11 am Wonder Arts Class 5: Oil Pastels with Watercolor, Clay with tools in a whole group, Wire Sculpting

This being our 5th class, I am starting to notice the children really getting comfortable! In the beginning, some of the children seemed to rush through the experiences, eager to explore the room or play with the "transition toys". This week's class exhibited such long attention spans with each experience that it was hard to fit it all in. The room was so calm, the children were so focused and engaged, the parents seemed very relaxed as well. We did play background music in both classes and possibly that caused some of the intense concentration. But....after thinking about it more, I really think it is the gift of time. I used to tell parents that they needed to give their children a month or possibly two to get used to a new teacher, classroom, etc... This goes to show you that 5 weeks in, the group (both children and parents) is beginning this process!
You will see in the next few photographs, the "Evolution of a Drawing". As each child starts with a plain piece of paper and transforms it into something very unique and individual. I love to watch this process and seeing the children's faces as they add the watercolor to their oil pastels is fascinating!

My goal with the clay experience today was to observe how the children interacted with one another (as well as with the clay) when the clay was presented in small groups with the addition of pre-made balls and coils. New tools were set out, trucks, rolling pins, pizza cutters, along with the old favorites, tongue depressors and bottlecaps.

The children had long attention spans with this week's clay experience, observed one another, but still stayed to themselves most of the time. As it is very standard practice for most children to have their own separate "art", I was hoping to see them deviate from this and move into more collaboration. I realized that the arrangement of the clay and materials was not condusive to what I was trying to achieve (notice the change in the presentation during the 11 am class). That doesn't mean it wasn't a successful experience because, I think you can see from their faces, it definitely was a hit! As the children grow more experienced and comfortable with the clay, I am building theories about ways to encourage them to work together.

Wire. "Wire is elemental, formed of metal dug from the earth. It smells evocatively of the earth, and is cold and sharp. It is hard, resistant, adn strong willed. To forge a relationship with wire, we must be strong willed ourselves, determined and persistent."

Ann Pelo - The Language of Art

The children were given wire (22 gauge), cut pieces of straw, and styrofoam pieces. Wire is a new "language of art" for me and I was very excited to see how the children interacted with it. The toddlers were eager to explore it's properties! Most interacted with it much the same way they would interact with a piece of lace. They were interested in trying to "string" the straw onto it as well as poking through the styrofoam. Of course, sculpture is not what we would expect right away but they are gaining familiarity and with multiple experiences, who knows where it will lead us. I am wondering how the children would use the wire when combined with clay. I would also like to introduce the idea of wire cutters and helping them to "cut" the wire.

Through these "close-ups" of the children's hands and fingers, you see the strength it takes to work with this material. It is not always easy to maneuvre but well worth the effort!

11 am Wonder Arts Class 5: Oil Pastels with Watercolor, Clay with tools in a whole group, Wire Sculpting

This being our 5th class, I am starting to notice the children really getting comfortable! In the beginning, some of the children seemed to rush through the experiences, eager to explore the room or play with the "transition toys". This week's class exhibited such long attention spans with each experience that it was hard to fit it all in. The room was so calm, the children were so focused and engaged, the parents seemed very relaxed as well. We did play background music in both classes and possibly that caused some of the intense concentration. But....after thinking about it more, I really think it is the gift of time. I used to tell parents that they needed to give their children a month or possibly two to get used to a new teacher, classroom, etc... This goes to show you that 5 weeks in, the group (both children and parents) is beginning this process!

My camera battery died right in the middle of class! I was not very happy! However, the parents happily took pictures and sent them to me via cell phone. My goal with the clay experience today was to observe how the children interacted with one another (as well as with the clay) when the clay was presented in small groups with the addition of pre-made balls and coils. New tools were set out, trucks, rolling pins, pizza cutters, along with the old favorites, tongue depressors and bottlecaps.

During the 9am class I set the clay up on separate tables in groups of 2 or 3. The children definitely observed one another and had a very long attention span. However, there was something with the set up that didn't encourage them to socialize as much as I had hoped. So... for the 2nd class, I set the tables up in an L shape with all of the materials sort of spread out. I didn't offer chairs at first because I hoped if the children had to stand they might move around and interact with one another more. I observed that while the children still maintained individual pieces or slabs of clay, they paid much more attention to each other. They were influenced by what they saw their peers doing. They shared tools and toys. I think this is a good first step to them perhaps starting to work on one piece together. As I stated before, the children were very focused and would have spent probably another 30 minutes playing if it hadn't been time to clean up.

9 am Wonder Arts Class 4 Collage and Light/Shadow Exploration

Many times, children in programs inspired by Reggio Emilia, Italy, are misunderstood as being able to do whatever they want to do. People might think teachers and adults have no expectations for children in a child-led environment. This is very much the opposite! In my opinion the expectations are often times higher. Respecting children doesn't mean we don't give them boundaries and limitations. Children are looking at us to show them how to care for materials properly, how to treat others and ourselves with respect. While we try and redirect, offer alternatives, and limit the "no" word, it's not a free for all! Children are given opportunities to investigate and explore with an adult who is willing to keep them safe but also instill the spirit of wonder. One of the things that immediately caught my eye when learning about these schools was children using real knives to cut snack up for the group. Of course, the children are shown how to use the knives appropriately, safely and logically, if they are not able to do so, they are not given this opportunity. Toddlers are deeply interested in being independent and testing their boundaries. I believe if we raise our expectations and offer logical consequences, children will feel safe, trusted, and true learning can happen! My mentor, Carol Moyle, was/is a Montessori teacher as well as an artist. She taught me so much about slowing down the process and teaching methods to children. For example, during this week's class the children were shown how to wipe the brush on the edge of the container so the glue wash wouldn't drip all over their work. It seems very simple, but once reinforced, it becomes a natural part of their process.

"Where there is light there is also shadow" German Proverb

Using an overhead projector on the floor offers endless possibilities for investigating light and shadow. An adult nearby offers gentle guidance about caring for this new material. Not only did the toddlers treat the projector with respect, they were also able to wonder and enjoy the "magicness" of the experience!

Many children noticed the "crystals" placed on the projector and wanted to test their theory of "what will happen if" I take the crystal and place it on the sheet where the light is projected. Will it look the same on the sheet as it does laying on the glass projector?

Will the crystal project onto my friend's shirt?

What will the crystal feel like when projected onto the wall? What happens to my hand when I touch the light?

Having time and space to wonder at the light and shadows created is priceless. What questions or observations might he be making?

What happens if I place my hand in front of the light?

Sometimes children just need a quiet, safe, lap to sit back and enjoy the show!