the brush when necessary, smoothly moving the paint brush in either vertical or horizontal strokes, and changing brushes for a new color, to avoid mixing the paint color in the jar. The mixing of colors would instead happen serendipitously, on the paper, by the movement of the paintbrush and the introduction of additional colors. Only primary colors (red, yellow, and blue) were offered. Children were presented with creativity through painting, exploration through the observation of color transfering from brush to paper, and discovery through the phenomena of inevitable color mixing. Observing how the children approach an experience and material(s) is one of many documentation lenses. When it comes to introductory work, where a language or material is new or minimally familiar, similar approaches, by the children, as well as authentic and varied interactions with the materials will likely be observed. This was the case for our first experience with tempera. The transformation of the children's paintings, from start to finish, make their work remarkable and original. Below are images of the paired children, their final paintings, along with early and later versions of their work. Will & Adaline at the EaselAdalineWillChristopher & Gracie at the EaselChristopherGracieGeorgia & Eliza at the EaselGeorgiaElizaWin & Zoe at the EaselWinZoeHenri & Lou Lou at the EaselHenriLou LouPierce & George at the EaselPierceGeorgeWho is Toad?Toad lives in the Brown Room, and many of the children have grown attached to him. He sits on his lily pad, and the children often carry him around or take him to the cozy corner to snuggle. As many of you will remember, Toad came along for home visits this year, and for many children, they were instantly intrigued by him. During the home visits, children were also invited to draw Toad. Many of them did, and these are kept in a binder next to Toad's lily pad. "Toad is lost! How could Toad leave us? I will cry!" On Monday (9.26.22), Toad was moving about the classroom with the children. Georgia was playing "rescue toad" when Toad really did go missing! When we began to clean up the room for snack, the children noticed that Toad was not on his lily pad. We all began asking each other, "Where is Toad?" We looked all over the Brown Room, but we could not find him (no, really...not even the adults). As we continued the search, the children began to share theories about where Toad might be: Their theories:
Drawing is a part of our process and you will see it at various stages of our work and projects. We ask the children to draw or create a graphic representation of their ideas and theories because it is an opportunity to expand/add details to their theories, provoke conversation among the children as they work, and to gain insight into their thought processes. Below are some additional thoughts from current and former St. John's teachers on "why we draw": Drawing is the most immediate connection to the brain-it taps into an ancient mode of expression -before verbal language existed (think cave paintings in Spain and Lascaux). It is a mode of communication that we have at our disposal; another tool in the toolbox. There are different kinds of drawing-expressive/figurative/imaginative, and then there’s drawing from life-observational drawing. Drawing and seeing go hand and hand. I think taking the time to observe, to see and notice details-structures-patterns-can make us more sensitive to the world around us. - Jennifer Azzariti It’s an opportunity for children to verbally process at the same time. While they’re drawing they’re explaining their idea further. Drawing encourages children to identify shapes, colors, textures, patterns, and size quantities that are important to their theory or plan. I think that every time children draw, they can learn one new thing about what shapes/lines are best to communicate their idea. - Melanie Ruston Examining details and the practice of observing closely develops focus for an extended period of time while also encouraging fine motor development. Mark making and drawing provoke thought and elicit details and aspects of children’s work that you might not otherwise see or know was there. It’s another way for children to express their thoughts and ideas. It’s a way for teachers/grownups to listen. - Jessica Kuhn Drawing their theoriesOn Monday, when Cully requested to draw Toad, we paused immediately to draw. On Tuesday, the message center/drawing area were intentionally set up for the children to expand on their theories about Toad in small groups. At morning meeting we asked once more, "Where is Toad?", and they were eager to look and share new thoughts. The children approached the table, and while a few of them began by choosing their paper ("really big", a strip, the large clipboard, or "that's gray"), others approached the drawing tools first ("I want this marker."; "You can use the pink one to draw."). As they worked, they began to narrate their theories once more.
The children were observant as they looked at their individual shoes. Gracie noted that her shoe was "like a circle", and Gracie and Eliza were enthusiastic about the "sparkles" on their shoes. Adaline heard this and looked closely at the strap of her shoe, which she discovered was also sparkly. In response to this, we brought in some markers from the atelier which have a bit of glitter/shine to them. Below are the drawings of their shoes; all of which contain a Toad (or so we're told because he still does not seem to be in the classroom!). Following the children's leadToad's disappearance was on Monday, only two days ago. The nature of our Brown Room schedule means that children who attend on WThF were not present when Toad went missing. Today, Wednesday, we observed and listened carefully for anyone to mention his absence. Georgia, who is at school on MTW, did ask about him. The other children did not attend to this comment though --they may have heard her, but they did not ask any questions or seek him out. We know, however, that on Thursday or Friday, our MTThF children will return and they may bring this conversation back to the group. We will be observing, listening, and taking notes to see how the MTThF children's experience may influence the WThF group.
We are often asked how we know when an idea or experience will become a project or a long-term investigation. This is a wonderful question with some complex answers. For now, we want to share a few reasons that we have chosen to "pull on this thread": The case of the missing Toad created an opportunity for: Joy and excitement among the children Cognitive Conflict and provoking our imaginations - Toad was here and now he isn't. Where did he go? How did he get there? How will he get back? How can he disappear? (and many, many other questions) Creating and expressing theories and hypotheses Drawing these ideas - cognitive/creative connection Collective Experience - From the moment we discovered Toad was missing, the children began look for him in groups and share their ideas with each other. Toad visited all of them at home, and there is a collective investment in him. Connection with the school - Toad lives at school, and they seem to love him. But, their theories reflect their knowledge and connection to our environment and their developing relationship with the school. For example, they mentioned the cob house, the studio, and the sand. Collage: A Process of LayeringAs part of our birthday tradition at St. John's, gifts are created for the children. This work supports the learning and development of empathy, perspective taking, cooperation and collaboration, accomplishing a project, and embracing process, along with the establishing a foundation of relationships upon which we will build and grow as we co-construct our learning together. The language of collage was chosen for our birthday gifts. This was with the intention of appreciating slowing down and taking our time with our work as we value and embrace the importance of process, layer by layer. Setting up for our first birthday committee work in preparation to create Lou Lou's gift. "I cut it to make it smaller." -Zoe Getting to know the materials. "Glue is for sticking." -Eliza Making it all come together, together.
It is a tradition at St. John's, and in the schools of Reggio Emilia, that each child chooses a symbol that will represent them during their three years here. We know that this is a meaningful choice for for the child and their families/(alumni) siblings, as the symbols, and the children's association with them, usually lasts well beyond their time at St. John's. Why do we use symbols?Symbols are a form of communication -- communication through imagery and the written word. Emergent literacy encompasses children's ability to read images (illustrations, photographs, collaged imagery, etc.) and symbols (abstract, geometric design, or representational), and these often precede reading words. "The symbols children choose become one of many symbol systems they will use over the course of three years as they learn letters, numbers, colors, and explore 'the hundred languages'. The symbols are found throughout the school and they become part of the child's context, a familiar reference that makes the environment reflect the choice of each child" (Ann Lewin-Benham, Author). The children come to value, and even love, their symbols. Choosing Symbols
We introduced the symbol drawer, and Elyse shared her symbol with the group. They were enthusiastic to use it and stamped it all over their papers. Then, we found a piece of paper that had Adaline's brother's symbol on it (Wilder from Tucker Room). Do you all have a symbol? - Elyse "Noooooo...I need a symbols." - Eliza, 2.10 years "I need a symbol too." - Adaline, 2.11 years Where and when do we use symbols at school?We started by touring the school to look for symbols -- where can we find them around school? Small GroupsIn each small group, the children took some time to look at all of the available symbols and then began experimenting with them by stamping them on paper. Some children chose quickly, while others took more time to test out a few of the symbols. Most of the children were very definitive in their choices: "I think that's my heart symbol." - Eliza, 2.10 years "I want the ball." - Win, 3.2 years Using our symbolsOnce the children had chosen their symbols, we brought the symbol box to morning meeting. They were very excited to see their symbols, and everyone quickly found their own. We put the symbols in several places throughout the school: Cubbies, cubby bag tags, portfolio drawers, mailboxes, documentation, and the children begin to use it for their work. The symbols will be used in many ways and in many places throughout their three years at St. John's. The children have been talking about their symbols, and even identifying other children's symbols. The message center is always a wonderful place to use the symbols, and it's where we keep the symbol drawer. In this area, "the symbols take on an active life that propels them into a more complex form of representation [...and] socially, they are the means for connections with one's friends [and family]" (Ann Lewin-Benham, Author). We still have two more children who will choose their symbols soon. We'll update you all when the entire class has chosen!
We'd love to hear what your children are sharing at home about their symbol. Are they talking about them? Describing them? Asking to use them? If they have an alum sibling, have you overheard any conversations about the symbols? It's always wonderful to hear the children's thoughts from their conversations at home. Please feel free to share them at drop-off or via an email! Each day, we bring our projections to our morning meeting. The children have been interested in them, and asking some questions about them: "It's a calendar." - George, 3.0 years "What's the plan?" - Eliza, 2.10 years In the Brown Room, underneath our Birthday Calendar, you will find our monthly calendar, our weekly projections, and our new Visual Projections. These are a work in progress, and we'll share more information soon!
Sharing Our Space and Working TogetherWe're working together. ...Because we need to share this building together." -Henri We finished up our school day with the objective of building, all together, in our construction space. The children were in motion with each of them participating in their own way! The progression of the building continued while materials were confidently removed from the shelves. Eventually, many materials were seen on the floor. This provided an opportunity to consider the intentional use of materials and sharing of our space as we work. If the materials are all over the floor, then the floor is not as open to comfortably, carefully, and effectively move around the space. So we paused and set the intention to make a choice to pick up materials on the floor and either connect them to our building or to put back onto our shelves. Our Third Teacher the EnvironmentOur classroom continues to come alive with our symbols and pictures! Symbols are selected! The children's symbol stamps have been placed in the drawers of our symbol box (above). The symbols have also been added to the birthday calendar and next to each child's cubby photo (below). This will continue to support the children to identify each other and what belongs to them. Familiarizing Ourselves with Days, Schedules, and PlansWe have settled in rather quickly in the Brown Room, and there is so much joy! All of the children have been entering the Brown Room with curiosity, confidence, a readiness to start the day. We know that there are few tears now and then, but by the time we ring the bell for morning meeting, they are ready to join us on the green carpet to sing our morning meeting song. We start by clapping our hands to keep the beat for the "Get Up and Dance" song: I have a friend named [name]. [name] is his/her/their name. Get up and dance [name], get up and dance [name], get up and dance [name]. [name] please sit down. Before we sing about each child, we pause to identify them. With each passing day, the children are learning each other's names, and there is a lot of enthusiasm and joy around knowing someone's name! The children are reassured that if they do not want to stand up or dance, that's okay. They are free to make their own choice for their body as we sing to them. Making first plans"What's the plan?" - Eliza, 2.10 years
Connecting with our family and (new) friendsSnack is always better when our big brothers and their friends come to visit! JoyGeorge, Henri, and Will laughing at silly names!
Happy First Week of School, Brown Room!Each school day, we go outside for approximately one hour. On Fridays, we begin this hour of outdoor exploration (work and play) by arriving and gathering in the outdoor classroom, which we refer to as backwards days. Over time, the differences in daily schedules will become familiar to all of us! Here's to our first week of change, adjustment, and novelty! Locating and Identifying Our Cubbies... (and cubby bags)We've got photos in each cubby. But wait... "Where's my cubby bag?"
Integral to the St. John's experience is the exploration of materials, and for the Brown Room, exploring new materials is rudimentary to our yearlong work. Considering this, we may choose to introduce a new material with an objective in mind. After giving time and attention to watercoloring, Will shifts his attention to view and perceive the watercolor brush guide. We often focus on process in the work that we do. Here Adaline, noticed the extra water and asked, "Can I wipe it?" So we got a paper towel to wipe her watercolor painting. In the process she also noticed the transfer of color to the paper towel. Our Birthday Calendar and the Passage of TimeA few photos yet to come but most of our Brown Room collective are represented on our birthday calendar! Happy Birthday to Lou, Lou and Pierce! Next to come, in September are Cully and Will. (The colors represent months.) As celebrations take place, the blank slates above the portraits will be replaced with a photocopy of the birthday gift. Our Class Schedule: Who is Here and When?Welcome to the Brown Room everyone! So far, we have had two wonderful days in the Brown Room. Everyone seems to be settling in and getting to know each other. We truly could not have asked for two more perfect "first days" for everyone. Soon, we will send out information about our intentions and scheduling for the Brown Room blog (this may differ from sibling's classrooms). We will also send out information about Brown Room birthday celebrations and more. For now, we want to share our projections for the week, some highlights of our first two days, and some observation notes from our open studio explorations. As you enter the classroom, to the right you will find our sign in sheet and cork board full of our calendars (School year, monthly, etc.), classroom projections (monthly and weekly), and more. We encourage you to pause and read them at your leisure during drop-off. Projections for the week of 9/5-9/9First days in Brown RoomDrop-off, transitions, and morning meeting It truly has been beautiful to watch each child and family enter the Brown Room with excitement, confidence, and a readiness to begin the day! Each day, at 9:15 (ish), we transition to our green carpet to start our morning meeting. This is a time to greet each other, sing songs, read books, introduce materials and experiences, ask questions, dialogue, and make first plans for our days. We've had two morning meetings full of songs, fun books, some laughter, and a lot of sweet smiles. Exploring the classroom and the outdoor classroom Our first studio explorationsOur Brown Room Studio has been a source of excitement and curiosity since the children first visited during the welcome party last Friday. The past two days we have had small groups visit with the intention of an "open exploration". We asked questions such as, "What do you see?" or "What do you notice?" As they began to show interest in certain materials, they were invited to take those materials from the shelves and bring them to the table or easel (all children chose the table) to use them. During this time we have been focusing on processes, the vocabulary that we use as we work (e.g. materials, collaging, layering, Brown Room Studio, adhesives, work in progress, are you pausing your work for now?, etc.), and caring for our materials.
Today, their focus was on the process of using liquid glue, paper, and layering. |
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April 2024
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